1. education
2. school

Application Cover Sheet
NAME OF PROPOSED CHARTER SCHOOL: Cornerstone Academy for High Standards, Inc.
NAME OF FLORIDA NONPROFIT ORGANIZATION/MUNICiPALITY UNDER WHICH CHARTER WILL
BE ORGANIZED OR OPERATED: Cornerstone Academy for High Standards, Inc. The Organization has applied for 501-(c) (3) Non-profit Status? Yes __ No_x_. 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: Dr. Lois D. Smith TITLE/RELATIONSHIP TO NONPROFIT: Superintendent/CEO/President MAILING ADDRESS: 122 N.w. 8l!l Ave. Boynton Beach Florida 33435 TELEPHONE (day): (561 )732-4139 CELL PHONE: (561)908-3160 EMAIL ADDRESS: [email protected] NAME OF EDUCATION SERVICE PROVIDER (if any): Cornerstone does not at this time. NAME OF PARTNER ORGANIZATION (if any): Workforce Alliance, Boys and Girls Clubs, Literacy Coalition or Nova Southeastern University's Charter School Graduate Program, PBSC-Teen initiative. The proposed school will open in the fall of school year: August 2012. School Year
First Year-2012-2013
Grade Levels
9-12
Total Projected Student
Student Enrollment
Enrollment
Capacity(if known)
300
300
;
Second Year-2013-2014
9-12
375
375
Third Year-2014-2015
9-12
400
400
Fourth Year-2015-2016
9-12
400
400
Fifth Year-2016-2017
9-12
400
400
I certify that I have the authority to submit this application and that all information contained herein is
complete and accurate, realizing that any misrepresentation could result in disqualification from the
application process or revocations after award. I understand that incomplete applications will not be
considered. The person named as the contact person for the application is so authorized to serve as the
primary contact for this application on behalf of the organization.
*The red highlighting indicates answered questions for the second reviewers.
Exhibit F
Cornerstone Academy for High Standards
______________________________________________
Signature
_____________________
Title
______________________________________________
Printed Name
_____________________
Date
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Cornerstone Academy for High Standards
TABLE OF CONTENTS
I. EDUCATIONAL PLAN
Section 1: Mission, Guiding Principles and Purpose--4
Section 2: Target Population and Student Body--11
Section 3: Educational Program Design--14
Section 4: Curriculum Plan--31
Section 5: Student Performance, Assessment and Evaluation--40
Section 6: Exceptional Students--61
Section 7: English Language Learners--71
Section 8: School Climate and Discipline--95
II. ORGANIZATIONAL PLAN
Section 9: Governance--98
Section 10: Management--124
Section 11: Education Service Providers--144
Section 12: Human Resources and Employment--145
Section 13: Student Recruitment and Enrollment-- 148
III. BUSINESS PLAN
Section 14: Facilities-- 155
Section 15: Transportation Service--161
Section 16: Food Service--163
Section 17: Budget--168
Section 18: Financial Management and Oversight--174
Section 19: Action Plan--181
Exhibit A- Course Codes-185
Exhibit B- Student Progression Plan-186
Exhibit C-Letter for CSP Grant back-up Funds-hand delivered insert
IV. STATEMENT OF ASSURANCES -190
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Cornerstone Academy for High Standards
I.
EDUCATIONAL PLAN
Section 1: Mission, Guiding Principles and Purpose
A. Provide the mission statement for the proposed charter school.
Mission: The mission of the Cornerstone Academy for High Standards, Inc. (Referred to as "CAHS") is to
prepare Grades 9-12 students for college and career success through an individually-paced, technologybased, flexibly scheduled program that will lead to a high school diploma and successful postsecondary
transition.
B. Describe how the school will utilize the guiding principles found in section 1002.33(2)(a), F.S.
CAHS will utilize the Guiding Principles found in s. 1002.33(2)(a), F.S. as described below.
Meet High Standards of Student Achievement:
CAHS will meet high standards of student achievement for all students including those who are in danger
of dropping out of school, who have already done so, and/or who are struggling in high school through
preventative programs. Some of these students have not been successful in a traditional learning
environment and need an alternative approach to earning a high school diploma. Many of these students
have social and personal barriers preventing them from earning a high school diploma.
Moreover, CAHS will meet high standards of student achievement in our state of the art learning
environment (it takes everyone working towards the common goal to succeed) which includes academic,
personal, social and career counseling and parent liaison components that provide a holistic approach to
reducing the dropout problem. The flexible schedule and relational learning environment will meet each
student's individual needs that are customized to remove the barriers to student success. Accordingly, the
major focus of CAHS’s curriculum aligns directly with its mission by offering our students an individuallypaced, technology-based, flexibly scheduled program that leads to a high school diploma, postsecondary
success, and a career.
CAHS's philosophy is to provide all students who are ready to face their academic challenges with an
innovative and nontraditional, alternative approach to learning. The program will offer parents and
students another tuition-free, public school choice that will meet students' different needs in a multi-facet
approach:
Summer Achievement Gap Learning Programs: A partnership with Hope World-wide’s Saturday’s
Children’s, Positive Choice and Literacy Coalition of The School District will keep the year round learning
consistent with the regular schedule 210 days of the school’s regular learning. By hosting reading
contests and supplemental educational activities to bridge the literacy gaps for all students including
below level learners.
Teacher-Directed Education: A team of highly-qualified, certified teachers and other professional
educators will support, encourage, and facilitate students' ongoing success by teaching core academics
and strategizing solutions to help alleviate external circumstances that hinder learning success.
Interactive and Relational Learning Environment: A teacher-directed, mastery-based, individualized,
and technology-enhanced curriculum that focuses on removing social/personal barriers to success,
building foundational skills, and meeting academic goals, will be delivered in a integrated approach by
caring and passionate adults to ensure individual academic progress and ongoing student success.
Social support and crisis intervention services are provided to students who need these services.
College and Career Readiness: All students will be provided with a challenging, engaging, and aligned
high school/college curriculum that adequately prepares students for postsecondary success and
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acquisition of 21 century skills. Individual Transition Plans will guide students in selecting the most
appropriate courses and career pathways based on each student's personal goals, interests, ambitions,
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and aspirations for success after high school. Together with Workforce Alliance Programs, CAHS will
identify those individuals who need on the job training, while taking their academics to the mastery level.
Promote Enhanced Academic Success and Financial Efficiency CAHS will align financial
accountability with its responsibility for students' academic success in the following ways.
As a means for aligning responsibility for student academic success to financial efficiency, after an
appropriate implementation time frame, the academic programs will be re-evaluated, and the School’s
administration will discuss with the Governing Board their findings as to whether or not there exists a
positive yield of student achievement for the respective investment. Thus, by designing and
communicating specific educational goals and financial responsibilities to its stakeholders (governing
board, staff, students, and parents), the School will promote continuous academic success and financial
efficiency by aligning responsibility with accountability. All Florida Statute 1002.33(2)(a,b,c) and
1002.3(6)(a)(1) and FS 1002.33(7)(a)(1) will be upheld and monitored throughout the school year.
Hiring highly-qualified teachers and administrators who are experienced in working with all students in the
target student population. Research continues to demonstrate that experienced and highly-qualified
teachers are the primary contributors to student achievement and success.
Integrating the most appropriate instructional software that meets the needs of the target student
population.
Using a cost-benefit analysis process to ensure that school funding is effective in achieving the mission
and goals of CAHS.
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 at CAHS.
Reading at Grade Level CAHS will use the Tests of Adult Basic Education (TABE) or the Stanford
Achievement Test-4 (SAT-4) to measure grade-equivalent reading levels. If a student is not reading on
grade level, he/she will be placed into foundational skills courses and a targeted reading program to build
reading skills to grade-appropriate levels. This is when the work force alliance teacher interns will assist in
the classrooms and computer rooms with the highly certified teachers to allow for teacher-directed
individualized-paced reading assistance to each student. The course content is based on the National
Council of Teachers of English (NCTE) standards and aligned to state standards. The foundational skills
courses will help struggling readers develop mastery in the areas of reading comprehension, vocabulary
building, study skills, and media literacy, which are the course's primary content strands. Using these
strands, the student will develop the skills necessary to be successful in the academic world and beyond.
The reading comprehension strand will focus on introducing the student to the varied purposes of reading
(e.g., information to complete a task or to analyze). In the vocabulary strand, the student will learn specific
strategies for understanding and remembering new vocabulary. In the study skills strand, the student will
learn effective study and test-taking strategies. In the media literacy strand, the student will learn to
recognize and evaluate persuasive techniques, purposes, design choices, and effects of media.
CAHS will be 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 in
every academic area including reading. An Individual Success Plan (ISP) will be created for each student
based upon the results of a baseline assessment using the TABE or Stanford Achievement Test-4 (SAT4), past academic performance as measured by the Florida Comprehensive Assessment Test (FCAT)
data and previous school records, a career interests inventory and career plan, social/personal needs
inventory, disciplinary records, and parent and student input. The ISP will outline all academic, social, and
career needs and goals for each student, including graduation requirements. Administrators and highlyqualified certified teachers, along with support staff, will collaborate to develop the ISP on the student's
behalf.
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Years’ Worth of Learning: Student progress will be measured by tracking academic growth over time
using the TABE or the Stanford Achievement Test-4, which will be administered for each student in the
fall and spring. This will allow the teachers and staff to determine, based upon that student's test results,
where a student is academically at the beginning of the school year, and the student's predicted
academic growth over the time between the fall and spring test administrations. An annual comparison of
pre-and post-test results will determine if each student has demonstrated requisite growth, or in which
areas the student did not meet expectations. Formative assessments will be used to measure where
students are in the process of demonstrating a year's worth of learning. In addition to these test results,
FCAT success, the passing of grade-appropriate high school courses and progression to the next grade
level will determine if the student is gaining at least a year's worth of learning for every year spent at
CAHS.
Students, parents, and staff will be able to access student progress data through the achievement data
that will be reported in Annual Reports to parents and the school district sponsor, and will include the
School's progress as indicated by the School Improvement Rating (SIR), as well as reporting
requirements related to the No Child Left Behind Act report on Adequate Yearly Progress. In addition,
CAHS will communicate with parents through a parent liaison, by home visits, phone calls, e-mails, and
mailings that describe their child's progress and success.
C.
The School will meet the Prescribed Purposes for charter schools found in s. 1 002.33(2) (b),
F.S. as described below.
Purpose: Cornerstone Academy for High Standards, Inc. has an educational program and teaching and
learning model that are based upon the premise that high-need students have specialized needs, learn at
different rates, and have kinesthetic learning styles which cause many of these high need students to
struggle in high school, under perform, and potentially drop out. We believe that everyone deserves a
quality education that meets his or her individual needs. These students need an effective choice at
success.
As such, the purpose of CAHS is to serve students by giving them an effective choice at achieving a
quality education, employability training and career preparation, and access to postsecondary
opportunities; thereby guiding them on a path to success. CAHS’s students will be provided with an
individually-paced program set in a flexible scheduling environment that is responsive to students' needs,
and provides an educational experience that leads to a high school diploma and college and career
readiness.
Improve Student Learning and Academic Achievement
CAHS's innovative instructional program will contain the following elements, which contribute to student
learning and achievement.
Small Learning Environment: Safe and secure learning environments 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: Curriculum aligned to the Next Generation Sunshine State
Standards and focused on making real-world connections relevant to students' lives.
Individual Success Plan: A comprehensive plan that serves as a "roadmap" to student success.
Integrated Support Services: Student Services Specialist (SSS) that works with each student to
address and remove the personal, social, and behavioral barriers that prevent students from being
successful. The SSS 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 based on a specific concept and
topic.
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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 Success Plan.
Critical Thinking and Problem Solving: Teaching and learning that help students solve problems and
think critically, and prepare them for college and career success.
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21 Century Knowledge and Skills: Development of competencies to ensure adequate preparation for
success in the global workforce.
Teacher-Direct Instruction: Individual and small group instruction led by highly qualified CAHS teachers
that is focused on targeted intervention strategies as determined by ongoing learning gap analyses.
Mastery-based Instruction: 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.
Positive Choices: Respect and Relational 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: CAHS will meet the needs of over-age, undercredited, high-need students and students needing a non-traditional approach through an innovative
academic design and schedule. Potentially, this opportunity may be a young adult's last chance to be
successful in a school environment. Therefore, the foundation of our educational program is a teacherdirected, mastery-based, and technology-enhanced learning environment designed specifically to
address each student's kinesthetic style, unique and diverse learning needs and provide daily schedule
options to fit their lives.
Our students will come to us as dropouts (for preventatively measures) or as students needing a choice
program approach to high school graduation from traditional public schools. Those who perform
significantly below grade level if identified by their entrance assessment results, CAHS will design a
unique academic plan (Individual Success Plan, ISP) for each student that has at its foundation the
means to earn and accelerate the accumulation of course credits resulting in grade promotion. The
Individual Success Plan (ISP) will place the student on track to earn a high school diploma. Through our
unique curriculum, we will provide each student the individual attention, foundational skills development,
and mastery needed to catch up and address specific academic challenges and deficiencies.
Reading is a critical component of every education program, and literacy and reading for information
create the basic foundation for all areas of learning. Foundational reading and math skills levels will be
essential in both the development of each student's ISP and placing students in appropriate content.
CAHS’s educational program will utilize curriculum that has substantial focus in skills development and
core content areas. The School will adhere to the specifications set forth by, and take full advantage of,
different resources available from the Florida Department of Education.
Encourage the use of Innovative Learning Methods CAHS educational program has many
innovative characteristics.
These include:
Curriculum choices are teacher-directed, unique and technology driven while grounded in research-based
curricula. All components will be re-evaluated regularly and modified as needed based on student
performance and ongoing success.
Classrooms with online computer credit recover access for each student.
Lessons delivered at an individualized-pace for the student to ensure mastery at every level.
Learning opportunities flexibly scheduled to accommodate students' scheduling needs.
Safe, clean, and secure environments that will be conducive to teaching and learning.
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Cornerstone Academy for High Standards
Project-based learning and acquisition of 21st century skills that will develop the following competencies:
team player and leader, critical thinker and problem solver, effective oral and written communicator,
technology proficient, digital and information literate, and global awareness and systems thinker.
Development of social and personal skills, and assessment of employability and career interests and
goals.
Dedicated and individualized social services support and crises intervention that remove barriers to
attendance.
Student Services Specialist (SSS) who will intervene and provide counseling support to students who are
in crisis or are at risk of dropping out of school. The SSS also teaches job-seeking, employment skills,
and interviewing techniques; tracks mandatory employment hours; and conducts employer outreach on
behalf of the students.
An Individual Success Plan (ISP) that will be developed for each student to track and monitor student
outcomes and progress. This individualized plan will include the following essential components.
Individual Graduation Plan (IGP) Transcript review and all courses required for graduation.
Personal Goals Statement (PGS) -Individual goals developed by each student.
Foundational Skills Assessment and Growth (FSG) -Assessment of foundational reading and math skills
levels, and prescription for requisite growth.
Social/Personal Needs Identification (SNI) -Identification of any social/personal barriers to success and
referral to appropriate service providers.
Career Interests Inventory (CIl) Survey of each student's career interests, occupational goals, and
development of an electronic career portfolio.
Employment and Workforce Alliance (EWA) Career Counselor works with Student Employment
Specialist, local businesses and community organizations to place students in part-time employment
and/or internships.
Individual Transition Plan (ITP) Plan for transition into a postsecondary option with detailed progress
tracking.
Individual Progress Monitoring Plan (IPMP)-Plan for students who need specific interventions.
For students, parents, teachers, and administrators to track, monitor, and measure individual student
progress toward completion, the Individual Success Plan (ISP) is implemented by teachers. Included are
data, such as credits earned, attendance rates, FCAT results, course progress, grades, and
postsecondary transition tracking.
Require the Measurement of Learning Outcomes
Knowing where a student is academically at any given point in the learning process is essential to
ensuring student success. Learning feedback will be ongoing to measure both incremental and annual
(school year) growth.
Student learning outcomes will be measured in each of the following ways:
Initial assessment of reading and math skills levels.
Reading and math skills levels will be assessed upon student initial enrollment in the School.
Foundational reading and math skills levels are essential in the development of each student's ISP and
placing students in appropriate content.
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Summative and formative evaluations of content mastery.
Student mastery of content will be measured continuously through achievement of learning benchmarks
and upon successful completion of each course. Ongoing performance analysis of student-level data to
drive needed interventions.
Benchmarking and analysis of performance results to modify instruction.
Instructional strategies will be modified based on pre-determined benchmarks of acceptable progress and
student success.
D. Describe how the charter school will fulfill, if applicable, the optional purposes of charter
schools found in section 1002.33(2)(C), F.S.
Create innovative measurement tools
Teachers will customize learning activities to ensure that creative teaching and learning are
appropriate and innovative measurement tools for each learner. Assessments of ongoing progress in
content areas to identify incremental growth. Ongoing assessment and evaluation will be conducted
through classroom observations, quizzes, tests, and checklists. Any gaps in student progress will be
identified and appropriate strategies to address the gaps are implemented.
A data team consisting of faculty and staff will meet at regular intervals to review student progress and
develop interventions.
Measurement of annual academic growth for grade promotion and credit accumulation.
Mid-year and end-of-year assessments will validate and verify credits earned for promotion to the next
grade level.
Provide rigorous competition within the public school district to stimulate continual
improvement in all public schools.
Diverse learning styles and challenging life situations often require a non-traditional and alternative
approach to teaching and learning. The innovative and unique elements of CAHS that address these
diverse needs and target unique populations of students create an atmosphere of friendly competition
within the school district that will only benefit all students and youth in our communities.
Expand the capacity of the public school system
CAHS’s programs will exist to serve those who have fallen through the cracks as well as function as a
dropout recovery of credit program. CAHS anticipates that it will receive student referrals from high school
leadership and/or other student counseling professionals within the School District for students as a
preventative measure that are falling farther below grade level of mastery of standards and benchmarks.
CAHS will offer flexible scheduling of school hours, which provides a great advantage for those young
adults who want to avail themselves of educational opportunities, but who may have special life
challenges and circumstances that prevent them from attending school during a required time-frame or
traditional seven hour school day. CAHS is designed to meet the needs of non-traditional students, thus
expanding the capacity of the School District to serve this student population which may not otherwise be
served.
Mitigate the educational impact created by the development of new residential dwelling
units.
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In the heart of Boynton Beach, there are new single families housing which is proof that the School
District is growing due to the increasing population in the surrounding area. CAHS will most likely be
located in an area of increasing population growth to provide additional educational options for students,
thus potentially helping to mitigate the educational impact of a growing target population.
Create new professional opportunities for teachers, including ownership of the learning
program at the school site.
Teacher and staff quality, experience, and preparation are critical to students' and the School's initial and
ongoing success. Professional development will be extensive, ongoing, focused, and innovative;
incorporating evidenced-based strategies and resources proven to be successful with CAHS's target
population. Professional learning modules and activities will focus on the use of flexible class periods,
integration of technology into instruction, familiarity with a variety of learning activities to engage students
in higher-order thinking, differentiation of instruction, coaching and mentoring, team teaching, and
development and use of assessments to establish uniform coverage and external evaluations in common
courses.
CAHS will use a blended model of professional development to deliver and support relevant learning
opportunities for teachers, as well as all instructional and administrative school staff.
The professional development modules are:
Evidence-based and targeted for success with high need students;
Job-related for direct application and improved performance;
Aligned to the innovative teacher-directed instructional and technological programs of CAHS;
Professional learning climates for efficient use of time.
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Section 2: Target Population and Student Body
A. Describe the anticipated target population to be served as allowed in s. 1002.33(10)(e)(2).
Cornerstone Academy for High Standards will serve High need students Grades 9-12; ages 15-21
(including students with special needs, students with disabilities, and English Language Learner (ELL)
students) will be eligible to enroll in CAHS. These will include all students including those who are lowperforming, under-credited, or have dropped out (or are dangerously close to dropping out) of their
traditional public schools, and students desiring an alternative approach to high school graduation. Our
target student population includes all Grades 9-12 students who are perhaps looking for internship
employment through our partnership with workforce alliance, foster care, and over-age for their current
grade level. CAHS will integrate and adhere to all state and local requirements for successful high school
graduation of all students.
The Board of Directors is committed to establishing programs to help high school students who desire to
earn a high school diploma and transition successfully to postsecondary opportunities and who meet one
or more of the following criteria: all ages between15 to 21; at-risk of dropping out or have dropped out of
school.
Below grade level learner:
Performing two or more years below their age-appropriate grade level in reading and math
No success with NCLB on state competency exams
Retained in-grade one or more years
Failing two or more subjects-need credit recovery
Pattern of poor attendance
Frequently changing schools- Foster Care
Unsuccessful in traditional school settings
Desiring an alternative approach to high school graduation
The challenges of keeping students in school and graduating can be found in every high school in the
USA.
In a Florida County School:
6,096 high school students repeated their grade during the 2010-2011 school year.
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14,555 students (60%) in the 9 and 10 grades scored at Level I or II on FCAT Reading in 2010-2011.
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7,882 students (30%) in the 9 and 10 grades scored at Level I or II on FCAT Math in 2010-2011.
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4,993 high school students in the 11 and 12 grades were absent thirty (30) or more days in 2010-2011.
A preventative proposal is needed to address this issue, in-depth graduation data and projections for local
counties, because the dropout potential numbers are staggering.
Enrollment will not be denied to any eligible applicants based upon sex, race, religion, national origin,
ancestry, pregnancy, marital or parental status, sexual orientation or physical, mental, emotional, or
learning disability. The School will also not discriminate in its student admissions policies or practices
whether on the basis of intellectual or athletic ability, measures of achievement or aptitude, or any other
basis that would be discriminatory if used by any public school.
B.
Provide the following for each year of proposed operation: the grades that the school will
serve, the number of students to be served in each grade, the number of students
expected in each class, and the total number of students enrolled.
The School intends to serve Grades 9-12, approximately 25 students in each class; with an enrollment of
300 students by the end of the first year of operations. Enrollment will remain near the 300 levels the first
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three years. All of the attached budget documents assume a maximum of 400 student school for the
duration of the five year contract. However, CAHS will increase beyond 400 students if required to serve
the enrollment demand, up to 400 students.
Grade levels will not be a factor for determining eligibility for enrollment because each student will work
on his/her own ISP and will be focused on completing all of the items in the plan, earning a high school
diploma, and progressing to the next step in his/her Individual Transition Plan (ITP).
The table below shows the grades that the School will serve, the predicted number of students to be
served in each grade, the number of students predicted in each class, and the maximum student
enrollment.
The student enrollment projections are as follows: the number of students expected in each class is a
maximum of 25 students (with a stipulation to adjust grade levels as needed to meet overcrowding
demands of grades 9 to 12):
Year 1: 2012-2013, Grade 9-100 students/25 in each class; Grade 10-75 students/25 in each class;
Grade 11-75 students/25 in each class; Grade 12-50 students/25 in each class; and up to 300 total
students enrolled.
Year 2: 2013-2014, Grade 9-100 students/25 in each class; Grade 10-100 students/25 in each class;
Grade 11-100 students/25 in each class; Grade 12-75 students/25 in each class; and up to 375 total
students enrolled.
Year 3: 2014-2015, Grade 9-100 students/25 in each class; Grade 10-100 students/25 in each class;
Grade 11-100 students/25 in each class; Grade 12-100 students/25 in each class; and up to 400 total
students enrolled.
Year 4: 2015-2016, Grade 9-100 students/25 in each class; Grade 10-100 students/25 in each class;
Grade 11-100 students/25 in each class; Grade 12-100 students/25 in each class; and up to 400 total
students enrolled.
Year 5: 2016-2017, Grade 9-100 students/25 in each class; Grade 10-100 students/25 in each class;
Grade 11-100 students/25 in each class; Grade 12-100 students/25 in each class; and up to 400 total
students enrolled.
Describe the plan and methods the school will employ to comply with Florida’s constitutional class size
requirements.
The Cornerstone Academy for High Standards is designed for a low student to teacher ratio, to meet the
unique educational needs of our students. Constitutional class size provisions for grades 9-12 allow no
more than 25 students per teacher and require a facility to meet those needs in 15 square feet per
student class sizes at Cornerstone Academy for High Standards will not exceed 25 students per two
instructional staff.
Class Size Requirements
CAHS will comply with the provisions of Florida House Bill 5101 that amends s. 1002.33, F.S. requiring
charter schools to be in compliance with the maximum class size requirements based on the school-level
average. The enrollment forecasts, tables, and budgets included with this application are all consistent
with class size requirements. CAHS’s student/teacher ratio will not exceed 25:1. Creates s.
1002.33(16)(b)(3), F.S., to provide that the statutory requirements in s. 1003.03, F.S., related to class size
reduction apply to charter schools, except that compliance calculations shall be based on school-level
averages.
Amends s. 1002.33(18)(d), F.S., to provide that charter schools are exempt from exactions.
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Cornerstone Academy for High Standards
Amends s. 1002.33(19), F.S., to provide that non-voted discretionary capital outlay funds
authorized in s. 1011.71(2), F.S., that have been shared with a charter school in the workplace
prior to July 1, 2010, are deemed to have met authorized expenditure requirements for such
funds.
Amends s. 1002.33(20), F.S., to: (1) reduce the minimum enrollment in a charter school that can
be charged the 5 percent administrative fee by its sponsor from 500 to 250 students; and (2)
withhold only up to a 5 percent administrative fee for enrollment up to and including 500 students
within a system of charter schools that meets certain conditions.
Amends s. 1002.45, F.S., to: (2) Authorize full- or part-time VIP courses in grades 9 - 12 in corecurricula courses to meet class size requirements and to authorize VIP courses offered by
community colleges.
CAHS will also comply with the requirements for all data elements that have been created by the Florida
Department of Education (FLDOE) in order to allow accurate reporting from schools concerning the
number of students in each classroom at any given period in the day, and on any given day of the week.
These data elements will enable CAHS to provide benchmark class size reduction data and track
changes over time.
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Cornerstone Academy for High Standards
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.
Daily Schedule:
A student day shall consist of at least 360 minutes, and all hours of instructional time will be aligned with
state and district requirements for secondary grades. It is anticipated the School will operate a 7-period
day. The instructional day at the School is anticipated to commence at 7:30am and end at 2:30pm each
day, as well as follow the District School Calendar.
Sample Daily Schedule: The school will conduct a 7period alternating Block as follows:
7:30 – 9:00 1st/2nd Period- 1 hour and 30 minutes
9:05 – 9:35 Homeroom (Silent Reading Block)-30 minutes
9:40 – 11:10 3rd/4th Period-1 hour and 30 minutes
11:15 – 1:30 5th/6th Period and Lunch-3 hours and 15 minutes
Lunch A 11:15 – 11:45
Lunch B 12:00 – 12:30
1:35 – 2:30 7th Period-55 minutes
The aforementioned school hours may be adjusted, if necessary, to ensure students can earn an annual
credit through a minimum of 135 hours of instruction in a designated course of study which contain
performance standards, or the equivalent of six semester hours of college credit. Similarly, the School will
ensure the hourly requirements for one-half credit are earned at a rate of one-half the requirements for an
annual credit.
Pass the FCAT tests, 2.0 GPA or higher; 24 required credits or early graduation option.
th
Courses that will be offered to the 9-12 grade students: Block Schedule.
Required:
Englished/Language Arts-4 credits
Mathematics-4 credits
Science-3-credits
Social Studies-3-credits
Physical Education/Personal Fitness-1-credit
Performing Fine Arts/Practical-1-credit
Electives-8 ½- credits
Yes, students will be able to use Gizmos, etc.
Of the required 18 credits listed below, at least 6 must be in classes that are dual enrollment, Advanced
placement, advanced international certificate of education or international baccalaureate or specifically
listed or identified by DOE as rigorous pursuant to FS 1009.53 (3) or weighted by the District for class
ranking purposes.
English- four credits (English I, II, III, and IV) with major concentration in composition and literature.
Mathematics-four credits at the algebra I level or higher from the list of courses that qualify for state
university admission.
th
Beginning with students entering 9 grade in 2010-2011, and thereafter, one of the four mathematics
credits must be in Geometry in addition to the algebra I requirement. (2010 Senate Bill 4)
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Cornerstone Academy for High Standards
th
Beginning with students entering 9 grade in the 2010-11 school year, the end of course assessment
requirements under Florida Statute 1008.22 (3)(c)2.a.(1) must be met in order for a student to earn the
require credit in algebra 1.
Science – Three (3) credits of which two courses must include a laboratory component.
Beginning with students entering grade 9 in the 2011-2012 school year, one of the three credits in
science must be biology 1 as approved by the state board of education. (2010 senate bill 4)
Social Studies- Three (3) (1/2 credit in United States government, 1 credit in world history, 1 credit in
United States history, ½ credit in economics).
Foreign Language- Two (2) credits in the same second language unless the student is a native speaker
of, or otherwise demonstrate competency in a language other than English. If the student demonstrates
competency in another language, the student may replace the language requirement with two credits in
other academic courses.
Electives Credts- Two (2) elective credits should align with university admission requirements. (Florida
Statute 1003.429(1)(b) Elective courses are selected by the student in order to pursue a complete
education program and to meet eligibility requirements for scholarships. (Florida Statute 1003.48 (2)(b)
th
Three year 18 credit career preparatory program – students entering 9 grade during the 2006 - 2007
school year and thereafter are eligible for this option. (Florida Statute 1003.429 (1)(c )
Annual Calendar:
The School will follow (and mirror) the annual public school calendar established by the Sponsor, which
requires a minimum of at least 180 actual instructional days per school year in accordance with Florida
Statute 1011.60(2).
On TERMS, course credits requirements are listed on screen 14:
• Course requirements for core courses and electives are listed
• Course credits attempted are listed
• Course credits earned are listed
• Current credits needed are listed
• Current credits taken are listed
• Also, listed on this screen is GPA status which minimum of 2.0 for graduation, student ranking,
standardized testing requirements fulfilled are listed
• Community service hours; minimum is 20 hours for graduation
• And required credits for graduation is 24.
CAHS is on a block schedule, a system which allows for longer class periods with classes meeting every
other day. Class periods are approximately 106 minutes long, with the exception of first period, which is a
Sixty-six minute block period that meets every day. With block scheduling, students have more time with
each teacher; so varied activities can take place within a class period to enhance learning. Period 1
meets every morning. The other periods alternate days. Periods 3, 5, and 7 meet on White (odd) days.
Period 2, 4, and 6 meet on Green (even) days.
One course elective will be research based where students will be assigned to an administrator, teacher,
or staff and get firsthand knowledge on various careers and skills to develop skills through
apprenticeship.
Teacher/Student Instructional Schedule: TERMS screen 10.
Blocked Schedule
• Periods 1-7 Core courses and electives are listed followed by online courses students are
currently taking.
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Cornerstone Academy for High Standards
•
•
Followed by odd and even block schedule is listed
Followed by room assignment and instructional teachers name
Online Instruction:
The guidance counselor will enroll all students who have failed any core course or elective for credit
recovery. The student is expected to complete all online course requirements adhered to.
Students will be able to:
• Attend computer lab to complete online sessions
• Option to complete online courses at home
• Guidance counselor will monitor their progress
• Ongoing communication between guidance counselor and course teacher to monitor progress
• The student will check-in at the Media center desk by signing in on an online accountability form
which will be forwarded to the guidance counselor at the end of each week for verification.
B. Describe the proposed charter school’s educational program.
Excellence and performance drives the teacher’s pedagogical efforts, and their commitment to the
students manifests itself in all aspects of the school. Teacher’s will deliver instruction to address the
respective NGSSS/CCS, and place emphasis in certain subject matters by employing effective researchbased strategies such as hands-on learning, inquiry-based research projects, science experimentation,
technology rich environments, CRISS (Creating Independence through Student-owned Strategies),
Reciprocal Teaching, and high expectations for all students, to name a few.
The School’s educational philosophy is grounded on the expectation of increasing learning opportunities
and raising the academic achievement of all of its students through high expectations and character
development.
The School will combine the best practices developed by model schools with “powerful guiding ideas” and
Principles driving essential school reform nation-wide. Outlined below are the teaching methods which will
be incorporated into courses and substantiated by the research of the Coalition for Essential Schools
Common Principles [1] (CES) and the Big Picture Company’s New Urban High School Design Principles
[2] (NUHS) (that address the core principles of high school reform) which have been implemented
successfully at other model schools, as by the School as follows:
PRINCIPLES
Intellectual Focus – The school should focus on helping adolescents learn to use their minds well.
(CES) Intellectual Mission - Articulate a common intellectual mission for all students (CES)
Universal Goals – The school's goals should apply to all students. School practice should be tailor-made
to meet the needs of every group or class of adolescents (CES).
[1]CES --‐‑Coalition of Essential Schools --‐‑ “Interpreting the Nine Common Principles” Patricia Wasley,
Barbara Powell, Donna Hughes: CES National, 1992.
[2]NUSH --‐‑ New Urban High School: A Practioner’s Guide: The Big Picture Company, 1998
INSTRUCTIONAL STRATEGIES
We believe in a common intellectual focus of high academic standards and behavioral expectations for
all.
Academic Excellence and Character Development is at the heart of the School’s educational philosophy.
Accordingly, the school’s intellectual focus centers on high academic and behavioral expectations for all
students communicated through the School’s Code of Excellence and Code of Student Conduct. As
teachers are expected to model this behavior in a professional environment, the School will set high
academic and behavioral expectations for teachers as well and communicate these through the Faculty
Handbook.
“Push and Pull” Method of Instruction student’s academic and emotional progress will be monitored and
addressed using a “push and pull” method. We will identify and “pull” students in need of remediation and
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Cornerstone Academy for High Standards
“push” students at grade level to take the most challenging curriculum in which they can be successful to
maximize upon their potential:
►Personalized Education Plans students achieving below grade level will have a plan of action to
remediate deficiencies. The plan contains student’s academic profile in the areas needing remediation, a
timeline for remediation and strategies to be utilized to bring the students back on track. The plan allows
students to prepare academic and personal goals for the school year and allows teachers and parents to
track student progress towards these goals and graduation. Parents will have access to academic reports
through traditional means such as report cards and parent conferences but will also be able to track
academic progress of their children through continuous communication with academic mentors.
►Target Tutoring – the School believes that each student has a unique learning style and will use data to
drive instruction and remediation strategies for targeting each student’s academic need as well as to
enrich instruction and accelerate learning for students showing potential in specific areas. The School will
provide opportunities and tutoring sessions to teach one student or a small “targeted” number with the
same instructional needs or potential.
►Home learning policy– the School will expect that all teachers grade, discuss, and comment on
homework regularly. Attention is given to both quality and quantity of home learning projects.
Professional Development Plan – the School will provide staff, development, support and assessment of
best teaching practices through comprehensive activities throughout the school year. This allows us to
offer continuous support as we strive for excellence.
Universal Student Goals - Specific goals have been designed for the targeted student population which
will apply to all students at the School:
►Habits of Work Goal: students at the School will develop the work habits necessary to effectively learn
subject matter, produce quality assignments, use time effectively, and be creative. Through development
of effective work habits, students gain greater autonomy and realize their potential.
►Self -Esteem and Character Development Goal: students will be able to identify their learning strengths,
challenges, and passions; evaluate this knowledge in terms of their short- and long-term goals; and
create a plan of action for their life-long learning based on this evaluation. Character development and
behavior management techniques are an important part of the curriculum and increase-self-esteem by
providing opportunities for academic success. Character development will be encouraged through
community service programs and volunteerism.
►Community Building Goal - we expect all students to be active and contributing citizens of their school
and community. Students will receive and sign an agreement stating their responsibilities for learning,
behavior, and service learning requirement. Students will understand the effect that they have upon the
community, and will take the initiative to better themselves and the community as a whole.
PRINCIPLES
Personalization – create settings where teachers and students can know each other well. (NUHS)
Less is More – curricular decisions should be guided by the aim of thorough student mastery and
achievement rather than by an effort merely to cover content. Teaching and learning should be
personalized to the maximum feasible extent. (CES)
INSTRUCTIONAL STRATEGIES
We believe that students learn best in a personalized small school setting:
Small Class Sizes – the School will commit to meet Class Size Reduction mandates, as applicable to
charter schools, and to implement standards based teaching approach to allow greater attention and
service to the individual student.
Interdisciplinary Connections - Curricular decisions will be guided by the aim of thorough student mastery
and achievement rather than by an effort merely to cover content. As teachers build on interdisciplinary
connections, students naturally begin to link information between and among courses, increasing the
relevancy of skills and content in such courses.
Differentiated and Standards-Based Instruction –the School’s ultimate goal is to provide a learning
environment that will maximize the potential for student success. Teachers will use differentiated
instructional strategies that connect with individual student's learning needs. Teachers will manage
instructional time to meet the standards while providing motivating, challenging, and meaningful
experiences for students to receive and process information in ways that require differentiation of
experience.
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Cornerstone Academy for High Standards
These instructional practices will include:
►Direct Instruction (lecturing/modeling): this methodology will be used when teachers need to explain or
demonstrate specific content and skills. Explicit, systematic instruction will be based on Florida’s
NGSSS/CCS. This instruction is structured and based on mastery learning. Frequent Curriculum-based
assessments help place students inability groups for further differentiated strategies and identify students
who require additional intervention.
►Scaffolding - Teachers will identify the current developmental skills of individual students based on
assessments and provide support structures to help students move to the next level. As the year goes on,
the student becomes more adept at skills and at directing their learning, and learning becomes more
autonomous.
►Cooperative Learning – Teachers will guide small-group learning, to increase communication and teambuilding skills. It is based on grouping small teams of students heterogeneously according to ability,
interest, background, etc. Some Cooperative learning activities will include Jigsaw II, STAD-Student
Teams, or Group Investigation.
►Inquiry-Based Learning - Based on the scientific method, this student-centered strategy will require
students to conduct investigations independent of the teacher, unless otherwise directed or guided
through the process of discovery. Teachers will use this strategy in developing critical thinking and
problem solving skills.
►Information Processing Strategies - Teaching students "how to" process information is a key factor in
teaching students how to strategically organize, store, retrieve, and apply information presented. Such
strategies will include memorization, KWL, reciprocal teaching, graphic organizing, scaffolding, or
webbing.
PRINCIPLES
Context for Reflection –provide interactive, reflective contexts for students (NUHS)
Student as Worker – Use a prominent pedagogy of coaching to provoke students to learn how to learn
and thus to teach themselves (CES)
INSTRUCTIONAL STRATEGIES
We believe in providing opportunities for students to reflect on their own work and its meaning outside of
school. Reflection allows students connect their experiences with academic and real world standards.
The school will provide reflective contexts for students through:
►College Prep Seminar for grades 9-12 - A central component of these programs will focus on critical
thinking and study skills. The teacher will allow students to practice study skills and require that students
apply these skills across the curriculum. The school will provide reflective contexts for students through
Advisory groups, College Preparation and internship seminars and Community Building Initiatives. These
allow students connect their experiences with academic and real world standards. Further, the School will
provide its students extensive study skills training and opportunities for self-reflection about learning
through these classes. Students will understand different aspects of learning through discussions.
Students will explore how they learn, what their learning strengths and weaknesses are, and why different
learning strategies are used in different situations.
PRINCIPLES
Teacher- as-Generalist - Staff should expect multiple obligations (teacher-counselor manager) and a
sense of commitment to the entire school. (Participatory management, teachers developing curriculum,
changing teacher practices – (CES)
Horizontally and Vertically Aligned Instructional Teams – the School will use professional development
throughout the school year to allow for common planning and teaching teams both within grade levels
and subject areas. Through professional development activities planned within the school calendar,
teachers will have opportunities to reflect on practice, discuss research and cases of learning, and
examine student work. Such a culture makes it safe for teachers share universal goals, confront what is
and didn’t working and transform their own thinking and practice.
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Cornerstone Academy for High Standards
►Vertical Alignment (by Departments)- Courses will be correctly aligned and teachers will be permitted
common planning time by department to permit teachers to quickly assess what students mastered in the
preceding grade and to focus on building skills and knowledge, as opposed to consuming valuable time
with unnecessary reviewing and re-teaching.
►Horizontal Alignment (by grade level) – the School will utilize Instructional Focus Calendars – (currently
being developed, by the School, similar to samples presented herein as part of Exhibit F) which are
aligned to the NGSSS/CCS for each core subject area course. This will allow all teachers of a common
grade level to address specific subject matter following the same time line through common planning
schedules. Such alignment is crucial in school systems dealing with state-mandated, standards-based
assessments.
PRINCIPLES
Teacher as Designer –Conceive of the teacher as designer, inquirer, clinician. (NUHS)
Democracy and Equity
- The school should demonstrate nondiscriminatory and inclusive policies, practices, and pedagogies. It
should model democratic practices that involve all who are directly affected by the school. The school
should honor diversity and build on the strength of its communities. (CES) The tone of the school should
explicitly and self-consciously stress values of expectation (attitude, parent involvement, colleagueship,
comradeship, trust and decency, and Real World Immersion situate students directly in the world beyond
school (NUHS)
INSTRUCTIONAL STRATEGIES
We believe that learning should take place beyond the classroom. The world of work and learning will be
accessible to our students through job shadowing, project-based learning initiatives, executive internship
opportunities, dual enrollment opportunities, and community service. Service Learning –Teachers will
engage students in service learning projects that start in the classroom and extend beyond it,
encouraging responsible, caring participation in the local environment and in the wider world. Servicelearning activities will be embedded in academic courses (English, Math Science, Social Science, Foreign
Language) to achieve the existing course objectives and to help students meet content standards The
School will provide Service Learning opportunities in grades 9-10 with a requirement for Service Learning
Experience in grades 11 through 12 (and in fulfillment of the high school graduation requirement).
PRINCIPLES
Community Partnership – Work closely with family and community (NUHS).
Tone of Decency –The tone of the school should explicitly and self-consciously stress values of
expectation (attitude, parent involvement, colleagueship, comradeship, trust and decency, and
cooperation) -CES
INSTRUCTIONAL STRATEGIES
We believe in working closely with family and community. The School will provide enrichment activities
and community-based initiatives allowing students to interact in social settings with diverse individuals.
Community Partnerships - Teachers, students, parents and the administration will work together with the
governing board and the School to identify potential community partners for service learning and other
community based initiatives at the school.
Parental Involvement enhances learning when a school encourages parents to stimulate their children's
intellectual development. Parental “investment” in a student’s education is crucial to student success as
well as to the advancement of the School’s mission and vision. Parental involvement agreements will
encourage parents to contribute a minimum of 30 volunteer hours to ensure their active participation in
their child’s education. Parents will receive and sign a parent handbook that outlines the responsibilities
they have for their child’s learning and behavior at school.
Parental involvement will also be encouraged through Parent Teacher Student Association (PTSA) and
other such school commitments. Home based volunteer projects will be available to parents who are
unable to volunteer on-site due to work or family constraints.
C. Describe the research base for the educational program.
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Cornerstone Academy for High Standards
The research base draws on the design principles driving school reform nationwide. Combining the best
practices of model schools with “powerful guiding ideas” and those essential principles driving school
reform nationwide, the School will implement their educational philosophy as presented in the
aforementioned section. To that end, the School’s philosophy is substantiated by the research of the
Coalition for Essential Schools Common Principles[1] (CES) and the Big Picture Company’s New Urban
High School Design Principles[2]
(NUHS), which have been implemented effectively and proven fruitful at other successful schools.
Other research based strategies the School will utilize include, but are not limited to: hands on learning;
inquiry based research projects, science experimentation, hands-on technology that is integrated &
problem driven, CRISS (Creating Independence through Student-owned Strategies), Reciprocal
Teaching, Small Learning Communities, etc.
Furthermore, the school will utilize research-based programs and state adopted textbooks for all core
curriculum subjects in commitment to the Somerset philosophy. A sampling of these includes:
o State approved - K-12 Comprehensive Research Based Reading Plan of Palm Beach County Public
Schools;
o Jamestown Navigator (Glencoe/McGraw-Hill) commitment to serve all students individualized learning
needs;
o Carnegie Cognitive Tutor-commitment to differentiated and individualized instruction;
o Gizmos through explore learning - commitment to technology integration and hands-on learning;
o Junior Great Books commitment to create literacy rich environments and lifelong readers;
o Teen biz- commitment to technology integration and literacy via Five-Step Literacy Routine across the
curriculum;
o ACT's Quality Core - commitment to create college bound and college ready students
o FCAT Explorer – Math Timeline – commitment to technology integration and horizontal curriculum
delivery
o Spring Board for Mathematics and English
D. Explain how the educational program aligns with the school’s mission.
The School is dedicated to prepare students to be college ready and college bound, setting the stage for
career path pursuits, and concomitantly producing students who are contributing members to the
community where they live and to society at large. In doing so, the School recognizes that each student is
capable of learning and achieving academic success and therefore commits to helping students explore
and develop their intellectual potential while reinforcing personal character, while kindling that desire to be
a lifelong learner. This is in perfect concert with the School’s mission, which is to provide a college
preparatory educational environment that furthers the philosophy of respect and high expectations for all,
enabling students to become confident, self-directed and responsible life-long learners. The School’s
educational philosophy is grounded on the expectation of increasing learning opportunities and raising the
academic achievement of its students through high expectations and character development. Therefore,
the School’s educational philosophy, values, and beliefs, are in direct alignment with the school’s mission
and moreover support and facilitate implementation of the school’s mission.
E. Explain how the services the school will provide to the target population will help them attain
the Next Generation Sunshine State Standards, as required by section 1002.33, F.S.
Meeting the Needs of All Students - The School’s curriculum is designed to serve students of all ability
levels.
All students at the School will be encouraged to maximize their academic potential by taking the most
rigorous program in which they can be successful. Students need to have a minimum Grade Point
Average (GPA) of 2.0 to graduate from high school in the State of Florida as well as to participate in the
School’s sports and activities program. Any student failing to achieve this minimum requirement at the
end of any nine-week period will be placed in Academic Probation and the parents will be required to
attend a conference to monitor student progress.
Students in need of remediation or not making adequate progress towards mastery of the NGSSS/CCS
and/or students with special learning needs (e.g. ELL students and SPED students) will have access to
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Cornerstone Academy for High Standards
supervised study time and tutoring services during non-school hours to accelerate and/or remediate
student achievement.
Teachers will be required to document instruction of the NGSSS/CCS, ELL strategies in their lesson
plans. Lesson plans will identify specific objectives taught and benchmarks met as listed in the
curriculum. The principal will check lesson plans weekly and conduct daily classroom walk-through’s
(CWT) to ensure that curricular objectives are being documented and taught accordingly. In order to
support delivery of a high quality program that implements research–based strategies and innovations to
raise student achievement, the School will have the following processes in place:
• Performance-based curricular objectives in alignment with the NGSSS/CCS as adopted. Curriculum
Pacing of essential standards - based on nine-week intervals, in each content area;
• continuous review of curriculum to ensure a year’s worth of learning of all state benchmarks
• research-based instructional practices (i.e., insert RRR the Big Picture Company’s New Urban High
School Design Principles (NUHS), and Coalition of Essential School’s principles; focus on differentiated
instruction for learning styles integration of technology across all major disciplines
• School Improvement Plan (SIP) process as a quality assurance and continuous improvement tool
assessment data utilized to make instructional decisions and plan interventions
• ongoing professional development workshops before and after school targeted tutoring for remediation
and Saturday seminars for acceleration targeted interventions for struggling readers and students
performing below grade level integration of long term “Project Based Learning” activities in sports
leadership across the curriculum.
If the school intends to replicate an existing school design:
F. Provide evidence that the existing design has been effective and successful in raising student
achievement.
This application is being submitted by Cornerstone Academy for High Standards, Inc. pursuant to
s.1002.331 (3)(a), F.S. to establish and operate a new charter school that will substantially replicate the
Somerset Academy, Inc. educational program. Verification letter provided by the Commissioner of
Education attached as Appendix H. High Performing Verification Letter.
Pursuant to s. 1002.331(3)(a), the School will be a replication of the existing Somerset Academy Charter
High School in Broward County, that has during each of the previous 3 years received a school grade of
“A” or “B”; and received an unqualified opinion on each financial audit required under s. 218.39 (see
Appendix H). School grade and achievement information can be found in the chart below. In addition,
Somerset Academy Inc. has educational programs in existence in Dade, Broward and Duval counties.
Somerset Academy was founded in 1997, and has since established high-quality educational programs
that have and continue to achieve academic success. The educational program is likely to result in
improved educational performance for the target population, since the existing programs have proven to
be highly effective in improving the educational performance while serving high minority student
populations. Founded in 1997, Somerset Academy was one of the first charter schools to open in
Broward County, and has achieved among the State’s highest mathematics scores on the Stanford
Achievement Test and on the FCAT. Somerset Academy was also one of the first charter schools in
Florida to be accredited by the Southern Association of Colleges and Schools (SACS - CASI). Since then,
every Somerset program has each sought and obtained accreditation, informing stakeholders that every
Somerset school is a quality school, committed to continuous improvement.
In further pursuit of academic accountability and excellence, the organization obtained District
accreditation for the Somerset schools. In April of 2009, Somerset Academy was awarded SACS-CASI
District Accreditation for its proven commitment to quality, continuous improvement and educational
excellence. It was the first charter school system in the nation to pursue and achieve “district”
accreditation. Throughout the process, The Quality Assurance Review Team representing the SACSCASI examined the effectiveness of the system’s methods for quality assurance. An excerpt from the
report findings validates a direct relationship between the program elements and student achievement:
“Somerset Academy, Inc. has a laser-like focus and drive towards excellence and long-range
success…[the organization] encourages stakeholder involvement, uses data analysis to improve
classroom instruction and student learning, and provides leadership at the district and school level to
encourage innovation in all areas.
The system also aligns curriculum with the Florida Sunshine State Standards. The board delegates
administrative functions to the principals and collectively they have studied and revised the vision and
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Cornerstone Academy for High Standards
purpose of the school system…”(Dr. Olivine Roberts, Chair, Quality Assurance Review Team – SACSCASI - Report of the Quality Assurance Review Team for Somerset Academy, Inc. April 26-29, 2009).
Based on the organization’s accreditation, the proposed school under the operation of Somerset
Academy Inc. will open as a SACS-CASI accredited school from its inception and will be held to the same
standards of accountability of the existing programs. Thus, by replicating the successful educational
design of the existing schools – with a full-range of services targeted to students of all performance levels
- the proposed School will prove highly effective in raising student achievement.
Somerset’s continuous compliance with legal, organizational, and financial requirements coupled with
increasing academic performance annually for all schools, has yielded approved and/or renewed charter
school contracts over the past ten years. Today, there are nearly 30 Somerset Academy programs in
Dade, Broward and Duval counties offering complete Pre-K through high school systems across 15
campuses.
These programs have proven to be highly effective in improving the educational performance of their
student populations as evidenced by their student populations as evidenced by their academic
performance track record below:
[1]CES --‐‑Coalition of Essential Schools --‐‑ “Interpreting the Nine Common Principles” Patricia Wasley,
Barbara Powell, Donna Hughes: CES National, 1992.
[2]NUSH --‐‑ New Urban High School: A Practitioner’s Guide: The Big Picture Company, 1998
G. Describe the applicant’s capacity to replicate an existing school design.
*Most of the items in this section align with what my applications over the past few years have
proposed, therefore the replication seems to be a collaboration of what CAHS has been
presenting in the application process and other charter schools have replicated CAHS’s ideas.
Somerset Academy, Inc. is a Florida not-for-profit educational institution with a proven fourteen-year track
record of successful development and operation of thirty high-performing charter schools serving nearly
9,000 students in Pre-K through 12th grade in Miami Dade, Broward, and Duval counties as well as in
San Antonio, TX. The institution and its board of directors have over a decade of experience in charter
school operations, management and oversight of public funds. Pursuant to s. 1002.331(3)(a), the School
will be a replication of the existing Somerset Academy school educational programs in existence in Dade,
Broward and Duval counties.
Somerset Academy has developed a multi-tier system (management, instruction, assessment and
professional development) that has achieved increased performance across all student populations and
subgroups as evidenced by their academic performance over the past 10 years. Somerset Academy has
been able to implement unique and innovative strategies aimed at student achievement and have proven
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Cornerstone Academy for High Standards
these strategies to be successful with all student populations, including ELL, ESE and students entering
the school below grade level.
The results on standardized exams and learning gains, especially in mathematics, have proven
successful. Somerset has successfully replicated nearly 30 other high quality programs across MiamiDade, Broward and Duval Counties, which have and continue to increase student performance in grades
K-12. The governing board of the proposed school is comprised of the same individuals responsible for
the operation of the existing Somerset schools. These highly experienced professionals possess the
expertise in the areas of curriculum, assessment, finance, law, school management and governance to
be able to replicate the existing design. Somerset Academy, Inc. has financial and human resources
available to replicate a high quality model, the ownership of the existing school design, and most
importantly have a proven track record of success in replicating the design. These factors all support
Somerset’s capacity to replicate the existing school design.
Strategies for replication of the existing design are fully detailed in the sections referenced below. These
include, but are not limited to, the following:
• Implementing the same core values and beliefs of the existing programs (Section 3- 4)
• Adopting the research-based educational concept for the existing programs (Sections 3-8)
• Utilizing the team of experts (who have ownership of the Somerset educational program) as consultants
who continuously provide training to the proposed school’s administrators, faculty and staff (Sections 9
and 11)
• Adopting common expectations of student behavior and parental involvement (Section 8 and 13)
• Adopting common Professional Policies and Standards for staff (Section 10 and 12)
Implementing the policies for financial management and oversight proven effective in the existing
Schools (Section 18)
• Providing ongoing communication, training, and support for the school’s changing operational needs
(Section 9 and 12)
Instructional Delivery
Students will engage in technology:
Enhanced, mastery-based course instruction using research-based and standards-aligned curriculum to
earn credits and develop literacy and innumeracy proficiency. During this time, teachers will direct student
learning and provide coaching, mentoring, and tutoring as determined by student needs and progress.
Targeted, one-on-one direct instruction will be conducted to assist struggling students with further
understanding and mastery of course content as well as using supplemental reading, math, and
foundational skills resources. This individualized instruction will address identified gaps in student
learning and provide appropriate preventative measures in remediation. Instruction will be aligned to
students' 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.
It's true that students at career schools don't share all the experiences of traditional, four-year students.
They don't sit through lecture classes with over 100 students, and they can't wear the cloak of anonymity.
Within career training programs, classes are small, which translates into individualized attention and
instructors' commitment to your success. Recent educational research and trends suggest more
appropriate measures of learning should include demonstrations of what students know and are able to
do, (The Association for Career and Technical Education, 2010; Threshold, 2010). With the growth in
recent years in distance education, the introduction of technology in delivering instruction, and the
increase in independent study courses, the nature of contact hours has changed and requires greater
flexibility. CAHS understands that all courses must be of reasonable length and include both content and
contact sufficient to maintain high academic quality and standards commensurate with credits awarded
for a 'traditional' class or course. The digital curricula to be used by CAHS will allow students to expand
learning time, demonstrate mastery based on performance through pre-tests, post-tests, and completion
of learning activities.
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Cornerstone Academy for High Standards
CAHS understand that "one size does not fit all" and high need students require different combinations of
learning activities and opportunities. The program will use a variety of technology-enhanced courses and
research-based learning programs aligned to the Next Generation Sunshine State Standards to meet the
individual learning needs of each student. These programs may include programs from Plato, Apex
Learning, Your Teacher Jamestown Reading Navigator, Reading Plus, Bridges, and School Connect. By
using content and programs from multiple entities, standards-based courses in mathematics, science,
English, social studies, Foreign languages(Spanish and French), and electives for Grades 9 through 12
can be provided along with foundational skills development courses, reading courses, career planning
courses, and social/personal skills development courses. Depending on student need, additional
instructional programs may be added or removed to improve student performance and success.
Plato, Apex Learning provides foundations, Literacy Advantage, core, honors, and Advanced Placement
courses. Apex Learning is the nation's leader in developing and distributing digital courses for students
who need a non-traditional option to be successful. Plato, Apex Learning courses and instruction may be
supplemented with curriculum lessons from Your Teacher, Jamestown Reading Navigator, Reading Plus,
Bridges, and School Connect. The programs from Your Teacher provide focused instruction in high
school math, including pre-Algebra, Algebra, and Geometry. Jamestown Reading Navigator and Reading
Plus may serve as CAHS's reading programs to develop reading proficiency for students reading below
and on-grade level. Bridges focuses on career planning and preparation to ensure successful
postsecondary transition, and School Connect provides lessons and activities to improve students' social
and emotional skills, boost academic achievement, and facilitate supportive relationships among students
and teachers.
Pearson Digital Learning (PLATO)
Credit Recovery Success Stories
http://search.atomz.com/search/?sp-a=sp100286e8&sp-x=any&sp-p=all&sp-advanced=&sp-c=50&spm=1&spq=++Goal%3ACreditRecovery
In the Arena: Sharnell Jackson, Chief E-Learning Officer, Chicago Public Schools
News Staff - July 2006 Another Chicago Public Schools' project underway is Virtual High School, which
has been instated at as many as 69 high schools, with more than 4,000 participating students. Students
take supplemental coursework online, typically for credit recovery, advanced placement (AP) courses, or
language courses otherwise unavailable. Participating teachers are highly trained, as are on-site mentors
employed to help students be successful in the courses they take through Virtual High School. This
program has undergone a recent upgrade, including inviting an outside evaluator to evaluate the
program, identify areas of improvement and offer a strategy to increase students' passing rates from a
standard 50 to 70 percent. The result of the evaluation called for intensive professional development (PD)
for on-site mentors, noting that in order to be truly helpful, mentors should be engaged in the online
course or the same environment that their students would be in. After implementing the recommended
intensive professional development and scheduling coursework for students during their school day, the
Virtual High School increased passing rates to a solid 83 percent in Fall 2005. "We had surveys and focus
groups with our teachers and students," Jackson recalls, "and all that data was used to fine-tune the
program. Now we know we're on the right track and we have to manage this program to ensure these
students have success and have an advantage by completing these courses. We don't want to present a
course to students and have them fail because we haven't given them adequate support."
http://www.centerdigitaled.com/arenastory.php?docid=100250
Credit Recovery at La Sierra High School, Riverside, Calif.
Out with the old and in with the new. At La Sierra, the mantra applies not only to replacing retention with
intervention, but also to the learning environment. In the school's Nova-NET labs--where students can
recover credits when they're short or get extra help in basic math or English skills--brand new furniture
and flat-screen monitors look sharp and motivate students. Last school year, about 450 of the school's
2,500 students used the Nova-NET program for remediation, and about 150 needed it for credit recovery.
It's also available for enrichment and for students to earn college credit. And the district now has an
unlimited use contract for Nova-NET, a Pearson product:
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Cornerstone Academy for High Standards
Students can't always fit lab time into their school day, so La Sierra keeps daily afterschool lab hours.
http://www.districtadministration.com/page.cfm?id=517#54
http://www.principalspartnership.com
To assist students for whom language presents a barrier to learning or who are not reading at grade level,
Algebra I-A includes audio resources in both Spanish and English.
Individual Success Plan
An Individual Success Plan (ISP) 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 ISP 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.
Climate and Culture
CAHS will build a safe and secure climate in a small learning environment, according Moos
(1979) defines school climate as the social atmosphere of a setting or "learning environment" (p.
81) in which students have different experiences, depending upon the protocols set up by the
teachers and administrators that is founded upon mutually respectful relationships among
students, parents, the community, faculty, staff, and school leadership. Perceptions about school
climate, atmosphere, or personality of the learning environment affect teacher morale and student
achievement (Moos, 1979). Positive school climate benefits students, teachers, and staff. In a
positive environment, teachers are motivated to teach, and students are motivated to learn
(Bulach, 1994). Safe, caring, participatory and responsive school climate tends to foster great
attachment to school as well as providing the optional foundation for social, emotional and
academic learning (Blum, et. al., 2002; Osterman, 2000).
Research (e.g., Comer & Haynes, 1992; Epstein & Dauber, 1993) suggests a connection
between the school climate and the extent to which parents and families are involved in their
children's education. When schools create a positive school climate by reaching out to families
and providing structures for them to become involved, the result is effective school-family
partnership.
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 ISP. 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 and Workforce Alliance’s staff
will teach job skills, assists with finding employment, and prepares students for a successful
postsecondary transition.
Students at CAHS 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.
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Cornerstone Academy for High Standards
Review high school course summary and grades.
Learn about postsecondary opportunities in Florida.
Apply online to college.
Support Services
Graduation Pathways and Dropout Recovery for Over-Age and Under-Credited Youth. Nationally,
there are more than 6 million people between the ages of 16 and 24 who are high school
dropouts. Dropout recovery models, such as the U.S. Department of Labor’s Job Corps and
Youth Build USA, have had success in re-enrolling dropouts and allowing them to earn a high
school diploma or GED while gaining work and community service experience (Civic Enterprises,
2010).
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.
Assessment and Performance Communication
CAHS 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. CAHS 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
Knowing where a student is academically at any point in the learning process is essential to
ensuring student success. Learner feedback will be ongoing to measure both incremental and
annual growth. This information will be used to modify instruction, as needed, for the learner.
Student learning outcomes will be measured in each of the following ways: (1) Initial assessment
of reading and math skills levels, (2) Summative and formative evaluations of content mastery, (3)
Benchmarking to modify instruction, (4) Assessments of ongoing progress in content areas to
identify incremental growth, and (5) Measurement of annual growth for grade promotion and
credit accumulation.
Parental and Community Involvement
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Cornerstone Academy for High Standards
But whatever the training may be, every American will need to get more than a high school diploma. And
dropping out of high school is no longer an option. It's not just quitting on yourself, it's quitting on your
country - and this country needs and values the talents of every American. That is why we will provide the
support necessary for you to complete college and meet a new goal: by 2020, America will once again
have the highest proportion of college graduates in the world (President Barack Obama, 2009).
If the nation had graduated 100 percent of its high school students ten years ago, the money the
additional graduates would have put back into the economy would have covered the entire cost of running
the federal government in 2009 (Amos, Alliance for Excellent Education, 2008).
Research demonstrates that parent and community involvement are key elements in the success of
students at risk of dropping out of school (Balfanz, et aI, 2009). Therefore, our School will ensure
substantial parent and community involvement through a variety of strategies.
Board members will meet with local stakeholders to explain the program and recruit representatives,
including parents, to serve on a Technical Center Council (TCC). The TCC, with parent participation, will
be formed during the first semester of the School's operation.
The purposes of the TCC 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 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 Program.
Parents will have a number of other opportunities for involvement in their student's education. Parents are
invited to attend an orientation session with the student during which time opportunities, expectations,
and requirements of the program are clearly explained. This sets the stage for expected student progress
and achievement. This is supplemented by mailings to homes, newsletters and phone calls from teaching
staff, and conferences with the student and parent(s). Parents are encouraged to visit the school and to
participate in school functions and events throughout the year, including school sponsored workshops,
parent nights, parent-teacher conferences, and student award ceremonies.
The Board of Directors will hold regular meetings with parents to discuss the successes of the School,
including reporting on the performance of the School with data regarding enrollment, attendance,
academic performance, parent/student satisfaction, withdrawals, suspensions, and dismissals. Parents
and key community members will receive notices of these routine public meetings and the agendas well
in advance of each occurrence.
Additionally, an annual Parent/Student Satisfaction Survey will be administered to parents and students to
evaluate satisfaction with the School. The results of this survey will be considered by the Board as
important input regarding the success of the School. A corrective action plan will be developed, if
necessary, after review and discussion with the Board.
The School also intends to involve and engage the local community in the school's mission, and activities.
The board members are all engaged in their communities and are currently building the support of various
agencies and employers in The School District County. Some of the activities associated with community
involvement will be: open houses, periodic newsletters, partnership agreements, literacy coalition, boys
and girls clubs, local colleges, workforce alliance internship programs, creation and implementation of a
Technical Center Council (TCC) as described above, and periodic community events hosted by the
school.
Rationale
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Cornerstone Academy for High Standards
Research over the past twenty years on dropout prevention has informed the development of our
School's structure and programs.
One of the most significant findings to emerge from research on dropouts is that early identification is vital
to effective prevention and intervention.
However, because of subtle variations from area to area, a locally developed identification system will be
much more precise and effective if it includes only those characteristics specific to the local population of
students. The earlier a problem is identified and addressed, the greater the impact on at-risk students.
Wells and Bechard (1989) identified four major categories of factors that contribute to a student profile of
characteristics that may lead to a student's dropping out of school. The four categories list risk factors that
are school-related, student-related, community-related, and family-related. The likelihood of a
student dropping out of school increases as the combination of risk factors becomes more multifaceted
(Asche, 1989, as cited in Woods, 1995).
Current research continues to support these four categories of risk factors and confirm that high-need
students need a variety of instructional approaches, targeted resources, support services, and
intervention strategies to motivate them, support their learning, and ensure both short-term and long-term
success. The School'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 factors.
• There is no single risk factor that can be used to accurately predict who is at risk of dropping out.
• The accuracy of dropout predictions increases when combinations of multiple risk factors are
considered.
• 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
before a child enters school.
• Dropping out is often described as a process, not an event, with factors building and
compounding over time.
• Understanding who our student population is, why they are high-need, and what their needs are
enables the School to deliver accelerated learning in an individualized and customized learning
environment to help our students succeed personally, socially, and academically.
Research on Instructional Design:
The School's educational approach is based on a comprehensive and systematic model of teaching and
learning. Recent research identifies elements of programs that have been effective in keeping students in
school, leading them to graduation, and assisting them in planning for postsecondary success.
This research points to success through targeted and coordinated efforts in three broad categories:
School Environment, Academics, and Supports.
School Environment:
Many students who drop out of school have typically been unsuccessful in a traditional high school
environment. Efforts to modify this environment can create a foundation for success.
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Cornerstone Academy for High Standards
Schools that have been effective in improving the success of students who are returning to school
provide:
• a small learning community (Balfanz, 2009);
• a safe and secure facility (Alliance for Excellent Education, 2006)
CAHS education model is a new option for students. The learning levels are based on research and on
hands experience with at-risk youth and aligns with CAHS’s mission. The blended instructional approach
is both teacher-directed and technology-enhanced while the curriculum design is mastery based learning
that serves all age level in Grades 9-12, credit recovery, and Kinesthetic styles of learning. Using a
combination of classroom teacher-directed instruction and online technology based instructional software,
and additional Summer Achievement Gap Learning of supplemental materials aligned to the Next
Generation Sunshine State Standards, the curriculum provides the depth necessary to engage students
in the required courses needed to meet the requirements for high school graduation and college
preparation.
Combined with CAHS’s mission to prevent the drop-out rates from increasing, while implementing state of
the art programs that keep students thinking and engaged in their own achievement, our approached is
designed to increase student’s knowing or having an idea of what they want to invest in for their future
careers.
With a variety of curriculum software and paper based choices, students will be more successful at
meeting the sunshine State Standards and Benchmarks. The blended instructional approach of teacherdirected instruction and technology-based instruction will serve as a support to struggling students. In
order to build an effective learning environment, the staff, students and parents will build a relationship of
trust and respect. The community and the parent liaison will play a key role in bridging the gaps with
communication between students, parents and administration, as well as foster a partnership with the
endorsement programs within our communities.
If the school intends to replicate an existing school design:
CAHS’s design includes many successful educational and organizational elements as practiced by public
and private schools, nationally. However, CAHS’s High School Model is unique in several important areas
and led the public and private school administration towards many of the current successful educational
designs that we see implemented today as the pioneer of the ideas to creating successful schools.
Educational Committees and Teacher directed reading pilots were created to form the innovative
methods used today to help the struggling readers, math, and science students in small group settings,
one-on-one tutoring settings, Saturday school, positive choices programs and surveys, and other RTI
programs that attempts to prevent the escalation of the high school drop-out rates.
Describe the applicant’s capacity to replicate an existing school design.
Advisory panels consisting of nationally-recognized researchers with expertise in studying at-risk, dropout
students, specialists in reading and measurement, District superintendents and curriculum specialists
from school districts, post-secondary educators and adult learning specialists, guided the planning of
each curriculum. CAHS is a comprehensive pilot model for high schools facing serious problems with
classroom management, student FCAT scores, and NCLB mandates with the Florida Department of
Education Standards. The pilot model includes an optimized organizational and management support
structure to ensure appropriate resources, establish a positive school climate, provide curricular and
instructional innovations to prepare all students for a high school diploma at graduation, which includes
courses successfully taken in reading, math, sciences, and foreign languages, community involvement to
encourage college, careers; professional development that support teacher shadowing each other for
best practices.
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Cornerstone Academy for High Standards
In the 2004-2010 school year CAHS’s ideas have been replicated throughout the counties in Florida,
Oregon, and Massachusetts. The pilot model design was developed to serve as the standard for raising
state scores on achievement tests. With ongoing assessment of real time data, CAHS will determine
strategies to continuously monitor progress and adjust instruction for student success. Through
collaborative meetings and brainstorming sessions with students, and educators from around the globe,
CAHS’s Administration has helped to facilitate pilot reading courses, create new state exam questions
relevant to high school student learning, Educational Achievement Gap Summits, solely addressing the
achievement gaps in education; reading and math workshops that focused on raising the grades in
reading, math and sciences among African Americans and other minorities; these were conducted to
educate the parents, students, and community regarding the lack of focus on all students achieving the
grades, not the usual few. CAHS is fully capable and ready to assist other institutions that are committed
to partnering with us to combat this high needs area through preventative measures.
CAHS will benefit from an innovative relationship with Workforce Alliance Programs that includes teacher
training, parent liaison training, as well as ongoing research to evaluate school performance, enhance
student outcomes, and improve accountability. Letters of Endorsement are included in the Governance
Section 9 from Nova Southeastern University’s Director of Charter School Administration due to direct
training CAHS’s President received in Charter School Superintendent Live and online course training; a
letters of endorsement from Boys and Girls Clubs, Literacy Coalition of The School District, Broward, or
Martin County, Allied Health Institute, and Workforce Alliance’s Youth and Adult internship and
employment programs.
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Cornerstone Academy for High Standards
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. If the
curriculum has not been developed, describe how the plan for curriculum development
shows how students will be prepared to attain the Next Generation Sunshine State
Standards.
The educational program of CAHS 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 educational 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 (Plato, Apex)
Focused and relevant learning connected to students' lives
Foundational skills development
Formative and summative assessment
Social skills development (Positive Choice)
Employability skills development (Workforce Alliance)
Career assessment and college preparation
Successful transition to next steps in Individual Transition Plan
Strong Curriculum Plan
The academic objectives for CAHS 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;
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; and
Provide FCAT preparation so that all students demonstrate mastery at Level 3 and above.
The School 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 might 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 CAHS will deliver a broad curriculum to support teachers in
creating rich, in-depth learning experiences for all students. Each course will provide a complete scope
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Cornerstone Academy for High Standards
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
and among the largest players in the credit recovery area is E2020, NovaNet, a subsidiary of Pearson,
the British media company. Another company is Plato Learning. Houghton/Mifflin online text will provide
alternative representations and address different learning styles. Varied activities will challenge students
to explore further, extend their 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, CAHS will integrate district-adopted textbooks and supporting resources
to enhance each student's learning experience.
Technology-Enhanced Core Academics
The School understands that "one size does not fit all" and high need students require a plethora of
learning activities and opportunities. As such, the School will use a variety of technology-enhanced
courses and research-based learning programs aligned to the Next Generation Sunshine State Standards
(NGSSS). Courses offered by CAHS will help students achieve the NGSSS and prepare them to be
college and career ready.
These educational programs may include Plato learning, NovaNet, Apex Learning, Carnegie 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, foreign languages, electives, Honors, and Advanced Placement for grades 9 through 12.
Plato, NovaNet, E2020, 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 Your Teacher, Jamestown Reading
Navigator, Reading Plus, Bridges, and School Connect. 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.
These self-paced online classrooms provide a solution for budget-constrained schools that are under
pressure to raise their graduation rates but cannot afford to hold additional classes.
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 to 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. Multi-media
tutorials provide opportunities to explore and discover new material. Manipulative tools encourage
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Cornerstone Academy for High Standards
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-instruction and
direct instruction activities help teachers engage students in focused instruction. Practice and application
exercises can be assigned to reinforce skills and deepen conceptual understanding. Progress can be
assessed throughout the instructional phase with formative assessments that provide feedback to both
students and teachers.
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.
B. Describe the research base and foundation materials that were used or will be used to
develop the curriculum.
Development of the Curriculum
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, 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
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Cornerstone Academy for High Standards
Engage students in before-, during-, and after-reading activities
Math
Implement the Discovery-Confirmation-Practice model of instruction
Develop conceptual understanding, problem solving skills and computational proficiency
Relate math to science and to real-world applications
Science
Teach through inquiry and use of the scientific process
Develop conceptual understandings
Combine learning of scientific knowledge with reasoning and thinking skills.
Connect the study of science to history, mathematics and student's lives.
Social studies
Build instruction around the Knowledge-Skills-Application (KSA) model
Combine higher-level thinking with the basic facts or elements of knowledge,
Encourage active learning: reading, viewing, and listening; engaging in reflective, creative, and
analytical processes
Include a variety of types of information including engaging narratives, primary sources and
focused analytical studies
Standards Alignment
Course design is based on Florida's Next Generation Sunshine State Standards (NGSSS).
Standards used to direct development of each course's scope and sequence, content, media,
interactivity, and assessment.
Correlation reports for Florida NGSSS are available online.
Course Options
The Apex curriculum offers courses that can be aligned to individual student needs. These include
Foundations Courses, Literacy Advantage Courses, Core Courses, Honors Courses, Advanced
Placement Courses, and Exam Preparation Courses.
Foundations Courses
Designed to provide a bridge to high school, Apex Learning Foundations Courses target high school
students unprepared to successfully complete grade-level work. Foundations Courses feature structured
remediation designed to facilitate student progress through grades 9-12 skills. Courses develop math and
English-language arts skills and strategies while raising academic performance up to high school levels.
Each semester course offers approximately 70-90 hours of interactive direct instruction, guided practice,
and integrated formative, summative, and diagnostic assessment.
Writing Skills and Strategies develops key language arts skills necessary for high school graduation and
success on high stakes exams through a semester of interactive instruction and guided practice in
composition fundamentals. The course is divided into ten units of study. The first two units are designed
to build early success and confidence, orienting students to the writing process and to sentence and
paragraph essentials through a series of low-stress, high-interest hook activities. In subsequent units,
students review, practice, compose, and submit one piece of writing. Four key learning strands are
integrated throughout: composition practice, grammar skill building, diction and style awareness, and
media and technology exploration. Guided studies emphasize the structure of essential forms of writing
34
Cornerstone Academy for High Standards
encountered in school, in life, and in the work place. Practice in these forms is scaffold to accommodate
learners at different skill levels.
The content is based on the National Council of Teachers of English (NCTE) standards and aligned to
state standards. 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.
Literacy Advantage Courses. Literacy Advantage courses are standards-based general studies courses
that meet the needs of students who are not prepared for grade-level academic challenges because they
are not proficient in reading. These high school courses target students reading at a middle school level.
Course content supports students in mastering required content in math, science, English, and social
studies to earn credits toward high school graduation while simultaneously developing literacy skills.
Literacy Advantage courses are based on the most current research in adolescent literacy and best
practices for instruction and intervention. Each semester course offers 60-80 hours of interactive direct
instruction, guided practice, and integrated formative, summative, and diagnostic assessment.
These programs are state-approved reading intervention programs. A detailed description of the
programs can be found below.
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 assists 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. Manipulative 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-bystep 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 computergraded 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
35
Cornerstone Academy for High Standards
assignments as well as teacher-graded semester exams that are important components in the evaluation
of a student's writing ability.
Honors (College Prep) Courses
Apex Learning Honors Courses are designed to meet the needs of highly motivated students who want to
build advanced skills and content knowledge in preparation for undergraduate study. These courses
place students in a college preparatory track that frequently culminate in Advanced Placement
coursework. Courses target students who are reading at grade level or above and who are fully prepared
for high school coursework. Each semester course offers 90-120 hours of interactive direct instruction,
guided practice, and integrated formative, summative, and diagnostic assessment.
Multimedia tutorials provide students with opportunities to discover and explore new concepts. Images,
sound tracks, short movies, animations, charts, and graphs integrated throughout the text provide
alternative representations and address different learning styles. Courses include a variety of activities
that challenge students to explore further, extend their understanding, think critically, apply skills and
concepts to new situations, and develop and express their points of view. Students are actively engaged
in learning as they read, watch, listen, inquire, write, discuss, explore, and manipulate objects and data.
Formative and diagnostic assessments integrated throughout the curriculum provide frequent
opportunities to gauge student progress on an ongoing basis. Students are required to demonstrate what
they have learned with summative assessments at the end of each unit and semester. Objective,
computer-graded assessments, such as multiple-choice, fill-in-the-blank, and true-false, give immediate
feedback to students and teachers. In addition, comprehensive courses make extensive use of more
subjective open-ended, teacher-graded testing tools to evaluate higher order and critical thinking skills.
Teacher-graded assessments include essay questions, research assignments, mathematical proofs,
scientific inquiry, and application of skills and concepts.
Advanced Placement (AP) Courses
Authorized by the College Board AP Course Audit, Apex Learning online Advanced Placement Courses
are designed to meet the higher education expectations of a college-level course and prepare students to
demonstrate college-level achievement through success on the AP exams. Courses target highlymotivated students who are reading at grade level or above and who have a track record of success in
high school coursework. Each semester course offers approximately 120 hours of direct instruction and
integrated formative, summative, and diagnostic assessment.
Exam Preparation Courses
Even the most accomplished students can benefit from targeted preparation in advance of high stakes
exams. Apex Learning High School State Exam Preparation Courses are aligned to each state's test
blueprint, including the Florida Comprehensive Assessment Test (FCAT), and are designed around each
state's unique test architecture. AP Exam Review is an online study resource that prepares students for
the AP exams.
Your Teacher:
Your Teacher is a web-based tutoring program that builds student competencies in pre-Algebra, Algebra
1 and 2, and Geometry. It is aligned to state-standards and provides over 1,000 online math lessons for
homework help, tutoring, and standardized test preparation. A student has access to videos with certified
math teachers demonstrating key concepts, practice activities, and self-tests.
36
Cornerstone Academy for High Standards
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.
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 at middle school and high school 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 in-Time magazines and the in-Class Reader anthologies will give students an opportunity to extend
their learning beyond the computer and encourage collaborative or independent learning. Teachers will
be able to monitor student progress utilizing the online Learner Management System where scores from
formative and summative assessments are recorded.
Reading Plus
Reading Plus picks up where phonics and oral reading instruction leave off, providing rapid and
sustainable comprehension and silent reading fluency gains. The system's assessments, individualized
dynamic intervention, and progress monitoring provide the solutions needed to effectively identify and
remediate struggling students, as well as others who could benefit from silent reading fluency
development.
By using 21st century technology, the Reading Plus system provides a unique, independent practice
environment designed to ensure immediate and frequent success. Readers build independent reading
skills and confidence to prepare them for high-stakes tests, academic success, and challenges beyond
secondary school.
The School's curriculum and instructional strategies are designed to meet the needs of all our students
and provide a rigorous and relevant curriculum that is technology-enhanced, mastery-based, and
individualized for success.
Effectiveness with our target population. All of these curricula have documented evidence demonstrating
student success as elucidated below.
(1) 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 for the past four
years with much success. In 2006-07, 2,568 students were enrolled in courses and 2,602 courses were
completed for credit. 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 the district'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. Education2020, which is known as E2020, provides online courses across
43 states in subjects ranging from algebra to earth science to “A Midsummer Night’s Dream.”
The Partnership for Los Angeles Schools is a non-profit education management organization started by
Los Angeles Mayor Antonio Villaraigosa. The Partnership works with fifteen (15) of the lowest performing
37
Cornerstone Academy for High Standards
schools in the Los Angeles Unified School District (LAUSD). After years of struggling to increase student
academic achievement, Jordan High School joined the Partnership for Los Angeles School’s
(www.partnershipLA.org) network earlier this month. The schools' inner-city students usually have
minimal home support and significant distractions outside of school. Approximately 89% of the students
who completed an Apex Learning online course received a passing grade. Founded in 2002, Revolution
Prep is an education software and services provider that has helped over a hundred thousand students
score higher on the SAT, ACT and other high-stakes exams. In 2006 the Revolution K12 division was
created to increase academic performance and proficiency through web-based, adaptive learning
software created especially for schools. Revolution’s core mission is to transform education by leveraging
technology to provide innovative tools that help students excel and reach their goals.
Summer Achievement Gap Learning:
Gloucester County high School summer school opens Tuesday
Online courses attracts 95 Gloucester High School students -July 07, 2011 By
http://bio.tribune.com/mattsabo, [email protected] 757-247-7872
Nearly 100 Gloucester High School students are spending their summer vacations online, but with a twist.
They are surfing the Internet as part of a summer school program that's helping some students catch up
and others get ahead.
Gloucester High School's summer school program has 95 students taking 112 courses, said Wendy
Wyatt, instructional supervisor for virtual/secondary education.
The students are in grades 9-12 and have two reasons for taking the courses.
"They've failed a course and are trying to do credit recovery and they are therefore trying to make up the
credit they failed," Wyatt said. "Or they are taking it for the first time to get ahead."
The online program is called "Apex Learning." The summer school runs Monday through Thursday in a
Gloucester High School computer lab, with four teachers on hand to assist students.
But students can also work from home. The online classes began on Tuesday and conclude Aug. 4.
"So far, the kids are doing really well," Wyatt said.
Teachers monitor the students daily to ensure assignments are getting done. The students are given a
program on a four-day weekly schedule to make sure they meet minimum daily deadlines, Wyatt said.
About 40 percent of the students are taking courses for the first time as a means of getting ahead in their
high school studies. The remaining 60 percent are taking courses for credit recovery.
Each online course costs $300.
Last year was successful, Wyatt said. Students had a 92 percent success rate for ninth- through 11thgraders and a 100 percent success rate for seniors making up courses to graduate.
"In looking at 40 percent of the students that are taking initial credit, to me it seems like they're interested
and I think it's very appealing because it's online," Wyatt said. "I think the flexibility appeals to them, just
as it does with any online learner."
The courses are also challenging. Whatever is the student's motivation, the summer school program is
helping them achieve their goals, Wyatt said.
"The rigor that we offer helps them to complete the course, or get ahead," Wyatt said.
(2) Reading Plus
Reading Plus has one of the most extensive documentations as to 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
the 1960s and into the 1980s with the introduction of the Controlled Reader, and Guided Reader,
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
38
Cornerstone Academy for High Standards
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 school, 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 nonparticipating students.
In a recent study of students in grades 4 through 10 published in Reading Psychology (Rasinski,
Samuels, Hiebert, and Petscher, 2010), results indicated that students participating in the program for a
minimum of 40 or more lessons over approximately SL",{ months made significantly greater gains on both
the criterion referenced and norm-referenced reading tests that are part of the Florida Comprehensive
Achievement Test (FCAT) than students who did not participate in the program. A total of 16,143 students
from grades 4 through 10 in 23 schools in Regions II and III in the Miami-Dade County School System
participated in the study.
Prescott High School in Prescott, AZ, is one of nine schools involved in the longitudinal component of the
national research project being conducted by Dr. John Shelley-Tremblay of the University of South
Alabama (2007). This portion of the study includes students ranging from Grade 9 through Grade 11.
Over 70% of the students reported on thus far exceeded the expected Lexile growth for the period
covered in this lay analysis, with the vast majority doubling and tripling the expected increase. The
expected increase for the period is approximately 44 Lexile points; the average increase among the
students reviewed was 105 Lexile points. Lexile points are equal-unit measures and, therefore, can be
used for comparison. Within the Reading Plus programs, the students increased their Guided Reading
rate by an average of 115 words per minute while maintaining reasonable comprehension. The students
also increased how efficiently they read overall.
A collaborative study was conducted between August 2003 and December 2003 and involved 82
students in the ninth and tenth grades who were defined as struggling readers [Neucumber, Evelyn, M.
Reading Plus Research Study at Dixie High School in Cross City, FL, 2003-2004. Unpublished study
conducted by North East Florida Educational Consortium's Foundation for Rural Excellence (NEFEC and
Educational Learning Systems, Inc. Cited by Florida Center for Reading Research in review of Reading
Plus, www.fcrr.org, January 2006]. Forty-four treatment-group students were assigned to Reading Plus
and Lexia S.O.S. programs (average time 541.6 minutes), and thirty-eight control-group students were
assigned to intervention reading classes (average time 747.4 minutes). Pre-and post-tests used to
determine student gains were from the Gates MacGinitie Reading Test, Lexia Comprehension Reading
Test, Visa-graph Reading Rate Grade Level Equivalent (GLE), and Visa-graph Reading Rate with
Comprehension.
While the control group showed no significant gains on the Gates Test, the treatment group made
statistically significant gains (p<.05) from pre-test scores of 22.5 to post-test scores of 25.8. through both
groups showed improvement at the significant level on the Lexia Test, the treatment group having access
to Reading Plus made significant gains on the Visa-graph GLE (5.1 to 6.5) and Reading Rate (168.4 to
182), while the control group made no measurable gain.
39
Cornerstone Academy for High Standards
A total of 182 high school students from Golden West High School in Visalia, CA, participated as part of a
national study evaluating the effectiveness of Reading Plus (Shelley-Tremblay & Authelet, 2007). Those
in the treatment group considered in the final analysis received at least 40 sessions of Reading Plus,
which included PAVE, Word Memory, Cloze Plus, Reading Around Words, and Comprehension Power,
and at least 30 lessons in Guided Reading. The control group used a literature book by McDougal Littell
and both groups spent equal time in reading instruction.
The results show that the treatment-group students, who were shown to be low achievers, made a
significant improvement in reading (p=.012) over the control group after pre-and post-testing on the
Gates-MacGinitie Reading Tests. The treatment group also showed substantial improvement in
visual/functional and perceptual skills after pre-and post-testing with the Visa-graph, with an average twoyear grade-level gain and fewer fluctuation and regressions. Reading rate was also shown to have
substantially increased in both Visa-graph recordings and in Part B of Guided Reading. The control
group's gain was slight, with an average half-year grade-level gain and little improvement in reading rate,
fluctuation, and regressions.
(3) Jamestown Reading Navigator
The National Dropout Prevention Center (NDPC at Clemson University conducted an evaluation of
Jamestown Reading Navigator GRN) on student performance in reading in Miami-Dade County Public
Schools. Data were analyzed from the Group Reading Adjustment 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.
At Miami South-ridge Senior High School, JRN was used 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 GatesMacGinitie Reading Test was used to measure achievement growth. Students began the semester
significantly below grade level; the Gates-MacGinitie pre-test showed the average reading level to be 4.8.
After five months of intensive intervention using JRN, all students showed growth in reading
improvement, with an average growth of three (3) years.
The NDPC conducted a study of the Jamestown Reading Navigator ORN) program in 2006. This study
assessed the ability of JRN to improve reading performance of middle and high school students reading
below grade level in a multi-year, multi-site, quasi-experimental investigation. During the 2007-2008
school year, NDPC conducted systematic evaluation of the effects of JRN on student reading
improvement and on teachers' and students' perceptions of JRN and its effectiveness in the first two
research sites to become operational for the study: Davenport Community Schools, Davenport, Iowa, and
San Juan Unified School District, Carmichael, California.
Treatment subjects who received instruction using JRN demonstrated statistically significant improvement
in reading skills (p=0.023), including passage and sentence comprehension and vocabulary. After seven
weeks of instruction using JRN, treatment subjects averaged a half grade level of reading growth. Control
subjects (n=61) did not demonstrate improvement in their reading skills (p=0.750). In fact, these students'
reading comprehension and total reading grade equivalents declined. A special analysis of selected Iowa
Tests of Educational Development (ITED) scores was performed at the request of Davenport. According
to ITED Reading Composite standard scores, the term 2 treatment (n=40) students average annual
growth in reading improved from 2006 to 2008. This growth in reading was statistically significant for the
treatment subjects from 2006.
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
40
Cornerstone Academy for High Standards
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.
Treatment subjects who completed GRADE pre-and post-tests (n 217) demonstrated statistically
significant improvement in reading skills (p = .023), including passage and sentence comprehension and
vocabulary. Treatment subjects were capable of reading successfully using higher grade level materials
2
(half a grade level) after approximately 7 weeks of JRN use. The relatively large effect size (w =.68)
according to the Cohen's classification of effect sizes provided further confirmation that the change in
reading performance was not due to chance. Factors other than chance contributed to this increase in
reading performance on the GRADE and all of these students were exposed to the JRN computer
program and print resources for approximately 7 weeks and approximately 1 to 1.5 hours/day.
Multiple inquiry methods were applied to the evaluation of JRN during the first program
implementation year, 2007-08. Quantitative analysis of reading performance was conducted
using pre and post test scores form two of the following approximately seven weeks of JRN use
in a concentrated 9-week course situation, Davenport high school students demonstrated
statistically significant improvement in their reading vocabulary and comprehension skills.
JRN students were capable of reading successfully using higher grade level material (half a
grade level increase) after approximately 7 weeks of JRN use.
Students in control group classrooms did not demonstrate comparable or statistically significant
improvement after standardized reading assessments, internal student performance data from
the JRN internal information system, and, in one district, data from statewide standardized
achievement tests. Major findings from the first implementation year of the
JRN study includes the following:
The same time interval of participation in an alternative reading improvement program.
Reading is a critical portion of the education system, and literacy and reading for information create the
basic foundation for all areas of learning. Therefore, the School's educational program will utilize
curriculum that has substantial focus in these areas. The School will adhere to the specifications set forth
by, and take full advantage of, the Comprehensive. Initial Professional Development a myriad resources
available from the Just Read, Florida! Initiative. For example, CAHS will utilize the framework described in
the Reading Program Specification for developing a highly effective reading program for the school.
The components are as follows:
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
41
Cornerstone Academy for High Standards
Appropriate Integration of Technology
Upon entering CAHS'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 an individualized 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.
The School will employ at least one certified teacher with a reading endorsement All teachers at the
School will be trained so they understand instructional assessments and each of the major reading
components. The School's program will address the above specifications in several ways. Staff training
and ongoing election will be into CAHS’s An extensive of correct above from B.
Development opportunities will be provided to School administrators to build an effective, ongoing
professional development program. Additionally, the school's ample curriculum offerings will provide a
wide range of instructional materials that support efficient use of instructional time, differentiated
instruction, and appropriate integration of technology.
D. Explain how exceptional students and students who enter the school below grade level
will be engaged in and benefit from the curriculum.
The School's curriculum options will address a comprehensive array of reading skills at different levels.
By combining various research-based curriculum options, the School will provide the building double
blocks intensive time reading for systematic and explicit teaching of reading skill components; will be
offering courses that target a wide array of skill levels necessary to accommodate all students.
Students Reading Below Grade Level
CAHS 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-toface 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.
(a)Primary Reading
Intervention Curricula 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, field-tested
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 in-Time magazines and the in-Class Reader anthologies will give students an opportunity to extend
their learning beyond the computer and encourage collaborative 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.
(b) Reading Plus
42
Cornerstone Academy for High Standards
Reading Plus is a web-enabled reading intervention system that uses innovative technology to provide
individualized scaffold silent reading practice for students in third grade and higher. This system develops
sustained attention, word recognition automaticity, grade-appropriate reading rates, enhanced
vocabulary, and improved reading comprehension.
The Reading Plus system, designed in alignment with current reading research, develops and improves
reading proficiency in students who are not responding to core interventions, and provides effective
practice for students who are established readers. The seven component programs of Reading Plus
provide extensive engagement in high-success, differentiated reading activities.
Reading Plus provides essential structure to silent reading by scaffolding content difficulty, duration of
reading activities, reading rate, and text presentation parameters based on continuous formative
assessments. The system's approach to silent reading instruction engages students in individualized
reading experiences that ensure the development of fluency in silent reading, so students can better
comprehend the meaning of text as they read.
(c) Face-to-Face Instruction and Progress Monitoring Face-to-face instruction will be provided by reading
endorsed, certified teachers to students who are not proficient in reading. This instruction may be
individual, small group, or whole class depending on the specific needs of the student. The School will
also use the Florida Assessments for Instruction in Reading (FAIR) to help teachers with screening,
progress monitoring, and diagnostic information 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, a
Comprehension Strategy Inventory, and Teacher Guides for Scaffolding Comprehension in order to probe
for deeper understanding of the passage.
All progress monitoring assessment data will be automatically reported to the Progress Monitoring
Reporting Network (PMRN). Results from progress monitoring assessments will be reported three times
per year (Fall, Spring, and Summer).
The School will align its diagnostic assessments with those in state-approved Comprehensive Reading
Plans. Just Read, Florida! recommends 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. Below is a Just Read, Florida! suggested sample
reading class for Level 1 students who require instruction in all five elements of reading. The School will
use this format for students who demonstrate need in all five areas.
Level l Reading Class Sample Format -100 minutes
The school will use this format for the Level 2 student with demonstrated need. Additional
comprehension and vocabulary instruction will be received in the content area classes.
(2) 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
43
Cornerstone Academy for High Standards
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
through participation in the School District's reading endorsement classes as well as other trainings
offered to all public school teachers.
(3) Reading Program Summary As the Reading Program Specifications are implemented in the School,
both a firm foundation and a strong framework will be built in our reading program using the curriculum
options described above. The School will assure that there is a commitment to improving reading and
writing skills so that students meet the Next Generation Sunshine State Standards. The School will strive
to achieve 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).
ESE
(1) ESE students upon entrance to the School, a baseline academic assessment 'will be administered to
each student using the nationally recognized, standards-based Tests of Adult Basic Education (TABE).
An Individual Success Plan (ISP) will be developed detailing courses offered at the school that
emphasizes students attending the school for completion of credits to meet high school graduation and
pursue career and postsecondary options. New students' transcripts will be obtained from the school
district or the student's last school attended, and analyzed for student past performance and credits
earned.
For exceptional students, appropriate teaching and learning, resources, and materials are critical to
ensure their success. Teachers, under the guidance of the ESE teacher, will provide accommodations in
compliance with the student's individual educational plan (IEP) to allow the student greater access to the
information to be taught. These accommodations may involve changing the format of the materials, the
learning environment, or scheduling.
For students with mild disabilities, most accommodations will be a bridge to skill development, not a
substitute for intensive instruction in the skills and strategies that students will need to become
independent learners. Accommodations will be approached as a strategy to increase access to the
curriculum and to increase the probability that the students will be able to complete an academic task.
The School 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.
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Cornerstone Academy for High Standards
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 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.
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 tl1em 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.
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Cornerstone Academy for High Standards
Implement, Evaluate, and Adjust the Accommodation As the accommodation is in1plemented, 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 me 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.
Non-ESE Students All students who enroll in the School will be administered the TABE to assess their
foundational skills in reading, mathematics, and writing. Students who perform below grade-equivalent
skills levels appropriate for success in high school curriculum will be assigned to Foundations courses
and targeted intervention programs in reading and math. Upon successful completion of these courses
and programs, students will be enrolled in high school courses. An Individual Success Plan (ISP) will be
developed for each student that prescribes high school courses appropriate to the student's prior and
current performance levels. The School's curriculum will provide scaffold modules and learning activities
that develop foundational and content-level skills and assists students in mastering high school content
and acquisition of course credits.
The instructional software used by me School 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 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, address different learning styles,
and engage students in the curriculum. Varied activities will challenge students to explore further, extend
their 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.
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 or Positive Choice
Career planning and preparation program such as Bridges
CAHS 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. In addition, the school will provide required instruction on teen dating violence and abuse as
defined by the Florida DOE. The health education curriculum for students in grades 9 through 12 shall
include a teen dating violence and abuse component that includes, but is not limited to, the definition of
46
Cornerstone Academy for High Standards
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.
The specific learning results obtained through instruction will be directly correlated with the effectiveness
of the curriculum used in the School. As such, it is critical that this effectiveness be evaluated in a variety
of ways.
F. Describe how the effectiveness of the curriculum will be evaluated.
Performance evaluation designed to assess the extent to which the intended outcomes of the teaching
and learning are achieved and the levels 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 is evaluated through direct impact on student achievement, performance, and
FCAT results.
Trend analysis of student learning results, including course completions and FCAT results is conducted to
identify potential gaps in curriculum.
An annual comparison of pre-and post-test results using the TABE or SAT-4 is conducted 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 the School. Any deficiencies in statistical
expectancy and annual learning gains are correlated to gaps in CAHS's curriculum.
Identified targets and components of each student's ISP are evaluated to detern1ine if milestones have
been met and to correlate any gaps in the ISP with gaps in the School's curriculum.
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Cornerstone Academy for High Standards
Section 5: Student Performance, Assessment and Evaluation
A. State the school’s educational goals and objectives for improving student achievement.
Indicate how much academic improvements are expected to show each year, how student
progress and performance will be evaluated, and the specific results to be attained.
The following are CAHS's academic goals. The goals will be updated once End-of-Course exams are
required by the Florida DOE.
An alternative school may choose to receive a school grade or a school improvement rating under s.
1008.341, FS. 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.
CAHS 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 (AYP) every year in all subject areas as defined by the goals from the current State of Florida
Consolidated State Application Accountability Workbook.
B. Describe the school’s student placement procedures and promotion standards.
Promotion from grade to grade will be in accordance with the requirements set forth in the SDPBC
Student Progression Plan, as wherein grade designation for high school students will be determined as
follows:
• Classification from 9th to 10th grade: at least 5 credits
• Classification from 10th to 11th grade: at least 11 credits OR fulfillment of the graduation
requirement on the FCAT SSS Tests for reading and mathematics
• Classification from 11th to 12th grade for students enrolled in the 24 credit option: at least 17
credits
The School will adhere to the SDPBC policies and will classify and/or reclassify students as 10th, 11th or
12thgraders two (2) times each year:
1.) following the completion of the final grading period
2.) following completion of the first semester for students who have been previously retained in high
school, in order to move to the grade level of their cohort class.
Immunizations
Prior to admittance, students must produce or have on file documentation on the prescribed Florida HRS
680 form (certificate of immunization) for immunizations as required by the Florida Department of Health.
C. If the school will serve high school students, describe the school’s graduation requirements, to
include the methods used to determine if a student has satisfied the requirements specified in
section 1003.43, F.S., and any proposed additional requirements.
In order to graduate and receive a standard diploma from the School, students must meet all the
graduation requirements specified by the state of Florida including: earn a qualifying score on the
Reading, Math, and Writing Florida Comprehensive Assessment Tests (FCAT) (and /or achieve an
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Cornerstone Academy for High Standards
approved concordant score as allowed by State); complete 20 hours of service learning hours; and earn
an un-weighted, cumulative grade point average (GPA) of at least 2.0.
The table that follows represents requirements for the High School Graduation Program Offerings for the
24 credit, 18 credit college preparatory, and 18 credit career preparatory programs for students who will
t
enter 9 th grade in 2010-2011 and thereafter.
Graduation Options/Requirements for Students who enter Grade 9 in 2012-2013, and thereafter.
Students are required to satisfy the graduation requirements in effect at the time the student first enters
the ninth grade regardless of the date the student graduates, unless the requirements change for the
entire class, or unless requirements are changed for all students by Florida Statute, or unless the student
is scheduled to graduate more than two years after the student's original class. Graduation requirements
prescribed by Florida Statute may not be waived.
The School will provide parents of ninth graders with information concerning the 3-yearand 4-year high
school graduation options listed in Florida Statute §1003.429 (1),including the respective curriculum
requirements for those options, so that the students and their parents may select the program that best
fits their needs. The information includes a timeframe for achieving each graduation option. [Florida
Statute§1003.429 (3) (1)].Course descriptions meet the requirements of State Board of Education Rules
6A-1.09412 and 6A-1.09401.
The School will comply with the requirements for student placement and promotion as noted in the school
district student progression plan.
(1) Placement
The principal and staff of each school determine promotion and retention of a student unless it conflicts
with the Student Progression Plan.
(2) Promotion
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.
C. If the school will serve high school students, describe the school’s graduation
requirements, to include the methods used to determine if a student has satisfied the
requirements specified in section 1003.43, F.S., and any proposed additional
requirements.
MAKING UP WORK
High school students are expected to attend school regularly and be on time for classes. (School Board
Policy 5.09 (1)) Each school’s student handbook outlines the attendance procedures for that school. All
school procedures must conform to the following district procedures:
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Cornerstone Academy for High Standards
1. Notes or telephone calls from parent(s)/guardian(s) are required either before or after an absence. It is
the responsibility of the student to request make-up work missed because of absences. Students are
given one day for each day of absence to complete makeup work unless unusual circumstances indicate
an extension. The principal or designee must approve any extension.
2. Parent(s)/guardian(s) are to be notified by telephone or by mail when lack of attendance endangers the
student’s grades.
3. An “excused” absence is:
a. Student illness - If a student is continually sick and repeatedly absent from school, he or she must be
under the supervision of a physician in order to receive an excuse from attendance.
b. Medical appointment
c. Death in the family
d. Observance of a religious holiday or service that is recognized as such by all members of the faith
(School Board Policy 5.095)
e. Subpoena by a law enforcement agency or mandatory court appearance
f. Other individual student absences beyond the control of the parent or student,
as determined and approved by the principal or the principal's designee.
(School Board Policy 5.09 (3) (a) (vi))
An unexcused absence is any absence that does not fall into one of the above
excused absence categories. Each school in the District must determine if an
absence or tardiness is excused or unexcused according to the criteria established. (School Board Policy
5.09 (3) (b))
Students receiving out-of–school suspension (OSS) must be assigned schoolwork to keep up with
content and skills covered during the duration of the suspension. Students on OSS will be permitted to
make up nine (9)-week and semester examinations, if applicable. Projects, term papers, etc., which
represent work for a period of time greater than the OSS period will be submitted for the purpose of
determining a student's grade.
Should questions arise regarding this OSS rule, principals will grant the parent(s)/guardian(s) a
conference. Parent(s)/guardian(s) may appeal the principal's decision to the area Superintendent if a
conflict arises. All make-up work should be completed within two weeks of the end of the semester,
unless the student’s principal makes an exception.
Students participating in the Alternative to Out-of School Suspension (ATOSS) program will have the
opportunity to make up missed work as stated within School Board Policy 5.18155.
STUDENT WITHDRAWALS
Prior To The Last Two Weeks Of the Semester
Students who leave school prior to the last two weeks of any semester will not be granted credit unless
they enroll in another school and complete the course requirements including examinations, if applicable.
Principals are authorized to make arrangements for the administration of any tests, if appropriate.
During The Last Two Weeks Of The Semester
A student who leaves before the close of the school term shall receive grades on the report card covering
the periods in attendance. A student will not meet promotion requirements unless he or she enrolls in
another school to complete the academic year. Students who leave school during the last two weeks of
any semester must show evidence that the withdrawal is mandatory, and the student must successfully
complete any necessary examinations, as appropriate, in order to receive course credit. Principals are
authorized to make arrangements for the administration of examinations.
Principals may determine that the requirements for early withdrawal are not required when
unusual/extenuating circumstances preclude full compliance by the student. Approval is mandatory prior
to the student's leaving school.
Student Withdrawals For Enrollment in Home Education Program
To withdraw a student for enrollment in a home education program, custodial parent(s)/guardian(s) must
initiate the withdrawal process at the school and notify the Superintendent of Schools/designee, in writing,
of the intent to provide home education for the student. The custodial parent/guardian shall submit the
50
Cornerstone Academy for High Standards
letter of intent to the Home Education Office within 30 days of the establishment of the home education
program. [Florida Statute §1002.41] and (School Board Policy 8.14 (3), (4) and (5)).
Students’ progress in grade levels at our School (which are not determined by semester or calendar)
when they meet the requirements listed in the table below.
Student Progression Plan Four-Year, 24 Credit Standard Programs
The School's students will comply with graduation requirements in s. 232.246, F.S., those found in the
State legislation, Florida's A++ plan, and the school district student progression plan. The following
options for high school graduation will be offered:
1/ 4-year, 24 credit standard program
1/ 3 -year, 18 credit college preparatory program
A three-year, 18 credit career preparatory program
In addition to course and credit requirements, students must maintain an un-weighted grade point
average of 2.0 and earn passing scores on the FCAT graduation test as mandated by state statutes.
Students who choose one of the two accelerated 18 credit graduation options must declare that choice by
the end of 9th grade.
The following requirements for graduation for students who entered 9th grade in 2007-08 through 20092010. If students enroll in CAHS who entered 9th grade prior to 2007-2008, their graduation requirements
will comply with state and school district requirements.
Graduation Options and Requirements
New graduation requirements have been adopted (SB 4) beginning with ninth-graders in 2010-11. CAHS
will comply with all graduation requirements for this cohort and thereafter, including:
Four math credits and three science credits as before, but requiring algebra II, geometry, biology,
and chemistry or physics.
Students will no longer need to earn four credits in a major area of interest and four in a minor
area. The eight credits will still be required, but can come from intensive reading or math courses, or other
areas based on students' needs.
Beginning in 2010-11, students will take end-of-course exams (algebra 1, and geometry and
biology beginning in 2011-12) that will count toward 30 percent of their final grade. Eventually, they will
have to pass the three exams to graduate.
The Graduation Process CAHS 's Graduation Committee and Principal, on behalf of the Board of
Directors, will review each student's Individual Success 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-of-Course
exams, when required) Pass an exit interview with CAHS's Graduation Committee.
The unique situation and needs 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.
(3) Concordant Scores for FCAT
Florida students do have other options. A senior can graduate by receiving a score comparable to the
FCA T 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.
(4) Remediation Activities
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Cornerstone Academy for High Standards
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. Below is a sample of checklist of remediation
options.
th
Sample FCAT Screening Checklist for 12 Grade Students
(5) 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 work toward. 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 FCA T waiver
• Special diploma, option 1
• Special diploma, option 2 (based on mastery of a set of employment and community
competencies)
• Certificate of Completion
• Special Certificate of Completion
Students who do not meet requirements for a standard or special diploma may be awarded either a
regular or a special certificate of completion, depending on coursework.
Special diplomas will be available to certain students with disabilities who have been identified with the
following disabilities: intellectual disabilities, specific learning disabilities, physically impaired,
emotional/behavioral disabilities, dual sensory impaired, autism spectrum disorder, language impaired, or
deaf/hard of hearing. Students identified as visually impaired, speech impaired, gifted, or homebound are
not eligible for a special diploma unless they have another identified disability. CAHS 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 16 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 decides a student should 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.
(6) School Accreditation
CAHS will seek accreditation by the Southern Association of Colleges and Schools (SACS). If
accreditation is granted, the School 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. The School 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.
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Cornerstone Academy for High Standards
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.
The baseline student academic achievement levels for the School will be established using multiple
measures of student’s academic performance on the Florida Assessment Programs in grades 9-12.
The specific assessments to be utilized will include the following:
o Florida Comprehensive Test (FCAT) Next Generation Sunshine State Standards /Common Core
Standards (NGSSS/CCS) in Reading Comprehension
o FCAT-SSS in Mathematics
o FCAT-SSS in Science
o FCAT-Writing
o End of Course Exams as applicable to courses
o Portfolio Assessments (whenever applicable)
The baseline levels of academic achievement established during the first academic year will be compared
to academic achievement levels in prior years, when data is available, in order to assess rates of prior
academic progress and the baseline rates of academic progress for the School’s students. Other than
standardized test scores, other baseline data may include report card grades, attendance records, and
behavioral records (including in school and out of school suspensions as well as exemplary behavior). In
the case of Exceptional Student Education (ESE), IEPs will be secured and ELL IEPs will be obtained for
English language learners (ELL). This data will be made available to teachers who will assess progress
against the baseline data.
Baseline data will be also be utilized to determine the extent to which educational goals and performance
standards have been met (utilizing the specific measurable objectives identified in the charter school
application for the first year of operation). Said baseline data is also made available to stakeholders and
the community at large, as reported in the School Improvement Plan via the needs assessment and also
through specific learning objectives, which are written to address student’s learning needs. In subsequent
years, the results (based upon baseline data items) will be gauged against the objectives specified in the
School Improvement Plan and this method of goal setting and data collection will be utilized as a living
and continuous improvement tool.
(1) Review Incoming Data and Develop Baseline Profile. A baseline profile is developed for each student
to use as a comparison by which to assess each student's strengths and needs, incremental academic
progress and growth, annual learning gains, and ongoing improvement.
The School will request access to the School District's Information Services department data and
curriculum records from the previous school attended by the enrolling student. A thorough review of an
incoming student's prior year FCAT scores (if they are included in the student's cumulative folder),
attendance records, and report card grades will be conducted. A determination will be made whether the
student has an English Language Learner (ELL), Individual Education Plan (IEP) or 504 plan. Prior year
FCAT scores will be primarily used to determine prior rates of academic progress.
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
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Cornerstone Academy for High Standards
FCAT results
Attendance
Truancy
Discipline
These 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.
E. Identify the types and frequency of assessments that the school will use to measure and monitor
student performance.
The School will participate in all required assessments as specified in F.S. 1003.43. (7)(a)(4). In addition
to the discussion of required and mandated assessment requirements for graduation (i.e. FCAT); and
teacher-made classroom assessments for evaluative purposes to determine mastery of NGSSS/CCS
standard’s content for earning specific class credit requirements, as discussed above; the School will use
state standardized assessment scores, district and school-based assessments to measure student
progress toward mastery of the Next Generation Sunshine State Standards in all grade levels. These
include but are not limited to the following:
School-Based Assessments in all Courses
Weekly teacher-generated quizzes
Monthly teacher-generated chapter tests
Midterm and Final Examinations
Portfolios and presentations
Class participation rubrics
Quarterly projects /investigations
In addition, the School will follow the state assessment calendar as stipulated below:
011 – 2012 SCHEDULE
FLORIDA COMPREHENSIVE ASSESSMENT TEST
FCAT SUNSHINE STATE STANDARDS (SSS) / FCAT 2.0 NEXT GENERATION SSS
OCTOBER 10–14, 2011 OR
OCTOBER 17–21, 2011
GRADES 11–ADULT*
(NEW STUDENTS/RETAKES)
FCAT READING & MATHEMATICS
FCAT 2.0 READING
RETAKE TESTS
DECEMBER 6–7, 2011 GRADES 4, 8, AND 10 FCAT WRITING PROMPT
FIELD TEST
FEBRUARY 28–MARCH 1, 2012 GRADES 4, 8, AND 10 FCAT WRITING
APRIL 16–27, 2012 GRADES 3–10 FCAT 2.0 READING
APRIL 16–27, 2012 GRADES 3–8 FCAT 2.0 MATHEMATICS
APRIL 16–27, 2012 GRADES 5 AND 8 FCAT 2.0 SCIENCE
APRIL 16–27, 2012 GRADES 11–ADULT*
(NEW STUDENTS/RETAKES)
FCAT READING & MATHEMATICS
FCAT 2.0 READING
RETAKE TESTS
* POLICIES PERTAINING TO PARTICIPATION OF RETAINED GRADE 10 STUDENTS MAY BE
FOUND IN THE TEST
ADMINISTRATION MANUAL FOR EACH ADMINISTRATION.
FLORIDA END-OF-COURSE (EOC) ASSESSMENTS
SEMESTER 1
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Cornerstone Academy for High Standards
DECEMBER 12–16, 2011
JANUARY 16–20, 2012
DISTRICTS SELECT WEEK
ALGEBRA 1 EOC ASSESSMENT
SEMESTER 2
APRIL 30–JUNE 1, 2012
DISTRICTS SELECT WEEK (M-F)
U.S. HISTORY EOC FIELD TEST
MAY 7–25, 2012
DISTRICTS SELECT WEEK (M-F)
ALGEBRA 1 EOC ASSESSMENT
BIOLOGY 1 EOC ASSESSMENT
GEOMETRY EOC ASSESSMENT
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-by-item, area-by-area analysis provided by these tests will also identify specific educational
areas needing remediation or intervention.
Develop Individual Success Plan
An Individual Success Plan (lSP) will be developed for each student who enrolls in the School. A
thorough transcript review will be conducted by the Assistant Principal to develop each student's ISP.
CAHS will follow up with the School District to obtain any missing performance data so that the students'
ISP will be as complete as possible. This ISP serves as the student's "roadmap" to successful graduation
and transition. The ISP 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 ISP 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 students' academic
challenges, personal and social needs, and career aspirations. As important, this system along with the
1/1Y SUCCESS Student and Parent Dashboard ensures student success and continuous improvement at
the student, staff, school, and program levels.
Monitoring Progress
CAHS requests that the District and CAHS 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 CAHS to such
information shall be solely for the special purpose of ascertaining the instructional requirements of the
student while enrolled in the School, and for follow-up by the District and the School concerning the
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Cornerstone Academy for High Standards
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 CAHS and the District.
(1)Participation in the Statewide Assessment Program
CAHS, as a public charter school, will participate in the Florida statewide assessment program (state
education accountability system), as specified by Florida Statutes. The School views assessment as the
process of measuring a student's progress toward a goal. Each student's Individual Success Plan (lSP)
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 year’s
developmental levels as outlined in the benchmarks of the Next Generation Sunshine State Standards.
Faculty of CAHS will plan with representatives of the School District to align testing with the district's
schedule for testing. Assessments will include the FCAT and FCAT Writing. As the FLDOE develops
new assessment tests (specifically, End-of-Course exams), the faculty of the School will work with the
FLDOE and the school district on the implementation of these assessments.
As noted in s. 1008341, F.S., schools that provide dropout prevention and academic intervention services
pursuant to s. 1003.53, F.S., shall receive a school improvement rating. 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.
(2) 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 skills 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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Cornerstone Academy for High Standards
•
•
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, the School 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 CAHS 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 CAHS.
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, 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 entry. Incremental growth in foundational skills
levels will be determined through post-120 days TABE testing.
In addition to the baseline data described above, assessment of student progress will be an 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 CAHS will provide comprehensive online instructional
content and assessments that will help teachers individualize instruction, ensuring each student has the
opportunity to achieve to 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
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Cornerstone Academy for High Standards
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 ISP will serve as the foundation from which to measure his/her outcomes. These student
outcomes will be congruent with the Next Generation Sunshine State Standards. Assessments that
measure individual student performance will assure that the educational programs comply with the No
Child Left Behind Act.
All of the above mentioned assessment, evaluation, monitoring, and feedback tools and strategies will be
used in a student-centric way to inform targeted instruction to:
Identify students' strengths and needs
Develop student profiles of success
Identify best practices
Determine starting points for instruction
Remove barriers to student learning and continuous improvement
Determine appropriate pacing for on-schedule completion of courses
Differentiate instruction
Identify immediate intensive interventions core-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 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, an online, secured private portal available 24 hours a day, seven (7) days a
week. In addition to the MY SUCCESS Student, the school will communicate with parents
through phone calls, e-mails, and written reports that describe their child's progress and success.
CAHS will also hold Family Nights and individual student-parent conferences for communicating
student success.
School achievement data will be reported in Annual Reports to parents and the
school district sponsor, and will include CAHS's progress on Florida's A ++ plan, as well as
reporting requirements related to the No Child Left Behind Act report on Adequate Yearly
Progress.
CAHS’ overall student assessment results will be compared to similar charter
schools in the School District, and individual student results will be compared to similar charter
school students in the District as well as to our students' prior performance at non-charter
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Cornerstone Academy for High Standards
schools. CAHS will work closely with the District to identify charter schools with comparable
student populations.
F. Describe how student assessment and performance data will be used to evaluate and inform
instruction.
The comprehensive assessment program will be used to inform stakeholders (students, parents, and
teachers) about where a student is succeeding and what areas need strengthening. Assessment will
serve as a feedback system to guide teachers in lesson planning and individualizing instruction.
Additionally, it will guide students in understanding full mastery of each respective standard and it will
keep parents informed about student progress through specific learning objectives.
Expectations are that students will progress at least as well as they did before attending the charter
school, and that the specific measurable objectives for the school are achieved.
In addition, students’ performance in the classroom will be assessed by the classroom teacher, and
students not making adequate progress towards the NGSSS/CCS as evidenced in teacher made
evaluations will also be identified, and appropriate measures for improvement will be instituted. Ongoing
communication between the
School and the parents will be maintained through on-line reporting systems such, web-based grade book
(Gradequick) and progress reports, parent conferences, and other forms of written and oral
communication that the parents may be comfortable to utilize. Ongoing internal audits (Interim Progress
Reports and Report Cards) of student performance, including beginning year, mid-year, and end-year
assessments, will also be utilized as reflective and guidance tools.
The establishment of a School Improvement Plan will ensure school-wide student assessment and
performance data can be shared with parents, students and other stakeholders. The SAC Committee for
the School will participate in the development of the School Improvement Plan to ensure input from all
stakeholders, including teachers, students, parents and community representatives. The attainment of
specific learning objectives, with supporting documentation, will be detailed in the School’s Annual
Report, and copies will be made available to the charter school constituents on an annual basis.
G. Describe how student assessment and performance information will be shared with students
and with parents.
Assessment will serve as a feedback system to guide teachers in lesson planning and individualizing
instruction and to provide students with knowledge of their current levels of performance. Additionally, it
will guide students in understanding full mastery of each respective standard and it will keep parents
informed about student progress to specific learning objectives.
In addition, students’ performance in the classroom will be assessed by the classroom teacher, and
students not making adequate progress towards the NGSSS/CCS as evidenced in teacher made
evaluations will also be identified, and appropriate measures for improvement will be instituted. Ongoing
communication between the
School and the parents will be maintained through on-line reporting systems such, web-based grade book
(Gradequick) and progress reports, parent conferences, and other forms of written and oral
communication that the parents may be comfortable to utilize.
Specifically, the School will ensure communication with students/parents via the following districtmandated means, as follows:
Progress Reports (Report Cards)
The School will issue Progress reports at the end of each marking period. These will not be withheld from
students because of failure to pay dues, fees or charges for lost or damaged books or property.
Interim reports:
Not later than 4 weeks into the grading periods, an interim report shall be sent to parents of students who
are experiencing difficulty including, but not limited to, the following: failing, a drop of two or more grades,
unacceptable behavior and/or excessive absences. In schools with an automated system for record
keeping and grading, interims will be provided for all students (as an indicator of satisfactory or
unsatisfactory progress).
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Cornerstone Academy for High Standards
Required Parental Notification for students in danger of not meeting graduation requirements Any student
with a GPA below 2.5 shall have their parent or guardian notified that improved academic is necessary to
ensure that high school graduation requirements are met.
The School will assist students to meet these requirements through a variety of options, which will
include, but are not limited to:
a. forgiveness policy,
b. extended learning,
c. special counseling,
d. volunteer and/or peer tutors,
e. school-sponsored help sessions,
f. homework hotlines,
g. study skills classes,
h. co-enrollment.
Further, the establishment of a School Improvement Plan will ensure school-wide student assessment
and performance data can be shared with parents, students and other stakeholders. The SAC Committee
will participate in the development of the School Improvement Plan to ensure input from all stakeholders,
including teachers, students, and parent representatives. The attainment of specific learning objectives,
with supporting documentation, will be detailed in the School’s Annual Report, and copies will be made
available to the charter school constituents on an annual basis.
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Cornerstone Academy for High Standards
Section 6: Exceptional Students
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 non-disabled peers)
with the provision of reasonable supplementary supports and services and/or modifications and
accommodations.
However, CAHS does not intend to refuse any student with disability, we are prepared to make
accommodations that would meet the needs of all students.
Insert: Section 6 Exceptional Student
Under Section 504 of the Rehabilitation Act of 1973, a disabled individual is defined as any person who
has a physical or mental impairment that substantially limits one or more major life activities, has a record
of such an impairment, or is regarded as having such an impairment. Major life activities include caring for
oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working
(Rule 6A-19.001, F.A.C.).
SuccessA careful analysis is required to determine if the student has an impairment or condition that is
severe enough to limit a major life activity and whether the student is qualified to receive aids, services, or
accommodations for instruction and assessment, including the FCAT, FCAT 2.0, EOC Assessments, or
FAA. Students with a temporary disability, such as a broken arm, may require accommodations for a
limited time. A Section 504 plan may be developed for the student to access accommodations. The
student must use the accommodation regularly in the instructional setting. For example, the student with
the broken arm will need an accommodation for writing in classroom activities as well as for the FCAT
(BEESS, 2005).
Selection of Accommodations
Through the IEP or Section 504 planning process, a team of professionals, family members, and the
student makes decisions about which accommodations the student needs for instruction and for state and
district testing programs. The teams consider the student’s learning and behavior characteristics. The
student’s disability category alone does not determine whether an accommodation is needed or what type
of accommodation should be used (Elliott & Thurlow, 2000; Fletcher et al., 2006). The team uses
information from comprehensive evaluation procedures, such as formative assessments, individual
diagnostic assessments, observation data, annual assessments, or functional behavioral assessments, to
make determinations about accommodations (Zabala, 2005, April 29). Examples of learning and behavior
characteristics that may result from a disability include: • Difficulty attending to complex directions and
information • Difficulty retaining information• Need for additional time when reading braille materials•
Noncompliant behaviors in large group situations• Inability to use regular print to obtain information•
Difficulty organizing information when writing
504 Plan Procedures:
The School’s policies for 504 students will reflect the requirements of the Section 504 of the Americans
with Disabilities Act of the Rehabilitation Act of 1973. A student is entitled to FAPE and may be entitled to
Section 504 accommodations if he or she has a physical or mental impairment that substantially limits
one or more major life activities.
There will be two steps during the pre-referral process. First, teachers and/or parents who perceive a
problem(s) will discuss informal interventions through parent-teacher conferences. Observations will be
discussed.
Secondly, these interventions will be implemented within the academic setting and the results will be
documented. Should the intervention(s) solve the problem(s), then the pre-referral process will be
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Cornerstone Academy for High Standards
discontinued. However, if the problem(s) continues and is not resolved through intervention, referral to
Problem Solving Team will occur.
Referral to Problem Solving Team (PST) will be the next phase. The PST will convene to formally discuss
academic, behavioral and medical concerns. The student’s cumulative record, classroom documentation,
attendance and behavior will be discussed throughout the screening process. Three possible scenarios
may occur: Further intervention may be needed (review, revise, implement and document) and stop
process; or possible exceptional student education (ESE) referral (follow ESE procedures); or 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 knowledgeable about the student, the meaning of the evaluation data, and the
placement options and the 504/ADA contact person (ESE Coordinator). The team will review all
information considered during the pre-referral, referral, and screening and evaluation process.
Determination of placement will be based on all data, and on whether the student has a physical or
mental impairment, which 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 (34 CRF 104.36). Meetings will occur on a
regular basis between the classroom teacher and the ESE department in order to assess student
progress. 504/ADA plans will be revisited and reviewed annually. Reevaluation will take place every three
years.
The ESE Department will provide, as needed, the following specialized services for students with varying
exceptionalities:
• Speech and Language Impaired
• Autistic Spectrum Disorders
• Specific Learning Disabilities
• Other Health Impaired
• Gifted
• Occupational Therapy
• Homebound or Hospitalized
• Physical Therapy
Federal and State Reports: Unless otherwise exempted by Chapter 1002, Florida Statutes, the School
will complete federal, state and any other reports deemed necessary in accordance with the time-lines
and specifications of the Sponsor and the State Department of Education.
http://www.palmbeachschools.org/ese/ada504.asp
Section 504 Process Flowchart
DOCUMENTATION OF IMPAIRMENT
PARENT
CONSENT/SAFEGUARDS
PBSD 1467
IF NEEDED, MEDICAL RELEASE
FORM PBSD 0313
REVIEW ALL AVAILABLE
DATA
INSUFFICIENT DATA
TEAM ELIGIBILITY
MEETING
GATHER ADDITIONAL
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Cornerstone Academy for High Standards
DATA
Including, but not limited to:
GRADES, CHECKLISTS,
DISCIPLINE, ATTENDANCE
ELIGIBLE FORM
PBSD 1468
MONITOR NO
PROGRESS
YES
DEVELOP 504 PLAN
PBSD FORM 1470/1595
INPUT DATA ON
A-203 TERMS SCREEN
MONITOR PLAN AS
NEEDED
Forms
Available on: www.palmbeachschools.org
Section 504/ADA Parental Notification and Consent (PBSD 1467)
Parental Notice of Procedural Safeguards Section 504/ADA (PBSD 1467)
ADA/504 Conference Record* (PBSD 1468)
Section 504 Accommodation Plans:
Elementary* (PBSD 1470)
Middle/High School* (PBSD 1595)
Section 504 Accommodations for Extracurricular Activities and Nonacademic Services*
(PBSD 2103)
Conference Record* (PBSD 1051)
Conference Record Continuation* (PBSD 1051A)
Release or Transfer of Student Information (PBSD 0313)
Transportation Request for Special Needs Student (PBSD 1848)
Manifestation of Disability Determination Process for Students with Section 504 Plans
(PBSD 2209) *available in multiple languages
B. Describe how the school will ensure that students with disabilities will have an equal
opportunity of being selected for enrollment in the charter school.
All students are chosen through a lottery system.
Identification
Upon enrollment in the School, the cumulative folders of those students coming from another school will
be reviewed to determine their eligibility status to receive exceptional student education services and/or
related services.
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.
For any student who is not engaged in or benefiting from the curriculum, the Response to Intervention
(RtI) Process will be implemented. This is comparable to the District's process called the Problem
Solving Leadership Team (PSLT). General education intervention procedures will be completed prior to
conducting an initial ESE multidisciplinary evaluation.
Within the RtI framework, resources will be allocated in direct proportion to student needs. This
framework is as a three-tier model that uses increasingly more intense instruction and interventions.
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Cornerstone Academy for High Standards
Data collected at each tier will be used to measure the efficacy of the interventions so that meaningful
decisions can be made about which instruction and interventions should be maintained and layered.
Across the tiers, the problem-solving method will be used to match instructional resources to educational
need. The problem-solving method is as follows:
1. Define the problem by determining the discrepancy between what is expected and what is
occurring.
2. Analyze the problem using data (including, but not limited to, observations, anecdotal records,
screening results, etc.) to determine why the discrepancy is occurring.
3. Discuss concerns with the student's parent.
4. Establish a student performance goal, develop an intervention plan to address the goal, and
delineate how the student's progress will be monitored and implementation integrity 'will be
ensured.
5. Use progress monitoring data to evaluate the effectiveness of the intervention plan based on the
student's response to the intervention.
Tier 1 is the foundation and consists of scientific, research-based core instructional and behavioral
methodologies, practices, and supports designed for all students in the general curriculum. Adjustments
in instruction will be made through whole and small-group differentiation. Students who continue to not
make progress will be identified for additional supports.
Tier 2 consists of supplemental instruction and interventions that are provided in addition to and in
alignment with effective core instruction and behavioral supports to groups of targeted students who need'
additional instructional and/or behavioral support. Instructional techniques will be adjusted based on
individual students' responses. Progress monitoring will be conducted on a frequent and repeated basis.
Interventions and growth will be documented.
Tier 3 consists of intensive instructional or behavioral interventions with extraordinary time and/or focus
provided in addition to and in alignment with effective core instruction with the goal of increasing an
individual student's rate of progress. Tier 3 interventions will be developed for individual students using
the problem-solving process. Students receiving Tier 3 level supports mayor may not be eligible for
exceptional student education services.
Interventions will be established by a Student Study Team (SST) and agreed upon by the teachers and
parents. The interventions will be attempted for a minimum of three weeks. The SST will then analyze
the student's progress. CAHS will implement a process that identifies whether the concern about the
student is academic and/or behavioral in nature.
At the point where the SST believes that the interventions have been ineffective in achieving the desired
results, the team may suggest further interventions or recommend that the student be assessed for
eligibility for exceptional student education (ESE) services. CAHS will follow all relevant procedures and
processes as they relate to evaluation, delivery of services, and documentation. The school will employ
one or more highly qualified ESE teachers to ensure that the components of each student's IEP are
delivered in the appropriate fashion. The SST will make every attempt to ensure that students are
educated in the least restrictive environment, and will be used to the point where the appropriate
remediation is determined or the student is referred for testing.
(2) Individualized Education Plans
Within 30 days after a student is determined eligible for ESE services, an IEP team will meet to write an
IEP. The IEP team will consist of Teachers, Parents/Guardians, ESE teacher, School Administrator,
Psychologist, Speech and Language professional, and/or other relevant professionals as appropriate.
The IEP team will develop a plan that addresses the student's individual needs for specially-designed
instruction and related services. Parents will be appropriately notified of their child's progress at least as
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Cornerstone Academy for High Standards
often as parents of non-disabled students are notified. The team will monitor the effectiveness of the
students' IEP through an annual review in compliance with all applicable state statutes and rules, and
make appropriate revisions based on student performance.
(3) Range of Services
A range of services will be provided through staff members with the appropriate certification or
contracts with an appropriate agency if necessary. Service delivery models may include:
Co-teaching A classroom in which two teachers, an ESE and a general education teacher, share
responsibility for planning, delivering, and evaluating instruction for all students in a class, some
of whom are ESE and some of whom are not. In order to be considered co-teaching, this delivery
system will be provided whenever a class/subject is taught by two teachers and will continue for
the entire class period.
Support Facilitation
An ESE teacher provides support for ESE students' achievement in the general classroom. Support
facilitators may work and move among two or more basic education classrooms working with the general
education teachers and students identified with exceptionalities as needed. The frequency and intensity
of support varies based upon students' and/or general educators' need for assistance.
Content Mastery or Learning Lab
Direct content instruction is primarily provided by the general education teacher in a general education
classroom. Individual support for students identified with disabilities will be provided by ESE teachers in a
content mastery or learning lab center when additional support is needed for a specific and defined timelimited task (students will not be scheduled on a regular basis, only as needed).
Consultation
General education teachers and ESE teachers meet regularly to plan, implement, and monitor
instructional alternatives designed to ensure that the student with a disability is successful in the general
education classroom. All teachers providing support to students via consultation with the students'
general education teachers will be required to maintain a record of the teachers, courses, and ESE
students to whom they are providing services.
Resource Room
ESE teachers will provide total instruction and focused services in these models in which all of the
students being served are students, with disabilities. The setting for this service delivery model is other
than the general education classroom for a period(s) of the school day.
CAHS believes the philosophies adhered to, the construct provided, and the attention to individualized
learning, and accommodations and modifications reflect an inclusive educational environment. Parents of
students with disabilities will receive procedural guidance and guidelines in their native language, to the
extent feasible.
(4) Graduation 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 work toward. This decision is usually made by the student and
family order 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:
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Cornerstone Academy for High Standards
Standard diploma
Standard diploma with FCAT waiver
Special diploma, option 1
Special diploma, option 2 (based on mastery of a set of employment and community
competencies)
Certificate of Completion
Special Certificate of Completion
Students who do not meet requirements for a standard or special diploma may be awarded either a
regular or a special certificate of completion, depending on coursework.
Special diplomas will be available to certain students with disabilities who have been identified with the
following disabilities: intellectual disabilities, specific learning disabilities, physically impaired,
emotional/behavioral disabilities, dual sensory impaired, autism spectrum disorder, language impaired, or
deaf/hard of hearing. Students identified as visually impaired, speech impaired, gifted, or homebound are
not eligible for a special diploma unless they have another identified disability.
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.
CAHS 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.
(5) Disability History and Awareness
In compliance with the s. 1003.4205, Florida Statutes, Disability .History and Awareness Instruction, the
School will designate the first two weeks in October each year as "Disability History and Awareness
Weeks." During these two weeks, the School may provide disability history and awareness instruction.
The purpose of the intensive instruction is to expand students' knowledge, understanding, and awareness
of individuals with disabilities, the history of disability, and the disability rights movement. Instruction will
be integrated into the existing school curriculum wherever possible. Instruction may be delivered by
qualified school personnel or knowledgeable guest speakers with a focus on including individuals with
disabilities.
The goals of disability history and awareness instruction include: (1) better treatment of individuals with
disabilities in society (especially youth in school), and increased attention to preventing the bullying or
harassment of students with disabilities; (2) encouragement to individuals with disabilities to develop selfesteem, resulting in more individuals with disabilities gaining pride, obtaining postsecondary education,
entering the workforce, and contributing to their communities; and, (3) reaffirmation of commitment to the
full inclusion of and equal opportunity for all individuals with disabilities.
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.
The School 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
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much as possible, students, parents, paraprofessionals, and others will be involved in developing
the plan.
Identify and Evaluate the Standards that Students Are Not Meeting The problem to be addressed
by the accommodation will be defined. Teachers will observe students' performance when they
use typical instructional materials. They may have difficulty acquiring or getting the important
information from written materials, storing or remembering the information presented in the
materials, or expressing the information or demonstrating competence on written tests. If students
have difficulty with a given task, different solutions may be required depending on the level of
difficulty.
Develop Goals for Teaching Strategies and Making Accommodations Some problems can be
solved by accommodations; other problems may require intensive instruction in skills or
strategies. Often, teachers may need to provide accommodations while simultaneously teaching
the student the learning strategies he or she needs in order to perform the work. Before any
accommodation is made for an individual student, teachers will carefully consider the best
approach to addressing the student's disability and promoting success. Accommodations will be
approached as short-term solutions within a long-term plan for teaching skills and strategies that
will promote the student's independence as a learner.
Determine whether content modifications or format accommodations are needed content
modifications will be made only when the student's IEP notes that the general curriculum is
inappropriate for this student. Content modifications will also meet local and state education
standards. In some cases, the IEP may address the degree to which the requirements associated
with meeting state standards and taking assessments may be modified. The teacher will decide
which parts of the curriculum the student will be required to learn and will constitute mastery of
the course content.
When the curriculum is considered appropriate for the student, accommodations will focus on
format rather than content. The teacher will identify the critical elements of course content that
students must learn. First, the teachers will identify the critical course ideas or concepts. Then,
the information that must be mastered in each unit to ensure that the critical course ideas are
mastered will be identified. Finally, how students will demonstrate their mastery at the end of
each unit and at the end of the course will be determined. Format accommodations will be made
to compensate for mismatches between the presentation or design of the materials and the skills
and strategies of the student. In format accommodations, the content will not be altered.
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.
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E. Describe how the school’s effectiveness in serving exceptional education students will be
evaluated.
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 me 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.
F. Provide the school’s projected population of students with disabilities and describe how
the projection was made.
The School will request access to the School District's Information Services department data and
curriculum records from the previous school attended by the enrolling student. A thorough review of an
incoming student's prior year FCAT scores (if they are included in the student's cumulative folder),
attendance records, and report card grades will be conducted. A determination will be made whether the
student has an English Language Learner (ELL), Individual Education Plan (IEP) or 504 plan. Prior year
FCAT scores will be primarily used to determine prior rates of academic progress.
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
These 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.
G. Identify the staffing plan, based on the above projection, for the school’s special
education program, including the number and qualification of staff.
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The initial ESE staffing for the school will be one (1) ESE teacher/Regular, with more than 12
Gifted/Regular teachers, 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/Regular teacher can be
found in the ESE Teacher Job Description.
The staffing plan for the first year will be 16 instructional dual certified teachers, two assistants (ESE,
ESOL, Foreign Languages), and/or part-time building substitutes, and a Principal, Bookkeeper/or Office
Manager, as a part-time Assistant principal, office manager services contracted, guidance counselor,
Parent Liaison, Superintendent (President), pupil transportation, custodian full-time, along with the
volunteer office manager, teacher assistants services paid by workforce alliance. 16:300 ratio teachers to
student.
The staffing plan for the Second year will be 19 instructional dual certified teachers, two assistants (ESE,
ESOL, Foreign Languages), and/or part-time building substitutes, and a Principal, Bookkeeper/or Office
Manager, as a part-time Assistant principal, office manager services contracted, guidance counselor,
Parent Liaison, Superintendent (President), pupil transportation, custodian full-time, along with the
volunteer office manager, teacher assistants services paid by workforce alliance. 19:375 ratio teacher to
student.
The staffing plan for the third year will be 20 instructional dual certified teachers, two assistants (ESE,
ESOL, Foreign Languages), and/or part-time building substitutes, and a Principal, Bookkeeper/or Office
Manager, as a part-time Assistant principal, office manager services contracted, guidance counselor,
Parent Liaison, Superintendent (President), pupil transportation, custodian full-time, along with the
volunteer office manager, teacher assistants services paid by workforce alliance. 20:400 ratio teachers to
student.
The staffing plan for the fourth year will be 20 instructional dual certified teachers, two assistants (ESE,
ESOL, Foreign Languages), and/or part-time building substitutes, and a Principal, Bookkeeper/or Office
Manager, as a part-time Assistant principal, office manager services contracted, guidance counselor,
Parent Liaison, Superintendent (President), pupil transportation, custodian full-time, along with the
volunteer office manager, teacher assistants services paid by workforce alliance. 20:400 ratio teachers to
student.
The staffing plan for the fifth year will be 20 instructional dual certified teachers, two assistants (ESE,
ESOL, Foreign Languages), and/or part-time building substitutes, and a Principal, Bookkeeper/or Office
Manager, as a part-time Assistant Principal, office manager services contracted, guidance counselor,
Parent Liaison, Superintendent (President), pupil transportation, custodian full-time, along with the
volunteer office manager, teacher assistants services paid by workforce alliance. 20:400 ratio teachers to
student.
H. Describe how the school will serve gifted and talented students.
For any student attending CAHS who has qualified for gifted services, CAHS will provide the appropriate
services required by that student as delineated on the student's Education Plan (EP) and in the district's
policies. Florida's Frameworks for K-12 Gifted Learners guides curricular modifications of Florida's Next
Generation Sunshine State Standards to create an appropriate level of challenge for gifted students.
Curricular modifications for gifted learners will be designed to address the need for more complex tasks,
exposure to a broadened scope of information, an emphasis on multiple perspectives, more rapid pace of
instruction, a greater focus on higher order thinking skills, and more sophisticated products/performances.
In the event that one or more gifted students enroll at the School, a certified teacher with a gifted
endorsement will be employed to meet the specialized and individualized needs of gifted students.
(2) 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
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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 Gifted Teacher 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.
CAHS's effectiveness in serving ESE students will be evaluated based on each student's success m
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 non-disabled 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, the ESE or Gifted Teacher will work with the classroom teacher to provide accommodations to
the curriculum and/or pace of delivery within the general learning environment. All classroom teachers will
be provided with the appropriate information concerning modifications and accommodations included in
the student's IEP or EP, as well as support staff needed to address the identified goals.
CAHS's curriculum, based on research findings that equitable access to learning materials ensures that
students with disabilities have equal opportunities to achieve to their highest potential, delivers content in
a variety of formats that are compatible with assistive technology and accommodate different abilities
and learning styles. Teachers have found that the self-paced structure, small learning steps with
immediate feedback, and extensive practice to be particularly useful for students with learning
disabilities.
Students who do not have success with those strategies may work directly with the ESE Teacher 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.
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Section 7: English Language Learners
SECTION 1: IDENTIFICATION
1) Enrollment Procedures
Describe the process or procedures that are followed to register ELLs and administer the Home
Language Survey (HLS) and how these procedures compare to those that are followed for non-ELLs.
Students are registered at their assigned home school. Schools are strictly prohibited
from requesting or requiring documentation of the student’s immigration status or from
inquiring about the immigration status of the student. They are also prohibited from requiring the social
security numbers of students and family members.
The district has provided each school with established registration procedures to
ensure that refugee, immigrant, documented and undocumented alien and racial minority students are
provided equal access to free and appropriate schooling. These procedures include the identification of
all staff responsible for the registration of English Language Learners. Trained personnel ensure that
parents understand and complete the questions asked on the registration form.
Parents/guardians are given a registration packet. Translated versions of registration
forms, free and reduced lunch applications, and general school information are available in Spanish,
Haitian Creole, and Portuguese which are the major languages represented in this county
(http://www.palmbeach.k12.fl.us/Records/PDF/0636.pdf). A community language facilitator or bilingual
staff member assists with translating or interpreting documents related to registration, transportation and
other pertinent school information. School personnel responsible for registering students are required to
receive training and materials regarding appropriate enrollment procedures in order to guide students and
families through the registration process.
2) Administration of the Home Language Survey
Describe how the HLS is administered at the schools in the district. Include in the description when this is
done.
The Home Language Survey (HLS) on the registration form must be completed for all
students when they first enter a Palm Beach County public school. The first (original)
registration form must always remain part of the cumulative folder. It should never be purged. If a
student’s initial entry into a Palm Beach County public school was in a Pre-Kindergarten program, the
Home Language Survey is not completed again when they register for kindergarten. Parents are not
required to complete the HLS for court adjudicated students.
The student may complete it at the state-operated facility. If a student is returning to a Palm Beach
County public school after one calendar year in another state, country or a private school, that student is
treated as a NEW student and a new HLS is completed. If the HLS has any YES responses, further
language assessment is required. School personnel check all Home Language Surveys to ensure that
parents/guardians have understood the questions and answered them correctly and that the registration
form has been signed and dated.
The Home Language Survey asks the following:
1. Is a language other than English used in the home?
2. Does the student have a first language other than English?
3. Does the student most frequently speak a language other than English?
2a) Describe the procedures that are implemented for processing all affirmative responses to the HLS.
Students with any “YES” responses are referred by the registration personnel to the
ESOL test administrator for further English language proficiency assessment Students with a “YES”
response to ONLY Question #1 are temporarily placed in regular mainstream classes until the
programmatic assessment and the English language proficiency assessment are given. Students with
one or more “YES” responses to questions 2 or 3 are temporarily placed in sheltered ESOL classes until
English language proficiency assessment is administered.
The state-approved age-appropriate Language Assessment Scales (LAS) test is used to assess students’
aural/oral ability. It is administered to students K-12, as soon as possible, but within 20 school days of
entry. If a registration form with affirmative answers indicates that a student is from another Florida
county, the student does not need to be reassessed for entry into the ESOL program. Every attempt
should be made to get the information from the sending county. In the event that the information has not
been received within the twenty day limit, the student must be tested as a new entry using the Palm
Beach County Home Language Survey information.
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Cornerstone Academy for High Standards
Identify the title of the personnel responsible for processing all affirmative responses to HLS.
Registrar Guidance Counselor Other (Specify) School based ESOL
Coordinator/Contact
3) Provision of Understandable Communication
Describe the process to assist parents and students at the time of registration who do not speak English.
Parents/guardians are given a registration packet. Translated versions of registration forms, free and
reduced lunch applications, and general school information are available in Spanish, Haitian Creole, and
Portuguese which are the major languages represented in this county
(http://www.palmbeach.k12.fl.us/Records/PDF/0636.pdf). A community language
facilitator or bilingual staff member assists with translating or interpreting documents related to
registration, transportation and other pertinent school information. School personnel responsible for
registering students are required to receive training and materials regarding appropriate enrollment
procedures in order to guide students and families through the registration process.
4) Student Data Collection
Describe the procedures implemented for collecting and reporting student demographic data including,
but not limited to, native language, country of birth, etc.
Personnel from the District’s Information Technology Department work with the District
support staff to train each school’s data processor in the accurate collection and entry of data required for
ELL students. This information is located on the student’s registration form. The ESOL contact person or
coordinator and the school’s data processor work together to make sure all of the necessary ELL data
elements, including but not limited to country of birth, native language, and date of entry into the United
States, are collected and entered into the District’s TERMS data management system. Identify the title(s)
of the personnel responsible for collecting and reporting student demographic data. Registrar Data Entry
Clerk Other (Specify) School Based ESOL Coordinator/Contact
SECTION 2: ENGLISH LANGUAGE PROFICIENCY ASSESSMENT
(PLACEMENT)
5) English Language Proficiency (ELP) Assessment
Indicate the title(s) of the personnel responsible for the English language assessment of
potential ELLs in your district.
Registrar ESOL Coordinator/Administrator Other (Specify) School Based ESOL
Coordinator/Contact
6) Listening and Speaking Proficiency Assessment
Indicate the Listening and Speaking (Aural-Oral) assessment(s) used in your school district to
identify a student as an English Language Learner (ELL). Also, indicate the publisher’s cutscore
by score type that determines the student eligible and in need of ESOL services.
Kindergarten through twelfth grade students answering yes to questions on the HLS
are given an aural/oral language proficiency test to determine eligibility for the ESOL
program. The results of the Pre LAS/LAS-O assessment will indicate the following levels and language
categories:
Level 1 - Category A..........................Non-English Speaker
Level 2 - Category B..........................Limited Speaker
Level 3 - Category C..........................Limited Speaker
Level 4 - Category D..........................Fluent Speaker
Level 5 - Category E..........................Fluent Speaker
K-12 students scoring as NES or LES, Levels 1-3 (A, B, C) on the English language
proficiency test qualify for ESOL program services. K-2 students scoring as FES, levels 4 or 5
(D or E) on the Pre LAS/LAS-O do not qualify for ESOL program services, unless recommended by the
ELL committee. 3-12 students scoring FES require further reading and writing assessment to determine
eligibility for the ESOL program.
Name of Listening and Speaking (ENTRY) DETERMINATION BY TYPE OF SCORE
Instrument(s): Grade Level Raw Score(1) Scale Score(2) National Percentile(3)
Pre-LAS Kindergarten 81
LAS – Oral 1C 1 - 6 74
LAS – Oral 2C 7 - 12 81
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(1) A raw score represents the number of points a student received for correctly answering questions on a
test.
(2) A scale score is a raw score that has been converted to a scale. The conversion table provided by test
publisher should be used to report
the scale score, if the test results are not provided in terms of a scale score.
(3) A national percentile is the percentile rank provided by a national norm-referenced test that indicates
the percentage of a referenced
group obtaining scores equal to or less than the score achieved by an individual.
6a) Describe the English Language Proficient (ELP) assessment procedures that have been
implemented for K-12 ELLs to determine their oral skills levels [i.e. Non-English Speaking
(NES), Limited English-Speaking (LES), and Fluent English-Speaking (FES)]. Include
personnel responsible for testing students, grading the assessments, and recording the ELL data.
Kindergarten through twelfth grade students answering yes to questions on the HLS
are given an aural/oral language proficiency test to determine eligibility for the ESOL
program. The results of the Pre LAS/LAS-O assessment will indicate the following levels and language
categories:
Level 1 - Category A..........................Non-English Speaker
Level 2 - Category B..........................Limited Speaker
Level 3 - Category C..........................Limited Speaker
Level 4 - Category D..........................Fluent Speaker
Level 5 - Category E..........................Fluent Speaker
K-12 students scoring as NES or LES, Levels 1-3 (A, B, C) on the English language proficiency test
qualify for ESOL program services. K-2 students scoring as FES, levels 4 or 5 (D or E) on the Pre
LAS/LAS-O do not qualify for ESOL program services, unless recommended by the ELL committee. 3-12
students scoring FES require further reading and writing assessment to determine eligibility for the ESOL
program.
The school based ESOL coordinator/contact is responsible for the testing, grading and recording of ELL
data. District ESOL coordinators review the test to ensure proper scoring, and then data is entered onto
the District’s TERMS screen by the school based ESOL coordinator/contact or the data processor.
6b) What procedures and safeguards have been implemented to ensure that the Listening
and Speaking test is administered within 20 school days of the completion of the HLS with affirmative
responses?
When an HLS has a “YES” answer, the student registration form is copied and given to the school based
ESOL coordinator/contact for testing. ESOL coordinators/contacts are trained in performing TERMS data
checks to ensure students have been tested and information posted within the 20 day time limit. Fidelity
checks are performed by the ESOL compliance specialist periodically as a safeguard.
6c) Describe procedures that have been implemented when the Listening and Speaking test is not
administered within 20 school days of the completion of the HLS with affirmative responses.
If the student has not been evaluated within twenty days of entry, the reason for the delay is documented,
as is a plan for completing the assessment. This documentation is mailed to the parent/guardian in their
primary language, when feasible. A copy of this documentation is retained in the student’s file.
6d) Describe the assessment procedures that have been implemented for students in grades K-2 who
score as fluent English-speakers on the Listening and Speaking test.
K-2 students scoring as FES, Levels 4 or 5 (D or E) on the LAS-O do not qualify for ESOL program
services, unless recommended by the ELL Committee. Those students are placed into regular
mainstream classes and coded ZZ. The initial testing documents for students who do not qualify for ESOL
services are stapled to their registration form and filed in their cumulative folders. The data processor or
person responsible for ELL data entry enters the oral category on the student’s demographic screen to
indicate that appropriate language assessment has been completed.
6e) Describe the assessment procedures that have been implemented for grades 3-12 ELLs who have
scored limited English proficient (below the publisher’s cut scores) on the Listening and Speaking test.
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Cornerstone Academy for High Standards
Students in grades 3-12 scoring as NES or LES, Levels 1-3 (A, B, C) on the LAS-O qualify for ESOL
program services. Students scoring as FES, Levels 4 or 5 (D or E), based on the LAS-O assessment
results, are administered the LAS Reading/Writing assessment.
The state-approved LAS Reading/Writing (LRW) norm-referenced test is used to measure English
reading and writing proficiency. The results help to determine program eligibility for those students in
grades 3-12 who scored as FES on the LAS-O. Any student scoring below 142 on the LRW is eligible for
ESOL services. Those scoring above 142 are considered English proficient unless otherwise
recommended by the ELL Committee.
Indicate the Reading and Writing assessment(s) used in your school district to identify a
student as an English language learner. A norm-referenced test may report a student’s score as a
percentile. A score at or below the 32nd percentile one the reading or writing portion of a norm-reference
test would qualify a student for entry into the ESOL program.
Name of Reading and Writing Instrument(s):
LAS Reading and Writing (LRW)
7a) What procedures and safeguards have been implemented to ensure that the Reading and Writing test
is administered to students in grades 3-12 within one year of the Listening and Speaking test?
District procedures require schools to administer the LAS Reading and Writing test
immediately following the student scoring as FES on the LAS-O and prior to creating the
students ELL data screen or putting the category on the student’s demographic data screen.
7b) Describe the procedures that are followed when the Reading/Writing test is not
administered to students in grades 3-12 within the required timelines.
If district procedures as outlined above are not followed, the reason for the delay is
documented, as well as a plan for completing the assessment. This documentation is mailed to the
parent/guardian in their primary language, when feasible. A copy shall be retained in the student’s file.
FES students not tested with the LRW within the required timeline are immediately tested and those who
qualify are placed into the ESOL program by ELL committee. Parents are invited and notified of student
placement.
8) ELL Committee Intervention
Describe the procedures that have been implemented by which the ELL Committee makes entry
(placement) decisions. Include Web links (URLs) to form(s) used to document ELL Committee meetings
or attach forms when sending the plan.
In the event that a student who scores FES is underperforming, an ELL committee
may convene to determine whether ESOL program placement is appropriate for the student.
The committee reviews the student’s programmatic assessment, oral/aural test results,
reading and writing scores, classroom observations and assessments to make an informed decision
about ESOL program placement. This information is documented on an ELL committee form
(http://www.palmbeach.k12.fl.us/Records/PDF/1512.pdf). An ELL committee is not required to convene if
the student qualifies for ESOL placement orally or through the LAS Reading and Writing test.
9) Native Language Assessment
Have procedures been developed and implemented to assess ELLs in their native language?
(Rule 6A-6.0901, FAC., defines native language as the language used by an individual of limited English
proficiency).
Yes No
If yes, describe the procedures implemented and list the instrument(s) used.
For students in grades 2 – 12, a district developed Written Language Development
Indicator (WLDI) is administered to provide information on the student’s literacy level in
his/her native language. Students are asked to respond in writing to a picture and a question.
This assessment is available in twelve languages. The results are used to determine the student’s level of
literacy in his/her native language.
SECTION 3: PROGRAMMATIC ASSESSMENT
10) Academic/Programmatic Assessment
Describe the procedures that have been implemented for determining the academic
knowledge and abilities, and the prior academic experience of students identified as English language
learners through the ELP assessments. Include Web links (URLs) to procedural documents as
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Cornerstone Academy for High Standards
appropriate. Schools make every effort to obtain records for students transferring from other locations into
Palm Beach County. In some cases, records are either unobtainable or the student has had little or no
prior schooling. In order to effectively place ELLs, their academic abilities must be determined exclusive
of their English language proficiency or lack thereof.
The ESOL coordinator/contact person and the guidance counselor/administrator review the educational
background of the student to determine appropriate grade level, subject, and ESOL program placement.
Parental input regarding educational background should be taken into consideration especially when
transcripts, records or report cards are not readily available. This information is documented on the ELL
Student Programmatic Assessment and Academic Placement Review Form
(http://www.palmbeach.k12.fl.us/Records/PDF/1764.pdf) and filed in the ELL folder.
Community language facilitators assist students and their families when necessary to ensure proper
program/course placement.
School board policy and administrative directives provide flexibility to school staff in making academic
placement decisions on behalf of students and parents.
Parents/guardians may appeal academic placement decisions to the principal.
For students who enter a Palm Beach County school with a prior transcript, careful analysis is performed
on the level and type of courses the student completed in his/her country of origin. Special care is taken
to ensure that ELLs have full and equal access to the entire and wide-range of courses offered at the
school and that the placement of ELLs in courses is not based on English language proficiency. If the
student does not provide an official transcript, the principal shall validate transfer credit(s) or grades which
shall be based on performance during the first grading period the student is enrolled. Validation of credits
shall be based on performance in courses at the receiving school. A student transferring into a school
shall be placed into the appropriate sequential course(s) and must have a minimum grade point average
of 2.0 per course being validated at the end of the first grading period the student is enrolled. Students
who do not meet this requirement shall have credits validated using the Alternative Validation Procedure.
The grade of P (Pass) is used when validating/granting transfer credit for coursework when an official
transcript or grades that equate to those used in Palm Beach County cannot be obtained. It is also used
when P is specified on an official transcript. A grade of P is a transcript grade only, not a report card
grade. It gives credit for coursework, but does not affect the grade point average (GPA). The student’s
custodial parent(s)/guardian(s) may appeal the placement decision to the Superintendent or designee
within fourteen (14) calendar days of the principal’s decision (PBSD Policy 8.022, 8.20)
10a) Describe the procedures that have been implemented to address the placement of ELLs with limited
or no prior school experience(s).
The ESOL coordinator/contact person and the guidance counselor/administrator review the educational
background of the student to determine appropriate grade level, subject, and ESOL program placement.
Parental input regarding educational background should be considered especially when transcripts,
records or report cards are not readily available. This information is documented on the ELL Student
Programmatic Assessment and Academic Placement Review Form and filed in the ELL folder.
Community Language Facilitators (CLF’s) assist the students and their families when necessary to ensure
proper program/course placement.
An ELL Committee must meet when a student’s placement is based on age because prior schooling does
not meet grade level requirements. An administrator must be part of the ELL committee making the
placement decision.
ELL students are scheduled into classes that fulfill graduation requirements and the district’s student
progression plan.
10b) Describe the procedures that have been implemented to address the placement of ELLs whose prior
schooling records are incomplete or unobtainable. Include actions taken and/or methods used to locate
student records.
Schools make every effort to obtain records for students transferring from other locations into Palm Beach
County. Records are requested from the sending school through phone calls, faxes, e-mails and/or the
U.S. Postal Office. If records are unobtainable, the student’s academic history is determined through
parent/student interview on the ELL Programmatic Assessment and Academic Placement Review form.
Students are then placed according to age. School board policy and administrative directives provide
flexibility to school staff in making academic placement decisions on behalf of students and parents. If the
student does not provide an official transcript, the principal shall validate transfer credit(s) or grades which
shall be based on performance during the first grading period the student is enrolled. A student
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transferring into a school shall be placed into the appropriate sequential course(s) and must have a
minimum grade point average of 2.0 per course being validated at the end of the first grading period the
student is enrolled. Students who do not meet this requirement shall have credits validated using the
Alternative Validation Procedure, as outlined below. The grade of P (Pass) is used when
validating/granting transfer credit for coursework when an official transcript or grades that equate to those
used in Palm Beach County cannot be obtained. A grade of P is a transcript grade only, not a report card
grade.
It gives credit for coursework, but does not affect the grade point average (GPA). If validation based on
performance as described above is not satisfactory, or when it is not applicable because there is no
sequential course, then any one of the following alternatives shall be used for validation purposes as
determined by the teacher, principal, and parent/guardian:
1. Portfolio evaluation by the Superintendent or designee;
2. Written recommendation by a Florida certified teacher selected by the parent and approved by the
principal;
3. Demonstrated performance in courses taken through dual enrollment or at other accredited public or
private schools;
4. Demonstrated proficiencies on nationally-normed standardized subject area assessments;
5. Demonstrated proficiencies on the FCAT; or
6. Written review of the criteria utilized for a given subject provided by the former school.
The student’s custodial parent(s)/guardian(s) may appeal the placement decision to the
Superintendent or designee within fourteen (14) calendar days of the principal’s decision
10c) Grade Level and Course Placement Procedures – Grades K-8
Describe the procedures that have been implemented and the personnel involved to determine
appropriate grade level placement.
Schools make every effort to obtain records for students transferring from other locations into Palm Beach
County. In some cases, records are either unobtainable or the student has had little or no prior schooling.
In order to effectively place ELLs, their academic abilities must be determined exclusive of their English
language proficiency or lack thereof.
The ESOL coordinator/contact person and the guidance counselor/administrator review the educational
background of the student to determine appropriate grade level, subject, and ESOL program placement.
Parental input regarding educational background should be taken into consideration especially when
transcripts, records or report cards are not readily available. This information is documented on the ELL
Student Programmatic Assessment and Academic Placement Review Form and filed in the ELL folder.
Community language facilitators assist the students and their families when necessary to ensure proper
program/course placement. School board policy and administrative directives provide flexibility to school
staff in making academic placement decisions on behalf of students and parents. Parents/guardians may
appeal academic placement decisions to the principal.
10d) Grade Level and Course Placement Procedures – Grades 9-12
Describe the procedures that have been implemented to determine appropriate grade and course/class
placement. Descriptions must include the process used for awarding credit to ELLs entering high school
in 9th-12th grades who have completed credits in countries outside of the United States, but for which
there is no documentation. Also, per Rule 6A-6.0902, FAC., include the process for awarding credit to
students transferring from other countries for language arts classes taken in the student’s native language
and for foreign languages the student may have taken (this may include English). Please provide a link if
this information is explained in the Student Progression Plan.
Schools make every effort to obtain records for students transferring from other locations into Palm Beach
County. In some cases, records are either unobtainable or the student has had little or no prior schooling.
In order to effectively place ELLs, their academic abilities must be determined exclusive of their English
language proficiency or lack thereof.
The ESOL coordinator/contact person and the guidance counselor/administrator review the educational
background of the student to determine appropriate grade level, subject, and ESOL program placement.
Parental input regarding educational background should be taken into consideration especially when
transcripts, records or report cards are not readily available. This information is documented on the ELL
Student Programmatic Assessment and Academic Placement Review Form and filed in the ELL folder.
Community language facilitators assist the students and their families when necessary to ensure proper
program/course placement. School board policy and administrative directives provide flexibility to school
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staff in making academic placement decisions on behalf of students and parents. Parents/guardians may
appeal academic placement decisions to the principal.
For students who enter a Palm Beach County school with a prior transcript, careful analysis should be
done on the level and type of courses the student completed in his/her country of origin. Special care
must be taken to ensure that ELLs have full and equal access
to the entire and wide-range of courses offered at the high school and that the placement of
ELLs in courses is not based on English language proficiency. If the student does not provide
an official transcript, the principal shall validate transfer credit(s) or grades which shall be
based on performance during the first grading period the student is enrolled. Validation of
credits shall be based on performance in courses at the receiving school. A student
transferring into a school shall be placed into the appropriate sequential course(s) and must
have a minimum grade point average of 2.0 per course being validated at the end of the first
grading period the student is enrolled. Students who do not meet this requirement shall have
credits validated using the Alternative Validation Procedure. The grade of P (Pass) is used
when validating/granting transfer credit for coursework when an official transcript or grades
that equate to those used in Palm Beach County cannot be obtained. It is also used when P
is specified on an official transcript. A grade of P is a transcript grade only, not a report card
grade. It gives credit for coursework, but does not affect the grade point average (GPA). The
student’s custodial parent(s)/guardian(s) may appeal the placement decision to the
Superintendent or designee within fourteen (14) calendar days of the principal’s decision
(PBSD Policy 8.022, 8.20)
11) Re-evaluation of ELLs that Previously Withdrew from the School/District
Describe the procedures that have been implemented for re-evaluating ELLs who withdraw
(or leave) from the district and re-enroll after having been either in another district, state, or
out of the country. Include the length of time between the ELLs’ withdrawal and re-enrollment
after which a new English language proficiency assessment is to be administered.
ELL students who leave the district for another state or country and return during the
same school year are not reassessed. They are placed in the ESOL program according to
the original English language assessment and their individual ELL plan. Students, who have
left the state or country for one calendar year or more and indicate on the HLS that another
language is spoken in the home, shall be reassessed for English proficiency.
If the student is NES or LES, a new ELL screen containing the new survey, entry and
classification dates is created for them and they have 6 years of eligibility in the ESOL
program.
If the student tests FES, the original ELL data screen is printed, and then deleted. The
student is now ZZ. The new test, a copy of the deleted screen, and the original folder will be
placed in the student’s cumulative folder.
12) ELL Student Plan Development
Describe the procedures that have been implemented for developing the Student ELL Plan
(formerly known as the LEP Student Plan). Include the title of the person responsible for
developing the plan and a description of when and how the plan is updated.
The student ELL Plan, http://www.palmbeach.k12.fl.us/Records/PDF/1649.pdf, the
English Language Development Continuum (ELDC), is a three dimensional matrix that
prescribes instruction and determines adequate progress in English language development
based upon grade level, oral proficiency in English, and written ability in either English or
another language. The ELL Plan is designed for students from kindergarten through grade
twelve.
Oral English language development is represented on the ELL Plan using three levels
of proficiency. Beginning Level indicates little to limited oral proficiency in English.
Intermediate Level indicates limited to near fluent English speaking ability. Advanced Level
indicates fluent ability in oral English.
The level of Reading and Writing language development (literacy) is also represented
on the ELL Plan. There are four levels of proficiency.
Literacy Level 2 represents limited to extensive ability to read and write in at least one
language at the Beginning oral proficiency level.
Literacy Level 3 represents an extensive ability to read and write in English.
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Literacy Level 4 represents a reading and writing level in English that meets the appropriate
grade-level student progression requirements for all pupils.
Each student’s ELL Plan addresses their program eligibility, instructional setting, instructional
focus and adequate progress. Teachers must fill out the ELL Plan for each of their active ELL
students upon entry to the ESOL program, with a mid-year review, and continue this every
year after as long as the student is in the ESOL program. This plan is signed and dated by
the student’s English/Language Arts teacher twice yearly (prior to the October and February
FTE surveys). The teacher checks off the ELL students’ program strand (sheltered or
support) and checks the box that appropriately identifies the oral/literacy level as defined in
the ELDC. The appropriate strategies and instructional settings will be provided for students
based on their oral/literacy level on the ELL Plan.
12a) What procedures are used to ensure that the Student ELL Plans are updated to reflect a
student’s current services? List the title of the person responsible and provide link to the
Student ELL Plan form, as appropriate.
To ensure the ELL plan dates are updated, data checks are performed by schoolbased
ESOL coordinators/contacts, area ESOL resource teachers, district ESOL
coordinators and the ESOL compliance specialist. Reports are generated for each school and
reviewed for current ELL plan dates twice yearly (prior to FTE).
http://www.palmbeach.k12.fl.us/Records/PDF/1649.pdf
13) Parent Notification
Indicate the process that has been implemented to notify parents/guardians of the placement
of the ELL in the ESOL program.
Standard letter used by all schools in a language the parents/guardians understand,
unless clearly not feasible.
(http://www.palmbeach.k12.fl.us/Records/PDF/1511.pdf)
Individual communication in a language the parents/guardians understand, unless clearly
not feasible.
13a) List the languages used in the Parent Notification Letters (check all that apply):
English
Spanish
French
Haitian Creole
Portuguese
Vietnamese
Other (Specify)
SECTION 4: COMPREHENSIVE PROGRAM REQUIREMENTS AND STUDENT
INSTRUCTION
14) Instructional Models
In addition to using ESOL strategies, which are required for use by teachers who have ELLs,
indicate the instructional model(s) or approach(es) implemented in the district to ensure
comprehensible instruction. Descriptions for each of these appear on page 50 of the 20082009 English Language Learner Database and Program Handbook,
http://www.fldoe.org/aala/pdf/08-09ELLDatabaseProg-handbook.pdf. (Check all that apply)
Sheltered English Language Arts
Sheltered Core/Basic Subject Areas
Mainstream-Inclusion English Language Arts
Mainstream-Inclusion Core/Basic Subject Areas
One-Way Development Bilingual Education
Dual Language (Two-Way Developmental Bilingual Education)
14a) Describe how the instructional models are implemented in your district. Description
should include the procedures that have been implemented to locally monitor fidelity of
implementation for each instructional model at the school.
ESOL program services offered in the School District of Palm Beach County are
designed to assist ELLs in developing English language proficiency while simultaneously
developing their competencies in academic content areas. Instructional models provide for
comprehensible instruction parallel to the mainstream curriculum. Presentation of concepts
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and materials is adjusted to accommodate the learner’s level of English proficiency using the
State’s English Language Proficiency Standards. ESOL teachers work collaboratively with
mainstream teachers to provide instructional consistency to meet the needs of each ELL.
Schools have basic ESOL teachers and accompanying resources based on budget formula
criteria. Schools that do not meet the district formula for basic ESOL teachers may offer their
beginning and intermediate oral English proficiency students reassignment to a nearby
school that has a sheltered instructional model for these students. The parent is included in
the decision to reassign the student. The parent may opt out of reassigning the student. In
that event, the student is serviced through the support model at their home school. The ESOL
program instructional models are outlined in the Spectrum of Services for Language
Learners. Each model is described in further detail on the pages following the Spectrum of
Services for Language Learners.
http://www.palmbeach.k12.fl.us/Multicultural/MulticulturalNew/ProceduresManual2008/3%20
PROGRAM%20STRANDS.pdf Schools choose an instructional model that best meets the
individual student’s academic needs at their school. Native language support (if possible),
tutoring and individual instruction are provided in every delivery model, as needed. Schools
are required to conduct annual reviews of their ESOL program to determine effectiveness in
meeting student achievement goals.
14b) As an attachment to this document, please list each school in your district and the
instructional model(s) used in each. Please use Microsoft Word or Microsoft Excel to format
the information.
See attached
14c) Describe the process that has been implemented to verify that instruction provided to
ELLs throughout the district is equal in amount, sequence, quality, and scope to that provided
to non-ELLs.
The District ensures ELLs receive instruction equal in amount, sequence, quality and
scope through biannual ESOL program profiles submitted by each school. The profiles
document the model used in the school center, the courses offered to ELLs, the number of
students in each class and student contact time for ESOL personnel. Classroom
walkthroughs are conducted periodically by district staff to ensure curriculum and instruction
is parallel to that received by non-ELLs.
14d) Describe the method implemented throughout the district for use by instructional
personnel to document the use of ESOL instructional strategies and the school level
monitoring process used to verify the delivery of comprehensible instruction.
Each teacher of ELLs documents ESOL instructional strategies/activities in their
lesson plans to ensure that daily consideration is given to the special needs of ELLs, in
accordance with the objectives of the lessons being taught, and to meet the grade level
appropriate Sunshine State Standards and English Language Proficiency Standards. Lesson
plans are reviewed by school administrators periodically throughout the school year to ensure
that ESOL strategies are being implemented and the Sunshine State Standards and English
Language Proficiency Standards are addressed. Administrators, area ESOL resource
teachers, district ESOL coordinators and the school based ESOL coordinator/contact observe
in classrooms to ensure that ELLs are receiving comprehensible instruction. Additional
monitoring of the instructional program for ELLs includes:
• Documentation of ESOL strategies in teacher lesson plans.
• Review of ELLs progress on state-approved, criterion referenced achievement tests,
District created diagnostic assessments as well as the Comprehensive English Language
Learning Assessment.
• Implementation of ELL Committee recommendations.
• Periodic progress reviews using the English Language Development Continuum and
report card information.
• Classroom walkthroughs conducted by administrators ensure comprehensible instruction
and teacher implementation of ESOL instructional strategies.
14e) Indicate the title of the person(s) responsible for ensuring that all ELLs are provided with
comprehensible instruction in your district. (Check all that apply)
Region Administrator(s)
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District Administrator(s)
School Level Administrator(s)
Other (Specify) Area resource Teachers, District ESOL Coordinators
14f) Indicate the progress monitoring tools that are being used to ensure all ELLs are
mastering the grade level academic content standards and benchmarks, and the English
Language Proficiency standards. (Check all that apply)
Student Portfolios
FCAT Practice Tests
Other Criterion Reference Test (Specify) District Developed diagnostic assessments
Native Language Assessment (Specify) Aprenda 3
FCAT
Other (Specify) District developed common assessments
15) Student Progression
Have the district’s standards and procedures for promotion, placement, and retention of ELLs
been incorporated into the district’s Student Progression Plan?
Yes No
If yes, indicate where in the Student Progression Plan these are described.
http://www.palmbeach.k12.fl.us/curriculumlearningsupport/Elementary%20SPP%2009-0308rev.pdf
http://www.palmbeach.k12.fl.us/curriculumlearningsupport/200809%20Middle%20School%20Student%20Progression%20Plan.pdf
http://www.palmbeach.k12.fl.us/curriculumlearningsupport/200809%20High%20School%20Student%20Progression%20Plan.pdf
15a) Describe the district’s Good Cause Policy(ies) and how these are implemented in your
district when ELLs who have been enrolled in an approved ESOL program for 2 years or less
are exempted from mandatory retention.
The District’s student progression plan addresses third grade mandatory retention for
ELLs who have been in an approved ESOL program for 2 years or less. “The School Board
may exempt a student from retention for good cause. [Florida Statute §1008.25(6)(b)]. The
procedure for determining eligibility and obtaining approval for an exemption from third grade
retention for ELL good cause is: Students who have had less than 2 years of instruction in the
English for Speakers of Other Languages program. Additionally, ELLs in all other grades are
required to meet student performance standards for the appropriate grade level. However,
ELLs who have been in an approved English for Speakers of Other Languages (ESOL)
program for less than two complete school years are exempt from having to demonstrate the
standards in English. The District’s procedure is to measure the student’s ability toward
attainment of the standards, regardless of whether that ability is demonstrated in English or
the student’s home language. All discussion of retentions for ELLs must be documented
through an ELL committee meeting.
15b) Describe what role the ELL Committee has in the decision to recommend the retention
or promotion of any ELL.
An ELL Committee must meet to determine whether the student should be retained.
Adequate progress as defined in the ELL Plan should be used by the committee as grounds
for promotion. An ELL may be retained if the ELL Committee determines that the student has
not progressed satisfactorily according to their ELL plan. The ELL committee ensures that
English language learners who are identified as being substantially below grade level in
reading in English but are proficient in their home language are not retained for English
reading deficiencies or FCAT scores. The Department of Multicultural Education has
prepared grade-specific worksheets to assist elementary schools in determining if the
academic difficulties of ELLs are the result of language acquisition or an academic deficiency.
Each sheet is designed to reflect individual progress on the grade-appropriate Student
Progression chart. http://www.palmbeach.k12.fl.us/Records/PDF/2182.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2183.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2184.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2185.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2186.pdf
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Cornerstone Academy for High Standards
http://www.palmbeach.k12.fl.us/Records/PDF/2187.pdf
The completed forms must be brought to an ELL Committee meeting for each student
who is being considered for retention. For students who are retained, copies of the forms are
submitted for review to the Department of Multicultural Education’s ESOL compliance
specialist.
15c) Describe the procedures that have been implemented to notify parents of ELLs
regarding retention or promotion decisions.
Parents are notified through their participation on the ELL committee. The ELL
committee ensures that English language learners who are identified as being substantially
below grade level in reading in English but are proficient in their home language are not
retained for English reading deficiencies or FCAT scores. The Department of Multicultural
Education has prepared grade-specific worksheets to assist elementary schools in
determining if the academic difficulties of ELLs are the result of language acquisition or an
academic deficiency. Each sheet is designed to reflect individual progress on the grade appropriate
Student Progression chart.
http://www.palmbeach.k12.fl.us/Records/PDF/2182.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2183.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2184.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2185.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2186.pdf
http://www.palmbeach.k12.fl.us/Records/PDF/2187.pdf
The completed forms must be brought to an ELL Committee meeting for each student who is
being considered for retention.
SECTION 5: STATEWIDE ASSESSMENT
16) Statewide Assessment
Describe the process that has been implemented to ensure that all ELLs participate in Florida
statewide assessment program (FCAT, CELLA, etc), include the title of the person
responsible for ensuring all ELLs are assessed.
All ELLs take the FCAT SSS and CELLA. The District’s assessment department
collaborates with the District’s Multicultural Education department to provide training and
information to school testing coordinators about the requirements for ELL participation in
statewide assessment programs. Each school’s testing coordinator is responsible for ELL
testing and for providing the appropriate accommodations.
16a) Describe the process that has been implemented to ensure all eligible ELLs are
provided with appropriate test accommodations. Description should indicate the title of the
school-level person responsible and include a description of how schools maintain
documentation that each eligible ELL was provided with appropriate test accommodations.
Schools are required to offer accommodations to all LY ELLs. Training is provided to
school based ESOL coordinators/contacts and testing coordinators on the procedures for
administering and documenting these accommodations. Statewide FCAT tests are
administered with any one of the approved accommodations or a combination of
accommodations that are determined to be appropriate for the particular need of the ELL.
Parents/guardians are notified in writing of these accommodations. A copy of the
accommodation letter is kept in the students ELL folder. When a student is both ESOL and
ESE, all accommodations listed on their IEP as well as their ELL plan must be offered. The
students’ special program screens are coded to reflect that they are receiving
accommodations.
16b) Do the current assessment policies adopted by the district allow for the implementation
of alternative assessment of ELLs who have been enrolled in an approved ESOL program for
12 months or less?
Yes No
If yes, describe the process for alternatively assessing ELL students.
Indicate alternative assessments for each core subject area that apply. NOTE: If you would
like to list multiple assessment instruments for a subject, separate each name with a comma.
For each core subject area either indicate alternative assessment, or list “N/A.”
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Reading:
Math:
Writing:
Science:
SECTION 6: ENGLISH LANGUAGE PROFICIENCY ASSESSMENT (EXIT)
17) Describe the procedures that have been implemented to determine ELLs are ready to exit
the district’s ESOL program. Description should include exiting procedures for all language
domains (listening, speaking, reading and writing), grade-specific procedures, and required
cut scores.
All ELLs need to be evaluated academically to determine continued eligibility for
services or for exit. The district requires proficiency in Reading, Writing, Listening and
Speaking. All tests are administered by trained staff at the school center.
ELLs are expected to attain the same standards as non-ELLs in the district, thus, exit
criteria is based upon Palm Beach County’s Student Progression
http://www.palmbeach.k12.fl.us/curriculumlearningsupport/Elementary%20SPP%2009-0308rev.pdf
http://www.palmbeach.k12.fl.us/curriculumlearningsupport/200809MSStudentProgressionPlan.pdf
http://www.palmbeach.k12.fl.us/curriculumlearningsupport/200809HSStudentProgressionPlan.pdf
Students in Grades K – 2 must score proficient on the CELLA oral assessment. If no
CELLA scores are available for the student, the student must score proficient on the LASOral.
According to District policy, all students must also demonstrate proficiency in Reading
and Writing. Therefore, K-2 ELLs must demonstrate proficiency in all CELLA domains. If no
CELLA scores are available, the ELL committee will be convened to determine student’s
proficiency in all domains and eligibility for exit.
Students in Grades 3 – 12 must score proficient on the following: CELLA Oral, CELLA
Writing and FCAT SSS Reading. If no FCAT SSS Reading score is available for the student,
the student must score proficient on all CELLA domains as well as proficient on the LAS
Reading and Writing test. If no CELLA scores are available for the student then the student
must score proficient on the following criteria: FCAT SSS Reading, LAS Reading and Writing
and LAS-Oral. If no CELLA and no FCAT SSS Reading scores are available then the student
must score proficient on the LAS-Oral and LAS Reading and Writing. Academic progress,
other district-wide tests, and teacher recommendations are also considered to determine
eligibility to exit the program.
ELLs with special considerations, such as students with disabilities, that do not meet
the exit guidelines may be referred to the ELL Committee for further review and will exit the
program only if the ELL Committee determines the student no longer needs ESOL services.
Parents of students recommended for exit from the ESOL program are notified using
the Parent Notification of Exit form http://www.palmbeach.k12.fl.us/Records/PDF/2017.pdf.
Every student recommended for exit from the ESOL program must have documentation in his
or her ELL folder.
17a) Listening and Speaking Proficiency Assessment
Indicate the Listening and Speaking (Aural-Oral) assessment instrument used in your district
for determining whether or not a student is English proficient and ready for exit. Also, indicate
the publisher’s cut-score by score type that determines that the student is ready for exit.
INDICATE THE CUT SCORE USED FOR EXIT
Name of Listening and Speaking DETERMINATION BY TYPE OF SCORE
Instrument(s): Grade Level Raw Score(1) Scale
Score(2)
National
Percentile(3)
CELLA Oral K-2 673
CELLA Oral 3-5 720
CELLA Oral 6-8 733
CELLA Oral 9-12 739
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Pre LAS K 82
LAS-O 1C 1-6 75
LAS-O 2C 7-12 82
(1) A raw score represents the number of points a student received for correctly answering questions on a
test.
(2) A scale score is a raw score that has been converted to a scale. The conversion table provided by test
publisher should be used to report
the scale score, if the test results are not provided in terms of a scale score.
(3) A national percentile is the percentile rank provided by a national norm-referenced test that indicates
the percentage of a referenced
group obtaining scores equal to or less than the score achieved by an individual.
17b) Reading and Writing Proficiency Assessment
Indicate the Reading and Writing assessment instrument(s) used in your district to determine
whether or not a student is English proficient and ready for exit. A norm-referenced test may
report a student’s score as a percentile. Per Rule 6A-6.0903, FAC., if a norm-referenced test
is used, a score at or above the 33rd percentile qualifies a student for exit. For exit criteria,
refer to ELL: Basis of Exit Data Element at this link:
http://www.fldoe.org/eias/dataweb/database_0809/st105_1.pdf.
Name of Reading and Writing Instrument(s):
FCAT SSS Reading
CELLA Reading
CELLA Writing
LAS Reading and Writing (LRW)
Writing Sample
17c) Identify the title of the personnel responsible for conducting the exit assessments
described above:
Registrar ESOL Teacher/Coordinator Other (Specify) Classroom Teachers
17d) Describe the process by which the ELL Committee makes exit decisions.
ELLs meeting the exit criteria, but requiring special consideration, will be referred to
the ELL Committee for further review and will exit the program only if the ELL Committee
determines the student no longer needs ESOL services.
ELLs not meeting the exit criteria, but requiring special consideration, will be referred to the
ELL Committee for further review and will exit the program only if the ELL Committee
determines the student no longer needs ESOL services.
The ELL Committee considers all data available on each student to include, but not
limited to, FCAT scores, CELLA scores, diagnostic scores, report cards and teacher
observations.
The decisions of the ELL Committee and their recommendations are maintained in the
ELL folder and the exited student’s data is entered into the district’s data management
system.
A copy of the ELL Committee Report along with Parent Notification of Exit is sent to
any parent who did not attend the ELL Committee meeting to inform them of the decision to
exit. These documents should be in the home language, whenever feasible.
Send the parent PBSD Form #2017 (Parent Notification of Exit) in the home language,
whenever possible (Spanish, Haitian Creole, Portuguese).
http://www.palmbeach.k12.fl.us/Records/PDF/2017.pdf (This form is in the process of
being updated with new exit criteria)
17e) Identify who is responsible for updating ELLs’ exit data in the Student ELL Plan and who
is responsible for ensuring this process is completed. Provide titles of person(s) responsible
& briefly describe process.
The Data Processor or ESOL Contact/Coordinator is responsible for completing the
exit information on the student’s Special Programs data screen. The ESOL
Contact/Coordinator must complete proper exit information to be filed in the student’s
individual ELL folder. The school principal/designee is responsible for ensuring this process is
completed.
17f) Identify the district policies in place for students who meet exit qualifications in the
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middle of a student grading period.
Students who meet exit criteria at any point during the school year are exited from the
ESOL program unless they are enrolled in a sheltered ESOL class. Those students are
moved to full support for one semester to ensure academic success in the mainstream. The
student’s academic performance is reviewed at the end of the semester and if successful, the
student is then exited from the ESOL program. If the student demonstrates academic
difficulties, an ELL committee meeting is called to discuss possible extension of ESOL
services. The assessments used consist of all data pertaining to the student’s academic
abilities in English. This includes, but is not limited to, FCAT scores, CELLA scores,
diagnostic scores, report cards and teacher observations.
SECTION 7: MONITORING PROCEDURES
18) Identify who is responsible for conducting the required two-year monitoring follow-up of
former ELLs once they have exited the ESOL program.
ESOL contact/coordinator or school principal/designee with input from the classroom
teachers.
18a) Explain how the ELLs’ progress is documented in the Student ELL Plan.
At each school, an administrator/ESOL contact person must review each exited
student's academic progress at routine intervals. These reviews can take place any time but
they are required after the 1st, 2nd, 4th, and 8th report cards for secondary schools and the 1st,
2nd, 3rd, and 6th trimester report cards for elementary schools.
The following steps are taken to monitor exited students:
1) The report cards are reviewed and then signed by the ESOL administrator/designee.
2) Any student with below average performance in any academic subject area is referred to
the ELL Committee to decide what strategies or program changes are needed.
3) The report cards are attached to the Post Exit Monitoring Form
(http://www.palmbeach.k12.fl.us/Records/PDF/1765.pdf), and filed in the students' ELL folder.
4) The monitoring dates are recorded and signed by the administrator/designee on the ELL
folder and then entered on the student’s Special Programs screen.
5) Each exited student’s performance is monitored using all available data. An ELL
Committee is held for those students who are not performing well to determine whether
reclassification into the ESOL program is necessary
6) After the four required report cards have been reviewed and the review dates have been
entered on the student’s Special Programs screen, the student's program code will change to
LZ.
18b) Indicate what documentation is used to monitor the student's progress.
Check all that apply.
Report Cards
Test Scores
Classroom Performance
Other (Specify)
19) Describe the procedure(s) followed when the academic performance of former ELLs is
not on grade level.
The ELL Committee is convened when an LF student is not making adequate
academic progress. Before considering reclassification, the committee must determine the
student’s academic deficiencies are due to limited English proficiency and premature exit. If
not, other alternative programs need to be considered. The committee reviews the student’s
classroom performance, test scores and English language proficiency to determine if
reclassification into the ESOL program is necessary. The ESOL coordinator/contact ensures
that all appropriate reclassification data is on the student’s ELL folder and the appropriate
entry is made on the student’s Special Programs screen. The written justification for
reclassification is documented on the signed and dated ELL Committee Report form and
placed inside the student’s ELL folder.
20) When former ELLs are reclassified as ELL and re-enter the ESOL program, who is
responsible for initiating a new Student ELL Plan, updating the student data, and ensuring the
appropriate placement? Include a description of the procedures/processes.
The ESOL coordinator/contact ensures that all reclassification data is on the student’s
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ELL folder and the appropriate entry is made on the student’s Special Programs screen. The
ESOL Coordinator/ Contact meets with the student’s teacher to initiate a new ELL plan. This
information is documented and placed inside the student’s ELL folder.
21) Describe the program delivery model and additional intervention strategies that will be
implemented when former ELLs re-enter the ESOL program.
Reclassified ELLs receive language arts and content area instruction by ESOL
endorsed teachers, ESOL certified teachers or teachers with ESOL coverage.
Comprehensible instruction is used to ensure the students are not left behind in acquiring
grade level content for academic performance while they are continuing to develop Cognitive
Academic Language Proficiency (CALP).
Students who have acquired advanced levels of English proficiency and who need
specific skill instruction may be grouped and assisted by additional ESOL personnel, such as
an ESOL teacher, Community Language Facilitator, or ESOL paraprofessional. Curriculum
must be adapted to ensure comprehensible input.
SECTION 8: PARENT/GUARDIAN/STUDENT NOTIFICATION AND RIGHTS
22) Describe the procedures used by school personnel to provide assistance to
parents/guardians of ELLs in their home language.
To improve communication with all language groups represented in Palm Beach
County, personnel are available to provide assistance at each school. All written and oral
communications between school personnel and parents of ELLs are to be in the parents’
primary language whenever feasible.
The district has provided school centers with community language facilitators (CLFs)
to improve parent/school participation and communication. Community language facilitators
are available to serve in each school with 15 or more active ELLs of the same home
language background whenever feasible. Area and district personnel may be available to
assist schools with less than 15 ELLs of the same home language.
Primary language communication to parents/guardians is accomplished with the help
of community language facilitators, bilingual school staff, district translators, area translators
and community volunteers. The Department of Multicultural Education has also translated
many school forms and letters in Spanish, Haitian Creole, and Portuguese.
Spanish and Haitian-Creole translators are available at the district level to assist
schools and departments in translating documents, policies, handbooks, student services
correspondence, legal correspondence, transcripts, school calendars, registration forms, and
other pertinent information that is used on a district-wide basis. District translators also
provide assistance to language minority families who conduct school business at the district
administrative center. Meetings with Spanish and Haitian-Creole media representatives and
other ethnic community organizations, churches, agencies and businesses are held at least
twice a year to discuss issues which can be addressed collaboratively and distributed to the
community. In addition, information that needs to be disseminated to the community is
forwarded to the ethnic media as needed.
22a) Check the school-to-home communications that are sent by the district or school to
parents/guardians of ELLs and that are in a language the parents/guardians understand:
Temporary placement
Delay in language proficiency testing
Results of language proficiency assessment
Program placement
Program delivery model options
State and/or district testing
Accommodations for testing (flexible setting)
Annual testing for language development
Growth in language proficiency (Listening, Speaking, Reading, Writing)
Exemptions from statewide assessment for students classified as ELL for one year or less
by date of test
Retention/Remediation
Transition to regular classes
Extension of ESOL instruction
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Exit from ESOL program
Post-reclassification (LF) monitoring
Reclassification of former ELL student
Invitation to participate in an ELL Committee Meeting
Invitation to participate in the Parent Leadership Council (PLC)
Special programs such as Gifted, ESE, dual enrollment, Pre-K, adult secondary courses,
vocational education, magnet, charter schools, SES programs, and student support
activities
Free/reduced price lunch
Parental choice options, school improvement status, and teacher out-of-field notices
Registration forms and requirements
Disciplinary forms
Information about the Sunshine State Standards and the ELP Standards
Information about statewide assessments
Information about community services available to parents
Information about opportunities for parental involvement (volunteering, PTA/PTO, SAC)
Other
23) How does your district inform parents/guardians/ and ELLs of the Code of Student
Conduct and students' rights and responsibilities?
The Code of Student Conduct and student’s rights and responsibilities are included in
the Districts Student/Parent Handbook that is distributed to all students at the beginning of
each school year.
Is the Code of Student Conduct Available in a language other than English?
Yes No
If No, describe how the Code of Student Conduct is explained to parent/guardians and
students in a comprehensible format. Include title of personnel responsible.
24) What provision(s) does your district have to train parents/guardians in order to promote
parental and community participation in programs for ELLs? Explain.
Parent involvement in ELL programs is the key to improved ELL student performance.
For the growing number of limited or non-English proficient parents, parent involvement of
any kind in the school process is a new cultural concept. The overwhelming majority of ELL
parents believe that the school has not only the qualifications, but the responsibility to
educate their children and that any amount of parental interference is certain to be counterproductive.
The most important task, then, in involving ELL parents in their children’s
education is to show them the meaning of parent involvement in their new social
environment.
The Department of Multicultural Education employs a specialist who focuses on
providing schools, parents/guardians and community organizations with special programs,
based on the most current research and data, to promote parent and community participation
in programs for ELLs. These programs are presented at individual schools, community or
church organizations and through school and district parent organizations.
Parents participating on the Parent Leadership Council(s) receive training and
orientation regarding the district’s ELL program and monitoring procedures. ELL
parents/guardians are encouraged to participate in the school’s School Advisory Committee
(SAC), the District Parent Leadership Council, and other school/district committees.
Parents/guardians are notified of upcoming events in their home/native language whenever
feasible, and receive home/native language interpreter services at these events, whenever
feasible.
25) How does your district provide parents/guardians information on schools’ academic
progress (school grade, AYP, etc.)? Explain.
All schools meet with parents through PTA meetings, Parent Leadership Council
meetings, School Advisory Council meetings, etc., to discuss the school’s adequate yearly
progress. School Public Accountability Reports (SPAR) from the state are sent to schools
and then shared with parents. Additionally, schools communicate school grade and adequate
yearly progress status through a letter to parents each year. This information is also posted
on each individual school’s web site.
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26) How does your district provide parents/guardians information on the monitoring of
program compliance (role of the Civil Rights Officer, complaint and appeal process, etc.)?
Explain.
Parents, community representatives, and local advocacy agencies who have concerns
may file formal complaints with the Executive Director of the Department of Multicultural
Education. Any complaint will be fully reviewed and a resolution developed in collaboration
with the area office, school staff, and the complainant(s). Staff from the General Counsel’s
office will provide consultation in the review of legal issues that may arise. When a complaint
is filed that may have district-wide implications; information is disseminated to all schools
indicating appropriate procedures to be followed.
The Executive Director of the Department of Multicultural Education, along with staff
review the district data printouts and work with the District Information Technology personnel
to monitor compliance with, and accuracy of, ELL data collection and entry. The Executive
Director also keeps the District Superintendent, Board Members, Area Superintendents,
ESOL staff, principals, coordinators, and other program specialists fully informed of critical
issues related to compliance with the Consent Decree. The District ESOL Audit/Compliance
Specialist works with the District’s Certification Manager to monitor compliance with
personnel and certification requirements. The District ESOL Audit/Compliance Specialist also
monitors the ESOL training status of teachers and coordinates the ESOL in-service training
components. As previously stated, specified district, area, and school administrators, as well
as ESOL staff, are responsible for implementing and monitoring the ESOL program to ensure
the District is in compliance with local, state and federal guidelines.
Any individual has the right to file a complaint. The complaint may be filed at the
school principal’s office, in the Department of Multicultural Education at the central
administration office, at an area office, and at the state level. Depending upon the nature of
the complaint, appropriate personnel will be assigned to fully review the complaint and
recommend resolutions. If the complaint is not resolved to the individual’s satisfaction, he/she
has the right to appeal the decision to the Superintendent.
27) How are ELLs assured equal access to all programs and facilities that are available to
non-ELLs?
There are no programs in Palm Beach County that base access on English language
proficiency. All facilities are for all students regardless of their English proficiency. District
personnel, including Community Language Facilitators, Area Resource Teachers, District
Coordinators and Choice/Magnet Recruiters work to ensure ELLs are provided with
information on all available programs and facilities and are ensured equal access to them.
SECTION 9: FUNCTIONS OF THE ELL COMMITTEE AND THE PLC
28) Specify the personnel required for an ELL Committee in your district.
The ESOL Coordinator/Contact person, ESOL Administrator or designee, student’s
ESOL and/or regular classroom teacher, and the student’s parents or guardians are the
standing members of the committee. Other members may be included based on the specific
needs of the student being discussed. These members may include, but are not limited to,
community language facilitators, guidance counselors, ESE teachers, ESE coordinators, and
social workers.
29) Check the functions performed by the ELL Committees in your district. (Check all that
apply)
Concerns/decisions regarding initial placement of student in K-2 who scored as fluent
English speaking on an aural/oral assessment, but progress in conventional class is
viewed as insufficient
Reclassification of former ELLs
Placement decisions for students in grades 3-12 scoring fluent English speaking on
oral/aural and are at or below the 32nd percentile on reading and writing assessment
Review of instructional programs or progress (after one semester)
Parental concerns
Exempting students classified as ELL for one year or less from statewide assessment
program
Review of instructional program of LF students during 2-year post-reclassification period
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with consistent pattern of academic underperformance
Consideration of exiting a student who scored as fluent English speaking on aural/oral
assessment, but at or below the 32nd percentile on reading and writing assessment
Referring an LF student being considered for reclassification to appropriate compensatory,
special and supportive services, evaluations, and programs, if necessary
Referring an LY student being considered for extension of services to appropriate
compensatory, special and supportive services, evaluations, and programs, if necessary
Other (Specify) Retention/promotion decisions
30) Indicate the type(s) of Parent Leadership Councils (PLC) that exist in your district.
School Level District Level
Describe the functions and composition of PLCs in your district.
The District’s PLC is comprised of parents of ELLs from around the district. District
personnel orient council members to the District’s ELL Plan, the Consent Decree, other laws
related to the education of language minority students, grievance procedures, ESOL Program
requirements, School Board policies, and general school system information. In addition, the
council provides ways to involve parents in the education of their children through parent
involvement activities that will improve parenting skills, increase parent literacy, and empower
parents to be advocates and partners in the education of their children.
Council members receive information about various organizations, committees, and volunteer
opportunities available at the school level in order to encourage more active participation and
to empower them to recruit other language minority parents.
30a) According to Rule 6A-6.0904 FAC., the PLC is “composed in the majority of parents of
limited English proficient students.” If any of the PLCs in your district do not meet this
condition, explain why and when you expect the PLC(s) to comply with this rule. If the PLCs
in your district comply with this rule, skip to question # 32. N/A
31) Indicate how your district involves the PLC in district/school committees.
The District involves the PLC by informing and encouraging them to serve on
committees both at the District and school level. District committees include but are not
limited to the District ELL Plan committee, boundaries committee and the school calendar
committee. In addition, they are educated on committees available at the school level, such
as School Advisory Council, PTA and PTO, and numerous volunteer opportunities.
32) Indicate how your district PLC was involved in the development of the District ELL Plan.
The District PLC met with District ESOL Administrators for discussion and review of
the District ELL Plan. All feedback was reviewed and integrated into the plan.
32a) Does the district PLC approve of the District ELL Plan? Yes No
If no, then summarize in an attachment the concerns of the PLC, or attach a summary from
the PLC itself.
SECTION 10: PERSONNEL TRAINING
Timelines for Completion of the ESOL Training Requirements may be accessed at
http://www.fldoe.org/aala/timeline.asp
33) Describe how teachers who are required to obtain ESOL training or certification are
notified of training requirements and opportunities. Include who is responsible for issuing the
notifications and how the notification process is documented.
The Palm Beach County School District’s Certification Department automatically
notifies teachers of training requirements through the mainframe system. Student class
rosters are confirmed for ELLs, course number and teacher certification. If a teacher has an
ELL and does not have the proper ESOL coverage, an automatic out-of-compliance letter is
generated. This letter is forwarded to the principal who notifies the teacher. The teacher is
required to sign the notification. The signed out of compliance letters are returned to the
Certification Department. Information is also available through the District’s Multicultural
website, http://www.palmbeach.k12.fl.us/Multicultural/MulticulturalNew/StaffDev.htm and
through flyers distributed to all schools.
34) Describe the process(es) implemented to track teachers' completion of ESOL training
and/or certification requirements and include how documentation of completion is
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maintained.
The District’s ESOL Audit/Compliance Specialist monitors the progress of district
teachers toward completion of training requirements established in the Consent Decree.
Teachers receive credit for ESOL training at universities or colleges when official college or
university transcripts document the training. The transcripts are recorded in the Districts
ESOL tracking system. Teachers receive credit for ESOL in-service training in other school
districts when the training is verified by an OTE 206 form from the appropriate authorities
from those districts.
35) Describe how the district provides the 60-hour ESOL training requirement for schoolbased
administrators, and the tracking system that will be implemented.
The School District of Palm Beach County provides ESOL in-service training
opportunities for school-based administrators and potential school-based administrators.
District administrators have participated in 10-hour, 18-hour, and 60-hour components since
the initiation of the ESOL Consent Decree.
A special ESOL component is used in assisting school-based administrators to fulfill
training requirements. This component focuses on the Consent Decree, the District ELL Plan,
instructional delivery models, criteria for evaluating comprehensible instruction in the
classroom, and Multicultural Education. The ESOL Component will be offered through inservice
and through a university partnership as needed.
The Departments of Staff Development and Multicultural Education maintain records
of in-service components and college course completion in the district’s in-service data
system. School-based administrators are included in the notification of non-compliance in
ESOL and will receive an out-of-compliance letter.
36) Describe how the district will provide the 60-hour ESOL training requirements for
Guidance Counselors, and the tracking system that will be implemented.
The School District of Palm Beach County provides ESOL in-service training
opportunities for guidance counselors. District guidance counselors have participated in 10hour, 18-hour, and 60-hour components since the initiation of the ESOL Consent Decree.
A special ESOL component is used in assisting guidance counselors to fulfill training
requirements. This component focuses on the Consent Decree, the District ELL Plan,
instructional delivery models, comprehensible instruction in the classroom, and Multicultural
Education. The ESOL Component will be offered through in-service and through a university
partnership as needed.
The Departments of Staff Development and Multicultural Education maintain records
of in-service components and college course completion in the district’s in-service data
system. Guidance Counselors are included in the notification of non-compliance in ESOL and
will receive an out-of-compliance letter.
37) If instruction is provided in a language other than English, describe the procedures that
are used to assess teachers' proficiency in the other language and in English.
Teachers that provide instruction in a language other than English must have the
appropriate certification(s) as required by the District and State for the population and subject
area that they teach. In addition, as required by NCLB, teachers instructing in the target
language must demonstrate oral and written proficiency in the language of instruction. To
meet this requirement, teachers may have certification in the language or pass the District
language assessment test administered by District bilingual staff members.
38) According to Rule 6A-6.0904, FAC., a bilingual paraprofessional or teacher is required at
schools having 15 or more ELLs who speak the same language. Describe the qualifications
required by your district to serve as a bilingual paraprofessional. Also, describe in detail the
job description and primary assignment, or provide the URL for your district’s bilingual
paraprofessional job description.
Bilingual paraprofessionals (known as Community Language Facilitators in Palm
Beach County) assist mainstream teachers and basic ESOL teachers with the delivery of
comprehensible instruction to ELL students. They are not assigned to work with non-ELLs.
Their qualifications and responsibilities include:
QUALIFICATIONS:
1. High School Diploma or equivalent and a passing score on the ParaPro Assessment
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test or 60 or more semester hours of college credits.
2. Demonstrated oral and written proficiency in the English language and the language of
the target population
3. Experience working with community agencies and organizations within the target
community
4. Demonstrated ability to interact positively with culturally diverse groups of students
and parents
5. Ability to organize and plan effectively
6. Ability to maintain a flexible work schedule
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
1. Assist English Language Learners in individualized and small group instruction under
the direct supervision of the assigned teacher(s).
2. Assists teachers and administrators in fulfilling ESOL program goals and
requirements.
3. Translates documents into the native language of the target population.
4. Serves as an interpreter in school communications with parents, students, and
community members.
5. Serves as an advocate for students and parents of the target population.
6. Participates in developing strategies to increase academic achievement for students of
the target population.
7. Conducts home-community visitations.
8. Maintains a directory of referral services for the target population.
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.
Job Description pending Board Approval in July 2009
39) Describe district procedures implemented for training bilingual paraprofessionals in ESOL
or home languages strategies, including how documentation of training is maintained.
The School District of Palm Beach County Department of Multicultural Education
provides training opportunities for community language facilitators (CLFs) and ESOL
paraprofessionals. Training focuses on developing ESOL instructional support strategies for
basic subject area instruction, ESOL compliance issues, legal issues pertinent to ELL
students and their families, translation/interpreter skill development, and family advocacy.
The training for these paraprofessionals includes the use of home language strategies to
assist ELLs in their content area subjects (math, science, social studies, and computer
science) and electives. Documentation of training is maintained through sign in sheets and
agendas.
40) Describe the procedures used to determine the bilingual paraprofessional’s proficiency in
the target language.
Bilingual paraprofessional’s (CLF’s) proficiency is assessed through a written and oral
screening performed by district bilingual staff. Candidates are required to translate a written
document from the target language to English and from English to the target language.
Candidates are also required to demonstrate written proficiency by answering a set of
questions in both the target language and in English. Additionally, they are assessed for their
oral language proficiency in both languages.
SECTION 11: TITLE III, PART A, NCLB - ACCOUNTABILITY
41) Describe how the district will hold elementary and secondary schools accountable for
meeting the goals and objectives for increasing the English proficiency of current ELLs.
The District ensures ELLs receive instruction equal in amount, sequence, quality and scope
in order to achieve English Proficiency. Also, through biannual ESOL program profiles
submitted by each school, the District is able to document the model used in the school
center, the courses offered to ELLs, the number of students in each class and student
contact time for ESOL personnel. Classroom walkthroughs are conducted periodically by
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district staff to ensure curriculum and instruction is parallel to that received by non-ELLs.
Each teacher of ELLs documents ESOL instructional strategies/activities in their
lesson plans to ensure that daily consideration is given to the special needs of ELLs, in
accordance with the objectives of the lessons being taught, and English Language
Proficiency Standards. Lesson plans are reviewed by school administrators periodically
throughout the school year to ensure that ESOL strategies are being implemented and
English Language Proficiency Standards are addressed. Administrators, area ESOL
resource teachers, district ESOL coordinators and the school based ESOL
coordinator/contact observe in classrooms to ensure that ELLs are receiving comprehensible
instruction. Additional monitoring of the instructional program for ELLs includes:
• Documentation of ESOL strategies in teacher lesson plans.
• Review of ELLs progress on the Comprehensive English Language Learning
Assessment.
• Implementation of ELL Committee recommendations.
• Periodic progress reviews using the English Language Development Continuum and
report card information.
• Classroom walkthroughs conducted by administrators ensure comprehensible instruction
and teacher implementation of ESOL instructional strategies.
42) Describe how the district will hold elementary and secondary schools accountable for
meeting the goals and objectives for increasing academic achievement of all current ELLs
and former ELLs.
The District ensures ELLs receive instruction equal in amount, sequence, quality and
scope in order to achieve academically. Also, through biannual ESOL program profiles
submitted by each school, the District is able to document the model used in the school
center, the courses offered to ELLs, the number of students in each class and student
contact time for ESOL personnel. Classroom walkthroughs are conducted periodically by
district staff to ensure curriculum and instruction is parallel to that received by non-ELLs.
Each teacher of ELLs documents ESOL instructional strategies/activities in their
lesson plans to ensure that daily consideration is given to the special needs of ELLs, in
accordance with the objectives of the lessons being taught, and to meet the grade level
appropriate Sunshine State Standards and English Language Proficiency Standards. Lesson
plans are reviewed by school administrators periodically throughout the school year to ensure
that ESOL strategies are being implemented and the Sunshine State Standards and English Language
Proficiency Standards are addressed. Administrators, area ESOL resource
teachers, district ESOL coordinators and the school based ESOL coordinator/contact observe
in classrooms to ensure that ELLs are receiving comprehensible instruction. Additional
monitoring of the instructional program for ELLs includes:
• Documentation of ESOL strategies in teacher lesson plans.
• Review of ELLs (LY and LF) progress on state-approved achievement tests as well as the
Comprehensive English Language Learning Assessment.
• Implementation of ELL Committee recommendations.
• Periodic progress reviews using the English Language Development Continuum and
report card information.
• Classroom walkthroughs conducted by administrators ensure comprehensible instruction
and teacher implementation of ESOL instructional strategies.
• LF student monitoring of report cards to include instructional strategies for students who
are failing an academic course
43) N/A
44) Describe the system improvement plan that has been developed for schools and the
district when the district has failed to meet the AMAOs for two years.
See Title III District Improvement Plan submitted November 2008.
It is the firm belief of CAHS that the goal of exceptional student education (ESE) services is to support the
needs of all students with disabilities to ensure their success in the general curriculum and learning
environment. This will be attained with the appropriate support and services integrated within the School's
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program. CAHS will provide accommodations and modifications as necessary to permit access to
technology-enhanced learning and the related services provided on the student's individual education
plan (IEP).
The accommodations and modifications shall include, but are not limited to:
Modified curriculum assignments as documented on a student's IEP.
Test accommodations.
Computer pacing and remediation.
Adapted computer devices and other assistive technologies.
English Language Learners (ELL) will be welcomed at the School. The purposes of the School's
ELL/English for Speakers of Other Languages (ESOL) program will be to help ensure that English
Language Learners (including immigrant youth) attain English proficiency, develop high levels of
academic attainment in English, and meet the same challenging state academic content and student
academic achievement standards that all students are expected to meet. Faculty of the School and the
parents of the student will plan the means for instruction in the English language and/or specific,
modifications or accommodations most appropriate for English instruction. All ELL students enrolled in
the School are entitled to programming which is appropriate to their level of English proficiency, their
level of academic achievement, and any special needs they may have. ELL students shall have equal
access to appropriate English language instruction as well as instruction in basic subject areas, which is:
(1) understandable to the students given their level of English proficiency, and (2) equal and comparable
in amount, scope, sequence and quality to that provided to English proficient (non-ELL) students.
CAHS will work closely with the School District and follow its ESOL guidelines. The School will abide by
the requirements of the LULAC et al vs. State Board of Education Consent Degree (1990). CAHS also
subscribes to the guidelines set forth in the U.S. Department of Education's Office for Civil Rights
publication, 'The Provision, an Equal Education Opportunity to Limited English Proficient Students"
(1992). Pursuant to s. 1003.56(3) F.S. students who were not born in the United States and whose native
language is other than English will be given a Home Language Survey to ascertain language proficiency
when preparing the individualized educational plan for a student of limited proficiency in the English
language.
(1) Initial Assessment, Program Placement, Instruction, and Program Exit CAHS will use Ballard & Tighe
IPT-II IDEA Oral Language Proficiency Tests and Stanford 10 to assess reading and writing proficiency
with all students who enroll in the School. These assessments will guide the School in determining which
students require placement in the ESOL program and which services each student will need. All students
who are classified as an ELL student are required to participate in a program for ESOL. The School will
provide an appropriate ESOL program to meet the specific needs of identified ELL students in language
learning, academic achievement, and cultural integration.
(a) ESOL Program Entry Criteria
The Home Language Survey (HLS) is the first step in the identification of a potential ELL student and will
be completed upon initial enrollment for all students entering the School. The School will work closely with
the school district to see if enrolling students have already completed the HLS while enrolled in another
school in the district. The HLS includes the following three questions and is given prior to enrollment
during the student registration process:
1. Is a language other than English used in the home?
2. Did the student have a first language other than English?
3. Does the student most frequently speak a language other than English?
(b) Aural/Oral Language Assessment If the student's parent/guardian answers "no" to the three
questions from the files; the student is not considered a potential ELL student and will not be assessed
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for English language proficiency. If a parent answers "yes" to any of the three questions from the HLS,
the student is assessed for aural/oral language proficiency in English within 20 school days of enrollment
in the School.
CAHS will use the IPT-II IDEA Oral Language Proficiency Test to establish the English listening and
speaking proficiency of potential ELL students upon enrollment in the School. The IPT-II incorporates
diverse measurement types, content, and scoring procedures. Any student who scores non-English
speaking and limited English speaking as determined by publisher's standards or school district is
classified as an English Language Learner and placed into the ESOL Program. A Spanish language
version of the IPT-II is available for testing oral proficiencies of students in the majority language group.
(c) Reading and Writing Assessment Students who score as Fluent English Speaking (FES) on the IPT-II
will be administered the Stanford 10 as appropriate for grade level within 20 days of the aural/oral test. If
rd
the student scores at or above the 33 percentile, he/she is not classified as limited English proficient
unless the ELL Committee determines it would be in the best interest of the student to be classified.' If the
student scores at or below the 32nd percentile on either the reading or writing test, the ELL committed will
convene to determine if the student should be classified as ELL or not. If the student scores at or below
nd
the 32 percentile on both the reading and writing subtests, the student will be classified as ELL. CAHS
will send a letter of notification to parents of students who have been classified ELL.
(d) Placement
Decisions In making decisions, the ELL Committee considers the following factors: 1) extent and nature
of prior educational and social experiences and student interview; 2) written recommendation and
observation by current and previous instructional and supportive services staff; 3) level of mastery of
basic competencies or skills in English and home language according to appropriate local, state, and
national criterion-referenced standards; 4) grades from the current or previous years; and/or, 5)other test
results.
(e) Instruction
All assessment information and instructional modifications will be reflected in the ELL Student Plan. The
plan will contain the student's schedule, entry information, language proficiency level, and testing
information. The ELL Student Plan will be filled with the student's cumulative folder. General curricula and
materials will be the same as those used with non-ELL students. In addition, teachers of ELL students will
supplement their instruction with a wide variety of materials designed to help students acquire language
proficiency and academic content. The schedules of ELL students will be comparable to those of non-ELL
students containing the same subject area classes and are equal in scope, sequence and content. ELL
plans will be updated on a semester basis or when there is a change in ESOL level, instructional model,
or program participation.
(f) Test Accommodation for statewide assessments, ELL students in CASH are provided, with test
accommodations. These accommodations may include, but are not limited to, flexible setting, flexible
scheduling, and extended time, assistance in heritage language, and English to heritage language
dictionary. The exact combination of accommodations to be offered to any particular student is
individually determined, considering the needs of the student and availability of linguistic resources at the
School. The School staff will work with the School District to ensure that all appropriate accommodations
are given. A letter will be sent to parents offering the particular accommodations and will be written in the
native language of the parent, to the extent feasible.
(g) Exit Criteria and Procedures
An ELL student may be recommended to be tested for exit by parents, guardians, or instructional
personnel directly involved with the student's education at any time fallowing initial classification. CAHS
administers IPT-II farm D assessment instrument. Students who scare as English proficient on the
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Cornerstone Academy for High Standards
Listening and Speaking test are further assessed far reading and writing proficiency utilizing the Stanford
10. Students who score at or below the 32nd percentile and either the reading or the writing tests, or both,
are referred to the ELL Committee to determine if the student should continue to be classified as ELL or
not.
st
Any language minority student in who is FES and who scores at or above the 51 percentile on the FCAT
Norm Reference Reading Assessment and above 3.0 an the FCAT writing Assessment or at or above the
rd
33 percentile on the IPT (current edition) is determined to be English proficient and is eligible to exit the
ESOL Program. A student who scores fully English speaking on the aural/ oral test but does not meet
reading and writing exit criteria will continue to receive ESOL services. Such a student may be referred to
the ELL Committee for further review and will exit the program only if the ELL Committee determines the
student not to be ELL.
Parents/guardians are invited to participate in the ELL Committee meeting to' determine whether the
student continues to be classified as ELL or is exited. The parents/guardians' wishes are always taken
into consideration. The findings of the committee and their recommendations are kept a file. A student
who has not scared FES on the exit tests may not be exited unless a psychological evaluation determines
that the reason the student is not passing the test is due to factors other than second language
interference. An ELL Committee meeting will convene to review the conclusions of the psychologist A
written statement from the psychologist will be required and filed in the student's cumulative record.
The ELL Committee will meet to determine if the student should be dismissed from the ESOL program
after the student has taken and passed the aural/oral test and has taken the IPT (current edition), but has
not met the required scares far program exit.
The following list of items will be taken into consideration:
To what extent and nature of the educational experiences and student interviews;
written recommendations and observations by current instructional and support service staff; grades from
the current and previous years; level of mastery of basic competencies or skills in English and name
language according to appropriate local, state, and national criterion-referenced standards; other
instructional program or combinations of programs that better meet the needs of the student; and other
instruments to assess English proficiency or academic achievement as appropriate.
The ELL Committee cannot override the scores of the oral test when considering the student's dismissal
from the program. The recommendations of the ELL Committee will be documented on the ELL
Committee Conference Report and will be kept in the student's cumulative file. The ELL Chairperson and
ESOL staff will work together to' implement any program changes recommended by the ELL Committee.
When the student is exited from the ESOL program the parent/guardian will be notified in writing in the
parent's native language, to the extent feasible. Exited students' academic performance will be monitored
for two years an ongoing basis.
(h) Monitoring
The School's principal will establish a school procedure to ensure that all farmer ELL students will be
monitored. Post-program review reports and ELL student profiles will be generated with information an
ELL students who have exited the ESOL program within the past two years. Documentation of ESOLexited students will occur at the end of each student's first grading period, first semester, first year, and
second year.
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Section 8: School Climate and Discipline
A. Describe the school’s planned approach to classroom management and student discipline.
The School’s philosophy regarding student behavior ensures commitment to the school’s mission on a
daily basis. The School believes that a safe and orderly school is of primary importance to creating an
enjoyable learning environment for both students and teachers. Furthermore, when students behave in a
respectful, responsible and safe manner, they enjoy a more productive learning experience and develop
into responsible citizens.
Thus, students will be expected to abide by a strict code of behavior. Proper conduct will be recognized
and consequences will be given for breaking rules in accordance with the belief that 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. Whenever necessary and appropriate a child study may be convened to create a plan of
action for addressing a learner’s behavioral challenges as a means for intervention and assistance rather
than mere punishment for repetitive negative behaviors that may be addressed through assistance and
intervention.
Students will be taught character education throughout the school year, reinforcing a sense of
responsibility in their actions and deeds, thus molding more self-aware, capable individuals. The School
expects each parent to take an active role in supporting this plan. It is in the student’s best interest that
parents and staff work together to ensure a happy, safe and productive learning experience.
The School will abide by the Sponsor’s Code of Student Conduct, therein incorporating the district’s
policies and expectations for students related to, including but not limited to, consistent and timely
attendance, respect for persons and property, appropriate dress, technology usage, student publications,
student activities, student records, and the right to appeal, including grievance procedures et. al. This
information will be made available to parents and students upon registration. Parents are expected to
read and discuss the policies with their child/children and return the appropriate form(s) with signatures
for the students’ portfolio records.
Furthermore, a collaborative problem solving process will be utilized to address learning and/or
behavioral challenges identified by the classroom teacher and/or identified by the parent and
corroborated by the teacher as an in-school behavior. The School will have a team (like a child study
team) comprised of a School counselor, a member of the administrative team, and respective department
heads e.g. members of the curriculum council (wherein every department is represented) and referring
teacher and parent, when appropriate, will meet to discuss the pattern of behavior, targeted potential
strategies to aim at assisting the child curtail the undesired behavior or learning outcome. The group will
really consider the actual repetitive harmful behavior, and assign targeted strategies and or interventions
(including timeframes for implementation and an informal plan of action) will be planned, implemented
and subsequently evaluated at a subsequent meeting. The student’s response and the results of
intervention will be discussed and further action will be determined based on specific data and results
gathered. Through this process, the student’s needs can be addressed across the curriculum and the
strategies can be individualized as well as the student’s needs can be discussed and results compared,
with allocation of necessary resources being implemented throughout the school day and in every
discipline. The goal of this approach is to assist and support the child, avoiding, whenever possible, the
necessity for punitive measures that will interrupt the integrity of the everyday academic or social setting
of the child.
B. dismissal and recommendation for expulsion.
In accordance with the SDPBC Student Code of Conduct and Discipline Coding System, the most
appropriate disciplinary action taken by the School’s officials, will be the least extreme measure that can
resolve the discipline problem. Teachers and administrators strive to use a variety of informal disciplinary
or guidance strategies, prior to, during, and after formal disciplinary action. The following will be the
manner for issuing consequences for violations of classroom and/or school rules:
Classroom Consequences:
1st Consequence – VERBAL WARNING
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Cornerstone Academy for High Standards
2nd Consequence – DETENTION
3rd Consequence – PARENT CONTACTED/REFERRAL NOTE SENT HOME
4th Consequence – REFERRAL TO ADMINISTRATION
Administrative Consequences:
1. Administrative Detention
2. School Center for Special Instruction (SCSI) - Indoor Suspension
3. Detention – Alternate to Outdoor Suspension
4. Outdoor Suspension
The use of corporal punishment, including physical force or physical contact applied to the body as
punishment, is prohibited by any member of the School staff and extends to parents or guardians on
school grounds.
National origin minority or English Language Learners (ELL) students shall not be subjected to any
disciplinary action because of the use of a language other than English.
When confronted with an act that may require the imposition of disciplinary action by the School. The
student and all other appropriate persons should be given the opportunity to explain the circumstances of
the incident.
The School will make every effort to inform a parent of disciplinary action prior to the action being taken, if
at all possible.
Some of the disciplinary actions that may be utilized (in accordance with the district’s Code of Student
Conduct) include:
· Removal from Class
· Student Work Assignment
· Peer Mediation
· Other Alternatives (e.g. after-school detention)
Suspension:
The Principal of the School may suspend a student from school for up to ten days for persistent
disobedience and/or gross misconduct (and will assign suspension in accordance with provisions of the
discipline matrix of SDPBC). Principals take this action when they have exhausted informal disciplinary
strategies, or when they have at least considered those alternatives and rejected them as inappropriate in
a given situation.
Outdoor Suspension may be utilized by the School under the following conditions:
- The student's presence in school presents a physical danger to the student or others;
- A "cooling off" period is needed in order to relieve tensions and relieve pressure; and/or
- The student and/or parent refuse an alternative to suspension.
During a suspension the child will be given the opportunity to complete the work that was missed during
the suspension. Failure to make up the assigned work missed during a period of suspension will result in
the student being given the academic grade of "F" for those assignments. A suspended student
completing assigned work missed during the period of suspension will not be subject to the withholding of
passing final grades unless the student has, in addition to suspension, attained five or more unexcused
absences in a semester course or ten or more unexcused absences in an annual course. In addition to
making up assigned work, the student will be held responsible for the material presented during the
student's absence.
Under no circumstances are teachers required to make special provisions to comply with this procedure.
The responsibility for securing assignments missed during the suspension period will be that of the
student. Upon completion of the makeup work, within a reasonable amount of time, the student should
submit the work to the teacher. The teacher must grade and record the makeup work as it is received.
Improved effort and conduct by the student are expected, and lack of improvement will be handled by the
teacher in an appropriate manner, (e.g., parent conference, lowered effort and/or conduct grades, or
referral to administration).
Dismissal or Recommendation for Expulsion:
In accordance with the School District of Palm Beach County Policy 5.1817, the School’s Principal may
request that the Superintendent recommend to the School Board that a student be expelled. The Principal
of the School may take this action when he/she has exhausted less severe administrative disciplinary
action, or when he/she has considered those alternatives and rejected them as inappropriate in the given
situation.
Glossary of terms:
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1. After School Detention: being detained in a designated room after school as determined by the
classroom teacher and Principal. Time spent is determined by the severity of the infraction. Any afterschool activities (sports, clubs, etc.) may be attended but the student will not be eligible to participate.
Parents must be notified ahead of time to make appropriate arrangements.
2. Severe Clause: extremely disruptive behavior resulting in immediate removal from class to the
principal’s office and/or from school.
3. Disrespect: to be rude or discourteous to another person, talking back, or arguing with another.
4. Outdoor Suspension: takes away the privilege of attending school for a certain number of days. A
student receiving OSS may not be allowed to participate during the OSS period in after-school activities
or set foot on campus (i.e., sports, clubs, etc.). Work missed during OSS may be made up for credit.
5. In-School Suspension (SCSI): takes away the privilege of attending classes; student remains in school
and may get credit for work completed during ISS. A student receiving ISS may not be allowed to
participate or attend during the ISS period in after school activities (i.e., sports, clubs, etc.).
6. Possession: Ownership; to carry on as if you owned it; to have in your control.
7. “NO TOLERANCE” Policy: the School maintains a “NO TOLERANCE” policy for weapons in school.
Any child bringing weapons to school, including toy weapons, will be considered for expulsion.
8. Code of Conduct: a set of rules that develop self-control and orderliness in students by providing
logical consequences for both appropriate and inappropriate behavior; the goal being a safe and orderly
education for ALL STUDENTS.
9. Respect: to be courteous to those around you; to show consideration.
10. Detention: Students who do not comply with the Code of Conduct, uniform code, etc., may be given a
detention. Students will assist with cleaning chores in the cafeteria, media center, classrooms and around
the school grounds, and thereafter will write a positive essay about their experience. Students receiving a
detention must attend on the date scheduled. Three detentions will result in a mandatory meeting with the
parents and the administration to discuss the next step.
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II. ORGANIZATIONAL PLAN
Section 9: Governance
A. Describe the legal structure of the governing board. If the governing board has not yet
formed, described the plan, including a timeline, for formation. Description must
demonstrate how school will organize as or be operated by a non-profit organization.
Cornerstone Academy for High Standards, Inc. (CAHS) has been incorporated in the State of Florida, on
August 2006, with an Employer Identification Number (EIN) of 86-1173864. We are currently in the
process of applying for Recognition of Exemption under section 501(c)(3) of the Internal Revenue Code.
Cornerstone Academy will be governed by a Governing Board, which will have a minimum of 3 members,
and no more than 10% of members may be parents of students who attend the school. Members may
also not be related to each other.
Timeline:
Board members are elected every two years and can only serve no more than two terms. The Principal
will report to the Superintendent who will report to Governing Board, and who will evaluate the Principal
on an annual basis.
See Articles of Incorporation Below
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Cornerstone Academy for High Standards
Certified Copy
I certify the attached is a true and correct copy of the Articles of Incorporation of CORNERSTONE
ACADEMY FOR HIGH STANDARDS, INC., a Florida corporation, filed electronically on August 23, 2006
effective September 01, 2006, as shown by the records of this office.
I further certify that this is an electronically transmitted certificate authorized by section 15.16, Florida
Statutes, and authenticated by the code noted below.
The document number of this corporation is N06000008927.
Authentication Code: 060823144603-900079051459#1
Given under my hand and the Great Seal of the State of Florida at Tallahassee, the Capital, this the
Twenty Third day of August, 2006.
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.
The Governing Board is the ultimate policy-making body with the responsibility of operation and oversight
of the school including but not limited to academic direction, curriculum, and budgetary functions. The
school principal, hired by the board, will be responsible for all aspects of school operations within the
scope of operating policies and procedures and budgetary functions as adopted and approved by the
Governing Board. The school’s faculty and staff will report directly to the principal, who shall report to the
Governing Board. The School's on site administration (principal, an assistant principal and/or lead
teacher) will ensure that the operations of the School (resources, courses, policies) are in accordance
with the mission and vision of the School as adopted and approved by the Governing Board. The
administrative staff, as instructional leaders, will make all school-based decisions, establishing and
implementing procedures for the day-to-day operations of the School. The faculty and secretarial staff will
be responsible for carrying out these procedures in their daily activities and interactions with students,
parents and the community.
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Superintendent
(CEO, President)
CAHS Founding/
Governing Board
Chair
Treasurer
Secretary
CAHS Principal
Assistant
Principal
Office
Manager/Staff
Teacher Interns
(Workforce Alliance)
Teacher
Effective leadership is the most important determinant of success of any enterprise. This is especially true
for charter schools, the success of which hinges on the daily leadership capabilities of the administrator
and the “big picture” direction of the governing board. Even before the school doors open, board
members must begin building a strong foundation that will support the school through the trials of the
startup years and as the school grows and strives to meet its potential. To build a solid foundation, school
boards must be effective in promoting the school’s vision and mission; planning for the future; setting
sound policy; modeling professionalism; overseeing finances, evaluation, and other key operational
aspects; and building relationships.
The Projected Governing Board advises, governs, oversee policy and direction, and assist with the
leadership and general promotion of CAHS, so as to support the organization’s mission and needs.
The Projected Governing Board of CAHS consists of Jennifer Anglin, Michael Chronicle, Louise Aurelien,
and Kelvin Bledsoe.
The Principal oversees the daily operation of the School, confers with external agencies, meets with the
Governing Board Treasurer to review monthly financial reports prior to the monthly meeting, and the
Governing Board will evaluate the Principal on an annual basis. The school Principal ensures that the
school board is updated on all issues surrounding the school district. The Principal makes
recommendations to the board and executes all decisions made by the board. The school Principal
ensures that adequate records pertaining to the school district's finances, personnel, students, property,
contracts, special events, and important incidents are maintained. The school Principal makes
recommendations for the hiring, discipline, or firing of teachers, administrators and other school
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Cornerstone Academy for High Standards
personnel. The Principal makes certain that personnel are qualified and are provided with opportunities
for continuing education and training. The school Principal establishes and maintains relationships with
community groups, parents and other parties with a vested interest in the school.
The Superintendent Dr. Lois Smith; Principal and Asst. Principal-Pierre Michel or Jovan Edwards of CAHS
is a professional educator with extensive expertise in education. Dr. Lois Smith attended Nova
Southeastern University in Special Education, Bridgewater College Master’s Degree in Educational
Leadership, Harvard University Masters coursework, Saint Leo University Bachelors in Human Resources
Administration. Dr. Smith has developed core curriculum and has evaluated teachers to improve their
instructional practices. Dr. Lois Smith enjoys working with children and is an asset to any school district.
The Superintendent, Principal and the Governing Board attend monthly meetings to report on the school’s
progress. All staff, including contractors, will report to the Superintendent, Principal. The Superintendent,
Principal also meets monthly with the Governing Board Treasurer, including the President, the
Superintendent, Principal, Dr. Lois Smith to review the monthly financial reports prior to the monthly
meetings.
The faculty and staff of CAHS will report to the Superintendent, Principal and the Superintendent, and
Principal will report to the Governing Board.
The Principal reports to the Governing Board, and attends monthly meetings to report on the school’s
progress. All staff, including contractors, will report to the Principal. The Principal also meets monthly with
the Governing Board Treasurer, including the President (Superintendent) to review the monthly financial
reports prior to the monthly meeting.
Reports are given by the Principal to the governing board treasurer and president prior to the monthly
meeting to review, provided any feedback, notes or missing information that is necessary prior to formal
discussion.
C. Provide a description of the responsibilities and obligations of the governing board as a
whole, individual members, and officers of the board.
The Governing Board is accountable for the overall management of the school. The Governing Board
responsibilities and obligation are as followed:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Determining the school’s mission and purpose.
Selecting the school Principal.
Supporting the Principal and reviewing his or her performance.
Ensuring effective organizational planning.
Ensuring adequate resources.
Ensuring fiscal responsibility and accountability.
Reviewing and monitoring the school’s programs and services.
Enhancing the school’s public image.
Assessing its own performance as a Governing Board.
Conducting an annual audit and implementing any recommendations.
Approving the annual budget, reviewing financial statements monthly, and implementing any
needed actions.
12. Responsible for assuring the fiscal management of the school.
In addition, the Governing Board is responsible for adopting and maintaining the school’s annual budget.
The Governing Board is responsible to provide reasonable public notice of the dates, times and places of
meetings, and is responsible to conduct those meetings “in the Sunshine.” Governing Board members are
responsible for submitting financial disclosures and submitting to background checks. Governing Board
members cannot stand to benefit privately from the activities of the school and are bound by statutory
requirements regarding financial benefit and conflict of interest. The Governing Board Chair is responsible
for evaluating and managing the Principal, as well as conducting meetings. The Treasurer is responsible
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Cornerstone Academy for High Standards
for overseeing the financial operations of the school, and reviewing reports monthly with the Principal and
contract accountant, as well as coordinating the annual audit. The Secretary is responsible for
documentation available for public review.
D. Describe the policies and procedures by which the board will operate, including board
powers and duties; board member selection, removal procedures and term limits; code of
ethics, conflict of interest, and meeting schedule.
The policies and procedures of the Governing Board will include:
1. Approving board of director’s criteria, initially developed by the board development committee.
2. Electing members to the board, based on skill levels required-legal, education and financial
expertise. No more than 10% of members shall be parents of students attending Cornerstone
Academy for High Standards (CAHS).
3. Terminating members for: failing to attend two or more of the Governing Board’s regular meetings
in any calendar year; being declared of unsound mind by a final order of court; has been
convicted of felony; has been found by a final order or judgment of any court to have breached
any duty imposed by Florida nonprofit corporation law; or for such other good causes as the
Governing Board may determine.
4. Establishing a board development committee.
5. Ensuring nomination and election of officers annually at the annual meeting.
6. Ensuring an effective nomination process for new board of directors.
7. Reviewing the collective board effectiveness and individual board of director effectiveness on an
annual basis.
8. Rotating board leadership positions to assure continuing leadership development and to foster
innovation and fresh thing on the part of board of directors.
9. Members will be elected for a one year initial term, and subsequent three year terms.
10. Meetings will be held monthly, except during the summer and school holidays, with a minimum of
9 meetings per year. A quorum is necessary to conduct a meeting and consists of one-third of
the fixed number of members.
11. A member may resign by giving written notice to the Governing Board Chair.
12. Any Governing Board member or officer having an interest in a contract, other transactions or
programs presented to or discussed by the Board or Board Committee for authorization,
approval, or ratification shall make a prompt, full and honest disclosure of his or her interest to the
Board or committee prior to its acting on such contract or transaction. Such disclosure shall
include all relevant and material facts known to such a person about the contract or transaction
which might reasonably be construed to be adverse to the corporation’s interest. The members to
whom such disclosure is made shall thereupon determine, by majority vote, whether the
disclosure shows that a conflict of interest exists or can reasonably be construed to exist. If a
conflict is deemed to exist, such person shall not vote on, nor use his or her personal influence
on, nor be present during in the discussion or deliberations with respect to, such contract or
transaction (other than to present factual information or to respond to questions prior to the
discussion). The minutes of the meeting shall reflect the disclosure made the vote thereon and,
where applicable, the abstention from voting and participation. For the purpose of this section, a
person shall be deemed to have an “interest” in a contract or other transaction if he or she is the
party (or one of the parties) contracting or dealing with the corporation, or is a director, trustee or
officer of, or has a significant financial or influential interest in the entity contracting or dealing with
the corporation.
The Governing Board’s code of Ethics includes:
Responsible to our students and their parents (guardians).
Responsible to our employees.
Responsible to our community.
Responsible to Governing Board members.
By-Laws
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Cornerstone Academy for High Standards
Legal Entity: Cornerstone Academy for High Standards, Inc.
General Provisions (A completed version of By-Laws will be available in the contracted application
process) these are the referenced by-laws in the application.
1.1 Charter
These By-laws are hereby adopted for and on behalf of Cornerstone Academy For High Standards,
Inc., a Florida not-for-profit corporation (hereafter called “CAHS School”). The name and purpose of
the School shall be as set forth in its Articles of Incorporation. The Charter is hereby made a part of
these By-laws, and the powers of the CAHS School and of its Board of Directors and officers, shall be
subject to such provisions in regard thereto, if any, as set forth in the Charter. In the event of any
inconsistency between the charter and the By-laws, the Charter shall be controlling. The Charter shall
be construed to be the Charter as from time to time amended.
1.2 Location
The principal office of the School shall initially be located at the place set forth in the Articles of
Incorporation and the Charter of the School. The Directors may change the location of the principal
office within the State of Florida; provided, however, that no such change shall be effective until the
appropriate certificates or other documents are filed with the School District of The School District,
Broward, or Martin County, State of Florida specifying the street address of the new principal office of
the CAHS School in the State of Florida Section 1002.23.(7), Florida Statutes, allows public entities to
organize and operate charter schools.
The School Principal, Administrative Staff and Faculty will manage the activities and affairs of the
school.
The Board will meet collectively to define and refine policies of employment, finance, school
operation, and other matters concomitant with the responsibilities provided by charter school law.
The Governing Board of CAHS shall have control and jurisdiction over the affairs and property of the
school. The CAHS staff and the Principal will work under the supervision of the Governing Board.
The Board will hold the Principal responsible for the administration of its policies, the execution of the
Board’s decisions, the operation of the internal machinery designed to serve the school program, and
for keeping the Board informed about school operations and problems.
The Principal and/or the founder of the Cornerstone Academy for High Standards charter school, who
reports directly to the Board of Directors, will administer CAHS, and be a member of the Board as the
school representative. The position is considered to be a major administrative appointment with
significant duties and responsibilities. The Principal will be a qualified individual with experience in
budgeting, planning, implementing, and evaluating programs for schools. The Principal will be
responsible for recommending employment, direct supervision, and evaluating all faculty, support
staff and contractual staff. In addition, the school will seek participation from school stakeholders, i.e.
parents and faculty organizations to serve in a voluntary advisory capacity.
2.2 Number
The Governing Board of CAHS will be selected in accordance with the By-laws of the Board. The
initial founding organizer will request applications and select those suited for the mission and purpose
of the school.
The founding organizer will do the initial recruitment for persons who will be on the governing board.
Members of the Founding Board will elect, and may serve on, the Governing Board, thereby
enhancing the probability that the vision held by the Founding Board will be replicated in successive
Governing Boards. Members of the Governing Board will possess the requisite qualifications and
desire to ensure success of the school as envisioned by the founding coalition and expressed in its
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Cornerstone Academy for High Standards
mission and the Guiding Principles set forth by the State of Florida charter school law. The Board
includes, at least, the following: one staff member, one educator or administrator, members of the
community, community/business leaders, and parents of students. The number of Directors shall not
be less than 5 and not more than 13.
1.3 Fiscal Year
Except as from time to time otherwise determined by the Directors of the School, the fiscal year of the
Academy shall be the fiscal year of the The School District County School District.
Selection criteria for the Board includes: (1) expressed commitment to the School’s vision and
mission, (2) credibility and integrity in the community, and (3) professional, educational and/or
practical expertise. Elections will be held as stated in the bylaws to elect the members of the
Governing Board. The members will serve staggered terms to ensure continuity.
Excerpt from By Laws Transactions with interested persons: “The Principal, faculty representative or
any other Academy employee is under the authority of the governing board’s decision of his or her
compensation.”
President:
The President shall be the chief executive officer of the Academy and, subject to the direction and
control of the Board of Directors, shall have general charge of the affairs of the Academy. The
President shall have such other powers and duties as are usually incident to the office and as may be
vested in that office by these By-Laws or by the Directors as promulgated in policy and procedures
established by the Directors.
Meetings
All meetings of the Board of Directors shall be open to the public. Regular scheduled meetings of the
Board of Directors shall be held no less than monthly at such places and times as the Board of
Directors shall designate.
Notice of Meetings
“Notice of any meeting of the Board of Directors shall be given as herein provided at least 5 days
prior to such meeting unless due to an emergency situation a reasonable shorter notice period is
appropriate under the circumstances.”
“Bylaws of the Founding Board”
The Board will strive to procure, when a vacancy exists, the best professional leader available for the
head administrative post. Then, the Board, as a whole, and individual members, will:
(a) Give the Principal full administrative authority for properly discharging his or her professional
duties, holding him/her responsible for acceptable results.
(b) Act in matters of employment or dismissal of school personnel after receiving the
recommendations of the Principal.
(c) Hold all meetings of the Board in the presence of the Principal except when his or her contract and
salary are under consideration.
(d) Refer all complaints to the Principal for appropriate investigation and action.
(e) Strive to provide adequate safeguards around the Principal and other staff members so that they
can discharge their educational functions on a thoroughly professional basis.
Governing Board Members Communications with Staff Members
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Cornerstone Academy for High Standards
The success of the School requires effective communication between the Board and the School staff.
The main goal of both the Board and the staff is to provide the best possible educational opportunities
for the students. To achieve this end, good Board relations must be maintained in a climate of mutual
trust and respect. At the same time, the Board, in exercising its public trust to provide thorough and
efficient public education, cannot dissipate or transfer its responsibilities. In accordance with good
personnel practice, staff participation in the development of educational and personnel policies is
encouraged and facilitated. The Principal, as professional leader of the staff, will establish the
avenues for Board communication. All communications or reports to the Board from staff members
and staff organizations will be submitted to the Board through the Principal. However, this will not be
construed as denying the right of any staff member to appeal any action or decision of the Principal to
the Board provided that the Principal will have been notified of the forthcoming appeal and that it is
processed in accordance with the policy on complaints and grievances.
Board Roles and Responsibilities
The Board will develop policies and put them in writing so that they may serve as guidelines for its
operations and for the successful and efficient functioning of the School. The Board will reserve to
itself the function of providing guidelines for the discretionary action of those to whom it delegates
authority. These guidelines for discretionary action constitute the policies governing the operation of
the School.
The formal adoption of policies will be recorded in the minutes of the CAHS Board meetings. Only
those written statements so adopted and so recorded are regarded as official Board policy. The
Board is a representative body to provide for and oversee the operation of the School as mandated
by state law. In carrying out this function, the Board recognizes the following general responsibilities
as paramount:
General responsibilities of Governing Board Members
-The Board will formulate and interpret polices as needed.
-The Board will make decisions on educational and budgetary matters.
-The Board will make a continuous appraisal of the educational and administrative process.
Development of Policymaking
(a)Develop an employment policy to hire a principal who will carry out its policy through the
development and implementation of administrative directives.
The Educational Planning and the Appraisal
(b) Acquire reliable information, and only seek responsible sources which will enable it to make the
best possible decisions about the scope and nature of the educational program.
(c) Require appraisal of the results of the educational program.
Choosing Staff and the Appraisal
(d)Employ the staff necessary for carrying out the instructional program and establish salaries and
salary schedules, and other terms and conditions of employment, as well as for personnel policies in
application.
(e)Appraise the effectiveness of its staff by providing for their regular evaluation.
The Financial Resources
(f)Adopt a budget that will provide the financial base for staff, buildings, utilities, maintenance,
operations, materials, and equipment which will enable the School to carry out the educational
program.
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Cornerstone Academy for High Standards
(g)Exercise control over the finances of the School to ensure proper use of, and accounting for, all
School funds.
The School Facilities
(h)Determine Facility needs and approve building plans that will support and enhance the educational
program.
Communication with Public
(i)Provide adequate and direct means for keeping the local citizenry informed about the wishes of the
public.
(j)Conduct annual parent and student satisfaction surveys for the school needs assessment.’
(k)Provide an opportunity during Board Meetings for public comment and input.
The Judicial Decisions
(l)Act as a court of appeal for staff members, students, and the public when issues involve Board
policy and its fair implementation.
The school’s records are public records pursuant to Chapter 119, Florida Statutes and will also
comport with state and district regulations. The Governing Board meeting will be open to the public.
3.9 Maintenance of Records—All regular meetings of the Board of Directors may be recorded at the
discretion of the Board. Written minutes of the action items at each meeting shall be public
documents. The records of all meetings of the Board of Directors, the names and address of the
Directors and Officers of the School, and the originals or attested copies of the Charter and Bylaws of
the School shall be kept at the Principal’s office of the School. Files containing Board of Directors
minutes, correspondence, tapes, if any, and records shall be maintained at such office. Copies of
documents shall be maintained at such office. Copies of documents shall be supplied in accordance
with the Florida Open Meeting Law. The Secretary shall keep recordings, if created, of Board of
Directors meetings for one year following the meeting. Such recordings shall not be removed from the
Principal’s office, but may be listened to in the School under supervision of School staff. All
documents shall be kept in accordance with State of Florida Law.
3.10 Open Meeting Law—All meetings of the Board of Directors shall be conducted in accordance
with Florida laws, and the charter shall be controlling. All references to these Bylaws shall be in
accordance with the State of Florida Open Meeting Law, as amended from time to time, or any
successor statute. Except as otherwise permitted by such law, (i) no quorum of the Board of
Directors shall meet in private for the purpose of deciding on or deliberating toward a decision on any
matter and (ii) no executive session shall be held until (a) the Board of Directors shall have first
convened in an open session for which notice shall have been given in accordance with law, (b) a
majority of the Directors at such meeting shall have voted to go into executive session, (c) the vote of
each Director shall have been recorded on a roll call vote and entered into the minutes, and (d) the
Chairperson or other person presiding over the meeting shall have cited the purpose of the executive
session and shall have stated whether or not the Board of Directors shall reconvene after the
executive session. Executive sessions may be held only for purposes permitted by law.
E. Explain how the founding group for the school intends to transition to a governing board.
Research on charter schools by Loveless and Jasin (1998) points out that starting a charter school
requires founders to master two primary challenges; first the essential resources must be found (facilities,
startup funds, staff, etc.) Second the essential governance and administrative structures must be
established. In particular, these administrative structures need to be established in a way that allows the
school to evolve into a formal organization. In other words, one of the challenges for the school is to
move from a small, informal organization based largely on the entrepreneurial skills of one or two original
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Cornerstone Academy for High Standards
founders to a larger, more complex school which operates by formal or established policies and which
involves a broad representation of the organization’s members. The founders of Cornerstone Academy
(CAHS) have access to a management organization involved in helping charter schools transition from
being managed by its founders to being managed by a Governing Board. This school is now in its fourth
successful year. The techniques used will include limiting the number of parents serving as members,
ensuring that the right mix of skills (education, legal and financial) are represented, and employing sound
management practices.
The founding board will become the governing board by going through an extensive training process. The
training process will be guided by a set of by-laws that defines how the board will operate. This training
will also include but not limit the understanding of how to govern, manage, and oversee the charter
school. Training will follow the outline of Florida Statute 1002.33(9)(j)(4).
F. Describe the plans for board member recruitment and development, including the
orientation process for new members and ongoing professional development.
The board member recruitment plan will include 8 steps:
1.
2.
3.
4.
5.
6.
7.
8.
Form a board development committee.
Active preparation to recruit board members.
Current profile of founders or governing board.
Strategy to build board diversity.
List of prospective board members.
Personal contact with recruiting prospects.
Orientation sessions with prospective board members.
Select and elect new member to the Governing Board.
Cornerstone Academy’s (CAHS) Governing Board member orientation program will work as follows:
before a prospective board of director is voted on to the board, he or she will receive detailed information
about the school, the workings of the board, expectations for individual board members, and other vital
information. Our board orientation program will focus on the strategic plan of the school. It is crucial that
prospective board members are familiar with the mission, vision, major goals, and objectives of our
school. After the new board member has been brought onto the Governing Board, additional information
and training will be provided so that new board members will be able to actively participate in their first
meeting prepared.
A Governing Board Handbook will be provided to new members and ongoing training with this
content:
School Mission Statement.
Brief History of the School.
Directory: Members, Staff, and Parent.
Board Committees; Structure, Charges, Assignments.
Calendar for School Year, Board and Committee Meetings.
Budget and Audits.
Fundraising Report.
School Strategic Plan.
Code of Ethics.
By-laws.
Admissions Policy & Application.
School Placement Profile.
School Statistics.
Minutes (last Year).
Board Policies: Fundraising (Investment & Spending Policies);
Conflict of Interest;
Communicable diseases: AIDS;
Sexual Harassment;
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Cornerstone Academy for High Standards
Admissions;
Financial Aid/Scholarships;
Human Resources Administration: Staffing & Personnel;
Board Resolutions, etc.
Handbooks: Employee & Technical Community Council (TCC)
Board Orientation Procedures and Schedule.
Cornerstone Academy’s (CAHS) Governing Board will provide opportunities for officers and members to
attend special workshops related to their assignments and interests, as part of ongoing professional
development. We will seek to provide special leadership training to current and prospective officers
(Founding President, Chair, Secretary, Treasurer), as may be offered by the District or state agencies.
We are open to expanding responsibilities of board members and rotate committee assignments to help
satisfy the interests and needs of each board member. This has the added advantage of providing
opportunities for continuous development of the volunteer leaders for our school.
Cornerstone Academy for High Standards, Inc. school in Florida shall be guided by the following
principles:
1. Meet high standards of student achievement while providing parents flexibility to choose among
diverse educational opportunities within the state's public school system.
2. Promote enhanced academic success and financial efficiency by aligning responsibility with
accountability.
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.
(b) Charter schools shall fulfill the following purposes:
1. Improve student learning and academic achievement.
2. Increase learning opportunities for all students, with special emphasis on low-performing students and
reading.
3. Encourage the use of innovative learning methods.
4. Require the measurement of learning outcomes.
(c) Charter schools may fulfill the following purposes:
1. Create innovative measurement tools.
2. Provide rigorous competition within the public school district to stimulate continual improvement in all
public schools.
3. Expand the capacity of the public school system.
4. Mitigate the educational impact created by the development of new residential dwelling units.
5. Create new professional opportunities for teachers, including ownership of the learning program at the
school site.
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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 illuminates the contribution he/she intends to
make through service as a governing board member and any office of the board that
individual holds.
The proposed Governing Board officers (interim) and founding members for Cornerstone Academy for
High Standards, Inc. presented are:
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



Smith, Dr. Lois D. Founding President-Dr.. Smith has extensive community service experience.
Independent Contractor of educational services, administrator, and teacher in Palm Beach
County. Operate as administrative staff, and oversee day-to-day operations, review the monthly
financial reports.
Anglin, Jennifer- Chair- Business Executive and CEO of Allied Health Institute. Share years of
proprietary experiences working in post-secondary education and vocational training, as well as,
online specialist.
Chronicle, Michael-Co-Chair-Student Recruiter. Mission representative for the school.
Aurelian, Louise, Secretary (parent) – Founding board member. Specialist in curriculum and the
reviewing of the school curriculum.
Kelvin Bledsoe, (Treasurer)- Founding Board Member. Responsible for the financial advising for
the school’s fund raising projects. Before the call to return to active military duties, Lt. Colonel
Bledsoe organized different community initiates through National Urban League of Palm Beach
County.
Resume’ and Bios of Founding Board Members:
Dr. Lois D. Smith, President, Superintendent
Resume_____________________________________________________________________
Cornerstone Academy (561) 732-4139
For High Standards, Inc. [email protected]
122 N.W. 8th Avenue; Email: [email protected]
Boynton Beach, FL 33435
EDUCATION
E.D.D., Special Education, Nova Southeastern University, April 2011.
(including Charter School Superintendent Coursework)
Masters of Educational Leadership, Administration Bridgewater State College/Harvard
University, August 2004.
B.A., Human Resources Administration, USF and Saint Leo University,
January 1987.
A.A., Hillsborough Community College, Business Administration and
Nursing, 1977-1986.
FIELDS OF SPECIALIZATION
Educational Leadership, Special Education, Business Administration and
Human Resources Administration.
ACADEMIC POSITIONS
University of South Florida, Financial Aids, Student Records, 1977-79
Hillsborough Community College, Placement Psychometrical (testing) Analyst, 1983-1988.
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Cornerstone Academy for High Standards
Harvard University, HR, Tuition Assistance Programs and Staff
Development, 1988-89.
Boston, Framingham, Worcester, Mass. Public Schools, Special
Education, 2000-2003.
Oregon Public Schools, Educational Leadership, Pilot Reading, Parent
Programs, 2003-2005.
Palm Beach Public Schools, Special Education and Educational Leadership, 2005.
OTHER AFFILIATIONS
Palm Beach County Voter Registration Elections Inspector, 2008-present.
Communications Committee Member with South Florida Church of Christ,
SFCC 2005-present.
Hope World-wide Saturday’s Children and Positive Choices, 2005-present.
For the Children, Inc., 2005-2007.
HONORS, GRANTS, AND FELLOWSHIPS
2001 Cesame Educators Grant (with Brighton High School Educators).
2005 Oregon and Palm Beach Certification in Educational Leadership Grant.
2005 Owl Foundation Grant.
2006 Nominated for the Presidential Science Teacher of the Year Award.
2006 Presidential Service Award (with SFCC members and others).
2007 Nominated for the BES Award to Potential Charter School Leaders.
2008 Palm Beach School District Professional Certification in Special
Education and Educational Leadership.
TEACHING EXPERIENCE
Hillsborough Community College ESOL Students (introductory)
Public Schools: Math, Science, Chemistry, Reading, Social Science
Highly Qualified Teacher in Massachusetts, Oregon and Palm Beach Districts
Bible Study Teacher: K-12; SFCC
INVITED LECTURER
Youth Conferences – 1977 to Present.
Musicians Appreciation Ceremony-2006
Coffee Talk-2006
PUBLICATIONS
Poetry
“Been there and Back, Twice”: Experiences in Academia at Harvard University.
Books (Un-Published)
“A Single Mind”- Self Help in how to keep a singles focus, when a
tough life happens.
K-3 Children’s Story
E.D. Doctoral Papers to Book (Un-Published)
Resume: Jennifer Anglin, Chairwoman
Jennifer Belizaire-Anglin
Email: [email protected]
6720 Lurais Drive
Lake Worth, FL 33463
Home: (561) 304-4200
Mobile:(954)593-3932
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Cornerstone Academy for High Standards
Q U A L I F IC A T I O N S
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

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
Fourteen years of educational experience in higher education as Faculty
Nine years of managerial experience in higher education as Department Chairperson
Nine years’ experience in computer information technology applications/programs
Eight years’ experience in distance education curriculum development and design
Five years of administrative experience as Curriculum Committee Chairperson
Twelve years of administrative and laboratory experience in hospitals and medical facilities
Twelve years’ experience instructing in allied health programs
PROFESSIONAL
•
•
•
•
•
•
•
•
•
•
EXPERIENCE
Participated in institutional research and evaluating the effectiveness of the college and its programs
Organized and oversee school accreditation process (SACS, ABHES accreditation)
Created and implemented program curriculum, polices, procedures and program specifications
Coordinated the screening, selection and employment of faculty instructors and program coordinators
Facilitated the orientation and training of program coordinators, clinical coordinators, instructors and
admission personnel
Oversee and headed the curriculum panel process for the addition, modification or removal of
educational programs
Created and implemented on-line curriculum for program development and training
Served as a liaison between student, faculty and staff
Facilitated in the planning and development of student retention policies
Oversee eleven campus program coordinators and twenty- four faculty instructors
EDUCATION
M.S., Computer Information Systems
B. S., Information System Management
A. S., Business Administration
York – 1988
RMA, RPT, & ECG Technician
1984
EMPLOYMENT
University of Phoenix – 2001
York College – City University of New York - 1993
Queensborough Community – City University of New
Eastern Technical Vocational School – New York City -
HISTORY
2004 – Present Allied Health Institute
President/Chief Academic and Administrative Officer
• Serve as Chief Academic and Administrative Officer, responsible for all
operational aspects of the campus.
• Provide leadership in long range and strategic planning, include resource
development and institutional planning.
• Lead on matters related to teaching and learning and student retention and
success, developed in consultation with faculty and the Vice President of
Education.
• Oversee the development and administration of the campus budget.
• Provide instructional guidance of technological systems as they apply to
instructional administrative, student services, and workplace needs.
• Responsible for the overall institutional commitment to a positive multiethnic/multicultural environment for students, faculty and staff.
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Cornerstone Academy for High Standards
•
Knowledgeable of state rules, laws and regulations pertaining to educational
programs.
2002 – Present
American Intercontinental University
Online –Computer Information Technology Instructor
• Responsibilities include the following: Facilitate at least two, 1-hour chat
sessions per week.
• Facilitate one office hour (chat session) per assigned class section each
week.
• Provide authentic assessment of student competency using formative
feedback.
Reading discussion board postings and responding. Checking for student
message, and responding.
• Evaluating student assignments and projects. Checking and recording
student attendance and participation.
• Notifying the Cohort Advisor of any student in academic difficulty. Posting
weekly, mid-term and final grades.
1995 – Present
Keiser College
Ft. Lauderdale, Florida
Department Chair / Curriculum Chairperson
• Responsible for conducting Curriculum Committee meetings with all the
Campus Directors, Deans and the Vice President of Academic Affairs
• Work with Campus Directors, Deans of Education and Dean of Academic
Affairs in preparing any necessary curricula changes. Responsible for
conducting conference calls with instructors that teach in the program at all
the campuses. Identify needed program changes, industry demanded
changes, new technology and any significant factors that may cause a need
for curricula or course revision/update
• Oversee eleven campus Program Coordinators and twenty-four instructors
• Responsible for screening potential faculty instructors and program
coordinators for new employment
• Identify and report needed equipment, supplies, resources and training tools
• Review texts, training materials and program evaluations, projects &
assignments
• Work with campus Librarian to coordinate and recommend books, resources,
periodicals
• Work with Director of Admission to educate admission representative about
program curriculum
• Responsible for facilitating student advisement, student program changes,
action plans and student retention
1999 – 2002
Kaplan College
Boca Raton, Florida
Online -Information Technology Instructor
• Responsibilities include the following: Teaching eight pre-scheduled, real
time, one hour seminars. Reading messages board postings and
responding. Checking for student message, and responding. Checking and
recording student attendance and participation. Notifying the Cohort Advisor
of any student in academic difficulty. Posting weekly, mid-term and final
grades.
1993 – 1995
Keiser College
Faculty
• Information Technology
• Allied Health
St’ Vincent Hospital
1990 – 1993
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Ft. Lauderdale, Florida
New York City, New York
Cornerstone Academy for High Standards
Faculty Practice Administrator
Bankers Trust
1990 – 1988
New York City, New York
Computer Programmer
LaGuardia Hospital- Urgent Care
1988 – 1984
Queens, New York
Emergency Room Attendant
COMPUTER
APPLICATIONS
Microsoft Windows Applications – Proficient in Word, Excel, Access, PowerPoint,
Publisher, & Project Management
PROFESSIONAL MEMBERSHIP
Member of the American Medical Technologist Association
Member of the Medical Advisory Board for Delmar / Thompson Learning
Corporation
Member of the Credentialing Committee of Accreditation Bureau Health
Education Services
Member of United States Distance Learning Association
Member of Florida Association of Postsecondary Schools and Colleges
Member of Canadian Association for Distance Education
LICENSES
&
CERTIFICATIONS
Limited Basic Radiography License – State of Florida, 1996
Registered Medical Assistant, 1996
Registered Phlebotomy Technician, 1996
Certified Electrocardiogram Technician, 1985
Michael Chronicle
Miami, Florida 33463
Email:
[email protected]
Cell: (561) 255-3077
EDUCATION
EMPLOYMENT HISTORY
Lincoln College of Technology formerly New England Tech (March 2005 – Current)
Admissions Representative – Public Relations
City College (November 2004 – February 2005)
Admissions Representative
New England Tech (January 2001 – November 2004)
Admissions Representative / Technical Presenter
Web Magic Design (April 2000 – April 2001)
Website Designer
Host Marriott Services - Starbucks Concept (February 1999 – March 2000)
Supervisor
COMPUTER EXPERIENCE
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Cornerstone Academy for High Standards
♦
Microsoft Access
♦
♦
Microsoft Word
♦
♦
♦
♦
HTML
♦
Java
♦
Microsoft
PowerPoint
Macromedia Flash
♦
Adobe Photoshop
♦
Oracle
Microsoft Excel
♦
Visual Basic 4.0
♦
♦
Internet Explorer
Microsoft
FrontPages
Microsoft Outlook
♦
Adobe Image Ready
♦
Cisco Routing &
Switching
Project Manager
♦
Publisher
♦
Windows
AFFILIATIONS/BOARDS
•
•
Board member of PAL (Police Athletic League) West Palm Beach Police Department, West Palm
Beach, Florida
Board member of CAAB (Community Academy Advisory Board) West Boca High School, Boca
Raton, Florida
Resume for Louise Aurelien
Louise Aurelien, MS, ARNP
3507 Shoma Drive
Royal Palm Beach, FL 33414
Cell Phone: (561) 704-0480
Home Phone: (561) 792-7765
EDUCATION
8/07- Current
LEAD (Leadership Educational Administration Doctorate) Student
University of Florida, Gainesville, Florida
9/06-6/07
LEAP Scholar at The School District Community College
Project: Nursing Honors
9/98-9/00
Master of Science in Nursing
(Family Nurse Practitioner)
Northeastern University, Boston, MA
9/90-6/95
Bachelor of Science in Nursing
University of Massachusetts, Boston, MA
9/88-7/89
Licensed Practical Nurse
Youville Hospital School of Practical Nursing, Cambridge, MA
CERTIFICATION
2005-Present
WebCT/Blackboard
Certification as a WebCT/Blackboard trainer
EMPLOYMENT
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Cornerstone Academy for High Standards
2003-Present
Tenured Associate Professor, The School District Community College, Nursing
Department. Responsible for developing, designing and managing Online, on Campus
and Clinical Courses; and training and mentoring faculty.
2004-2005
Associate Professor, Keiser College, Online Medical Assistant Program
2003-2004
Registered Nurse, contracted with various agencies; assigned to hospitals in Palm
Beach County.
2002-2003
Registered Nurse, contracted with various agencies; assigned to hospitals in Boston
and surrounding communities.
2001-2002
Registered Nurse, East Village Nursing Home. Responsible for administering
medications and treatments to patients, supervising Nurses Aides, and being charge
nurse.
1995-2002
Registered Nurse, Boston Health Care for the Homeless Program.
Nurse educator, Maternal Child Health Nurse, Case Management.
1990-1996
Licensed Practical Nurse, contracted with various agencies; assigned to hospitals and
nursing homes in Boston and surrounding communities.
Licensed Practical Nurse, per diem, Emerson Convalescent Home. Responsible for
administering medications and treatments to patients, supervising Nurses Aides, and
being charge nurse.
1992-1994
1991-1993
Licensed Practical Nurse, per diem, Longwood Rehabilitation Center. Responsible for
administering medications and treatments to patients, supervising Nurses Aides.
1990-1991
Licensed Practical Nurse, staff nurse, Mediplex of Lexington. Responsible for
administering medications and treatments to patients, supervising Nurses Aides, and
being charge nurse.
1989-1990
Licensed Practical Nurse, staff nurse, Provident Nursing Home. Responsible for
administering medications and treatments to patients, supervising Nurses Aides.
CLINICAL EXPERIENCE (Nurse Practitioner training)
10/99-5/00
Mattapan Community Health Center
Ambulatory Care and Adult Rotation
1/00-5/00
Boston Medical Center / Family Medicine
Ambulatory Care and Adult Rotation
10/99-12/99
Urban Medical Group
Inpatient Primary Care and older Adult Rotation
10/98-6/99
Codman Square Health Center
Ambulatory Care and Pediatric Rotation
10-98-6/99
John D. O’Brien school-based health center
Ambulatory Care and Pediatric Rotation
AWARDS
1998 &1999
Northeastern University
Professional Nurse Traineeship Grant.
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Cornerstone Academy for High Standards
ACTIVITIES
Board Member Allied Health Institute 2005-Current
Board Member Cornerstone Academy for High Standards 2006-Current
Board Member Fitness for Families 2007-Current
Board Member for South End Head Start program 1997-2000
Volunteer for “Positive Choice” Program Co-Facilitator in Palm Beach County Volunteer
for HOPE New England Immunization Outreach Program 1992-2003
Volunteer for Nurturing Program Co-Facilitator and book translation
Volunteer for Intercultural Nursing to Haiti and Dominican Republic
PRESENTATIONS
3/19/07
2007 Palm Beach County Technology Fair: “Technology in Nursing at PBCC”
Christian Ray Flores - Short Bio
Christian Ray Flores, the son of a Chilean father and Russian mother was born in Moscow, Russia in
1969.
Before moving to the US in 2004, Christian lived in South America, Western Europe, Africa and Russia.
He reads, writes and speaks 4 languages fluently: English, Russian, Spanish and Portuguese.
He is a 1991 Graduate of the RUDN Moscow University with a Master's Degree in Economics.
Christian had a successful singing and producing career in Russia, recorded 5 albums, with a number of
top ten hits and numerous videos and TV appearances ,performing throughout the territory of the former
USSR and abroad. Christian is also a songwriter and choreographer and has produced two other very
successful performers in Russia.
After being a partner and volunteer for 9 years, Christian is currently working for HOPE worldwide as
Executive Director for Latin America, overseeing affiliates in 11 countries that serve more than 113,000
people a year through Schools, Clinics, AIDS awareness programs to name a few. He also serves as
Regional Director of the Positive Choice Program, a multimedia abstinence education program being
implemented in 29 cities of the USA.
Christian has also used his artistic talents working for HOPE worldwide, winning two Telly Awards as
director of the video component of the Positive Choice Program in 2006 and producing numerous other
videos and documentaries for HOPE worldwide.
Christian has been married to Deborah Flores since 1999 and has three daughters: Diana, Violetta and
Isabella.
Kelvin Bledsoe’s Resume
KELVIN BLEDSOE
218 SALZEDO STREET
ROYAL PALM BEACH, FL 33411
561-790-0248(h)/561-352-3364 ©
[email protected]
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Cornerstone Academy for High Standards
A dedicated professional with over 20 years of dedicated military and civilian leadership and management
experience. Major strengths in project development, focus training, public relations, team building, leadership
enhancement, community development, and growing profit margins. Superior communications skills, both oral
and written, with excellent people skills
PROFESSIONAL WORK EXPERIENCE:
August 2007- Present
ST
COMMAND DUTY OFFICER, 1 Signal Center – Army Global Network Operation Security Center, Ft.
Belvoir, Va (Lieutenant Colonel )
Serve as the Officer In Charge (OIC) for the Army Global Network Operations Center (AGNOSC) and is
responsible for the oversight, management and direction for all operations on the Information Dominance
Center (IDC) floor. Serve as primary briefer for VIP guest, both civilian and military. Issue directives
across 5 military theaters of operations, (Pacific, European, Korean, South West Asian, and Continental
United States) to include Army Commands, Army Service Component Commands, and Direct Reporting
Units. Represent the operational arm of the Global Network Operations Security Center and the 1st
Information Operations Command, 2nd battalion.
August 2006 – July 2007
ST
CHIEF, PLANS EXERCISES + TRAINING, 1 Signal Center – Army Global Network Operation Security
Center, Ft. Belvoir, Va (Lieutenant Colonel )
Chief of Plans Exercises and Training (PLEX) cell for the Army Global Network Operations & Security
Center (A-GNOSC), with supervision of eight military and civilian personnel. Duties include the planning
of world-wide computer network defense exercises that assist in defending the Global Information Grid
(Army's portion of the Land War Net) as well as the supervision of document reviews that chart future
trends in the areas of information technology, network defense, contingency operations, and operations
orders. Also managed reserve officer acquisitions, the higher command long term vision plan. Interfaced
and coordinated with world-wide military and federal agencies on five continents to include other military
branches of service and homeland security.
CIVILIAN:
(Called to active military duty August 06 in support of the Global War on Terror)
December 1998 – Present
DIRECTOR COMMUNITY DEV. & CRIME PREVENTION, Urban League of Palm Bch Co., West Palm
Beach, FL
Responsible for overseeing and monitoring five separate government and local contracts aimed at
community enhancement and crime prevention. Manage a $500,000 budget that serves over 10,000
community members annually. Supervise a staff of five crime prevention and community health
professionals. Coordinate and conduct programs that empower and enhance services to the community.
• Coordinator for the Urban League’s gets out the vote activity
• Created Urban League’s annual community appreciation day
• Coordinated all public and media relations for the Urban League
•
Supervise community outreach programs.
•
Supervise ad-risk and mentoring program for youth 10-18
•
Coordinate County-wide Crime Prevention Task Force
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•
•
Conduct investigations on racial discrimination complaints in the school system or work place.
Addressed congressional delegations on community crime prevention efforts
•
Facilitator – Florida Counter-drug Training Academy with Florida National Guard
•
Increased youth group membership from 30 to 150 members in two years
•
Youth group was named national chapter of the year 2003 and 2006 by the National Urban
League, out of 104 chapters across the country.
•
Named best organization that supports Youth, 2003: Black elected/appointed officials of S
Florida.
•
Coordinated Adult Role Model Program with Planned Parenthood. Program won best model
program in the nation for 2003.
•
Created Annual Martin Luther King Crime Prevention Basket Ball Shoot-out
May 2000 – July 2001
CRIME PREVENTION SPECIALIST, Urban League of Palm Bch Co., West Palm Beach, FL
Responsible for planning and coordinating crime prevention programs throughout Palm Beach County
that seeks to reduce crime in minority communities, with support of local, state, and federal law
enforcement agencies, and other community based organizations. Program coordinator for the program
funded by Florida’s Attorney’s General’s office.
• Headed Anti-Drug Community Coalition
• Served over 5,000 citizens in the county.
• Served as head of crime task force that incorporates law enforcement and community agencies in
Palm Beach.
• Certified Florida Crime Prevention Practitioner
•
Promoted to Director of Community Dev. & Crime Prevention based on performance
December 1998 – April 2000
SUPPORT COORDINATOR, Urban League of PBC.
Responsible for managing a caseload of 40 adults and children with physical or mental handicaps and
other developmental difficulties. Have additional responsibility as grant writer for the agency.
• Coordinated and assisted in over 50 Individual Education Plans with parents and school system.
•
Coordinated supported employment, assisted living, and job training for adults with disabilities.
•
Certified support coordinator from the state of Florida’s Department of Children and Families.
•
Coordinated respite, personal, rehab, physiological, medical, dental, and equipment needs for
•
clients
•
Promoted to Crime Prevention Coordinator.
October 1997 – December 1998
RESTAURANT/TRNG MANAGER, Checkers Restaurant, inc., West Palm Beach, FL
• Responsible for total operations, profit and loss, training, recruiting, hiring, customer satisfaction,
and developing managers and employees.
• Increased profit margin by 15% over the previous year.
• Reduced employee turnover by 30% from previous year.
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Cornerstone Academy for High Standards
•
Increased customer satisfaction by 12% over previous year.
•
•
Lowered food cost by 12% over previous year.
Recruited other quality managers into the company
May 1996 – September 1997
AREA MANAGER DESIGNATE, Pizza Hut, inc., West Palm Beach, FL 33411
• Same responsibilities as above, with the exception of larger area of responsibility.
Increased sales and customer service in each restaurant I served in. Recruited quality managers into the
company
October 1995 – May 1996
PRESIDENT/OWNER, Sigma Import Distributors, Royal Palm Beach, FL 33411
Owned and operated company that imported goods from various countries around the world. Served as
primary buyer for all products. Managed accounts for 10 states. Operated businesses in two separate
locations. Traveled over much of Africa, S.W. Asia and Europe to find the best products.
Attended expos across the country.
June 1994-October 1995
AREA MANAGER, General Electric, West Palm Beach, FL
• Responsible for operational management of a $4 Million dollar annual consumer service
business. Oversaw 150-mile area from Boca Raton to Vero Beach. Responsible for the hiring,
training, and supervision of 30 employees, including 20 union technicians.
•
•
•
Increased sales from previous year by 15%.
Resolved all union issues without incident.
Had the highest consumer contact rate in North America (over 100 managers)
•
Had 10 technicians in the top 10% performers in the nation.
•
MILITARY
2004 – 2006
INDIVIDUAL READY RESERVE OFFICER, United States Army Reserves
Ready Reserve Officer branch qualified in both Signal Corps and Public Affairs, prepared to serve the
needs of the military and country when and where needed.
• Promoted to Lieutenant Colonel April, 2003
2001 – 2004
PUBLIC INFORMATION OFFICER, United States Army Pacific Command, Ft. Shaftner, Hawaii
• Responsible for the gathering, and dissemination, of all public information dealing with the
operations of the Pacific Command, to include unit operations in Hawaii, Japan, and Okinawa.
Served as the Director of the Combined Joint Information Bureau and senior Army Public affairs
representative for the United States during exercises Balikatan 2002 and 2003 in the Republic of
the Philippines.
• Managed a Public Affairs staff of 24 military and civilian personnel.
• Credentialed all media interested in covering U.S. military involvement in the Philippines.
• Produced four exercise magazines.
• Asked for by name by the U.S. Marines to return as the CJIB director.
• Coordinated media and public affairs issues between the U.S. Embassy and the office of the
Philippine Presidential Press Secretary.
• Available for rapid deployment in support of war time mission
• Assigned key duty responsibilities based on strength of job performance
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December 1999 – February 2001
th
ACTING OFFICER IN CHARGE, PLANS & OPERATIONS, 3320 United States Army Reserves, 3181
Gun Club Road, West Palm Beach, FL
Responsible for coordinating and formulating operational, emergency, disaster, and special plans and
policies for the installation and assigned units.
• Promoted to Major - United States Army Individual Ready Reserves
•
Published timely operation orders.
•
Coordinated troop support of operations and training.
•
Establishes and operate the installation Emergency Operations Center (EOC)
•
•
Maintained, tracked, and Updated mission matrix
June 1984 – June 1994
CAPTAIN: UNITED STAES ARMY SIGNAL CORPS, Fort Huachuca, AZ
• Over ten years of proud dedicated service to the United States of America, in a variety of
leadership and command positions, including two company commands, director of the
communications school, and Public Affairs officer.
•
Successfully commanded over 500 soldiers and their family members
•
Deployed to Somalia on three separate occasions during Operation Restore Hope
•
•
Deployed to Saudi Arabia, Bahrain, Kuwait, and Egypt to gather and report the news on deployed
troops.
Managed award winning dining facility and Newspaper.
•
Selected for second command based on outstanding performance.
•
Only soldier in a 700-person battalion to be awarded Army Commendation for performance
during Return of Forces to Europe exercise.
•
Speech writer for senior military officers and elected officials.
EDUCATION CIVILIAN
Ed.D. (Organizational Leadership) Argosy University – 45 hours Completed - dissertation remains
MS - Marriage and Family Counseling - University of Central Texas - 1988
BA – Communications - Northern Ill University - 1983
MILITARY
Command General Staff College - 2003
Department of Defense Information School (Public Affairs Officers’ Course) – 1992
Combined Arms Staff Service School – 1990
Signal Officer Advance Course – 1989
Unit Nuclear Biological Course – 1986
Communications Electronic Security Course – 1986
Airborne School – 1985
Communications Electronic Staff Officer Course – 1985
Signal Officer Basic Course – 1985
Officer Candidate School - 1984
PERSONAL
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TOP SECRET Security Clearance (SCI)
Received the Presidential Volunteer Service Award – May 2006
(Led a team of Church volunteers to Waveland Mississippi in support of Hurricane Katrina Victims)
Benevolence Deacon - South Florida Church of Christ
Board Member – HOPE Florida (Helping Other People Everywhere) 2003-2006
Member - Big Brothers/Big Sisters of Palm Beach County 1999-2007
Board Member – Planned Approach to Community Health (PATCH)
Board Member- Minority HIV Prevention Network 2003-2006
Board Member – Palm Beach Mentor Center 2002-2006
Meritorious Service Medal (2)
Army Commendation Medal (2)
Army Achievement Medal (3)
Expeditionary Medal
Founder – Mombasa Relief Initiative – Mombasa, Kenya www.mombassarelief.com
President – Phi Beta Sigma Fraternity, inc. West Palm Beach – 1999-2001
Board Member: United Way Communications Committee – 1997-2000
Board Member: Straight-Up Program – 1995 – 2001
PTO President – Poinciana Elementary School – 1997-1998
Nominated: JAYCEES – 10 outstanding young Americans – 1993
Crisis Counselor – United Way – 1996
Certified Florida Crime Prevention Practitioner - 2001
Member: American Legion – 1994-Present
H. Outline the methods used for resolving disputes between a parent and the school.
The following structures, programs and practices will be put in place to promote and support the highest
levels of parent involvement in the governance of Cornerstone Academy (CAHS).
Parents will be represented on the Governing Board, which is the major policy and decision-making body
for school.
At least 9 times a year, a School Advisory Council (SAC) and Technical Community Council (TCC) will
convene to provide all parents, staff, students and community members an opportunity to express their
concerns on major policy issues that the Governing Board will be considering or should be considering in
the future. The SAC and TCC, president will present these issues to the Governing Board at its regular
meetings.
Surveys of parents will be conducted at least twice a year to gather their feedback on school policy and
operations, the effectiveness of the educational program, usefulness and accessibility of services, and in
general, to “listen to customer.”
Parents will participate in the member orientation for new parents during which they will receive detailed
information on the student learning outcomes, accountability measurement, educational program and
philosophy, as well as opportunities for volunteer involvement.
Parents and guardians of the student will be required to sign an enrollment agreement in which they
agree to provide a minimum of 20 volunteer hours during the school year. This commitment can be
fulfilled through the three extended day a week in-home supplemental educational services. This
commitment can be fulfilled through serving on the Governing Board, the SAC/TCC, participating in
fundraising events, and/or helping with classroom materials and field trips.
In a legal position, asserted by D. Woodring that “if a new charter includes the parent volunteer
requirements in its application and charter, or if the requirement is consistent with the mission and
purpose in an existing charter school, the parent volunteer contract is enforceable under Florida law.
Failure of the parents or guardians to uphold or fulfill their responsibilities under that contract would be
sufficient grounds for that charter school to deny admission to the child the following year” (FLDOE,
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2003). This law is involving volunteer hours from the parent contract or agreement including school
volunteer time.
Parents will play a pivotal role in the development of the individual education program (IEP) for their child.
The format of the individual educational program (IEP) will be the standards for learning outcomes of the
students receiving those services in the program. The individual educational program will display the
results of the student assessments. Parents and guardians will be provided training and resources to
actively participate in the student’s learning, during the extended day in-home supplemental educational
services.
Parents will be involved in the conferences to monitor the per pupil progress plan. On a quarterly basis,
the parents and team will meet to review student progress based on the goals outlined in the individual
educational program, at the beginning of school year.
The team of the Cornerstone Academy (CAHS) will receive in-depth formal training in working effectively
with parents. This training will include general information on the benefits of and barriers to parent
involvement, information on awareness of different family backgrounds and lifestyles, techniques for
improving two-way communication between home and school, and ways that schools can meet the family
social, educational and social services needs by means of the comprehensive network of health and
social services that are an integral part of the overall design and operation of the our school. Specific
skills will include how one should conduct effective conferences, working with parents when a student has
a problem, communicating with parents about student progress, and helping parents understand
educational goals, strategies and methods of assessing their student.
Cornerstone Academy (CAHS) will also link parents to school by utilizing a variety of technologies to
communicate with parents, families and students after hours. Beginning with basic, telephones will be
installed throughout the school facility so that educators and other staff, like professionals in other fields,
will have ready access to telephones. The internet and email will be utilized as more and more families,
regardless of income is capable of accessing these modes of technical communication. Additionally, the
school’s website will be an added way that parents will have information provided to assist them on how
to use other web sites throughout the country that will help them support the educational and social
success of their children.
*If the school is filing the application in conjunction with a college, university, museum, educational
institution, another nonprofit organization or any other partner, provide the following information:
I.
Name of the partner organization.
J.
Name of the contact person at the partner organization and that person’s full contact information.
K. A description of the nature and purpose of the school’s partnership with the organization.
L. An explanation of how the partner organization will be involved in the governance of the school.
*Cornerstone Academy for High Standards, Inc. is not filing this application with any other
organization so this section is not applicable.
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Section 10: Management
A. Describe the management structure of the school. Include job descriptions for each
administrative position and teacher that identify key roles responsibilities and
accountability.
Cornerstone Academy (CAHS) will be managed by a Principal who has a proven record with the
Community, supervision of all staff, with a part-time secretary and office manager for the 1 through 5
school years.
The Principal’s job description is as follows:
Board Relations
Principal reports to board, and attends monthly board meetings.
Student Progression
Ensure individual educational program is developed.
Conduct regularly scheduled classroom observations to assess the current educational status of
students and to problem solve for programs that are not showing behavior change in the desired
direction.
Conduct assessments at time of admission and periodically as needed or required in the three
year re-evaluation policies of the School District and IDEA.
Supervise communication with parents on student progress/issues.
Produce periodically reports to the Board, District and other stakeholders as required.
Assist in the intake and selection of students
Contribute to the development of intake procedures.
Participate in the development of intake procedures.
Assist in the selection of student to be enrolled in CAHS’s educational program.
Program Development
Participate in the development of additional programs, including in-home three extended day
supplemental educational services.
Participate in grant writing to help fund programs.
Staff Development
Recruit, interview, and select prospective staff members with the President or designee.
Directly manage all school personnel.
Set performance plans and goals for all school employees.
Evaluate and supervise instructional and non-instructional personnel
Conduct periodically performance evaluations for all school employees.
Make compensation recommendations for all employees to the Board.
Schedule, plan, conduct, and evaluate regularly scheduled staff meetings.
Assist with implementation of volunteer program with chair of volunteer committee.
Assist with evaluation and supervision of contract personnel.
Manage staff development and training program.
Transition Program
Develop, with the transition designee, and review students’ career future plan and goals.
Develop supported transition policies and procedures.
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Develop supported employment plans to coincide with career expectations.
Integrate social skills training into academic programs
Develop community relationships that foster generalization of social skills for future employment
opportunities.
Administrative
Develop, implement and evaluate policies and procedures with cooperation of administrative
committee.
Identify need for instructional materials and supplies.
Manage employee and service contracts and coordinate contractors.
Supervise financial management duties, including payroll, bank statements, etc.
Ensure compliance with charter contract and grant requirements.
Coordinate development of grant applications with fundraising committee.
Assist in the development of and implement the school budget with the School Advisory Committee
(SAC).
Manage school facilities and develop and implement security standards.
Scheduling
Assign teachers to classrooms and other duties.
Schedule school day with cooperation of staff.
Assist in the development and implementation of a volunteer program.
Develop contingency plans for teacher, consultants and volunteer absences.
Schedule parent meetings and observations.
Develop and implement guidelines for school visitors.
The Teacher’s job description is as follows:
General Summary: Responsible for the development of educational goals and training of teaching staff,
in addition to classroom responsibilities.
Duties and Responsibilities:
Education and Experience.
Holds at least earned bachelors of education or a master’s degree in a related field.
Has experience in working with learners with disabilities.
Required Knowledge, skills and abilities.
Ability to plan, prioritize and schedule multiple tasks.
Excellent written and oral communication skills.
Demonstrates teamwork skills.
Relates well to parents and students.
Flexible in sharing responsibilities and undertaking assignments.
Student Progress.
Develop Individual Educational Plans and goals.
Staff Training.
Train new Assistants.
Train current staff.
Serve as mentor to other teachers and assist in problem solving.
Program Development.
Participate in evaluation Cornerstone Academy (CAHS) educational program with
educational committee.
Develop program models with educational committee.
Curricula Development Develop skill acquisition programs and treatment programs with
cooperation of education committee.
Edit current programs.
Review published curricula for potential use at Cornerstone Academy.
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At CAHS we will recruit and hire highly qualified teachers that possess a bachelor’s degree, master’s
degree or working toward a master’s degree and required ESOL endorsement in content area of
instruction. Teachers will be required to acquire professional development hours/credits to maintain
certification. I will also hire a highly qualified ESE certified teacher, to be an ESE Coordinator/contact to
provide Consultation only services for all ESE students within the general education setting. My highly
qualified selected veteran teachers will be the lead teachers that will supervise and provide for
professional development for all teachers within their grade/content areas.
All teachers will receive professional development once a week based on their content area and grade
level. New teachers and assistant teachers will also receive professional development to ensure best
instructional practices are implemented. E.g. Classroom management.
CAHS will provide ESE/ESOL professional development to all teachers to ensure all students receive
best instructional practices to academic excellence. E.g. Guest speakers/experts in those two areas. In
the programs that CAHS contracts with will provide the guests listed above.
My teacher will use Principles of Learning as a structure to a monthly walk-through, to support best
instructional practices. Peer teaching is another way the teachers can support instruction, as well as other
instructional practice. The teachers use a structured assessment sheet as a guide to assess each others
instructional practices.
JOB DESCRIPTION
POSITION TITLE: School Principal
QUALIFICATIONS
EDUCATION: An earned master’s Degree from an accredited college or university and State of Florida
Certification in Educational Leadership
EXPERIENCE
REQUIRED: A total of five (5) years of school experience is required; which includes a minimum of three
(3) years of required experience as a school Principal/Assistant Principal. Valid State of Florida
Certification in Educational Leadership.
REPORTS TO: School Governing Board
SUPERVISES: All Administrative, Instructional, and Non-Instructional staff at the School.
POSITION GOAL: To provide the leadership and management necessary to administer and implement
all programs, activities and policies essential to ensure high quality educational experiences and services
for all students in a safe, nurturing, and enriching learning environment.
ESSENTIAL PERFORMANCE RESPONSIBILITIES OF THE PRINCIPAL:
LEADERSHIP
 Administer, control, and supervise the instructional
program of the school operations and school
personnel.
 Encourage teachers and pupils to perform to the best of their ability.
 Interpret the educational program of the school and school system to the community, sponsor,
regulators and accrediting bodies, as applicable.
 Provide leadership and direction for all aspects of the school's operation.
 Facilitate frequent communication with parents of the school community.
 Coordinate and adapt school curricular programs and policies to meet learner needs.
 Assume Responsibility for the buildings, grounds, equipment, and supplies of the School, supervise the
work of the custodians and maintenance staff; report to the governing board the conditions and needs of
the School.
 Develop, implement, and evaluate
the School Improvement Plan.
 Keep accurate account of all money paid to the school and record the purpose for which it was paid.
 Supervise and coordinate the budgetary process.
 Coordinate and conduct the interview process and make hiring and terminat
ion decisions for all staff.
 Develop and supervise New Teacher programs.
 Compile and prepare all student achievement outcomes.
 Report directly to the Governing Board for all purposes.
 Coordinate, supervise, and conduct the evaluations of all staff.
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 Oversee the School Advisory Council.
 Maintain a positive and productive relationship with the Parent
-Teacher Association.
 Supervise all students and staff.
 Coordinate and supervise the testing and assessment program.
Enforce the discipline plan and assist teachers with all concerns and issues related to student behavior.
 Serve as final arbitrator for serious discipline problems in accordance with Sponsor and Board’s policy
and state statutes.
 Establish, actively pursue, and monitor a school mis
sion, vision and goals in collaboration with staff,
parents, students, and other stakeholders that are aligned with the Board’s mission and goals.
 Supervise and coordinate school
-wide programs, curricula and course options, including the
implementation, maintenance and use of appropriate Learning Management and Student Information
systems.
 Supervise and coordinate student registration, scheduling, and master scheduling construction.
 Oversee the grade reporting system.
 Monitor substitute teachers and
the class coverage process.
 Supervise school activities and special events, and initiate fundraising activities.
 Establish business partnerships and positive relationships with community leaders.
 Maintain a master schedule of all school activitiesnda events, including extracurricular trips.
 Implement and enforce attendance and tardy policies and procedures for all students in accordance
with district and state requirements for school attendance.
 Exercise proactive leadership in promoting the ion
vis and mission of the school.
 Model and maintain high standards of professional conduct.
 Set high standards and expectations for self, others, and School.
 Demonstrate satisfactory or above performance on the Florida Principal Competencies while
performing
all duties required by the job description.
 Provide leadership in the implementation of the NG Sunshine State Standards, Florida Comprehensive
Assessment Test (FCAT), EOC exams and other tests designed and adapted to measure student
achievement.
 Maintain active involvement in the school improvement planning process with the School Advisory
Council by providing resources for decision-making and priority setting.
 Use quality improvement principles and process in daily administration of school
.
 Implement procedures and policies that ensure a safe and orderly learning environment.
 Anticipate difficult situations and develop plans to handle them.
 Manage and administer the development, implementation and assessment of the instructional progr
am
at the assigned school so as to ensure student growth and achievement is continuous and appropriate.
 Use collaborative leadership style and quality processes to involve stakeholders in establishing and
achieving the school's mission and goals.
 Provi
de leadership and direction for all aspects of the school's operation.
 Build teams to accomplish plans, goals and priorities.
 Conduct staff meetings to discuss policy changes, instructional programs, potential problems and
resolution of existing problems.
 Use appropriate interpersonal styles and methods to guide individuals or groups to task
accomplishment.
 Act quickly to stop possible breaches of safety, ineffective procedures, or interference with operations.
 Communicate effectively both orally
and in writing with parents, students, teachers and the community.
 Communicate school information, goals, student learning and behavior expectations to stakeholders.
 Develop and maintain a school atmosphere conducive to learning and student achievement
.
 Maintain visibility and accessibility on the School campus and at school related activities and events.
 Establish procedures in the event of school crisis and/or civil disobedience and provide leadership in the
event of such incidents.
 Provide lead
ership to involve the school in quality initiatives.
 Establish procedures for an accreditation program and monitor standards to ensure they are met.
 Provide for the articulation of the school's instructional program among school personnel.
 Use effect
ive communication techniques with students, teachers, parents and stakeholders.
 Communicate, through proper channels, to keep Board of Directors informed of impending problems or
events of an unusual nature. INFORMATION & ANALYSIS
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Cornerstone Academy for High Standards
 Address the diverseeeds
n of the school population consistent with the Board’s Strategic Plan.
 Use current research, performance data, and feedback from students, teachers, parents and community
to make decisions related to improvement of instruction.
 Provide leadership dandirection for the implementation and evaluation of curriculum and instruction at
the school.
 Analyze and use data for decision
-making to improve actions, plans, and processes.
 Access, analyze, interpret and use data in decision
-making.
 Use key
information such as benchmarks and comparison data in the analysis of results to effectively
measure performance.
 Make data accessible to all stakeholders
STRATEGIC PLANNING
 Develop long and short
- term plans and goals within the School Improvement Plan, aligned with the
strategic plan of the Board.
 Collaborate and provide resources to ensure the development of the School's Improvement Plan.
 Communicate overall School Improvement Plan requirements to all staff so each employee can
understand how the goals and plans relate to his/her work.
 Allocate resources consistent with implementation of the School Improvement Plans.
 Utilize a systematic process for collecting input from stakeholders and incorporates customer
requirements in development of School Improvement Plan.
 Establish procedures to monitor processes, activities and responsibilities and respond to feedback.
 Establish and coordinate procedures for student, teacher, parent and community evaluation of
curriculum.
 Direct the developme
nt of the master schedule and assign teachers according to identified needs.
 Facilitate the horizontal and vertical articulation of curriculum within the school as well as between the
school and its feeder system.
 Oversee the selection and acquisition
of instructional materials and equipment
 Collect input and analyze data to develop goals.
 Set high goals and standards for self, others and the organization.
 Provide recognition and celebration for student, staff, and school accomplishments.
COMMUNITY ENGAGEMENT
 Facilitate a program of family and community involvement.
 Develop positive relationships with students, parents, teachers, and the community.
 Work with parents to resolve complaints or concerns.
 Develop and maintain positive school/com
munity relations and act as liaison between the two.
 Promote/market the school and its priorities to the community
 Establish processes and methods to respond to valid customer requirements.
 Facilitate, coordinate, and monitor the implementation ofudent
St
Education programs and services.
 Implement procedures to ensure that rights of children with disabilities and parents of such children are
protected.
 Interact with government and service agencies relative to student welfare.
 Establish processes
to determine customer needs and level of satisfaction.
 Establish guidelines for desirable student conduct and follow suspension and expulsion policies and
procedures.
 Supervise the implementation of the school's student services plan, including
guidance, drop-out
prevention,
health services, attendance and related areas.
 Take appropriate reporting and/or referral action whenever abuse situations are recognized.
 Provide leadership support for community involvement programs and business partner
ships at the
school level.
Direct and develop the recruitment of Business Partners to benefit the school and community.
 Develop activities with business partners that promote student achievement.
HUMAN RESOURCES
 Manage appropriately and professionally
personnel issues, including hiring, evaluation, staff
deficiencies and retention and provide feedback on professional performance and offer assistance to
strengthen weaknesses in performance.
 Interview and select qualified personnel.
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Cornerstone Academy for High Standards
 Establish job ass
ignments, supervise all assigned personnel, and conduct performance assessments.
 Delegate responsibilities to appropriate staff members.
 Make difficult personnel decisions according to policy when necessary including dealing with ineffective
teacher or other staff performance concerns.
 Establish and maintain individual professional development plans for each instructional employee that is
linked to student achievement.
 Assign tasks and supervise personnel in task accomplishment including special pro
jects.
 Analyze data and information to plan staff development and to accomplish school goals.
 Complete annual Needs Assessment to determine staff development needs.
 Lead and manage development of personnel through staff development,-service
in
and other
developmental activities that are linked to student achievement gains and the school improvement plan.
 Facilitate the development and implementation of an effective staff development program.
 Participate, successfully, in the staff development prog
rams offered to increase the individual's skill and
proficiency related to the assignment
 Build a school community and environment, which supports learning and growth for everyone toward
realization of the school's mission.
 Participate in Governing Boa
rd management meetings and other activities to enhance professional
development.
 Serve as a coach/mentor to assistant principals or others who are preparing for School Principal
certification.
 Review current developments, literature and technical sourc
es of information related to job
responsibility.
 Use team approaches in solving problems and improving processes and providing frequent feedback to
those involved in improvement efforts.
 Consider data and results from action research when solving probl
ems and improving processes.
 Contribute to positive staff morale through flexibility, support and recognition of groups and individuals
working toward school improvement.
 Consider the aspirations of self and others in relation to the jobs and tasks ass
igned when assessing
expertise and
developmental needs.
OPERATIONS
 Identify quality requirements of materials/services and communicate this information to parents,
community and
suppliers.
 Access Sponsor and community resources to meet school needs.
D
 emonstrate readiness and confidence in making and/or sharing decisions in a timely fashion.
 Employ an improvement cycle for operational problems that analyzes results, identifies root causes and
takes
corrective action.
 Show positive trends in the hievement
ac
of improvement goal results in the areas of Operation,
business practices (efficiency) and customer satisfaction.
 Manage and supervise the school's financial resources including the preparation and disbursement of
the school's budget and internal accounts.
 Establish and manage student accounting and attendance procedures at the assigned school.
 Supervise and monitor the accurate completion of data collection and submit resulting reports according
to timelines.
Direct and develop the recruitment of Business Partners to benefit the school and community.
 Develop activities with business partners that promote student achievement.
HUMAN RESOURCES
 Manage appropriately and professionally personnel issues, including hiring, evaluation, staff
deficiencies and
retention and provide feedback on professional performance and offer assistance to strengthen
weaknesses in
performance.
 Interview and select qualified personnel.
 Establish job assignments, supervise all assigned personnel, and conduct per
formance assessments.
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Cornerstone Academy for High Standards
 Delegate responsibilities to appropriate staff members.
 Make difficult personnel decisions according to policy when necessary including dealing with ineffective
teacher
or other staff performance concerns.
 Establish and maintain
individual professional development plans for each instructional employee that is
linked to
student achievement.
 Assign tasks and supervise personnel in task accomplishment including special projects.
 Analyze data and information to plan staff develop
ment and to accomplish school goals.
 Complete annual Needs Assessment to determine staff development needs.
 Lead and manage development of personnel through staff development,-service
in
and other
developmental
activities that are linked to student achievement gains and the school improvement plan.
 Facilitate the development and implementation of an effective staff development program.
 Participate, successfully, in the staff development programs offered to increase the individual's skill and
proficiency related to the assignment
 Build a school community and environment, which supports learning and growth for everyone toward
realization
of the school's mission.
 Participate in Governing Board management meetings and other activities to enhancerofessional
p
development.
 Serve as a coach/mentor to assistant principals or others who are preparing for School Principal
certification.
 Review current developments, literature and technical sources of information related to job
responsibility.
 Use
eam
t approaches in solving problems and improving processes and providing frequent feedback to
those
involved in improvement efforts.
 Consider data and results from action research when solving problems and improving processes.
 Contribute to positiveaff
st morale through flexibility, support and recognition of groups and individuals
working
toward school improvement.
 Consider the aspirations of self and others in relation to the jobs and tasks assigned when assessing
expertise and
developmental needs.
OPERATIONS
 Identify quality requirements of materials/services and communicate this information to parents,
community and
suppliers.
 Access Sponsor and community resources to meet school needs.
 Demonstrate readiness and confidence in making and/or aring
sh decisions in a timely fashion.
 Employ an improvement cycle for operational problems that analyzes results, identifies root causes and
takes corrective action.
 Show positive trends in the achievement of improvement goal results in the areas of Ope
ration,
business practices (efficiency) and customer satisfaction.
 Manage and supervise the school's financial resources including the preparation and disbursement of
the school's budget and internal accounts.
 Establish and manage student accounting danattendance procedures at the assigned school.
 Supervise and monitor the accurate completion of data collection and submit resulting reports according
to timelines.
Write and disseminate newsletters, memos, letters, press releases, agendas, and other materials using
proper grammar and punctuation.
 Coordinate and manage the extracurricular student activities and funds at the assigned school.
 Provide leadership in the effective use of technology in the classroom and in school administration.
C
 oordinate school maintenance and facility needs and monitor progress toward meeting those needs.
 Monitor the custodial program at the school to ensure a safe, clean, and healthy, learning environment.
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Cornerstone Academy for High Standards
 Coordinate plant safety and facility inspections
at the assigned school
 Supervise transportation services at the assigned school.
 Coordinate the school food service program at the assigned school including the free and reduced food
service requirements.
TERMS OF EMPLOYMENT: 12-month salary and benefits shall be paid consistent with the School’s
compensation
plan.
JOB DESCRIPTION
POSITION TITLE: Assistant Principal
QUALIFICATIONS
EDUCATION: An earned Master’s Degree from an accredited institution.
Certifications: Valid Florida Certification in Educational Leadership, Administration, Administration &
Supervision, School Principal or Professional School Principal at the appropriate grade level for the
school.
EXPERIENCE
REQUIRED: Three (3) years teaching experience at a school site, demonstrated ability to communicate
effectively in both oral and written forms.
PREFERRED: 3 years of leadership experience at a school site.
REPORTS TO: School Principal
SUPERVISES: Instructional and Non-instructional Personnel as assigned by the principal.
POSITION GOAL: To assist the principal in providing vision and leadership to develop, administer and
monitor educational programs that optimize the human and material resources available for a successful
and
safe school program for students, staff and community.
SKILLS AND ABILITIES: The Assistant School Principal will effectively perform the performance
responsibilities using the following skills and abilities:
 demonstrate the knowledge and practice of current educational trends, research and technology
 understand the
unique needs, growth problems and characteristics of school students
 read, interpret and implement the appropriate state and federal statutes and policies, Sponsor’s
Policies and school board policies and procedures
 train, supervise and evaluate person
nel
 demonstrate effective communication and interaction skills with all stakeholders
 use group dynamics within the context of cultural diversity and be knowledgeable of Florida
educational reform, accountability and effective school concepts.
ESSENTIAL PERFORMANCE RESPONSIBILITIES:
The Assistant School Principal shall:
LEADERSHIP
 Assist the principal in providing leadership and direction for all aspects of the school's operation.
 Assist in establishing and monitoring a school mission and goals that
are aligned with the board’s
mission and goals.
 Exercise proactive leadership in promoting the vision and mission of the Board’s Strategic Plan
 Model and maintain high standards of professional conduct while setting high standards and
expectations for self, others, and school.
 Maintain an active involvement in the school improvement planning process.
 Use quality improvement principles and processes in daily administration of school.
 Anticipate difficult situations and develop plans to handle them.
 Assist in the managing and developing the implementation and assessment of the instructional
program at the assigned school so as to ensure all students the opportunity to learn.
Use collaborative leadership style and quality process to involve stakeholders in establishing and
achieving the school's mission and goals.
 Build teams to accomplish plans, goals and priorities.
 Assist in conducting staff meetings to discuss policy changes, instructional programs, potential
problems and resolution of existing problems.
 Use appropriate interpersonal styles and methods to guide individuals or groups to task
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Cornerstone Academy for High Standards
accomplishment.
 Assist in developing and maintaining a safe school atmosphere conducive to learning and student
achievement.
 Maintain visibility and
accessibility on the school campus and at school related activities and events.
 Assist in the establishment of procedures used in the event of school crisis and/or civil disobedience
and provide leadership in the event of such incidents.
 Act quickly
o stop
t
possible breaches of safety, ineffective procedures, or interference with
operations.
 Assist with establishing and monitoring procedures for an accreditation program and monitor
standards to ensure they are met.
 Provide for the articulation of
het school's instructional program among school personnel.
 Communicate effectively both orally and in writing with supervisors, parents, students, teachers and
the community.
INFORMATION & ANALYSIS
 Assist in providing leadership and direction for the plementation
im
and evaluation of curriculum and
instruction at the assigned school.
 Address the diverse needs of the school population consistent with the Board’s Strategic Plan.
 Analyze and use data for decision
-making or to improve actions, plans and process.
 Use current research, performance data, and feedback from students, teachers, parents and
community to assist in making decisions related to improvement of instruction.
 Access, analyze, interpret and use data in decision
-making.
 Use benchmark
s and comparison data in the analysis of results and make data accessible to all
stakeholders.
OPERATIONS
 Assist with establishing and managing student accounting and attendance procedures at the school.
 Assist with managing and supervising the school'
s financial resources including the school's internal
accounts.
 Supervise and monitor the accurate completion of data collection and submit resulting reports
according to timelines.
 Assist with the writing and dissemination of newsletters, memos,
letters, press releases, agendas, and
other materials using proper grammar and punctuation.
 Provide leadership in the effective use of technology in the classroom and in school administration.
 Assist with the coordination of school maintenance and faci
lity needs and monitor progress toward
meeting those needs.
 Assist with coordinating plant safety and facility inspections at the school.
 Assist with the supervision of all extracurricular programs at the assigned school.
 Assist in coordinating thechool
s food service program at the assigned school including the free and
reduced food service requirements.
 Perform other tasks consistent with the goals and objectives of this position as assigned by the
principal.
STRATEGIC PLANNING
 Assist with faci
litating and coordinating the development of the School's Improvement Plan.
 Set high goals and standards for self, others and the organization.
 Assist in communicating overall School Improvement Plan requirements to all staff so they can
describe how the goals and plans relate to their work.
 Assist in the selection and acquisition of instructional materials and equipment.
 Collect input and analyze data to develop goals.
 Develop the master schedule and assign teachers according to identified needs.
 Assist in allocating resources consistent with the implementation of the School Improvement Plan.
 Assist with establishing and coordinating procedures for student, teacher, parent and community
evaluation of curriculum.
 Assist with facilitating the
horizontal and vertical articulation of curriculum within the school.
 Assist with providing recognition and celebration for student, staff, and school accomplishments.
COMMUNITY ENGAGEMENT
 Develop positive relationships with all stakeholders (students,
parents, teachers, community)
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Cornerstone Academy for High Standards
 Assist with facilitating a program of family and community involvement.
 Serve as arbitrator for serious discipline problems in accordance with School policies, board and
Sponsor’s policies and state statutes.
 Develop
and maintain positive school/community relations and act as liaison between the two.
 Assist in promoting/marketing the school and its priorities to the community.
 Assist in facilitating, coordinating, and monitoring the implementation of Student Educat
ion
programs and services.
 Work with parents to resolve complaints or concerns.
 Interact with government and service agencies relative to student welfare.
 Assist in supervising the implementation of the school's student services (including guidance,
health
services, and attendance) and related areas.
 Take appropriate reporting and/or referral actions whenever abuse situations are recognized.
 Assist in providing leadership to support community involvement programs and business
partnerships at the school level.
 Assist in directing and developing the recruitment of Business Partners to benefit the school and
community.
 Assist with the development of activities with business partners that promote student achievement.
HUMAN RESOURCES
 Assist in ana
lyzing data and information to plan staff development to accomplish school goals.
 Assist with providing staff development opportunities and feedback to school personnel.
 Assist with the development and implementation of an effective staff developmentrogram.
p
 Participate, successfully, in the staff development programs offered to increase the individual's skill and
proficiency related to the assignment.
 Review current developments, literature and technical sources of information related to job
responsibility.
 Use team approaches in solving problems and improving processes and provides frequent feedback to
those involved in improvement efforts.
 Delegate responsibilities to appropriate staff members.
 Contribute to positive staff morale throughexibility,
fl
support and recognition of groups and
individuals working toward school improvement.
 Assign tasks and supervise personnel in task accomplishment including special projects.
Manage appropriately and professionally personnel issues, including hiring, evaluation, staff
deficiencies and retention;
 Provide feedback on professional performance and offer assistance to strengthen weaknesses in
performance.
 Assist with interviewing and selection of qualified personnel to be recommended for appoint
ment.
 Assist with difficult personnel decisions when necessary including dealing with ineffective teacher or
staff performance.
TERMS OF EMPLOYMENT: 12-month salary and benefits shall be paid consistent with the School’s
compensation plan.
JOB DESCRIPTION
POSITION TITLE: Teacher
QUALIFICATIONS
EDUCATION: Bachelor's degree from an accredited college or university;
Certifications: valid Florida certification in the subject area.
EXPERIENCE PREFERRED: Experience - Two (2) years of successful classroom teaching
experience in the appropriate subject area.
REPORTS TO: Principal
POSITION GOAL: To create and maintain a positive online classroom environment that
generates high expectations and enthusiasm for learning by infusing critical thinking skills,
application skills, interpersonal skills, and the use of technology into an aligned curriculum and
assessment process, resulting in measurable student achievement gains for all students.
SKILLS AND ABILITIES: The teacher shall:
 Possess knowledge of curriculum and
Next Generation Sunshine State Standards (and/or
Common Core Standards, as adopted) in the appropriate subject area.
133
Cornerstone Academy for High Standards
 Be able to adapt, design and implement online curriculum to meet the needs of the individual
students.
 Be able to suggest online educa
tional and classroom management strategies, materials and
techniques to parents and other support personnel working with students.
 Be able to use observation techniques for identification, ongoing-evaluation
re
and planning
for students.
ESSENTIAL PERFORMANCE RESPONSIBILITIES - The teacher shall:
DEMONSTRATE PROFICIENCY
 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
 Demonstrate knowledge and understanding of the subject matter
 Foster students’ achievement gains from baseline assessment levels to be evident in pre/post
test comparison results, standardized test scores, and portfolios
 sist
As the administration and staff to develop and implement a school-wide behavior
management system aligned to the Board’s policies and procedures.
 Provide supportive classroom management and academic strategies to teachers, students, and
parents.
 Demo
nstrate oral and written proficiency and adhere to standards of etiquette of online
communications in adherence with school policies.
DEMONSTRATE INITIATIVE
 Demonstrate efficiency.
 Demonstrate punctuality.
 Demonstrate consistent attendance.
 Review
current developments, literature and technical sources of information related to job
responsibility.
Initiate and present innovative ideas for special projects, school functions, field trips,
extracurricular activities, and clubs.
 Initiate opportunities
for professional development.
 Provide supplemental and differentiated instruction and intervention -is
as necessary.
 Respond to all teacher, parent and student communications within 24 hours.
 Follow through on commitments made to teachers, parents and
students.
 Ensure that student records (e.g. grades in electronic gradebook) are accurate and updated and
that parents have timely access to this information.
 Ensure that parents are kept updated through interim reports, phone calls, announcement
boards and emails.
 Document parent phone calls, conversations, conferences and electronic communications.
PARTICIPATE IN CONTINUED PROFESSIONAL DEVELOPMENT
 Participate, successfully, in the training programs offered to increase the individual's skillnda
proficiency related to work assignments.
 Pursue further education and supplemental credentials.
UNDERSTAND AND EMPLOY A VARIETY OF EDUCATIONAL TECHNOLOGIES,
STRATEGIES, AND TEACHING STYLES
 Employ differentiated instructional strategies to maximize
earning.
l
 Role model using the state competency checklist.
 Consistently maintain portfolios (dating and ordering each piece).
 Demonstrate mastery in effective teaching and learning strategies.
SERVE AS ROLE MODELS FOR STUDENTS AND FUTURE TEACHERS
 here
Ad to The Code of Ethics of the Education Professional in Florida as defined in State
Board of Education Rule 6B – 1.001, FAC
 Role model using the state competency checklist.
 Administer student surveys twice yearly.
 Promote problem
-solving skills and character education.
 Promote and enforce school policies and rules
 Demonstrate oral and written proficiency
 Demonstrate oral and written proficiency and adhere to standards of etiquette of online
134
Cornerstone Academy for High Standards
communications in adherence with school policies.
ADVISE PARENTS
 Keep parents updated through interim reports, report cards, phone calls, and notes home.
 Encourage and facilitate parental and community involvement promoting student
achievement.
 Document parent phone calls, conversations, and
conferences.
 Work as partners to create behavior modification plans and create Progress Monitoring Plans
(PMP) for students.
 Maintain flexibility and frequent contact with parents about student progress and school
events.
DEMONSTRATE AWARENESS OF EACH STUDENT'S EDUCATIONAL NEEDS
 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.
 Assist in data collection and preparation of reports including individualized educational plans
of instruction for students.
WORK COOPERATIVELY AND PRODUCTIVELY WITH CO-WORKERS,
STUDENTS AND PARENT/GUARDIANS
 Interact with maturity and professionalism among administration, staff, students
parent/guardians at all times.
 Take initiative to implement projects, programs, and/or compensate for shortcomin
gs within
your classroom and/or the school environment.
 Exhibit congeniality among -workers,
co
students, and parents.
 Communicate effectively and professionally both orally and in writing and adhere to
standards of etiquette of online communications in adherence with school policies.
 Show assertiveness
- delegate when necessary to help others help you.
 Be a team player while respecting others differences.
 Separate professional and personal spheres.
 Be flexible
- always have a back-up plan.
 Be
willing to help where help is needed.
 Proactively keep parents updated through interim reports, phone calls, announcement boards
and emails.
 Document parent phone calls, conversations, conferences and electronic communications.
FOLLOW GUIDELINES REGARDING SAFETY AND EDUCATION
 Complete and maintain accident reports (keeping one in permanent file and sending one
home to parents).
 Complete, distribute, and maintain files of all behavior and homework referrals as required
 Maintain -to-date
up
lesson plans within the guidelines of the school’s curriculum.
 Complete and maintain files of all report cards, interim reports, and county test records.
 Take immediate action if there is any question that a student has violated any of the schools
policies or rules, and notify the Principal immediately if bullying or cyber-bullying is
suspected.
 Follow safety requirements of the School at all times.
 Keep dangerous objects/all toxic substances (e.g. knives, ammonias, medicines, etc.) out of
the reach of students at all times
 Follow appropriate medication guidelines for all students
 Participate in fire and other such safety drills as applicable
PARTICIPATE ACTIVELY IN SCHOOL FUNCTIONS
 Attend parent/teacher meetings, conferences and orientations.
P
 lan and participate in special events.
 Perform other duties as assigned by the Principal.
TERMS OF EMPLOYMENT: 10-month salary and benefits shall be paid consistent with the
Board’s compensation plan. Length of work year and hours of employment shall be those
established by the School’s Board as stipulated in employee’s annual contract.
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Cornerstone Academy for High Standards
JOB DESCRIPTION
POSITION TITLE: Exceptional Student Education (ESE) Program Specialist
QUALIFICATIONS
EDUCATION: An earned master's degree from an accredited institution and
Appropriate State of Florida Teaching Certifications in Exceptional Student Education.
EXPERIENCE REQUIRED: A minimum of four (4) years of combined successful work
experience, which includes a minimum of two (2) years teaching experience in the field of
Exceptional Student Education.
PREFERRED: Preferred degree major in Elementary Education, Secondary Education, or
related field.
SUPERVISES: Teachers and clerical personnel, as assigned.
POSITION GOAL: To develop, implement, coordinate and monitor Exceptional Student
Education curriculum and Individual Educational Plans (IEP) and/or Gifted Student Educational
Plans (EP) for students who have been assigned to the Special Education/Gifted program.
ESSENTIAL PERFORMANCE RESPONSIBILITIES:
The ESE Program Specialist shall:
 Coordinate the development of ESE Program curriculum guides and performance
objectives for all grades at the school.
 Coordinate the identification, assessment and placement of students in the Special
Education/Gifted program.
 Coordina
te the ordering of materials, software and equipment needed to implement the
Special Education/Gifted program.
 Develop and assist the implementation the school’s Special Education/Gifted program.
 Facilitate Annual Reviews of the IEP including a review
of student progress within the
existing IEP and creation of new IEP goals
 Coordinate and attend SST and IEP meetings and communicate with parents.
 Coordinate testing for Special Education/Gifted program and monitor student IEPs.
 Update student files
as necessary
 Work with principals, teachers and personnel in the Special Education/Gifted program.
Coordinate the internal and external evaluation to maintain an effective feedback
monitoring system in coordination with Program Evaluation.
 Coordinatectivities
a
with early intervention programs to provide services for special
education students.
 Serve as a consultant on the matters pertinent to the Special Education/Gifted program.
 Assist with interviews of potential Special Education/Gifted program
teachers.
 Participate successfully, in the training programs offered to increase the individual's skill
and proficiency related to the assignment.
 Review current developments, literature and technical sources of information related to
job responsibility.
 Perform other duties as assigned by the Principal.
TERMS OF EMPLOYMENT: Ten (10) month salary and benefits shall be paid consistent with
the Board’s compensation plan. Length of work year and hours of employment shall be those established
by the school’s Board as stipulated in employee’s annual contract.
JOB DESCRIPTION
POSITION TITLE: English for Speakers of Other Languages (ESOL) Teacher/Coordinator
QUALIFICATIONS
EDUCATION: An earned Bachelor’s degree from an accredited institution and Appropriate
State of Florida Teaching Certifications in ESOL.
EXPERIENCE REQUIRED: Two (2) years teaching experience in the field of ESOL and/or
bilingual education. Computer skills as required for the position.
PREFERRED: Preferred degree major in Secondary Education, or related field.
SUPERVISES: ESOL Teachers, teachers and clerical personnel, as assigned.
POSITION GOAL: To develop, implement, coordinate and monitor ESOL curriculum and ELL
Plans for students assigned to the ESOL program.
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Cornerstone Academy for High Standards
ESSENTIAL PERFORMANCE RESPONSIBILITIES:
 Serve as a staff contact person for the ESOL program.
 Work with administration, teachers and personnel in the ESOL program, as directed.
 Oversee/assist staff, as directed, in meeting the needs of the School's ELL population
 Coordinate
the ordering of materials and equipment needed to implement the ESOL program,
as directed.
 Assist to implement the school’s ESOL program.
 Assist with coordination of identification, assessment and placement of students in the ESOL
program.
 Assist
with the coordination of the CELLA testing.
 Be responsible for developing and updating Student ELL Plans, as directed.
 Maintain a record of parental contact and ESOL Program Records Folder.
 Convene LEP Committee meeting, as applicable, including toetermine
d
the reason(s) for the
student’s lack of progress.
 Convene an ELL Committee to recommend appropriate alternative interventions, including,
but not limited to discussion over possible re-entry into the ESOL Program, as applicable.
 Coordinate,th
wiinput from classroom teacher(s) and any other applicable staff, Post
program reviews to follow-up on former ELLs once they have exited the program.
 Update student LEP folders
 Coordinate activities with early intervention programs to provide services
for limited-English
proficient students.
 Participate, successfully, in the training programs offered to increase the individual's skill and
proficiency related to the assignment.
TERMS OF EMPLOYMENT: Ten (10) months
B.
Outline the criteria and process that will be used to select the school’s leader and
the process by which the school leader will be evaluated.
The criteria and process for selecting Cornerstone Academy’s Principal will be based on an evaluation of
the strengths and weaknesses of each candidate based on the job description. A weighing will be
assigned to each activity in the job description, and candidates will be scored by a team of no less than
two interviewers; the president and/or two board designees. Upon each candidates arrival for his/her
interview they will be given a copy of the following to answer and refer to during interview process. This
form will be collected at the end of the interview and placed in candidates file. As the interview is
occurring the panel will take notes of things that were shared by each candidate. After all candidates
have been interview we will have a closed door meeting analyzing and comparing each candidate’s
answers.
Name:
_________________________________
__________________________________
Interview
The Principal Candidate Pool is designed to:

Provide clear and high system-wide standards for principal selection;

Ensure a consistent, fair, objective and rigorous process;

Provide transparency and visibility into the selection process and leadership pipeline.
All applicants for the Principal Candidate Pool are required to have:
 Florida State Certification in Educational Leadership;

Pass background check;
137
Date:
Cornerstone Academy for High Standards

All other requirements of Palm Beach County School District
Must submit:
 Two essays that give candidates an opportunity to share their experiences leading a group of
adults and impacting student achievement ;

Resume & History of educational accomplishments;

Educational and background information (Resume);

Names and contact information for 3 professional references, including at least 1 current or
recent direct supervisor.
Applicants will be invited to an in-person evaluation session where candidates will be assessed
on their proficiency in the five School Leadership Competencies. Competency is a level of
behavior that exemplifies the competency in action.
Question:
What do you think the three most critical competencies are to be a good leader and why?
st
1 Competency:
Driving for Results
Please use the following competencies to explain how you will achieve outstanding results and
task-oriented actions to accomplish the following:
 Student Achievement;

Initiative & Persistence;

Monitoring & Directiveness;

Planning ahead.
nd
2 Competency:
Influencing for Results
Please use the following to explain how you will motivate others and influence their thinking and
behavior to obtain results.
 Impact and Influence;

Team Leadership;

Developing others.
rd
3 Competency:
Problem-Solving
Please use the following to explain your thinking about organizational goals and challenges that
applies to analyzing data to inform decisions; making clear logical plans that people can follow;
and ensuring a strong connection between school learning goals and classroom activity.
 Analytical Thinking

Conceptual Thinking
th
4 Competency:
Showing Confidence to Lead
Write a personal mission statement that will state your ability to accomplish tasks and actions
that reflect success.
Answers we want to hear from our principal candidates:
Driving for Results:
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Cornerstone Academy for High Standards

Achievement: The drive and actions to set challenging goals and reach a high standard of
performance despite barriers.

Initiative and Persistence: The drive and actions to do more than is expected or required in
order to accomplish a challenging task.

Monitoring and Directiveness: The ability to set clear expectations and to hold other people
accountable for performance.

Planning Ahead: A bias towards planning in order to derive future benefits or to avoid problems.
Influencing for results:
 Impact and influencing: Acting with the purpose of affecting the perceptions, thinking and
actions of
others;

Team Leadership: Assuming authoritative leadership of a group for the benefit of the
organization.

Developing Others: Influence with the specific intent to increase the short and long-term
effectiveness of
another person.
Problem-Solving:

Analytical Thinking: The ability to break things down in a logical way and to recognize cause
and effect.

Conceptual Thinking: The ability to see patterns and links among seemingly unrelated things.
Showing Confidence to Lead:
Self-Confidence: A personal belief in one’s ability to accomplish task and the actions that reflect that
belief.
An additional requirement CAHS would like the candidates to have is prior experience in transitioning
career future student from high school to college placement, as well as experience in managing financial
operations and employees.
The Principal’s performance will be evaluated annually by the governing board chair, which will use input
from the results of specific questions on both the Parent and Staff surveys, observations from other
governing board members, and results of quarterly observations by the governing board chair. A key
component of the Principal’s performance will be the school’s financial situation at the end of each fiscal
year, as compared to the projected budget.
C.
Provide a staffing plan for each year of the charter term.
The staffing plan for the first year will be 16 instructional dual certified teachers, two assistants (ESE,
ESOL, Reading, Foreign Languages), and/or part-time building substitutes, and a Principal,
Bookkeeper/or Office Manager, as a part-time Assistant principal, office manager services contracted,
guidance counselor, Parent Liaison, Superintendent (President), pupil transportation, custodian full-time,
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Cornerstone Academy for High Standards
along with the volunteer office manager, teacher assistants services paid by workforce alliance. 16:300
ratio teachers to student.
The staffing plan for the Second year will be 19 instructional dual certified teachers, two assistants (ESE,
ESOL, Reading, Foreign Languages), and/or part-time building substitutes, and a Principal,
Bookkeeper/or Office Manager, as a part-time Assistant principal, office manager services contracted,
guidance counselor, Parent Liaison, Superintendent (President), pupil transportation, custodian full-time,
along with the volunteer office manager, teacher assistants services paid by workforce alliance. 19:375
ratio teachers to student.
The staffing plan for the third year will be 20 instructional dual certified teachers, two assistants (ESE,
ESOL, Reading, Foreign Languages), and/or part-time building substitutes, and a Principal,
Bookkeeper/or Office Manager, as a part-time Assistant principal, office manager services contracted,
guidance counselor, Parent Liaison, Superintendent (President), pupil transportation, custodian full-time,
along with the volunteer office manager, teacher assistants services paid by workforce alliance. 20:400
ratio teachers to student.
The staffing plan for the fourth year will be 20 instructional dual certified teachers, two assistants (ESE,
ESOL, Reading, Foreign Languages), and/or part-time building substitutes, and a Principal,
Bookkeeper/or Office Manager, as a part-time Assistant principal, office manager services contracted,
guidance counselor, Parent Liaison, Superintendent (President), pupil transportation, custodian full-time,
along with the volunteer office manager, teacher assistants services paid by workforce alliance. 20:400
ratio teachers to student.
The staffing plan for the fifth year will be 20 instructional dual certified teachers, two assistants (ESE,
ESOL, Reading, Foreign Languages), and/or part-time building substitutes, and a Principal,
Bookkeeper/or Office Manager, as a part-time Assistant Principal, office manager services contracted,
guidance counselor, Parent Liaison, Superintendent (President), pupil transportation, custodian full-time,
along with the volunteer office manager, teacher assistants services paid by workforce alliance. 20:400
ratio teachers to student.
School Year
Grade Levels
Total Projected
Student
Teacher: Student
Ratio
Enrollment
First Year-2012-2013
9-12
300
16:300
9
100
4:100 (Block
Schedule)
10
100
4:100 (Block
Schedule)
11
75
3:75
(Block
Schedule)
12
25
1:25
(Block
Schedule)
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Cornerstone Academy for High Standards
Plus 4 Elective
Teachers
Second Year-20132014
9-12
375
19:375
(Block
Schedule)
9
100 (Up to)
4:100 (Block
Schedule)
10
100 (Up to)
4:100 (Block
Schedule)
11
100 (Up to)
4:100 (Block
Schedule)
12
75(Up to)
3:75
(Block
Schedule)
Plus 4 Elective
Teachers
Third Year-2014-2015
9-12
400
20:400
9
100 (Up to)
4:100 (Block
Schedule)
10
100 (Up to)
4:100 (Block
Schedule)
11
100 (Up to)
4:100 (Block
Schedule)
12
100(Up to)
4:100 (Block
Schedule)
Plus 4 Electives
Teachers
Fourth Year-2015-2016
9-12
400
20:400
9
100 (Up to)
4:100 (Block
Schedule)
10
100 (Up to)
4:100 (Block
Schedule)
11
100 (Up to)
4:100 (Block
Schedule)
12
100(Up to)
4:100 (Block
Schedule)
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Cornerstone Academy for High Standards
Plus 4 Electives
Teachers
Fifth Year-2016-2017
9-12
400
20:400
9
100 (Up to)
4:100 (Block
Schedule)
10
100 (Up to)
4:100 (Block
Schedule)
11
100 (Up to)
4:100 (Block
Schedule)
12
100(Up to)
4:100 (Block
Schedule)
Plus 4 Electives
Teachers
D.
Explain the school’s plan for recruitment, selection, development and evaluation of
staff.
We will recruit on the TeachinFlorida.com website, local churches, as well as, at district job fairs and
through local districts’ early drop-programs. Cornerstone Academy will hire highly qualified lead teachers
to support content/grade teachers to implement best instructional practices. A highly qualified ESE
Coordinator/Contact will be hired to support Consultation Only services for all exceptional students
attending CAHS. All staff will participate in both school-based and PBCSD professional development.
Faculty meetings will be held once a month, school-based professional development will be provided
based on new teacher support, content area, and grade level support each month. All staff will be
encouraged to attend local District trainings, as well as designated regional training per year, sponsored
by future partner affiliates at NOVA Southeastern University, offers courses relating to charter school
leadership, Workforce Alliance offers additional support through interns of different departments and
Literacy Coalition of the Palm Beach School District will offer additional support to all students. All of
these community based entities have a common concern for educational achievement.
Staff will be formally evaluated annually by the Principal, using the requirements of their job description as
a basis for evaluation. The principal and selected school staff will be state certified in CPR and first aid
training and all students (SB-736) will be certified at least one time before graduation from high school.
The Principal will observe each staff member in their classroom on a monthly basis for evaluation. At any
time during the contract period, the Principal may put a staff member on probation, with a 90-day plan of
action for performance improvement. All staff members will certify that they have read and understood
the schools and Palm Beach County policies in the Employment Handbook, which include grounds for
dismissal.
The school board will meet once a month to address the needs and concerns of all management.
Selection of Principal
Job Description
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Cornerstone Academy for High Standards
Responsibilities
CAHS’s Principal serves as the educational leader, responsible for managing the policies, regulations,
and procedures to ensure that all students are supervised in a safe learning environment that meets the
approved college preparatory curricula and the mission of the school. Achieving academic excellence
requires that the school Principal work collaboratively to direct and mentor all members of the school staff
and to communicate effectively with parents. Inherent in the position are the responsibilities for
scheduling, curriculum development, extracurricular activities, personnel management, emergency
procedures, and facility operations.
Accountabilities
The selected Principal will be held accountable for successfully leading a team of teachers, staff and
parents in helping each child achieve. Schools will be specifically measured in academic proficiency and
in the growth and strength of their instructional team. Other accountabilities include full enrollment,
managing expenses and engaging customers. Qualified candidates should have strong teamwork and
communication skills, sincere interest, dependability, and a passion for education.
Qualifications
All candidates should possess an unwavering commitment to children and believe that all children can
learn and a strong set of core values that transcends bother personal and professional lines. The qualified
candidate will have a proven track record of student academic success in and out of the community or
significant academic gains in previous principal roles and can demonstrate success in leading, motivating
and coaching a team of teachers, staff and parents. A Master's degree or equivalent and 4-10 years of
experience as a lead principal are preferred.
Section 11: Education Service Providers
If the school intends to enter into a contract with an Education Service Provider
(ESP):
A. Describe the services to be provided by the ESP.
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Cornerstone Academy for High Standards
B. Provide a draft of the proposed contract between the school and the ESP
including, at a minimum, proposed services, performance evaluation
measures, fee structure, renewal and termination provision, and terms of
property ownership (real, intellectual and personal).
C. Explain why the ESP was selected, including what due diligence efforts
were conducted to inform the selection.
D. Explain the ESP’s roles and responsibilities for the financial management
of the proposed charter school, if applicable, and the internal controls that
will be in place to guide this relationship.
E. Explain how the governing board will ensure that an “arm’s length,”
performance-based relationship exists between the governing board and
the ESP.
F. Provide a summary of the ESP’s history, including its educational
philosophy and background and experience of senior management.
G. Provide a list of other schools with which the ESP has contracts, including
contact information and student and financial performance data of such
schools.
Cornerstone Academy for High Standards does not intend to enter into a contract with an
Education Service Provider.
Section 12: Human Resources and Employment
A. Explain the school’s compensation plan, including whether staff will be publicly or
privately employed.
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Cornerstone Academy for High Standards
The School will be a not-for-profit, private employer, and will participate in the Florida Retirement System.
Teacher salaries will be comparable to those outlined in the teacher salary Schedule implemented by the
local public school district Full time, salaried employees will be entitled to Health Insurance. For employee
insurance and benefits selection, the Governing Board has engaged the services of ADP Total source, a
professional employer organization that provides human resource services to small and moderate size
employers. The use of a professional employer organization allows the staff of the School to enjoy the
same level of benefits that are available to employees of large organization such as Fortune 500
companies (including health/dental/vision insurance and Retirement/401k plans). More information on
ADP is found on www.adptotalsource.com.
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.
This collaborative environment will be successful at the Cornerstone Academy, and we believe will be
able to attract and retain staff that is dedicated to serving this population of students. Staff dismissals will
be the responsibility of the Principal, in consultation with at least two Board members. Hiring and
dismissal of the Principal will be the responsibility of the governing board President, with the agreement of
the governing board. All faculty and staff members employed by the School will possess the personal
characteristics, knowledge base of and belief in the educational and curriculum design as described in
this proposal, as well as an ability and motivation to work as part of a team with parental involvement.
The School will look for personnel who bring with them a sense of enthusiasm and commitment as well as
a strong belief in and understanding of the charter school concept.
Employees are expected to observe high standards of job performance and professional conduct.
When performance or conduct does not meet standards, the School may terminate employment, or it may
endeavor, if it deems appropriate, to provide the employee a reasonable opportunity to correct the
problem. If, however, a corrective opportunity is given and the school determines that the employee has
failed to make the correction, he or she will be subject to further discipline, including termination.
Under the No Child Left Behind Act (NCLB) of 2001, all teachers must be “highly qualified” to teach in the
school. The definition of a highly qualified teacher includes meeting at least the following three criteria:
1. Having a bachelor’s degree
2. Having State credentials or certificate
3. Demonstrated core academic subject matter competence
The rules set forth below are not exhaustive and are intended to provide employees with illustrations and
fair notice of what is expected from them. Obviously, however, such listing cannot identify every situation
of unacceptable conduct and performance. Employees should be aware that conduct not specifically
listed below, but which adversely affects or is otherwise detrimental to the interests of the school, to
students, or to other employees, may also result in disciplinary action.
Ninety-Day Probation Period
All employees will be hired on a 90-day provisional contract and may be terminated at any time in
accordance with the School's termination provisions.
Voluntary Termination
The School will consider an employee to have voluntarily terminated or abandoned his or her employment
if an employee does any of the following:
Elects to resign from the school.
Fails to return from an approved leave of absence on the date specified by the school.
Fails to return to work without notice to the school for three (3) consecutive days.
Involuntary Termination
The School expressly reserves the right to discharge employees for cause, but without being in violation
of the laws of the State of Florida and the United States of America. The School assures thorough,
consistent, and even-handed termination procedures. Terminated employees will receive all earned pay
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Cornerstone Academy for High Standards
to the next regular pay period. An employee may be terminated involuntarily for any reason not prohibited
by law, including a leave of absence in excess of 180 days, poor performance, misconduct, or other
violations of the school's rules of conduct for employees.
Involuntary termination, other than for an administrative reason or abandonment of employment, will
result in forfeiture of all earned accrued compensation, other than as required to be paid by law.
Job Performance
Employees may be disciplined/discharged for poor job performance, including but not limited to, the
following:
Below-average work quality or quantity
Poor attitude or lack of cooperation
Excess absenteeism, tardiness, or abuse of break or lunch privileges
Failure to follow instructions or procedures
Failure to follow established safety/security procedures
Misconduct
Employees may be disciplined or discharged for misconduct, including but not limited to the following:
Insubordination
Dishonesty
Theft
Discourtesy (to students, parents, peers, supervisors, etc.
Misusing or destroying school property or the property of another
Disclosing or using confidential or proprietary information without authorization
Falsifying or altering school records, including the application for employment
Interfering with the work performance of others
Harassing other employees or students
Being under the influence of, manufacturing, dispensing, distributing, using, or possessing alcohol or
illegal or controlled substances on school property or while conducting school business or supervising
students.
Possessing a firearm or other dangerous weapon on school property or while conducting school business
Conduct which raises a threat to the safety and well-being of the school, its employees, students, or
property, including being charged or convicted of a crime that indicates unfitness for the job failing to
report to the school, within five days, any charge or conviction under any criminal, drug, state or felony
arrests.
The school may proceed directly to a written reprimand or to termination for misconduct or performance
deficiency, without resort to prior disciplinary steps, when the school deems such action is appropriate. If
an employee is recommended for dismissal by the principal of the school, the principal will propose such
dismissal at a meeting of the Board of the School. The employee shall have the right to contest the
dismissal at the board meeting and present testimony or evidence in connection with the dismissal action.
Professional Development
In setting high expectations for both students and teachers, the School will be committed to maintaining
the level of high quality instructors by implementing a comprehensive professional development plan. The
school will support the professional development needs of all professional staff by subsidizing college
classes, facilitating the attainment of continuing education credits, and offering trainings.
Teacher training will be offered throughout the school year in a variety of forms. Select teachers will
attend local, state and national conferences and serve as trainer to the remainder of the staff upon return
to the School. Appropriate and relevant school wide training will occur on teacher planning days as well
as on early release dates. All staff will participate in school-initiated and other relevant and necessary
workshops for professional development, and a member of the administrative team will coordinate, assist
and monitor the staff development process. The Educational Service Provider may also prepare staff
develop meetings in which the school may elect to participate. In-house workshops and meetings will be
held monthly by administrators and may occur as often as biweekly through team leaders, in order to
facilitate support, encourage communication, allow for team planning, and troubleshoot concerns and
needs.
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Cornerstone Academy for High Standards
In addition to school wide professional development opportunities, faculty members will each complete an
Individual Professional Development Plan (IPDP) as a means to document and identify areas for personal
targeted professional growth, including the identification of strategies for obtaining specified goals, its’
compatibility to ensuring the professional development exercise will serve to benefit the student, and a
timeframe in which the staff development exercise should occur. All IPDPs will be approved by the
Principal, or his/her designee, at such time the principal may elect to recommend additional
recommended professional development that should occur within a given timeframe.
The principal or member of the administrative staff, together with the teacher, will commit to the
IPDP, including the allocation of necessary resources for plan implementation, and observation of
new/struggling teachers by veteran/mentor teachers to implement support strategies.
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.
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Cornerstone Academy for High Standards
Cornerstone Academy for High Standards (CAHS) will accept letters from parents who have already
expressed a desire to move their child to a choice School, CAHS will recruit at churches, Boys and Girls
Clubs, recruitment labels to mail out in district each year; uses district data bases to enroll the students,
how will we serve only the fifty out of seventy five, contract with parents; volunteer hours; use district data
basis; after the 2010-11 positive-choice surveys; CAHS publicized the school on the The School District,
Broward, Martin and Boynton Beach Local County Network Stations; and emailed distribution lists. We
will also use the partnerships (NOVA Southeastern University, Literacy Coalition, and Workforce Alliance
Trainee Program from The School District, Broward, Martin) to advertise their involvement with the charter
school to generate interest, for subsequent years.
The enrollment procedure for Cornerstone Academy (CAHS) is as follows:
•
•
•
•
•
•
•
Interest parents/guardians complete and Application for Enrollment form, which remains on file at
Cornerstone Academy for High Standards.
The Principal will notify the governing board that an opening has become available, when intakes
are scheduled and when a candidate has been selected.
The Principal will review the applicant’s file to determine appropriate candidates, using the
following selection criteria: Enrollment Application(student enrolling with any current IEP, ELL,
504 Services); Enrollment Interview; Peer match with Cornerstone Academy current students;
and Student’s potential benefits in the innovative programs, such as extended day in-home
supplemental educational services.
Enrollment preference will be for siblings of current students, children of governing board
members, and students whose parents have written letters to enroll into a choice school.
Intakes will be scheduled for potential candidates. Intake decisions will be made by Principal and
a team of evaluators, including teachers, and board members.
Applicants will be notified by phone of their status.
All materials will be returned to the families of applicants who are not accepted. These applicants
may request that the application form be kept on file for future consideration.
CAHS will follow a proven plan for student recruitment and enrollment that begins with initial media
coverage of the planned School opening and includes the following continuing initiatives: presentations to
local community organizations by the school administrator, parent liaison, guidance/career counselor,
regular school tours for community organizations and interested parents, guardians, and students,
contacts in foster care with organizations that provide social services to this student population in the
areas of healthcare, counseling, substance abuse counseling and other agencies in the community.
Applications to Cornerstone Academy for High Standards will be accepted year round, and new students
will typically be admitted in August and January, although the school may fill an unexpected opening at
any time during the school year.
Should more than one student meet the peer match requirements for an opening, an admission lottery will
be conducted by the Principal, and at least one governing board member?
B.
Explain how the school will achieve a racial/ethical balance reflective of the community it
serves or with the racial /ethnic balance range of other local public schools. Make-up a
contract with items.
Parents of student at Cornerstone Academy for High Standards (CAHS) will be required to sign an
Enrollment Agreement to perform 20 hours per year of volunteer time. This time can include participating
on the governing board, School Advisory Council or Parent/Teacher Organizations, and the three
extended day supplemental educational services.
The school will achieve racial and ethnic balance by being open to any at-risk student residing within the
county by openly marketing to every subsection of the potential student population. The school will also
not discriminate in its pupil admissions policies or practices whether on the basis of intellectual or athletic
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Cornerstone Academy for High Standards
ability measures of achievement or aptitude, or any other basis that would be illegal if used by any public
school. We will advertise in the smaller 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.). Advertising will include ELL services the
school can provide for ELL students, as well as other special needs groups.
Timeline
Student seeking admission to CAHS may file an on-line application of interest in enrollment off campus or
visit the CAHS TCC/ enrollment center and meet with the admissions/career guidance counselor to
complete an electronic admissions application. Student will take a series of assessments and provide
responses to question that will be used to determine their academic standing, level of placement,
graduation requirements, social and emotional needs.
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.
An orientation appointment will be given to each student to ensure successful admission and introduction
to CAHS. Policies, procedures and all aspects of the school will be discussed including student conduct,
dress code, behavior, attendance, academic expectations, of-line and on-line curriculum, school
schedule, transportation, rewards and incentives, disciplinary measures, career and continuing education
options.
Criteria
Requirements for registration are listed below:
Transcript from the last school attended; the school’s admissions coordinator will send for permanent
records; verification of address or parents’ address by one of the following: current utility bill, tax receipt;
authentic birth certificate; social security card; immunization records showing proof of proper
immunization.
Lottery
If applications exceed the number of available seats, a public lottery will be held. All student applicant
names exceeding the enrollment limits will be collected and place in a container that permits a random
draw and further ensures fairness to all applicants.
The school will use the School District’s VIPS program to track volunteer hours, and parents will receive a
quarterly accounting of their hours. Parents who have not performed 75% of their 20 hours by May of
each school year will receive a certified letter from the Governing Board Chair, requesting a plan for
completion of the volunteer commitment. Students of families who do not complete their hours will not be
granted enrollment for the following school year.
Because as noted all throughout the parent involvement and parental importance to the students’
success, we included that: in a legal opinion, asserted by D. Woodring that “if a new charter includes the
parent volunteer requirements in its application and charter, or if the requirement is consistent with the
mission and purpose in an existing charter school, the parent volunteer contract is enforceable under
Florida law. Failure of the parents or guardians to uphold or fulfill their responsibilities under that contract
would be sufficient grounds for that charter school to deny admission to the child the following year”
(FLDOE, 2003).
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
contract.
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Cornerstone Academy for High Standards
The school will not engage in any student/family contract as a requisite for attending school at CAHS.
Should there be a need to develop a contract related to attendance or behavior while the student is
enrolled; a parent conference will take place.
E. Explain other efforts to encourage parental and Community involvement, if applicable.
CAHS will hire a parent liaison to assist with the parent connectivity.
Parents of student at Cornerstone Academy (CAHS) will be required to perform 20 hours per year of
volunteer time. This time can include participating on the governing board, School Advisory Council or
Technical Community Council (TCC), three extended day in-home supplemental educational services, as
well as TCC. All governing board meetings will be open to the public, and parents and staff will be
encouraged to get involved and bring any issues of concern.
In a legal position, asserted by D. Woodring that “if a new charter includes the parent volunteer
requirements in its application and charter, or if the requirement is consistent with the mission and
purpose in an existing charter school, the parent volunteer contract is enforceable under Florida law.
Failure of the parents or guardians to uphold or fulfill their responsibilities under that contract would be
sufficient grounds for that charter school to deny admission to the child the following year” (FLDOE,
2003). Reference Law in the parent contract on volunteer hour commitment.
The governing board will communicate quarterly with parents, and the Principal will issue a monthly
newsletter. CAHS will host at least two parent trainings during the school year, to address issues such as
behavior, and future career choices, and college transitions of the students.
July 21, 2011
Dr. Lois Smith, Founding President
Cornerstone Academy for High Standards, Inc.
P.O. Box 723
Boynton Beach, FL 33435
Re: Letter of Support from Parents for Cornerstone Academy for High Standards, Inc.
Dear Dr. Smith, and founding board,
We are pleased to give you our support in this very important opportunity to offer innovation and integrity
into the schools, while supplying quality education for our children. We love your idea to extend the
supplemental educational instruction to our homes for at least three days a week, for 30 to 90 minutes,
making it convenient for the parents and students to participate in our children's learning.
Also, we are giving our unwavering support to the founding board of Cornerstone Academy (CAHS) to
open a charter school in the County School District. We understand that the Elementary, Middle and High
Schools include all age ranges for the students within our families, therefore, we unanimously agree that
as stakeholders for quality education and school choice for our children, Cornerstone Academy will be an
excellent choice not only for our children, but for all students. We appreciate the passion that Cornerstone
Academy’s founding board represents for rigorous quality education. Many of us have benefited from the
environment Cornerstone Academy and the founding board will project. Most of the parents are
entrepreneurs with integrity and advanced degree recipients and we want the same rigorous innovative
skills to be instilled in our children’s academic future, in today’s society.
Thank you for considering our interests and we recommend that the new charter applicant reviewers
approve this rare opportunity for our children to have several choices in the 2012-2013 school years.
Sincerely,
The School District, Broward, and Martin County
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Cornerstone Academy for High Standards
DeCambre, Jason and Michelle children K-12
Rosa, Bus Drivers, and Maureen School District employees
Palm Beach:
Mr. & Mrs. Joseph; 3 children-K-8;
Mr. & Mrs. Ondush; 2 children-K-8;
Ms. Aurelien; 1 child-9-12;
Mr. & Mrs. Anglin; 2 children; K-8;
Mr. & Mrs. Ceasar; 3 children; K-8;
Mr. & Mrs. Joplin; 1 child; 9-12
Mr. & Mrs. Ferguson; 3 children; K-5;
Mr. & Mrs. Brown; 1 child; 9-12;
Mr. & Mrs. Smith; 3 children; K-8;
Mr. & Mrs. Santiago; 3 children; K-12.
Mr. & Mrs. Bledsoe; Parent Liaison Contact with Board
David Ferguson (parent) Experience as a Vice-Principal, Teacher, and Instructional Specialist in Palm
Beach School Districts and Rose in the The School District School District and Bus Drivers.
Hanes, Vivian and John (parents) (Business Manager-V, Attorney-J) Governing board for Disabilities and
Autism in Hope World-wide and Wellington, The School District, Palm Beach County.
Dr. Lois Smith, President
Cornerstone Academy for High Standards, Inc.
th
122 N.W. 8 Avenue
Boynton Beach, FL 33435
Dear Dr. Smith:
It was my privilege to speak with you concerning my partnering with Cornerstone Academy some weeks
ago as you outlined your plans and hopes for a charter school in the Boynton Beach area. As we
th
discussed, there are 3,000 students in the Boys and Girls Clubs and at least 350 9-12 Grade students to
populate your school the first year. I would be thrilled to work with you and your board members, along
with the parents to recruit a population of students to satisfy your enrollment demands for the next five
years.
The meetings we have scheduled with the students and parents will serve as an informative session, so
that the community will know all the programs Cornerstone Academy will be providing.
I am proud to see the progress you are making to educate the population that needs the most attention.
The programs you have outlined seemed to be second to none. You are now at the next step of
submitting a charter school application.
The The School District County Boys & Girls Clubs would be pleased to talk with you further about ways
that we could partner with your school once it is approved. We recognize that the area you seek to serve
has great needs and I commend you for working so hard to address those needs.
Best regards in the application and implementation process.
Sincerely,
Carl Boldin
Club Director
The School District, Broward, Martin, Palm Beach County Boys & Girls Clubs
800 Northpoint Pkwy, Suite 204
West Palm Beach, FL 33407
561-842-5234
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Cornerstone Academy for High Standards
Fax 561-848-5507
www.bgcpbc.org
June 20, 2011
Lois Smith, President
Cornerstone Academy for High Standards, Inc.
th
122 N.W. 8 Avenue
Boynton Beach, FL 33435
Dear Ms. Smith:
It was my pleasure to talk with you some weeks ago as you outlined your plans and hopes for a charter
school in the Boynton Beach area. Although this was my first acquaintance with you, I could sense your
deep commitment, energy and enthusiasm to make your vision a reality in the lives of children and youth
in your community.
I am delighted to see that you are now at the next step of submitting a charter school application. I wish
you the best as you make this application.
The Literacy Coalition would be pleased to talk with you further about ways that we could partner with
your school once it is approved and underway. We recognize that the area you seek to serve has great
needs and I commend you for working so hard to address those needs.
Best wishes in the application and implementation process.
Sincerely,
Darlene Kostrub
Executive Director
The School District, Broward, Martin, Palm Beach County Literacy Coalition
551 SE 8th St., Suite 505
Delray Beach, FL 33483
561-279-9103
Fax 561-265-3579
www.pbcliteracy.org
Lois Smith, President
Cornerstone Academy for High Standards, Inc.
th
122 N.W. 8 Avenue
Boynton Beach, FL 33435
Dear Ms. Lois Smith:
Thank you for your persistence and hard work in connecting with me. Although, it took a long time to get
the necessary approvals to allow our charter school Education and Leadership graduate students an onhands training opportunity towards a possible internship at your school. When you expressed your
desires to team up with our newly formed charter school education program and as you outlined your
plans and hopes for a charter school in the Boynton Beach area, I knew we had a winner. Since we have
worked together on your doctoral coursework, I have witnessed first- hand your dedication to details and
excellence on your assignments and could sense your deep commitment, and sparkle in your eyes for
quality education for children. This is an innovative way to reach children and provide the training that the
leadership need who will potentially be employed in a charter school, after successfully completing
Nova’s graduate program.
I am excited for what can happen in the future once you submit your application for review. I wish you the
best.
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Cornerstone Academy for High Standards
The Charter School Education and Leadership Program Director would be pleased to speak on this idea
with you further about ways that we could partner with your school once it is approved. We perhaps can
include you on the syllabus in the future. Nova Southeastern University acknowledges that our area is in
need of the services our collaboration will bring to the graduate students and your targeted population
which has great needs and we support your efforts to bring our organizations together to better educate
the students.
Your application is a first for Nova Southeastern University; a great idea and we need a program like
yours.
My best regards,
David B. Ross
Nova Southeastern University’s
Program Professor
Charter School Education and Leadership
1750 NE 167th
North Miami Beach, FL 33162
954-262-8398
Fax 954-262-3906
www.Nova.edu
Dear Lois,
You are invited to our next Budget meeting, please RSVP.
Habitat for Humanity of South Palm Beach County
ANNUAL MEETING
Celebrating 20 Years in the Community
th
181 SE 5 Ave
Delray Beach, FL 33435
Monday July 25, 2011
6:00 - 8:30 pm
Office Depot Headquarters
6600 Military Trail
Boca Raton, FL 33496
6:00 - 6:30 p.m.
Social - light appetizers and beverages
6:30 - 8:30 p.m.
•
•
•
•
•
State of the Affiliate
Volunteer and Donor Recognition
Induction of new Board Members
Accomplishments of 2010-2011
Goals for 2011-2012
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Cornerstone Academy for High Standards
•
Dress: Business Casual
Building Hope, Lives and Dreams
Celebrating 20 years in the South Palm Beach Community
Our mission is to provide simple, decent, affordable housing for
low-income families by working in partnership with those families.
Habitat for Humanity of South The School District County was incorporated as a nonprofit
organization in 1991 and supports the communities of Boca Raton, Boynton Beach and Delray Beach.
The Habitat for Humanity process goes back to the traditional values of reward through effort. Each
partner family is required to invest 500 hours of their own time in the construction of Habitat homes, with
the majority of hours being invested in their own home. They must then pay back the actual cost of the
home through a non-interest bearing mortgage, with monthly payments of principal, taxes, and
insurance. This system has the effect of building self-esteem in the partner families, which benefits the
individual family and the community as a whole. On almost any given Thursday, Friday, Saturday or
Sunday, volunteers are invited to work on a house in the community.
Habitat for Humanity of South The School District County also operates its ReStore at 272 S. Dixie
Highway in Boca Raton. The store provides a source of funding to build more Habitat homes in our area
and offers volunteer opportunities as well. The Habitat ReStore sells new and used home-related items
and building materials at generous discounts to the public. The merchandise at this store includes
building materials and supplies, cabinets and major appliances.
III.
BUSINESS PLAN
Section 14: Facilities
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Cornerstone Academy for High Standards
If the site is secured:
Cornerstone Academy for High Standards has not secured a permanent local site.
If the site is not secured:
A. Describe the school’s facility needs, including desired location, size, and layout of space.
Cornerstone Academy for High Standards (CAHS) will need approximately 15-sf per student and the first
year 300 students-approximately, 750 sf per classroom; second year 375; third year 400; fourth year 400
students and fifth year 400 student. The maximum students per classroom is 25.
The figures included are based on statistical expense data compiled from numerous successful charter
schools currently operating in Florida. It is the intent of this proposed school to use this data as the
threshold when planning for its new facilities.
•
Utilities: The fee included is comparable to the average annual amounts paid by other charter
schools with similar enrollment numbers
•
Lease of Facilities: The amount assumes an average cost per student station in the budget. This
amount is comparable to that paid by several other charter schools which have opened recently.
It is the intent of this proposed school to try to negotiate under similar terms when entering into
new leases.
Insurance cost forecast is based on the current average annual amounts paid by other charter schools
with similar enrollment numbers. This includes Errors and Omissions, Officers and Directors Liability,
Fidelity Bonds, Commercial General Liability Insurance, Automobile Liability Insurance Employer’s
Liability Insurance, Fire, Property & Casualty - Bldg. & Equipment). The insurance coverage will meet the
character school insurance requirements and will include a minimum of the following: General liability$1,000,000 per occurrence; Property insurance-for special perils with limits no less than 100% of
replacement value of the facility of all contents therein which are owned by Sponsor and coverage for
business income no less than the amount of the annual rent, if any, paid to the Sponsor; automobiles$1,000,000 per occurrence, collision insurance with deductible not to exceed $1,000 with coverage
extending to employees, agents, and volunteers; school leaders errors and omissions liability per
occurrence including an employment practices endorsement, coverage for student liability, corporal
punishment, and sexual misconduct; fidelity/dishonesty liability coverage with limits of $500,000.
Danny Harmon References 1880 N. Congress Ave Top floor (4th) Boynton Beach as the location;
Boynton Beach, Gateway Blvd.; and surrounding cities of that area for transportation purposes. The
space would include a small administrative area, access to men and women’s bathrooms, and a large
area to be partitioned or sectioned to facilitate the vendor lunch section, academic sections, group
sections, and computer sections (depending on the students having laptop computer portability to and
from home).
Dear Dr. Lois Smith,
This is to confirm as follows:
1. To purchase the above property the price $25 per SF plus. Seller will contribute $25.00 per SF for
improvements.
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Cornerstone Academy for High Standards
2. For lease: The owner will only lease for a minimum of 3 years at the rate of $ 15.00 per SF is for each
student. Owner will contribute towards the improvements $25.00 per SF.
I hope these will answer all your questions. If not please let me know.
With kind regards,
Danny Hermon
Director of Leasing
Compson Associates Direct
561-417-3400
[email protected]
B. Describe the actions that will be taken to ensure the facility is in compliance with
applicable laws, regulations and policies and is ready for the school’s opening.
In accordance with the charter school law 1002.33(7)(a)(13) and (s. 1002.33(18) F.S. the School will
utilize facilities that comply with all applicable codes and state requirements. The educational facility
complies with the Florida Building Code pursuant to chapter 533,F.S., except for the State Requirements
for Educational Facilities. The school may choose to comply with the Requirements for Educational
Facilities of the Florida Building Code adopted pursuant to section 1013.37. G.S. The school shall utilize
facilities that comply with the Florida Fire Prevention Code, pursuant to s. 633.025, F.S. as adopted by
the authority in whose jurisdiction the facility is located. Evacuation plans and routes will be posted by the
School in every classroom and throughout the building for fire safety precautions or other emergencies. A
facility security plan will be established by the School in order to control access to the building and
maintain a safe environment for students and staff. The School will allow the Sponsor to conduct annual
site visits for the purpose of reviewing and documenting, as appropriate, compliance with applicable
health and safety requirements. Other inspection agencies may include: Children and Family Services to
do inspections of the kitchens and related spaces; The Department of Labor and Employment to inspect
for OSHA compliance. The School will show proof of the annual inspections prior to the first day of
operations and will obtain and keep current all necessary permits, licenses and certifications related to
fire, health and safety within the building and on school property. These procedures will ensure the safety
of all students, staff, parents, and visitors that come into the facility.
Zoning confirmation letter," It can be as simple as requesting just the given zoning district,
or request additional information such as permitted uses, applicable development regulations, and citation
history and liens. (There is a minor fee for this written response. Although the High School is allowed
specifically under the heading "Public High School" for the subject lots (in the use approval list), I can
probably make an argument that the charter school is accessory or subordinate to the High School).
The Governing Board's input is needed to further make this final decision which has a potential to change,
based on the locations of the other surplus properties of interest.
They are built properties. Two charter schools and an office building occupied by a church/pre-school.
The zoning verification letter is something we provide to anyone (banks, property owners, realtors, etc).
The fee is approved by the City Commission and indicated on our fee schedule for all
services/applications.
"Zoning Confirmation" letter. Anyone can request this information on any parcel in the
City. It can be as simple as requesting just the given zoning district, or request additional information such
as permitted uses, applicable development regulations, and citation history and liens. There is a
minor fee for this written response.
As for the zoning and site selection, I've explained the Renaissance, although the
High School is allowed specifically under the heading "Public High School" for the subject lots (in the use
approval list), I can probably make an argument that the charter school is accessory or subordinate to
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the High School.
Example Letter needed from all counties/municipality:
The City of Boynton Beach DEVELOPMENT DEPARTMENT PLANNING AND ZONING DIVISON 100
E. Boynton Beach Boulevard P.O. Box 310 Boynton Beach, Florida 33425-0310 TEL: 561-742-6260 FAX:
561-742-6259 www.boynton-beach.org
ZONING VERIFICATION LETTER REQUEST FORM
The following form must be completed to process the request. All Zoning Verification letters require 7-10
business days for the staff to research and must be accompanied by at $35.00 fee. Make checks payable
to City of Boynton Beach. Faxes will not be accepted. All requests will be processed in the order received;
therefore please do not request that your letter be processed out of sequence.
Applicant Information
APPLICANT:_____________________________________________________
COMPANY:______________________________________________________
MAILING ADDRESS: Street Address:_________________________________
City: __________________ State: ____Zip Code: _________
PHONE NUMBER: ________________________e-MAIL__________________
Property Information
Property Control Number ___-___-___-___-___-___-____
Owner of Property_________________________________________________
Address:___________________________________
What’s There Now?__________________________
Development/Subdivision
Name____________________________________________________________
INFORMATION REQUESTED
Please be Specific Please attach survey, location map or general location of the property.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
DATE RECEIVED:___________________________________LOG No.: _____________________
S:\Planning\Planning Templates\Zoning Verification Letter Request Form.rtf
C. Describe how the facility will meet the school’s capacity needs for student to be served.
The estimated base rent and all other facilities costs are included for all years of the charter contract in
the proposed Budget set forth in Exhibit D. 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 by the School the Applicant 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.
The School’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. Lease payments
will commence upon the taking of possession of the facilities by the School. Long-term leasing provides to
the School the ability for the School’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 the School from
the vagaries of real estate and financial markets, creating long-term guaranteed access to needed
physical plant without the associated risks of ownership. The lease documents will provide that so long as
the School is meeting its rent and other obligations, even the foreclosure of the property by the
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developer’s lender will not affect the School’s continuing rights to possession and use of the facilities
under the lease.
The School will enter into an agreement to pay a monthly rental fee of $23,000 for the first year. The
lease agreement will be effective during the entire five-year period of its initial phase of operations.
Cornerstone Academy for High Standards (CAHS) will need approximately 15 sf per student in the
Boynton Beach area. The space would include a small administrative area, access to men and women’s
bathrooms, and a large area to be partitioned or sectioned to facilitate the vendor lunch section, academic
sections, group sections, and computer sections (depending on the students having laptop computer
portability to and from home).
Backup Facility:
D. Provide an estimate of the costs of the anticipated facility needs and describe how such
estimates have been derived.
The school is currently inspecting facilities owned by the city as well as vacant property owned by
religious institutions in the local area. The school will identify a back-up facility that meets the same codes
as listed above in item B above.
E. Explain the strategy and schedule that will be employed to secure an adequate facility.
Cornerstone Academy (CAHS) is currently collaborating with Danny Hermon Director of Leasing
Compson Associates is actively negotiating property and/or building to purchase; for a campus which
would house the Cornerstone Academy for High Standards, and as Workforce Alliance and NOVA
Southeastern University’s charter school program grows in their involvement to send interns for on hands
training and to demonstrate components of the Workforce Alliance and NOVA Southeastern Charter
School graduate Programs.
The proposed Renaissance Commons, Bear Lakes, and Boynton Beach High School classrooms would
be more than enough, because CAHS intends to have two sessions one in the morning and one in the
afternoon. The capacity would perhaps never reach its capacity. If I need a backup to the backup plan:
Boynton Beach High School will be asked to reconfigure the vacant spaces to make available a closed
area for Cornerstone Students make use of the under-utilized vacant surplus laws that identify areas on
campus for students to meet for off-line and on-line Instruction. We would need approximately Fourteen
(14) classrooms to provide the specified morning and afternoon sessions for the CAHS Services. Vending
Machines and other incidental equipment will be configured into a student lounge.
Cornerstone Academy facility will be the first of its kind to be completed to facilitate learning for secondary
teaching schools. There will be a need for more planning and future discussion with the Literacy Coalition
of The School District County and NOVA Southeastern University charter school graduate program to
support a capital outlay campaign.
Temporary Location is offered by the letter below:
Dear Sir or Madam,
This letter is to certify that Dr. Lois Smith has a contractual agreement with Allied Health Institute to utilize
our campus for administrative offices in conducting school business. This arrangement is temporary until
she has located a proper facility in Boynton Beach. We support Dr. Smith in her efforts in establishing a
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charter school. If you need further information or have any questions regarding the above arrangement,
please feel free in contacting me.
We wish Dr. Smith success in her future endeavors and are happy to assist her in any way possible.
Sincerely,
Jennifer Anglin
President
Allied Health Institute
Cypress Lakes Center at 1291 South State Road 7
Fort Lauderdale, FL 33309
(866) 251-3244 or (954) 491-7777
One of the guiding principles of charter schools is to meet high standards of student achievement and
increase parental choice and student learning opportunities.
Guidelines Cornerstone Academy will follow:
Acquisition (Rental/Purchase)
Determine needs.
Assess market options.
Negotiate preliminary terms.
Determine fair market value
Negotiate final terms and conditions
Develop long-term facility needs
Operations/Modifications
Determine needs for renovation of facilities.
Cosmetic preparation
Assess technology needs and assure Year 2009 compliance
Assess equipment needs of the facility.
Arrange for custodial services and maintenance of the facility.
Contract for appropriate insurance.
Secure all necessary building, fire, and safety inspections that are required locally
and have on file.
Secure facility and contract
If facilities for the charter school are shared with other entities, utilities should be metered
separately or by some valid method of proration.
These items were cited in passed Audits of Florida Charter Schools in 1997 and 1998.
These items are required by federal and/or state statute/regulation. Auditors will determine
whether these are in place. This product was developed by the Bureau of Instructional Support
and Community Services through federal assistance under the individuals with Disabilities
Education Act (IDEA), Part B, and a Federal Charter School Grant, in conjunction with the
University of South Florida, and SERVE.
Charter technical career centers (centers) are publicly-funded schools or technical centers operated
under a charter granted by a district school board, community college board of trustees, or a consortium
comprised of one or more of each. A sponsoring consortium must include the school district in which the
facility is located.
Three centers currently operate in Florida:
Advanced Technology College in Volusia County; sponsored by Daytona State College, the School Board
of Flagler County, and the School Board of Volusia County.
First Coast Technical College in St. Johns County; sponsored by the St. Johns County School Board.
Lake Technical Center in Lake County; sponsored by the Lake County School Board.
Like charter schools, a center must be nonsectarian in its programs, admission policies, employment
practices, and operations. Centers are managed by a board of directors. Centers are exempted from
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most K-20 education statutes except provisions pertaining to: civil rights; Florida Department of
Education, A Comparison of State of Florida Charter Technical Career Centers to District Non-Charter
Technical
Career
Centers,
2008-2009,
at
1(Dec.
2009)
available
at
http://www.fldoe.org/workforce/pdf/CharterReview09.pdf [hereinafter Charter Technical Career Centers].
Centers may offer secondary or postsecondary career and technical education, apprenticeships, adult
general education, and continuing workforce education programs. Depending on program type, students
attending centers may earn a high school diploma, career certificate, or postsecondary or dual enrollment
credit. Students attending the Advanced Technology College in Volusia County may also earn an
associate degree that is awarded by the center's sponsor, Daytona State College.
Yes. “Going Beyond Test Scores: Evaluating Charter School Impact on Educational Attainment in
Chicago and Florida,” a RAND Education Working Paper issued in August 2008, studied the impact that
attendance at a charter high school had on student’s likelihood of high school completion and college
attendance. The authors found that charter middle school students who transitioned into a charter high
school were seven to 15 percent more likely to obtain a standard high school diploma than those who
transitioned into a traditional public high school. Additionally, students who attended a charter high school
were eight to 10 percent more likely to attend college than their traditional public high school peers.
Section 1002.34 (10), F.S. 89 Charter Technical Career Centers, supra note 86, at 2-4. 90 Booker,
Kevin, Brian Gill, Tim R. Sass and Ron Zimmer, Going Beyond Test Scores: Evaluating Charter School
Impact on Educational Attainment in Chicago and Florida, Document Number WR-610-BMG, at i (Aug.
2008) available at http://www.rand.org/pubs/working_papers/2008/RAND_WR610.pdf
Section 15: Transportation
Describe the school’s plan for transportation, including any plans for contracting services.
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Cornerstone Academy (CAHS) will meet the transportation needs of its students and will provide
information to the students and parents regarding Public Transportation in PSL, Broward, Martin, and
Palm Beach’s Palm Tran availability in transportation of our students, both to and from school, five days a
week, and during the school day for field trips and other excursion opportunities. For some of our
students, parents have written letters of support and that volunteer support will be able to provide the
transportation to and from school, at least on the three extended day supplemental educational service
days. As the school grows in size, Cornerstone Academy will look into purchasing a full-size or mini-bus
as our back-up plan. City Public transportation in The School District, Broward, Martin and Palm Beach’s
Tri-Rail and Palm Tran Passes may be purchased. Contact at: 242-8318 or 8377 or 8335. A surplus bus
can be provided to the Charter School. Contact at 688-7503. In this case, fuel must be purchased by the
Charter School. The District can make provisions to provide fuel at the District’s facilities at the rate
purchased by the District. Some capital outlay funds have been allocated for transportation. See
Response Letter to The School District and Broward regarding transportation and CAHS knowing where
to go to get the information specific to the district that awards a contract as Sponsor.*
We plan to contract a driver, at this time, however, when we choose to contract a driver, the driver must
be certified by the (Sponsor of Charter School Contract) district’s bus driver training program. Contact at
242-8321 or 687-7104, or 688-7561. In this case, the driver must obtain an annual physical and a copy
sent to the Transportation Department; driver must have eight hours of in-service annually and
documentation must be submitted to the transportation department. A bus evacuation drill must be
conducted each semester and submitted to transportation department. Fax number-242-8302. A school
loading zone supervision evaluation worksheet and a bus evacuation drills certification form must be
submitted at the end of the second semester to transportation. Fax number-242-8302. Transportation
plans are planned, and as we contract with a driver each month, we have the information in a Fax
number-242-8305 or 8340. We are aware that district sponsored transportation is no longer an option.
Cornerstone Academy for High Standards (CAHS) considers reasonable distance as within a 25 miles
radius from the school. The school will serve students throughout the The School District, Broward,
Martin, Palm Beach County 100% capacity utilization boundary lines, thereby, having most students
within those parameters. See Response Letter to The School District and Broward for additional
information.* 754-321-0000.
Cornerstone will have three extended day services, for parents and students who are unable to meet their
child at school during the school day. When the instruction is provided online or brought to their home, it
gives the parent or guardian added opportunity to help their child with his or her learning in a home
environment, as well as no need to provide transportation.
School Transportation Plan
The School’s plan for transportation, including any plans for contracting services, will be pursuant to
Florida's Charter School Legislation and consistent with the requirements subpart I.E. of Chapter 1006
and 1012.45, F.S. The School transportation plan will abide by applicable district, state, and federal rules
and regulations. Accordingly, the School will ensure that transportation is not a barrier to equal access
within a reasonable distance of the School, as required by section 1002.33, F.S.
The School’s plan for providing reasonable and equitable transportation opportunities for all students is as
follows:
Parent Transportation Agreements: The School’s plans for contracting services, as described in Florida
law, §1002.33(20)(c ) F.S., provides that the governing body of the charter school may provide
transportation through an agreement or contract with a private provider or with parents.
The School will enter into agreements with the parents/guardians to provide transportation for their
children as stipulated in the school’s proposed parental involvement agreements wherein parents
receives volunteer hours. The school believes that the time a parent can spend daily transporting the
student (his or her child) to the school is a valuable opportunity for the parent and student to strengthen
their bond and share information regarding the day’s activities and events at the school.
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Ensuring Equal Access: The school will ensure that transportation is not a barrier to equal access within
a reasonable distance of the School, as provided in the Florida’s Charter School Legislation. In the case
transportation is needed and if the parent advises the School that there is a hardship, and he/she is
unable to provide the transportation, the School will provide transportation within a defined reasonable
distance. In such cases, the School shall be responsible for transporting all students in a nondiscriminatory manner to and from the School who reside within a “reasonable distance” of the School -defined herein as a two to four mile radius of the School-- or who otherwise are entitled to transportation
by law.[1] In these situations, the School may provide transportation by contracting with an independent
private transportation provider approved by the Sponsor.
Transportation for ESE Students: The School may contract with a Sponsor-approved private
transportation carrier to provide specialized transportation for students with disabilities based on their
particular student needs and that which may be specified in a student’s IEP. In such case, the School will
provide the Sponsor the name and information of the Sponsor-approved private transportation firm.
Private Providers: Any private providers contracted by the School will be such providers who have been
approved by the Sponsor as per the Sponsor’s approved provider list. The School will comply with all
applicable requirements of Fla. Stat. 1012.45 and review these rules and statutes at least annually for any
changes thereto in ensuring compliance with statutes and rules pertaining to the safety of transported
students. The School will provide the Sponsor with the names and contact information of any and all
contracted private providers in ensuring monitoring of compliance for the safe transporting of students.
Transportation:
Provides free CDL Training
Monitors driving records and driver’s license reports (free of charge)
Medical examinations (free of charge)
Facilitates DOT random drug and alcohol testing (free of charge)
Provides 8 hours of annual in-service training, free
Palm Bran Passes at District discounted cost-30% discount
Tri-rail passes at district discounted cost.
Online school bus auction information available on Public Surplus, PSL, Martin, Broward, PBC buy a bus;
hybrid buses.
Provide procedures for bus evacuation drill.
Provide in-service training per request.
Fuel can be purchased at district discounted rates
Coordinating assistance for school bus inspections.
Donation of surplus vehicles when available- lease for $1.00 inspection 30-days.
Section 16: Food Service
Describe the school’s plan for food services, including any plans for contracting services.
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Cornerstone Academy for High Standards (CAHS) may plan to become one of the School District’s
vendor sites, as outlined by Mr. Wood at the Technical Workshop, from the School Food Service
Department’s “Charter School Information Packet.”
If or when the school has a fundraising event or requested visits from District staff, or NOVA
Southeastern University, or Literacy Coalition Staff, the Principal will contract out a local community foods
vendor or District’s cafeteria vendor services for light lunches, as needed from the $1000.00/per year
petty cash funds, provided by President or board member donations. If all funds are depleted before the
school year ends, the interests groups will provide for their own meals.
As a potential District site, Cornerstone Academy (CAHS) will have to provide storage, holding and
serving equipment, which would include a portable warmer and single door refrigerator on wheels, which
will not be purchased with start-up funds. Cornerstone Academy for High Standards (CAHS) may only
have three school days to provide any afternoon snack foods by vendors and the three day extended day
supplemental educational services will be provided in the student’s home. CAHS may obtain an accurate
daily count of meals by category at the point of service, collect cash for meals and serve the proper
quantity of food and daily components. Many of these activities may be incorporated into our math,
science and social science skills curriculum to help students learn everyday skills needed for the real
world scenarios, such as the science behind money exchanges.
The potential District Offer paid meals at the following prices:
Breakfast $1.00 for both elementary & secondary. Lunch $1.75 for elementary, and $2.00 for secondary.
The School may contract with the District and comply with all United States Department of Agricultural
and Florida Department of Education laws and regulations, as well as the School District of Palm Beach
County for a food service program and with the Food and Nutrition Management of the FLDOE.
Additionally, Cornerstone Academy (CAHS) will implement procedures to process free/reduced lunch
applications for eligible students, including mailing out or sending home applications, submitting them to
the Part time Office Staff/Manager, and maintaining accountability records.
An organized meal service that meets local health, state and federal regulations will be offered at the
school site. Nutritious meals will be provided in accordance with the USDA Dietary Guidelines of meal
component and portion size requirements. All meals will be distributed to students using a point of sale
accountability procedure.
The School may reserve the option to contract with an independent provider to prepare and serve meals,
or the school may prepare and serve the meals to students. If an independent provider is required, the
school will solicit bids from private vendors for food service. At this time, details have not been finalized;
however, the specific arrangement will be detailed in the charter school contractual agreement.
The private vendor selected by the school may prepare and deliver food to the school in accordance with
standards established by the Florida Department of Professional and Business Regulations.
The school facility will include a lunch- room that meets state nutritional and sanitation standards.
The private vendor will be required to maintain and supply the school with daily records of all lunches
served and current copies of inspection and insurance certificates. The School agrees to have two
satisfactory health inspections conducted on a yearly basis, by the State Department of Health, County
Department, as required, to maintain Permit for Food Service.
The School will provide free and reduced priced meals for eligible children from households with incomes
of less than or equal to the income criteria may be eligible for either free or reduced priced meals. The
School will contact the DOE for all information on sponsoring the National School Lunch Program;
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Cornerstone Academy for High Standards
process all necessary applications; adhere to program operation and record keeping requirements; and
use of the Child Nutrition Program (CNP) system.
The School may implement the following procedure for processing Free/Reduced Lunch
Applications:
Disseminate lunch applications to all students upon enrollment;
Collect lunch applications and determine applications, according to Florida Income Eligibility
Guidelines, published in the Federal Register by Food & Nutrition Service, USDA;
Enter determinations for each child into TERMS;
Provide students with notice of eligibility;
Serve/Charge student lunches in accordance with determined eligibility;
Submit claims for reimbursement within 30 days of the following month for each approved month
of the school year (if sponsoring the NSLP).
*Note - Schools have a Standard Sample Size Verification Plan that is implemented between October to
February (must be completed by 11/15) of each school year. At this time the confirmations of eligibility for
free and reduced price meal benefits under the National School Lunch Program are completed.
Verification includes income documentation or confirmation that the child is included in a currently
certified Temporary Assistance to Needy Families (TANF) assistance unit, SNAP, or Food Distribution
Program on Indian Reservation (FDPIR). Verification efforts are not required for students who have been
directly certified, homeless certified, and migrant certified or designated as a runaway youth. Directly
certified students, migrant children, homeless and runaway youth are granted automatic eligibility for free
meal benefits.
If you contract with the District to provide meals:
The District provide delivery and one person to serve if the daily lunch participation is 50 students or
more, the charter school is responsible for providing someone to record meal accountability. If the daily
lunch count is less than 50 the charter school would be responsible for picking up the meals and
recording the accountability for the meals. I assume you would want to include the salary for the person
picking up the meals, serving, and recording the meals in your budget. There is no charge for meals,
however all reimbursements go to the School Food Service Department.
If you contract with the District to vend meals:
The charter school is responsible for picking up the meals from a Base Kitchen.
At this time Breakfast is $1.50
Lunch is $3.00
The Charter school is billed monthly for the total cost of meals ordered.
If you choose to become an Independent Food Service Operator meal costs will vary depending on the
provider you contract with. The reimbursements would go back to your school.
The procedures for Independent Food Service Operations were handed out at the workshop; if you need
these procedures please let me know.
Latest News on Food Services: School Food Service Department announces its policy for Free and
Reduced Price Meals for students under the:
NATIONAL SCHOOL LUNCH AND SCHOOL BREAKFAST PROGRAM
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Cornerstone Academy for High Standards
Any interested person may review a copy of this policy by contacting:
School Food Service Office - 3661 Interstate Park Rd. N., Suite 100, Riviera Beach, Florida 33404.
Phone number: (888) 383-2025
Household size and income criteria will be used to determine meal benefit eligibility. These criteria can
be found on the fourth page of this document. Children from families whose income is at or below the
levels shown may be eligible for Free or Reduced Price Meals. An application cannot be approved unless
it contains complete eligibility information. Once income applications are approved, meal benefits are in
effect for the remainder of the school year. You do not need to notify the School Food Service
Department of changes in income and household size unless the application was selected for Verification,
or if the household income is reduced, you may reapply.
Application forms are being sent to all homes with a letter to parents or guardians. To apply for Free or
Reduced Price Meals, apply online at www.palmbeachschools.org/sfs, or households may complete the
application that was mailed, and return it to the school site or the School Food Service Department Office.
ONLINE APPLICATIONS WILL BE AVAILABLE AFTER JULY 25, 2011.
Additional copies are available at the school site office. The information provided on the application will be
used for the purpose of determining eligibility and may be verified at any time during the school year.
Applications may be submitted at any time during the year.
Households that receive Food Stamps or TANF (Temporary Assistance to Needy Families) are required
to list on the application only the child’s name, Food Stamp / TANF case number, and signature of adult
household member.
The Healthy, Hunger-Free Kids Act of 2010 (the Act), Public Law 111-296, provides Categorical eligibility
for free meals to foster children.
Section 102 of the Act amends Section 9(b) (12) (A) of the Richard B. Russell National School Lunch Act
(NSLA) to provide categorical eligibility for free meals, without further application to any foster child whose
care and placement is the responsibility of the state or who is placed by a court with a caretaker
household. In addition, the Act amends Section 9(b) (5) of the NSLA to allow certification of a foster child
for free meals, without application, if the local educational agency or other child nutrition program
institution obtains documentation from an appropriate state or local agency indicating the status of the
child as a foster child whose care and placement is the responsibility of the state or that the foster child
has been placed with a caretaker household by a court. These provisions are effective October 1, 2010.
Households with children who are considered migrants, homeless, or runaway should contact the district
liaison. Call (561) 434-8852 for homeless or (561) 202-0356 for migrant.
For the purpose of determining household size, deployed service members are considered a part of the
household. Families should include the names of the deployed service members on their application.
Report only that portion of the deployed service member’s income made available to them or on their
behalf to the family. Additionally, a housing allowance that is part of the Military Housing Privatization
Initiative is not to be included as income.
All other households must provide the following information listed on the application:
•
•
Total household income listed by amount received and type of income and how often the
income is received (wages, child support, etc.) received by each household member;
Names of all household members;
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Cornerstone Academy for High Standards
•
•
Signature of an adult household member certifying the information provided is correct; and
Social Security Number: the last four digits of the adult signing the application is required, or
the word “NONE” for this household member if he or she does not have a Social Security
Number.
If a household member becomes unemployed, income is reduced or if the household size is increased,
another application may be submitted online to see if the family qualifies or if benefits are increased. Such
changes may make the student eligible for free or reduced price meals if the household income falls at or
below the levels shown in the Florida Income Eligibility Guidelines below.
Under the provisions of the Free and Reduced Price Meal Policy the School Food Service Department
office staff will review applications and determine eligibility. If a parent or guardian is dissatisfied with the
ruling of the official, he or she may wish to discuss the decision with the determining official on an
informal basis. If the parent wishes to make a formal appeal, he or she may make a request either orally
or in writing to: Steven Bonino, phone number (888) 383-2025 or at the following address: 3661
Interstate Park Rd. N., Suite 100, Riviera Beach, Florida 33404.
Unless indicated otherwise on the application, the information on the Free and Reduced Price Meal
Application may not be used by the school system in determining eligibility for other educational
programs.
In accordance with Federal Law and U.S. Department of Agriculture policy, this institution is prohibited
from discriminating on the basis of race, color, national origin, sex, age, or disability.
To file a complaint of discrimination, write USDA, Director, Office of Adjudication, 1400 Independence
Avenue, SW, Washington, D.C. 20250-9410 or call toll free (866) 632-9992 (Voice). Individuals who are
hearing impaired or have speech disabilities may contact USDA through the Federal Relay Service at
(800) 877-8339; or (800) 845-6136 (Spanish). USDA is an equal opportunity provider and employer.
FLORIDA INCOME ELIGIBILITY GUIDELINES FOR FREE AND REDUCED PRICE MEALS
Effective from July 1, 2011 to June 30, 2012 FREE MEAL SCALE – (130%)
Household
Annual
Monthly
Twice Per
Every Two
Weekly
Month
Weeks
Size
1
14,157
1,180
590
545
273
2
19,123
1,594
797
736
368
3
24,089
2,008
1,004
927
464
4
29,055
2,422
1,211
1,118
559
5
34,021
2,836
1,418
1,309
655
6
38,987
3,249
1,625
1,500
750
7
43,953
3,663
1,832
1,691
846
8
48,919
4,077
2,039
1,882
941
For each
additional family
member, add
4,966
414
207
191
96
Household
REDUCED PRICE MEAL SCALE – (185%)
Annual
Monthly
Twice Per
Every Two
Month
Weeks
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Weekly
Cornerstone Academy for High Standards
Size
1
2
3
4
5
6
7
8
For each
additional family
member, add
20,147
27,214
34,281
41,348
48,415
55,482
62,549
69,616
1,679
2,268
2,857
3,446
4,035
4,624
5,213
5,802
840
1,134
1,429
1,723
2,018
2,312
2,607
2,901
775
1,047
1,319
1,591
1,863
2,134
2,406
2,678
388
524
660
796
932
1,067
1,203
1,339
7,067
589
295
272
136
To determine annual income:
•
•
•
•
If you receive the income every week, multiply the total gross income by 52.
If you receive the income every two weeks, multiply the total gross income by 26.
If you receive the income twice a month, multiply the total gross income by 24.
If you receive the income monthly, multiply the total gross income by 12.
Remember: The total income before taxes, social security, health benefits, union dues, or other
deductions must be reported.
For more information contact Susan Franklin, SFS Coordinator Free and Reduced, at (561) 383-2058 or
via e-mail at [email protected].
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.
Please see documents inserted– Five Year Budget Cornerstone Academy 2011.
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Cornerstone Academy for High Standards
B. Provide a start-up budget (i.e. from the date on which the application is approved to the
beginning of the first fiscal year of operation) that contains revenue projections, expenses
and anticipated fund balance.
*The school will apply for a $25,000 planning and design grant, as provided by the Charter
School Implementation Grant Program. If awarded, the grant will assist the school with the startup costs which will be incurred 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 identified a non-profit charter school lender that will provide a line of credit to support
the opening expenditures. Please see Chase Bank Letter to verify funds are available from lender
for start-up at the beginning of the year, if CSP grant is not awarded or funds not obtained
through other fundraising means.
Please see documents inserted
Academy2011.
– Start-up budget before school opens Cornerstone
A letter of pledge or commitments from any foundations or corporations is included in Exhibit C.
Also, CAHS has provided a contingency such as having the administrators volunteer their time if
start-up funding is not provided. Also, CAHS will have access to supplies such as stamps and
envelopes to do mailings to potential students and CAHS may has a marketing plan in place if
CAHS does not receive funds- direct mailings, personal visits to homes, etc.
C. Provide a detailed narrative description of the revenue and expenditure assumptions on
which the operating and start-up budget are based.
Revenue Assumptions:
The FEFP revenue assumptions are based on the number of student enrollment. Year 1: 300 students;
Year 2: 375 students; Year 3: 400 students; Year 4: 400 students and Year 5: 400 students.
Charter School Funding
The budget is based on projections not capacity. The basis for funding students enrolled in charter
schools shall be the sum of the school district’s operating budget funds from the Florida Education
Finance Program as provided s. 1011.62 and General Appropriations Act, including gross state and local
funds, discretionary lottery funds from the school district’s current operating discretionary millage levy;
divided by total funded weighted full-time equivalent students in the school district, multiplied by the fulltime equivalent students for the twice a year tally taken in October and February for the charter school.
Charter schools whose students or programs meet the eligibility criteria in law shall be entitled to their
proportionate share of categorical program funds available in the FEFP, including transportation. All
eligible students enrolled in charter schools shall be provided federal funds for the same level of service
provided students in the schools operated by the district. Pursuant to provisions of 20U.S.C. 8061s,
10306, all charters schools shall receive all federal funding for which the school in eligible, including Title I
funding.
Per Pupil Revenue
It is assumed that the average gross funding per pupil amount for will be approximately 3479.22; 20122013 FEFP State and Local, Funding Base Student Allocation. ESE Guaranteed Allocation and ESOL
Allocation Per Grade with additional revenue when admitted before or around October’s and February
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FTE counts into the charter school. The figures were given to us by The School District, Broward, or
Martin County Finance Department during the new charter applicant workshop. We have included the
FEFP Worksheets for additional reference.
Additional Funding
It is recognized that other source of funding will become available to the School during the five-year
period projected. These sources include, stakeholders fundraising, Grants; Partnership with Workforce
Alliance paid staff; Capital outlay funds (when qualified for funding), and Federal Start-up Grant Funding.
While Federal Start-Up Grant funding is not an entitlement, we believe that CAHS will have an excellent
chance of receiving these funds, because of the innovative approach given to the technical community
center, once these funds are made available and their calculations are clear, the budget will be revised to
include such amounts.
Net Year Carryover
There will be a net carryover which will be applied to the school funds for the next school year as shown
on the Five Year Operating Budget, as we continue providing our students with the state of the art
education necessary for their academic success each year.
Expenditure Assumptions
The Five Year operating budget for a list of operating expenses taken generated from the staff matrix and
other services provided by the staff and those contracted to fulfill a job title.
District Fees
The School district will receive 5% of the FTE funding for administrative services to the charter school,
such as grade, progress, annual exams, and other data driven services that will help the charter school
succeed.
Employee Salaries
Cornerstone will be able to hire highly qualified teachers without paying average PB salaries.
We may reserve the choice in hiring additional staff if needed, such as adding 1 to 2
paraprofessionals at a salary of $14,000 plus applicable fringe benefits. However, in doing this,
CAHS would have to find other areas in the budget to reduce. The other option would be that the
duties will be handled by the administrative staff (Assistant Principle, etc. with a brief explanation of
what they will do). The Assistant Principal or designate any available teacher can fill in where
temporarily is needed, until a substitute can be hired for that duty.
Employees’ salaries will include part-time and full-time Teaching staff, Bookkeeper, Auditing Staff,
Custodian, Instructional Technology Support, Substitute Teachers, Teacher Assistants, Guidance
Counselor, Legal Services, Administrators (Assistant Principal, Principal, and President),
Secretary/Business Manager, Office Assistant, Other office Personnel (three months before school
opens), Bus Driver, Parent Liaison, and on a Five year projection are salaries and are subject to change
based on tenure, credentials and length of services. We used the fair market salaries as a guideline,
along with the districts in the surrounding areas.
In the budget and application Staff Matrix sheet it has ESE students added each year and ESOL students
each year for a total increasing each year. The budget shows an ESE/ESOL contact or an option, request
ESE lead teacher volunteer).
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The proposed time schedule for each of the workers, for instance, the work hours of the assistant
principal and superintendent may need to be adjusted based on the need to raise the reserve, so the
staggered schedules of the administration coverage during the day. Since the Principle is full-time, an
explanation of the time schedule planned for the superintendent and assistant principle would be
filling in areas where the budget has to be reduced for example:
• ESE teacher
• Parent liaison
• Instructional IT
• Assistant Principal
• Business Manager*(same as Bookkeeper-considering Mr. Harvey Smith)
• Office Assistant (only first year -no allocation for subsequent years)
• Superintendent
• Bookkeeper* (you may want to change this to a full-time position with the same salary).
Since you need to increase your reserve, the above areas are where CAHS may want to consider
some reductions.
Employee Benefits
Employees benefits are as follows: Short and long term disability Insurances, Unemployment
compensation, 403(b) or 401k or Roth IRA Retirement Plan (choice of Medical, Dental or Retirement
Plans), Vacation, Debt Services, Social Security, Sick-days, Personal days, Medical, Dental, Term Life
Insurance, tuition stipend match, annual bonuses and performance-based incentives, paid professional
development travel and workshops.
Direct Student Costs
Instructional equipment, hard copy and electronic curriculum and related materials will be purchased
and/or licenses, testing programs and materials. Technology licenses for computer operation will also be
purchased.
Occupancy Costs
Facility space for the school will be leased/purchase agreement and that the landlord will be improving
the facility in a build-out at Landlord’s expense. The building maintenance and repairs, janitorial,
hurricane preparation, occupational licenses, permits, electric, trash, water, gas and other utilities, related
service deposits, contracted building security, will be needed.
Office Expenses
The office, classroom supplies and material will be needed for the school. Telephone and High Speed
Internet connectivity, printing, copying, postage and shipping expenses are also required to operate the
school.
General Expenses
*Insurance including Directors and Officers Insurance, legal fees, annual audit and advisory services,
travel and lodging, technical support, technology furniture purchases, security and fire systems, startup
reimbursements, school uniforms, advertising and enrollment costs, consulting contracts, student
information system, and other contracted services will be needed.
*Insurance: The officers &directors insurance for the first year is lower than what was budget for each
subsequent year. The description to read the costs are estimated based on the expected fee plus
inflation with the “range being from $4,200 to $4,900.”
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Cornerstone Academy for High Standards
Other General Expenses
This line item includes miscellaneous expenses needed for operation of the school each day, including
items such as student incentives, bus passes, etc.
Capital Improvements
Various improvements will be needed at the site in order for the site to be properly maintained and
consistently adapted to the educational model program, student and staff needs.
Start-up Budget
The school will incur start-up related expenses pursuant to the opening of the school. These expenses
include but are not limited to: legal fees, accounting fees, occupational license, marketing and advertising,
employee recruiting, office supplies, technology, connectivity and telephone, office equipment, utilities,
property and liability insurance, temporary facility lease, security deposits and employment related costs.
D.
Explain the school’s spending priorities.
The school’s spending priorities are fully aligned with CAHS’s academic and accountability goals and
objectives. A safe and healthy school environment is important. The Governance Board has allocated
funds within the school budget to accomplish the following priorities:
•
•
Selecting, equipping and maintaining an exceptional student centric School facility.
•
Attract and retain highly qualified staff that will engage students and assist them in obtaining a
high school diploma, job preparation skills and a plan for continuing education.
Marketing and recruiting students in the local community in accordance with our target student
population to attend and remain through high school graduation. In the budget it is added for
administrative advertising, office supplies, office equipment, computer equipment are included in
the budget. These items need to be added to the budget. Reductions will have to be made
accordingly.
•
Implementing
curriculum.
our
exceptional
technology-enhanced,
mastery-based,
teacher
supported
CAS has an option of increasing the number of computers or changing the number of sessions that
would allow for each student to have access to computers each day or maybe changing it to where
the students will have access to computers every other day. CAHS will use a block schedule to
accommodate the students who need access to a computer, at any given time of the day.
CAHS has decided how students will have access to all electives, including but not limited to PE,
Technology and others as stated in the application when no personnel have been budgeted for such
programs to use other budgeted staff for these areas including possible use of teachers, principle,
and assistant principle.
CAHS will add to the budget for networking costs, or indicate that it is included in $30,000
budget for software.
Staff Training costs: initially it was budgeted for 12 @ $400= $4,800 in year one under the staff
development category. These stipends would be for teacher development. The development will be a
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Cornerstone Academy for High Standards
weekly collaborative effort on the part of the teachers and planning times by subjects taught. Also,
stipends for subsequent years as well are included. CAHS will add over the 5 year period all teachers
to receive more than adequate opportunities for teacher professional development activities. CAHS
will offer a three day teacher orientation/development program prior to the start of each school year.
•
Copy Machine Lease initially 10 months is based on the teachers work schedule. However,
CAHS will need to add two months since the School operates 12 months.
The Governance Board expects the following expenditures will comprise the largest initial and
ongoing school expenses:
•
Facility lease and related expenses
The figures included are based on statistical expense data compiled from numerous
successful charter schools currently operating in Florida. It is the intent of this proposed
school to use this data as the threshold when planning for its new facilities.
•
Utilities: The fee included is comparable to the average annual amounts paid by
other charter schools with similar enrollment numbers
•
Lease of Facilities: The amount assumes an average cost per student station in the
budget. This amount is comparable to that paid by several other charter schools
which have opened recently. It is the intent of this proposed school to try to negotiate
under similar terms when entering into new leases.
•
Insurance cost forecast is based on the current average annual amounts paid by
other charter schools with similar enrollment numbers. This includes Errors and
Omissions, Officers and Directors Liability, Fidelity Bonds, Commercial General
Liability Insurance, Automobile Liability Insurance Employer’s Liability Insurance,
Fire, Property & Casualty - Bldg. & Equipment). The insurance coverage will meet
the chareter school insurance requirements and will include a minimum of the
following: General liability- $1,000,000 per occurrence; Property insurance-for
special perils with limits no less than 100% of replacement value of the facility of all
contents therein which are owned by Sponsor and coverage for business income no
less than the amount of the annual rent, if any, paid to the Sponsor; automobiles$1,000,000 per occurrence, collision insurance with deductible not to exceed $1,000 with
coverage extending to employees, agents, and volunteers; school leaders errors and
omissions liability per occurrence including an employment practices endorsement,
coverage for student liability, corporal punishment, and sexual misconduct;
fidelity/dishonesty liability coverage with limits of $500,000.
•
Recruiting, Staffing and Employee Benefits
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Cornerstone Academy for High Standards
•
Employee Training and Professional Development
•
Marketing, Communications, Student Recruitment and retention
•
Curriculum and Testing-Book Based and On-line
•
Furniture, Fixtures, Equipment, Technology, and Operating Software
•
Security and fire Safety Systems
•
Insurance and Auditing
•
Telecommunications and connectivity
CAHS will be fully compliant and well within the 16:300 teacher to student ratio required for high school.
The first year forecast enrollment projections are for 300 students. Students will attend one of the two
class scheduling options, so that the capacity for more students can be made available as well as the
class size reduction being evident.
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.
Please see document inserted- Monthly Cash Flow Year 1 Cornerstone Academy2011.
F.
Describe the school’s fundraising plan. Report on the current status of any fundraising
efforts, including verification of any fundraising monies reported in the school’s start-up
or operating budgets.
CAHS will seek additional funding sources beyond the FEFP resources provided by the state by writing
applicable grants and seeking corporate, foundation and private donations. Application in the second year
will be made for approved Startup funding to support qualified technology expenditures. The governance
board may elect to establish a separate account apart from the general operating funds account for all
financial donations received by the School. All fundraising funds will be documented and recorded in
monthly and yearly financial statement reported to the school district in accordance with the school’s
accounting policies, procedures and internal controls.
Additional Funding
It is recognized that other sources of funding will become available to the school during the five year
period projected here. These sources include: Capital outlay, Federal Start-up Grant funding. Due to
uncertainties involved in predicting the amount of some of the source of funding may not be available
over five years.
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.
Fundraising will serve as a catalyst to further service the School’s needs. Throughout the school year, the
School will conduct fundraising activities to generate capital and to supplement the per pupil allocations.
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Cornerstone Academy for High Standards
Examples of fundraising activities include Book Fairs, Yearbook Sales, Holiday Store, School Pictures,
and a School Fair. The School may also apply for grants from national, state, and local foundations, as
well as other sources for education grants, including the Charter School Implementation Grants. Specific
grant sources will be determined, based on appropriateness and feasibility, by the school administration
and Governing Board.
Additionally, the School will also receive a percentage of the sales made from school pictures, uniform
sales, and yearbook sales. The School will also welcome and encourage sponsorship and donations from
local business partners within the local community. This includes financial and in-kind donations that will
promote the educational program from the benefit of the community.
B. Describe the financial controls, including an annual audit and regular board review of financial
statements, which will be employed to safeguard finances.
The School has established financial procedures to further safeguard its finances. The Governing 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 Governing Board of the
School 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. Specifically, the Board has established
controls in accordance with all applicable federal, state and local laws and in line with accepted industry
standards and best practices regarding:
• Revenues, accounts receivable, and cash receipts
• Expenditures, accounts payable, and cash disbursements
• Budgeting and financial reporting
• Risk management
• School inventory & capital assets
• Student records
• Employment records
Standard procedures utilized to ensure sound internal accounting and a system of checks and balances
include:
General Accounting - utilization of accepted state codification of accounts pursuant to the Financial and
Program Cost Accounting and Reporting for Florida Schools in all transactions pertaining to its
operations.
Internal accounting procedures for the School pertaining to receivables and disbursements are as follows:
For receivables, all cash payments will be logged, coded by source and deposited daily. Daily deposits
will be reconciled to cash receipts logs. Disbursements will be made only to approve vendors and must
be appropriately authorized. Disbursement voucher packages are prepared at the School site and
authorized by the School Principal. Disbursement vouchers are submitted to the ESP with appropriate
supporting documentation to substantiate the nature, account classification, business purpose and
amount.
The School shall comply with (s. 1002.33(6)(a)(5); (s. 1002.33(7)(a)(9); and (s. 1002.33(7)(a)(11). The
Governing Board has the ultimate responsibility and control to ensure that the School’s finances are
managed properly. The Board will consider hiring Harvey Smith as Business Manager. Mr. Smith has
approximately forty years of diversified business experience. For over twenty years he served as a
Business Manager of a large public school system with approximately 5,000 students and an annual
budget in excess of $50,000,000. He was responsible for supervising the accounting, food service,
transportation, and buildings and grounds and maintenance departments.
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Cornerstone Academy for High Standards
The Board will review and approve a preliminary annual budget prior to the beginning of the fiscal year.
With the assistance of the Business Manager, the Superintendent 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 Superintendent and Principal will manage the day to day operations and site-based finances,
including expenditures and receivables. The Board will adopt a policy whereby the Superintendent and
Principal will need to seek prior approval from the Board for expenditures over a pre-approved amount.
The Superintendent and Principal will report at least quarterly to the Governing Board on the progress of
the site-based budget and make recommendations and seek approval for large expenses. The Governing
Board will oversee the Superintendent and remain responsible for all financial matters delegated to the
Superintendent.
The CAHS School has adopted the following goals:
It shall be the School budgeting strategy to use an income-based spending plan where revenues are first
estimated prior to the development of the expenditure budget.
It is the long-term goal to establish a reasonable fund balance or net assets amount to ensure the
School’s ability to deal with any future emergencies.
The CAHS School will maintain a strong working capital reserve to finance any cash shortfalls in the
short-term.
The CAHS School will maintain a healthy relationship with local financial institutions and with the audit
firm.
The CAHS School will provide financial reports in a timely manner that will contain accurate information
that will be in the context of the School’s mission and in such a way as to demonstrate accountability to all
stakeholders such as the Sponsor, FDOE, students and parents.
Audit Report and Financial Documents: The Board is responsible for the School's finances, and as such
will hire an individual with expertise in "Financial and Program Cost Accounting and Reporting for Florida
Schools" as well as "not-for-profit" accounting procedures, as noted above with considering Mr. Harvey
Smith, Sr. The School will consider employing a comptroller to manage bookkeeping, bank reconciliation,
and payroll. Detailed financial statements will be prepared on a monthly basis for analysis by the
Governing Board. Policies and reporting procedures established by the District and State will be followed.
The CAHS School has established financial procedures to further safeguard its finances. The Governing
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 Governing Board of the
School will also review and monitor the financial statements of the School on at least a quarterly basis
during regularly scheduled Board Meetings. The Governing Board shall establish an Audit Committee
composed of three Board members. The Audit Committee shall be responsible for reviewing the audit
report in detail, meeting with the auditors, and making pertinent recommendations to the governing board.
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. Specifically, the Board has established
controls in accordance with all applicable federal, state and local laws and in line with accepted industry
standards and best practices regarding:
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• Revenues, accounts receivable, and cash receipts
• Expenditures, accounts payable, and cash disbursements
• Budgeting and financial reporting
• Risk management
• School inventory & capital assets
• Student records
• Employment records
The Internal Control System implemented is a system of checks and balances designed to prevent and
detect fraud and errors. It consists of procedures and records designed and followed by the School’s
personnel to ensure that the School’s assets are adequately protected from loss or misappropriation and
all relevant and measurable economic events are accurately reflected in the School’s financial
statements.
An important step in creating internal controls is the segregation of duties in the accounting office.
Segregating duties ensures that one individual is not responsible for all steps in a process, such as
counting cash, preparing deposits and posting cash entries in the general ledger. Separating these
responsibilities cuts down on possible fraud or embezzlement by employees.
Another control in the accounting office is limiting the access employees have to financial information.
The School will use computerized accounting software in our operations, allowing the Superintendent to
decide which employees can access the accounting modules.
Reviewing accounting information ensures that internal rules are being followed.
Monitoring the accounting work flow helps key staff to discover risky accounting operations and material
weaknesses in the accounting department. Risky operations may cause a breakdown in segregation
processes or allow employees the opportunity to embezzle money from the School. Material weaknesses
indicate dollar amounts that represent significant portions of the School’s financial information. Providing
adequate supervision of important and high-value business operations ensures that fewer control
violations will occur and School information is secure. Standard procedures utilized to ensure sound
internal accounting and a system of checks and balances include:
General Accounting - utilization of accepted state codification of accounts pursuant to the Financial and
Program Cost Accounting and Reporting for Florida Schools in all transactions pertaining to its
operations. The School shall use the standard chart of accounts as contained in the “Redbook. ”Internal
accounting procedures for the School pertaining to receivables and disbursements are as follows: For
receivables, all cash payments will be logged, coded by source and deposited daily. Daily deposits will be
reconciled to cash receipts logs. Disbursements will be made only to approve vendors and must be
appropriately authorized and must have appropriate documentation such as an invoice from the vendor.
Disbursement voucher packages are prepared at the School site and authorized by the School
Superintendent. Disbursement vouchers are submitted to the Business Manager with appropriate
supporting documentation to substantiate the nature, account classification, business purpose and
amount. Disbursement vouchers are reviewed and approved by the Superintendent and the Business
Manager. All checks over a pre-approved threshold, as established by the Board, will require dual
signatures. Certain checks & checks over a certain amount will require board chair signature and/or
approval. Authorized signatures on checks are limited to the Chair of the Governing Board, the School
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Superintendent or designee, and another representative of the Governing Board. Bank statements will be
reconciled on a monthly basis. The School will provide regular financial statements to the Sponsor
including a statement of revenues and expenditures and changes in fund balances, prepared in
accordance with generally accepted accounting principles. These will be provided on the dates required
by the School Board in the charter school contractual agreement between the School and the Sponsor.
Wire Transfers - copies of all wire transfers (e.g., FTE funds, grants, charter school capital outlay) into
the school’s banking account(s) along with supporting documentation are maintained and recorded in the
general ledger by journal entry.
Internal Revenue Collection - any funds collected at the school (i.e., lunch monies, fundraisers, field
trips) may be initially collected by the school staff. These funds along with supporting documents are
submitted to the Bookkeeper whose responsibility is to record and prepare the deposit. All deposits will be
prepared in duplicate; the original goes to the financial institution and the copy remains intact in the
deposit book. A copy of the financial institution validated receipt along with supporting documentation will
be maintained.
Capital Expenditures - purchase orders are required for all expenditures and are preapproved by the
Superintendent, or Designee. Limits are set by the Governing Board and may change as necessary.
These purchase orders are prepared in triplicate with one going to the vendor, one to the Superintendent,
and the other remaining at the school on file in the Accounting Office. Any purchase order totaling more
than the limit as set by the Board of Directors requires Board action. Invoices shall be filed for all
expenditures to serve as supporting documentation for all expenditures.
Operational Checking Accounts - all expenses related to the operations of the school are paid from the
operating account except for Petty Cash purchases. All operating expenditures are subject to the same
approval processes as indicated for capital expenditures, except for Petty Cash purchases. All accounts
are reconciled on a monthly basis and presented to the Board of Directors for review.
Petty Cash- the School shall maintain a small Petty Cash Account in the amount of $50. This account is
to be used for small emergency type purchases for school related needs. All expenditures from this
account must be approved by the Superintendent and all expenditures must include appropriate
documentation such as an invoice from the vendor.
Authorized Check Signers - authorized signers on school accounts are limited to certain specified
individuals as approved by the Board of Directors. All checks will require a minimum of two signatures.
Data Security - financial data will be maintained on a secured system/network. Only the School
Superintendent, the Business Manager, the Bookkeeper, and authorized representatives of the Board of
Directors have access to the data. Appropriate file backups and physical records will be maintained in a
secure environment. The School will provide the Sponsor with annual audited financial reports as of June
30 of each year. These reports will include a complete set of financial statements and notes thereto
prepared in accordance with generally accepted accounting principles for inclusion into the Board's
financial statements annually, formatted by revenue source and expenditures and detailed by function
and object, as per the Sponsor’s timelines.
The School 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 the local school district.
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The accounting firm will assist the School with the start-up requirements for setting up appropriate
accounting procedures and controls. The School will develop a written internal audit procedure and
establish controls to ensure that financial resources are properly managed.
The School will utilize accepted state coding of accounts pursuant to the Financial and Program Cost
Accounting and Reporting for Florida Schools in all transactions pertaining to its operations, The School
will prepare quarterly financial statements, and annual, audited financial reports that include a statement
of revenues and expenditures prepared in accordance with generally accepted accounting principles.
The School's financial management and internal accounting processes will be set up in accordance with
the Department of Education and The School District County School District procedures. In the event the
State or District changes to a new accounting and reporting system, the School will adopt the new
standards. All requested reports will be forwarded to the School Board in a timely manner,
The School will submit to the District and pay for an annual financial audit in compliance with federal,
state, and school district regulations showing all revenue received from all sources, and all expenditures
for services rendered. The fiscal audit shall be conducted by an independent certified public account
selected by the Governing Board of the Charter School and will be delivered to the District within 90 days
following the end of the District’s fiscal year.
The School Board of The School District County's internal auditors or external auditors may request
review and inspection of books and records. In addition, any inquiries related to accounting information
obtained from quarterly reports and year-end audits will be addressed by the School's administration.
C. Describe the method by which accounting records will be maintained.
The School 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.
The School will maintain a number of internal financial controls and bookkeeping practices. Internal
controls will be reviewed and evaluated annually by an independent auditor in accordance with generally
accepted audit standards. All monies will be deposited into FDIC insured banks. All cash collected on
campus will be managed by an Administrative Assistant who will follow written internal cash flow
procedures as determined by the Board.
D. Describe how the school will store student and financial records.
The School will maintain both student and financial records in accordance with Chapter 119, Florida
Statutes. Retention schedules established by the records and information management program of the
Division of Library and Information Services of the Department of State will be followed. The school will
maintain both active and archival records for current and former students in accordance with federal,
state, local laws and with the regulations prescribed by the Florida Department of Education. The school
ensures 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 sponsoring district school are
transferred to the sponsoring district school in which the student is enrolled upon written request from the
parent or legal guardian for such transfer. All students leaving the school to attend an out-of county
school or a private educational institution shall have a copy of their permanent record forwarded to the
school in which the student is enrolled upon written request from the parent or legal guardian for such
transfer. All permanent records remain in the last school in which the student was enrolled. All student
and financial records are kept in locked, fire-proof cabinets or in a fire-proofed locked records storage
vault. Only certain school personnel have access to student records, and computerized student records
are backed up regularly and stored in a secure area.
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Student Records: The School will comply with the provisions of the Family Educational Rights and Privacy
Act (FERPA) and IDEA in the establishment, maintenance, correction, and disposal of student records.
The right to inspect and review educational records and the release of information, or instructional
materials will be consistent with federal and state law,
All student and financial records will be protected and stored in a secure fireproof and waterproof cabinet.
In addition, backup copies of all records will be stored on servers. Student records are official and
confidential documents protected by Florida Statute 1002.22 and the Federal Family Educational Rights
and Privacy Act (FERPA) and will be treated as such.
E. Describe the insurance coverage the school will obtain, including applicable health,
worker’s compensation, general liability, property insurance and directors and officer’s
liability coverage.
The CAHS School will provide the following types of insurance and identification coverage*:
a. Automobile Liability: Minimum of $1,000,000 per occurrence / $3,000,000 annual aggregate.
b. School Leader’s Errors & Omissions: Minimum of $1,000,000 per claim/annual aggregate /
maximum deductible of $25,000 per claim.
c. Fidelity Bonds (or Crime): $1,000,000 for each person performing the duties of chief administrative
officer, chief executive officer, chief financial officer, president, headmaster, principal or director of the
school and $1,000,000 for each member of the school's governing body and each person employed by
the SCHOOL or its governing body who have authority to make purchases or contract for services
exceeding $6,000.
d. Fire, Property, & Casualty: The School agrees to obtain and maintain insurance coverage for its own
buildings and contents.
e. Comprehensive General Liability, Bodily Injury, Property Damage & Personal
Injury: Minimum of $1,000,000 per occurrence / $3,000,000 annual aggregate (except with respect to
coverage for property damage liability coverage shall be on a first dollar basis without any application of
deductible or self- insured retention / maximum deductible of $1,000 per occurrence.
f. Worker's Compensation & Employer's Liability: No Maximum limit under Part1 & Minimum under
Part 2 shall be: $500,000 EL Each Accident, $500,000 EL Disease Policy, EL Disease - Each Employee.
*The above figures are minimums budgeted. Larger amounts can be provided if the Sponsor deems it
necessary The insurance company or companies that provide insurance coverage will have a Best's
rating of "A" or better and financial size category of "VII" or better, according to A.M. Best Company.
The School is in the process of filing its Articles of Incorporation and will apply for tax exempt status under
the IRS code section 501( c)3.
Insurance / Liability: As set forth in Florida Law, chapter 2006-190, the school shall meet all applicable
state and local health, safety and civil rights requirements. These include a description of procedures that
identify various risks and provide for a comprehensive approach to reduce the impact of losses; plans to
identify, minimize, and protect others from violent or disruptive student behavior; and the manner in which
the school will be insured, including whether or not the school will be required to have liability insurance,
and, if so, the terms and conditions thereof and the amounts of coverage.
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The School will comply with requirements specified by the School Board of Sponsor applicable state
statutes regarding insurance and liability coverage. The School will maintain appropriate Commercial
General Liability Insurance, Automobile Liability Insurance, Workers' Compensation Insurance and
Professional Liability Insurance. Evidence of insurance will be provided by the School to the Sponsor
before the initial opening day of classes.
Limitations on policies will comply with state statute and the Charter School Agreement as follows:
•
•
•
•
•
•
•
•
Workers' Compensation/Employers' Liability at $1,000,000 per occurrence/$2,000,000 annual
aggregate
School Leader's Errors and Omissions Insurance at $1,000,000 per claim/annual aggregate
Fidelity Bonds shall not be less than $1,000,000
Commercial General Liability Insurance at $1,000,000 per occurrence and a $2,000,000 annual
aggregate
Business Automobile at $1,000,000 limit per occurrence, and, if subject to an annual aggregate,
$3,000,000 annual aggregate
Employees Liability Insurance at $1,000,000 per disease, accident and employee
Property Insurance
Employees Health Insurance
Where applicable, the School Board of The School District, Palm Beach County will be named as an
additional insured. The School shall, at its sole expense, maintain current policies throughout the entire
term the Charter.
Section 19: Action Plan
•
Present a timetable for the school’s start-up.
November 2011-School Board Approve Application.
Prepare Application for Planning and Implementation Grant.
January 2012- School Board approval of contract, contingent on location of facility.
February 2012 Establishment of governing board.
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March 2012
April 2012
May 2012
June 2012
July 2012
August 2012
Approval of 501 (c) (3) statuses (currently contingent on charter contract)
Begin interviews of prospective Principal.
Advertise school opening and accept applications.
Hire Principal.
Negotiate lease agreement.
Hire Bookkeeper consultant.
Hire accounting consultant.
Hire attorney.
Hire charter school board consultant to train new Governing Board members on
governance, policies and procedures.
Contract for any necessary remodeling.
Begin student enrollment intakes.
Hire Teachers and Staff.
Begin any needed minor remodeling and renovation.
Notify Accepted Students.
Hire financial and administrative professionals.
Initiate record transfers from student’s current schools.
Purchase computers, materials, supplies.
Purchase assessment and curriculum materials.
Purchase supplies.
Obtain any additional furniture from School District Warehouse.
Send out enrollment agreements to parents.
Mail out free/reduced lunch applications or internet access.
Hire Auditor.
Conduct open house, cut the ribbon and initial parent training meeting.
Conduct staff development sessions.
Open the School.
*see Exhibit B
The Cornerstone Academy has reserved a percentage of revenue to allow for unforeseen events, as well
as, excess funds. Incidental events that occur during daily functions/activities will be addressed through
reserved funds.
The Cornerstone Academy will use interns, parent volunteers, community school based organization and
school partnerships to support areas that will need additional manpower. These needs will be previously
identified to support unforeseen events that could occur.
Example: Evacuation of the school due to loss of water source during the school day, the school will
have a previously identified safe location of where the students would be removed to.
School Safety Plan
School-Emergency Management and Recovery Plan - The Governing Board and the School will
ensure that all provisions of the Jessica Lunsford Act (1012.465.F.S.) are adhered to at the school in
ensuring the safety of all faculty, staff and students on the property.
The School will implement a Security Action Plan articulated in its Staff Handbook that prepares all staff
for unanticipated events including but not limited to: medical, fire, hazardous, weather security, etc. The
School will cooperate with the District to provide the safest school possible for the staff and students, and
will incorporate all the applicable and appropriate District-approved emergency efforts in order to maintain
a safe school environment. Accordingly, the School will adopt the emergency plans for fire, hurricane,
tornado, and child safety currently in effect within the District.
All staff members will be trained regarding procedures for disaster preparedness plans outlining
procedures for emergency situations and natural disasters. Staff will be trained to implement an action
plan within an emergency situation. Both students and staff will be trained in planning for these events
through routine drills and practice. Procedures and plans will be provided to teachers and the staff
through the employee handbook, and parents and community members will receive information regarding
emergency procedures via newsletters and parent meetings.
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Action Plan- Reference Chart
School Safe Team
Principal
Assistant Principal
Guidance Counselor
Staff Actions in Emergency Response
Staff should take the following actions in the event of an emergency:
 Notify Principal; then Principal or designee will call 911necessary.
if
 Call 911
only if an imminent risk to life or safety is present, and then call Principal.
 Move students from immediate vicinity of danger (whether the event is Natural, technological or
interpersonal in origin).
 Assist students needing spec
ial assistance.
 Provide basic first aid (if needed) until emergency responders arrive.
 Report missing or injured
 Reassure students and occupy students with an activity as appropriate
 Document all activities.
In an emergency situation, Staff actions consist primarily of maintaining appropriate supervision of
students in
their care, and notifying the Principal of the emergency at hand. The SAFE TEAM will have specific roles
&
responsibilities, but may request assistance for larger-scale incidents.
Emergencies can range from severe weather and chemical spills, to suicide risk and threats of harm. All
staff
will be trained and expected to recognize the School’s Code Definitions for an Emergency or Critical
Incident
that that will most likely require the initiation of a school wide “Code Alert”. The following Code Alert
emergency system was devised to provide school staff with standardized method to alert staff and
students to an
emergency. By standardizing the emergency response in the School, all staff members regardless of their
assignment and duties will have a common base of knowledge during an incident:
Code Red – (No Movement) - Threat/Incident to the facility when the best course of action is to keep
everyone
in Place to include the School SAFE Team. The following are sample incidents that could occur but no
limited
to:
 Drive
-By-Shooter
 Outside Disruption
 Terrorist threat
Code Yellow - (SAFE Team React/Limited Movement) - Threat/Incident to the facility, when the best
course
of action is to keep everyone in place but requires the School SAFE Team or others depending on
situation to
react. The following are sample incidents that could occur but no limited to:
 Neighborhood Robbery
 Suspect in neighborhood
 Police Directed
Code Brown - Incident within the facility when the best course of action
is to implement the school Shelter-In-Place place
 Accidental Chemical or toxin release
 Chemical, Biological, radiological, Nuclear and High Yield
 Explosive
Code Blue - Incident when the best course of action is to notify SAFE Team of a
medical emergency.
Code Black - Evacuate Facility
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• Fire
• Gas Leak
• Bomb(s) detected or exploded
• Bomb Threat
Code Green All clear return to classrooms and resume normal activities
• All Clear
Resume Activities
Code Orange - Evacuate: when a situation warrants beyond previous codes
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Exhibit A
Weblink: http://www.palmbeachschools.org/imlms/documents/HighTitleCodes2.pdf
LANGUAGE ARTS COURSE CODE TITLE-CODE
English I, Regular and Honors 1001310/1001320 S01100
Language Arts Grammar/Comp Gr 9 1001320 S01300
Eng Skills I-IV, Eng I,II, Eng I Honors S01400
Eng Hon II & III, Eng III, IV S01500
Eng Honors IV, AP English S01600
Eng II, Regular 1001340 S01700
Eng II, Honors 1001350 S01900
Language Arts Grammar/Comp Gr 10 1001350 S01950
Eng III, Regular & Honors 1001370/1001380 S02000
Language Arts Grammar/Comp Gr 11 1001370 S02250
Eng IV, Regular & Honors 1001400/1001410 S02300
AP English Literature 1001430 S02400
Language Arts Grammar/Comp Gr 12 1001400 S02525
Speech I-III & Debate I-III 1007300/1007330 S03200
Journalism, Regular & Honors 1006300/1006310 S03700
Humanities to, Since 1500 0900310/0900320 S05000
Drama I-IV & Stagecraft I-IV 0400310/0400410 S05500
Gr 9-12 Intervention Reading S06200
INTERACT PRACT BK EDGE LV A (802482)
INTERACT PRACT BK EDGE LV A (802582)
INTERACT PRACT BK EDGE LV A (802682)
MATHEMATICS
Algebra I, Regular 1200310 Q00550
PRACTICE & PROBLEM SOLVING TEST PREPWKBK (834702)
Algebra I, Honors 1200320 Q00600
PRACTICE & PROBLEM SOLVING TEST PREPWKBK (834902)
Intensive Math S22150
Algebra II, Regular 1200330 S22600
PRACTICE & PROBLEM SOLVING TEST PREPWORKBOOK (836572)
Algebra II, Honors 1200340 S22800
PRACTICE & PROBLEM SOLVING TEST PREPWORKBOOK (836772)
Advanced Algebra w/Financial Applications S22900
Informal Geometry 1206300 S23000
PRACTICE WORKBOOK (836851)
MASTERING THE NGSSS GR 10 (837103)
Geometry, Regular 1206310 S23100
PRACTICE & PROBLEM SOLVING TEST PREPWORKBOOK (837402)
Geometry, Honors 1206320 Q00700
PRACTICE & PROBLEM SOLVING TEST PREPWORKBOOK (837572)
Liberal Arts Math 1208300 S23300
Consumer Math 1205370 S23400
MASTERING THE NGSSS ALGEBRA I STUDENT EDITION (834223)
Advanced Topics in Math 1298310 S23450
Trigonometry 1206330 S23500
PreCalculus 1202340 S23600
Calculus, Honors 1202300 S23700
HIGH SCHOOL TITLE CODES, COURSE CODES,
AND AVAILABLE CONSUMABLES
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*Exhibit B
Student Progression Plan/Codes
http://www.palmbeachschools.org/StudentProgression/20102011HighSchoolStudentProgressionPlan_12-8-10c.pdf
ENTRY AND ATTENDANCE REQUIREMENTS
INITIAL ENTRY REQUIREMENTS
It is the responsibility of parents/guardians of students entering Palm Beach County public schools for the
first time to present the following at the time of registration:
1. a valid birth certificate or other documentation of birth [Florida Statute §1003.21]; Florida
Statute §1003.21(4)
Before admitting a child to kindergarten, the principal shall require evidence that the child has
attained the age at which he or she should be admitted in accordance with the provisions of
subparagraph (1)(a)2. The School District school Superintendent may require evidence of
the age of any child whom he or she believes to be within the limits of compulsory
attendance as provided for by law. If the first prescribed evidence is not available, the next
evidence obtainable in the order set forth below shall be accepted:
(a) A duly attested transcript of the child's birth record filed according to law with a public
officer charged with the duty of recording births;
(b) A duly attested transcript of a certificate of baptism showing the date of birth and place of
baptism of the child, accompanied by an affidavit sworn to by the parent;
(c) An insurance policy on the child's life that has been in force for at least 2 years;
(d) A bona fide contemporary religious record of the child's birth accompanied by an affidavit
sworn to by the parent;
(e) A passport* or certificate of arrival in the United States showing the age of the child;
(f) A transcript of record of age shown in the child's school record of at least 4 years prior to
application, stating date of birth; or
(g) If none of these evidences can be produced, an affidavit of age sworn to by the parent,
accompanied by a certificate of age signed by a public health officer or by a public school
physician, or, if these are not available in the county, by a licensed practicing physician
designated by the School District School Board, which states that the health officer or
physician has examined the child and believes that the age as stated in the affidavit is
substantially correct1
2. certification of a physical/health examination to be submitted within 30 school days if not available at
the time of registration [Florida Statute §1003.22] (State Board of Education Rule 6A-6.024; School Board
Policy 5.06 (A) (2)) (Recommended form: DH 3040,– See Health Requirements). (See footnote 1 above
relating to a temporary exemption.)
3. proof of residence- For a student assigned to a school based on the student’s residence under School
Board Policy 5.01 (1) (b), parent(s)/guardian(s) must provide proof of residence to show that the student
resides within the boundary of the school to which he/she is applying by presenting documentation, as
required by School Board Policies 5.01 and 5.011(1)), such as lease, mortgage or utility bill (See
exceptions to providing proof of residence within Policy 5.011 and 5.74).
4. a certificate of immunization [Florida Statute §1003.22]. Students will not be admitted into class without
proof of immunization unless there is a lawful exemption. (See footnote 1 above relating to a temporary
exemption and School board Policy 5.74.)
Students who are without a fixed, regular and adequate nighttime residence are considered as children
and youth who are experiencing homelessness. [Florida Statute §1003.01 (12)]; (State Board of
Education Rule 6A-6.063411 (1) (s)) According to the McKinney-Vento Act, (Section 725) 42 U.S.C.A.
Section 11432 (g) (3) (A)-(C)) ), these children are to be immediately enrolled in the school the local
education agency (“LEA”) determines to meet the “best interest” of the child. For placement of these
children see School Board Policy 5.74 [Florida Statute §1003.21(1)(f)] Arrangements are to be made for
immunization, transportation and all other school services. Appropriate student school and grade level
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Cornerstone Academy for High Standards
placement as well as completion of required immunization and physical examination shall occur within 30
days of enrollment. See School Board Policy 5.74 entitled “Students Experiencing Homelessness” as to
the procedures relating to the enrollment of these students.
A student who is emancipated, as described within School Board Policy 5.072, and provides sufficient
documentation to the principal is not required to live in a residence with an adult authority as a condition
of admission to school.
A School District of Palm Beach County New and Returning Student Registration form (PBSD 0626 found
at: http://www.palmbeachschools.org/Forms/Index.asp must be completed at the beginning of each
school year by the student's parent(s)/guardian(s). School personnel are strictly prohibited from
requesting/requiring documentation of the immigration status of students and families. It is the
responsibility of the parent(s)/ guardian(s) to promptly notify the school, in writing, of any change of a
student’s address.
MAXIMUM AGE LIMIT FOR ATTENDANCE
A person who is involved in a continuous program of study may be enrolled in a regular high school
program through the end of the semester in which he/she reaches twenty-one (21) years of age. A person
is deemed in a continuous program of study even though such program was interrupted by military
service or illness.
A person who has not been enrolled in a continuous program of study and who has attained the age of
twenty (20) years of age on or before the opening of the school year shall not be enrolled in any regular
high program. A nineteen (19) year-old person who has had a break in enrollment (see exception above),
who will reach twenty (20) years of age during the school year, may enroll in a regular high school
program and remain enrolled until the end of that school year.
A student with a disability shall be considered to be “in a continuous study program” when that student’s
Individualized Education Program (IEP) requires continued services by the School District. If an ESEeligible student graduates with a special diploma, a certificate of completion, or a special certificate of
completion, and has not reached age twenty-two (22), the student may, at his/her option, continue to
receive a free appropriate public education (FAPE) through the school year of the student's twentysecond (22nd) birthday, or until he/she earns a standard diploma, whichever comes first. Graduation with
a standard diploma, regardless of age, constitutes cessation of FAPE and a change in placement,
requiring written prior notice. Students with disabilities continue to be eligible for FAPE through the end of
the school year in which the student turns age twenty-two (22) if they have not earned a standard
diploma, even if they have earned a General Education Development credential (GED). (Title 34, Code of
Federal Regulations (CFR) Section, 300.102 (a)(3) and State Board of Education Rules 6A-6.03011
through 6A-6.0361)
Students with a Section 504 Accommodation Plan must be "of school age" to continue receiving
elementary and secondary educational services under Section 504. (34 Code of Federal Regulations
Section 104.3(k)(4)(1)(2))
A student who attains age sixteen (16) during the school year is not subject to compulsory school
attendance beyond the date upon which he/she attains that age if the student files a formal declaration of
intent to terminate school enrollment with the School District School Board. The declaration must
acknowledge that terminating school enrollment is likely to reduce the student’s earning potential and
must be signed by the exiting student and the student’s parent/guardian. The School District must notify
the student’s parent of receipt of the student’s declaration of intent to terminate school enrollment.
[Florida Statute §1003.21 (1)(c)] The student’s guidance counselor or other school personnel must
conduct an exit interview with the student to determine the reasons for the student’s decision to terminate
school enrollment and the actions that could be taken to keep the student in school. The student must be
informed of opportunities to continue his or her education in a different environment, including but not
limited to, Adult Education and GED test preparation. Additionally, the student must complete a survey in
a format prescribed by the Department of Education to provide data on student reasons for terminating
enrollment and actions taken by schools to keep students enrolled. [Florida Statute §1003.21 (c)]
A child who attains age eighteen (18) during the school year is not subject to compulsory school
attendance beyond the date on which he/she attains that age, provided that the student files the required
declaration of intent.
Any further exception to this maximum age provision shall be made by the Superintendent on the
recommendation of the principal of the high school involved, or
the Executive Director of Exceptional Student Education in the case of an exceptional child.
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HEALTH REQUIREMENTS
Physical/Health Examination
All new students seeking entrance into a public school in Palm Beach County are required by Florida
Statute §1003.22 and School Board policy 5.06 to present, at the time of entry, a health examination
documented on State of Florida School Health Entry Exam DH 3040 performed within one (1) year prior
to enrollment. (State Board of Education Rule 6A-1.0985)
EXPLANATION OF PHYSICAL EXAMINATION PHYSICAL EXAMINATION
REQUIREMENTS 2010-2011 STUDENTS
All Palm Beach County
School Health Entry Exam on form DH 3040
required for PreK, Kindergarten and Grade 7
Transfers within Palm Beach County and other
Review of School Health Entry Exam on form
counties within the state of Florida (including
DH 3040 (original or copy) for PreK,
private schools)
Kindergarten and Grade 7documentation.
Transfers from another state or country
School Health Entry Exam on form DH 3040
(original or copy) required for all grades.
Physicals presented on forms from another state
are acceptable if they include all components
covered on DH Form 3040.**
Physicals must have been performed within one
year of enrollment unless exempt based on a
written request for religious reasons.
A Certificate of Religious Exemption, (DH 681) is available only through the Palm Beach County Health
Department. It is not available from private physicians.
PLACEMENT OF TRANSFER STUDENTS [Florida Statute §1003.25] (State Board of Education Rule
6A-1.09941)
General Transfer Information
Coursework or grades of a student who transfers to a public school in Palm Beach County with an official
transcript from an educational institution or program shall be accepted at face value subject to validation if
required by the Southern Association of Colleges and Schools/Council on Accreditation and School
Improvement (SACS/CASI). More information on SACS validation may be found at:
www.flhef.org/pdf/SACS.pdf?phpm4=758749ebee435cd74fc80d83d4139a8a
The principal shall validate transfer credit(s) or grades, which shall be based on performance during the
first grading period the student is enrolled if:
1. validation of the official transcript is deemed necessary under the SACS/CASI policy;
2. the student does not possess an official transcript; or
3. the student is a home education student without an official transcript from an educational institution or
program.
Validation Process (State Board of Education Rule 6A-1.09941)
Validation of credits shall be based on performance in courses at the receiving school. A student
transferring into a school shall be placed in the appropriate sequential course(s) and must have a
minimum grade point average of 2.0 per course being validated at the end of the first grading period the
student is enrolled. Students who do not meet this requirement shall have credits validated using the
Alternative Validation Procedure, as outlined in the next subsection.
The grade of P (Pass) is used when validating/granting transfer credit for coursework when an official
transcript or grades that equate to those used in Palm Beach County cannot be obtained. It is also used
when P is specified on an official transcript. A grade of P is a transcript grade only, not a report card
grade. It gives credit for coursework, but does not affect the grade point average (GPA).
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Alternative Validation Procedure (State Board of Education Rule 6A-1.09941)
If validation based on performance as described above is not satisfactory, or when it is not applicable
because there is no sequential course, then any one of the following alternatives shall be used for
validation purposes as determined by the teacher, principal, and parent/guardian:
1. Portfolio evaluation by the Superintendent or designee;
2. Written recommendation by a Florida certified teacher selected by the parent and approved by the
principal;
3. Demonstrated performance in courses taken through dual enrollment or at other public or private
accredited schools;
4. Demonstrated proficiencies on nationally-normed standardized subject area assessments;
5. Demonstrated proficiencies on the FCAT; or
6. Written review of the criteria utilized for a given subject provided by the former school.
The student's custodial parent(s)/guardian(s) may appeal the placement decision to the Superintendent or
designee within fourteen (14) calendar days of the principal's decision.
International Exchange Students (School Board Policy 5.045)
When an international exchange student enters a Palm Beach County school the sponsoring organization
must provide documented evidence of: 1) the named host family that has pledged to provide housing for
the student during the period of enrollment in the school system, 2) health, accident and liability insurance
that is valid in the United States,
3) required immunizations prior to the student’s first day of attendance, 4) a written statement indicating
who is responsible for the affected student in case of emergency, and 5) evidence of sufficient English
language proficiency, including reading, writing, and speaking that will enable the student to successfully
function at the academic level in which he/she is enrolled.
The exchange student must be certified with a J-1 Exchange Visa, be a high school student and shall
present documented proof with a birth certificate or passport showing
that he/she will be at least sixteen (16) years of age but not have attained the age of eighteen and a half
(18.5) prior to attendance at a school in the District.
The exchange student shall not, as a condition of enrollment, request or require a diploma of graduation
or equivalent from the School District. International exchange students have all rights and responsibilities
accorded to students in the District except the right to a diploma.
The exchange student who is a high school graduate or equivalent from the country of origin must be
cleared for the program by the appropriate Area Superintendent (See policy for more information).
The principal of the school or designee shall approve the admission of each exchange student.
English Language Learners (ELLs) (State Board of Education Rules 6A-6.0900-6.09091 and 6A-6.0905;
School District of Palm Beach County Plan for Services to English Language Learner (ELLs) that can be
found http://www.palmbeachschools.org/multicultural/ELLPlan.asp)
ELL students are identified and assessed to determine eligibility for services in accordance with State
Board of Education Rule 6A-6.0902 (1) and (2).
The ESOL coordinator/contact person and the school counselor/administrator review the educational
background of the transferring student to determine appropriate grade level, subject, and ESOL program
placement. See State Board Education Rule 6A-6-6.0902 (3) (b). Parental input regarding educational
background should be taken into consideration especially when transcripts, records or report cards are
not readily available. This information is documented on the English Language Learners Programmatic
Assessment and Academic Placement Review Form (PBSD 1764) and filed in the English Language
Learners folder. Community language facilitators assist the students and their families when necessary to
ensure proper program/course placement.
A student who is age appropriate for high school must be placed in at least the 9th grade. An ELL
Committee must meet when a student’s placement is based on age either because of lack of information
about prior schooling (no transcript or report card) or prior schooling does not meet grade level
requirements. An administrator must be part of the English Language Learners committee making the
placement decision.
ELLs are scheduled into classes that fulfill graduation requirements and the School District Student
Progression Plan. ELLs are also placed in classes/courses based on completed academic coursework,
regardless of the language in which the coursework was done.
School Board policy provides flexibility to school staff in making academic placement decisions on behalf
of students and parents. Parents/guardians may appeal academic placement decisions to the principal.
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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 ____________ is accurate and true to the
best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:
•
Will be nonsectarian in its programs, admission policies, employment practices and operations.
•
Will enroll any eligible student who submits a timely application, unless the school receives a
greater number of applications than there are spaces for students, in which case students will be
admitted through a random selection process.
•
Will adhere to the antidiscrimination provisions of section 1000.05, F.S.
•
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.
•
Will adhere to all applicable provisions of federal law relating to students who are limited English
proficient, including Title VI of the Civil Rights Act of 1964 and the Equal Educational
Opportunities Act of 1974.
•
Will participate in the statewide assessment program created under section 1008.22, F.S.
•
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.
•
Will obtain and keep current all necessary permits, licenses and certifications related to fire,
health and safety within the building and on school property.
•
Will provide for an annual financial audit in accordance with section 218.39, F.S.
The governing board, at its discretion, allows __________________ (name), _____________(title) to sign
as the legal correspondent for the school.
______________________________________________
Signature
______________________________________________
Printed Name
190
______________
Date