Call for Quality Schools Louisiana Department of Education 1201 North Third Street
Vision Learning Academy TYPE 2 TYPE 4 TYPE 5 Call for Quality Schools 2012 Louisiana Charter School Application Guide Louisiana Department of Education 1201 North Third Street Baton Rouge, LA 70802 1 Vision Learning Academy Table of Contents The Call for Quality Schools ........................................................................... Error! Bookmark not defined. A Focus on Quality ......................................................................................... Error! Bookmark not defined. Autonomy and Accountability ....................................................................... Error! Bookmark not defined. Overview of Application Process ................................................................... Error! Bookmark not defined. Executive Summary....................................................................................................................................... 3 Section I. Culture ......................................................................................................................................... 15 Section II. Leadership .................................................................................................................................. 37 Section III: School Operations ..................................................................................................................... 76 Section IV: Education Program ................................................................................................................. 194 Section V: Teaching ................................................................................................................................... 208 Section VI: Governance ............................................................................................................................. 208 Section VII: Budget and Financial Management ....................................................................................... 239 Section VIII: Pre-Opening .......................................................................................................................... 243 Section IX: Third Party Education Service Provider Relationship................... Error! Bookmark not defined. Section X: For Applicants applying with a Corporate Partner........................ Error! Bookmark not defined. Section XI: For Type 2 Charter Applicants ................................................................................................. 253 Section XII: For Type 4 Applicants .................................................................. Error! Bookmark not defined. Section XIII: For Type 5 Charter Applicants.................................................... Error! Bookmark not defined. Section XIV: For Virtual Charter Applicants ................................................... Error! Bookmark not defined. Section XV: Financial model for nonprofits operating more than one school in Louisiana Error! Bookmark not defined. Appendix HH: Applicant Checklist............................................................................................................. 254 2 Vision Learning Academy Executive Summary This section in its entirety will be provided to the Board of Elementary and Secondary Education and will be posted online, along with the rest of the application for the public to review, immediately after the deadline for submission. Essential Information Form Name of Proposed School Vision Learning Academy Name of Nonprofit (as it appears on the Learning Solutions,Inc Secretary of State’s website) School Type (Select One) Type 2 Type 4 Type 5 Grade Configuration in First Year 9-12 Grade Configuration at Scale 9-12 Model or Focus (e.g., Arts, College Prep, etc) College Preparatory with a visual and performing arts focus for innovation (ALTERNATIVE SCHOOL) Proposed Parish for School Monroe ,Louisiana (Ouachita Parish) Primary Contact Person: LaToya Jackson Phone: 318.381.6781 Email: [email protected] Proposed School Leader (if known): N/A Enrollment Projections: Delete unnecessary rows and/or add additional columns if you will not reach full enrollment by year five. Project your student headcount (not your funded FTEs). GRADE Pre-K K 1 2 3 4 5 2013-14 2014-15 2015-16 2016-17 2017-18 3 Vision Learning Academy 6 7 8 9 10 11 12 30 30 60 60 Proposed Demographics 35 35 60 60 FRL % 50 50 50 50 SPED % 100 55 55 55 55 60 60 60 60 ELL % 80 1. Is the applicant an existing nonprofit operator in Louisiana? Yes No If yes, list all other existing schools in Louisiana under the same nonprofit. n/a 2. Does the school expect to contract with a third party education service provider (ESP) or other organization for a substantial portion of school management/operation? Yes No 3. Is the primary learning environment for students enrolled in the school virtual? Yes No 4. Please see the Call for Quality Schools for a comprehensive list of direct-run schools available for chartering in this application cycle. The list of charter schools available for takeover will be available in December after BESE votes on the renewal and extension of existing schools. 4 Vision Learning Academy Part A: If you are applying for a specific RSD direct-run school, please write the name of that school into the following box. n/a Part B: If you are not applying for a specific RSD direct-run school, please check as many of the following boxes as apply: I am interested in taking over operations of any eligible direct-run school in New Orleans I am interested in taking over operation of any eligible charter school in New Orleans. I am interested in taking over operation of any eligible direct-run school in Baton Rouge. I am interested in taking over operation of any eligible charter school in Baton Rouge. I am interested in taking over operation of any eligible direct-run school in Louisiana. I am interested in taking over operation of any eligible charter school in Louisiana. Executive Summary Narrative (5 page limit): Address the following questions briefly in a narrative format. Please use the outline numbering and headers provided below, but do not repeat the questions. I. Culture What is the mission of the school? Identify the proposed location (region and neighborhood) for the school. What outreach have you conducted to engage prospective parents, teachers and pupils within this region? II. Leadership What critical qualifications, credentials and attributes have you identified for your school leader? Have you already identified a candidate leader? If so, please provide a short bio for that leader. III. Education Plan Provide a brief overview of the education program of the proposed school, including major instructional methods, key program components and assessment strategies. Briefly identify the research base that suggests that the school model will be successful in ensuring academic proficiency for the targeted student population. IV. Teaching Explain how you will support teacher effectiveness through evaluations and professional development. 5 Vision Learning Academy I. Culture Since 2005, Learning Solutions, Inc. has worked tirelessly throughout the Monroe/West Monroe area to combat the drop-out rate, increase test course through quarterly stage plays at the local municipality venue, literacy through performing arts centers to boost innovation, reading and ACT scores, visual and performing arts numeracy and literacy festivals throughout the community along with a plethora of other events, strategy and innovations throughout the Monroe area and Ouachita Parish at large. All strategy have, to this point proven highly effective, sought after and needed on a larger more concentrated conglomerate in this area. For these reasons, we apply for Vision Learning Academy Alternative Charter. At present, Vision Learning Academy will serve students who are particularly at risk of – or who have already dropped out of the traditional school environment. Currently, Monroe, Louisiana’s dropout rate hovers at nearly 11% per year, which is proportionately higher than the state of Louisiana’s average of 6.9%, the fifth highest state dropout rate in the nation. While research points to various factors contributing to the continued loss of students from the system, one fact remains clear: many students are not thriving in traditional “school” settings. We are prepared to offer immediate alternative solutions. VLA will not lower expectations for students based on societal conditions, challenging personal circumstances, or behavioral or academic records: all students deserve a rigorous, robust yet- high quality education that prepares them for college. Instead, VLA has designed a program to improve how over-aged and under-credited students are served, making specific accommodations to better address students’ unique circumstances and needs, social/emotional profiles, along with personal circumstances and goals. Additionally, VLA seeks to equip all students with the college track high school diploma. 6 Vision Learning Academy II. Leadership Although the official School Leader for Vision Learning Academy has not yet been selected, The School Leader will be the instructional leader of the school, and he/she will facilitate the stabilization of student culture. To support the school leader, the Executive Director will support, coach and guide the School Leader in best practices for the accelerated high school setting. The selection of VLA’s School Leader will be a rigorous process. School Leader Recruitment In order to sustain the momentum and intensity of the school’s framework, the school will concentrate recruiting efforts locally; however, recruiting on the national level will seek leaders with the greatest success rates and strongest commitments to education. School Leader Selection We believe that a School Leader’s primary functions revolve around the academic achievement of the school’s students. Therefore, we will work to recruit, hire and retain the strongest instructional leaders for our school. For individuals interested in school leadership positions at VLA’s hiring process will resemble the following: Step 1: Receipt of Cover Letter and Resume Step 2: Resume Screening Step 3: Interview Step 4: Classroom/School Observation Step 6: Reference Checks Step 7: Second Interview (as needed) Step 8: Notification With the support of the Board of Directors, the Chief Executive Officer is committed to seeking out the best. In future years, while not directly involved in the hiring process, existing School Leaders will assist in offering insight into applicants and their “fit” within the collection. School Leader Evaluation The School Leader will be responsible for supporting and evaluating all teachers, and will establish school-wide academic performance goals and personal leadership and professional goals with the Chief Academic Officer before each school year. Throughout the school year, the School Leaders will meet with the Chief Academic Officer for informal performance reviews after every 9-week interim assessment to assess actual versus targeted test score performance for the entire school. In the Spring of each year, the Chief Academic Officer will conduct a formal review of the School Leaders, evaluating their accomplishments of the pre -determined goals and identifying professional development opportunities in areas that both the School Leaders and Chief Executive Officer identify as weaknesses in the School Leaders’ skill set and instructional leadership. 7 Vision Learning Academy III. Education Plan. In order to understand our educational plan, it is important to describe what will be referred to as student-driven learning through supports and innovations. Upon enrolling in VLA , every student, along with his/her parent will be visited in the home by a Therapist and a staff member. Once the student commits to the school‘s high expectations, he or she will be given the Nationally-Approved Locator pre-test(practice ACT exam), the Star Reading and Star Math Exams along with Garner’s Multiple Intelligence Inventory Assessment which will identify his or her grade level equivalent in each content area as well as his/her learning style. After an interview with the student, the educational team, along with the clinicians will determine the completion/graduation track and progression model needed to meet the student’s need, whether it be the vocational, college-readiness, or career and business track . This may mean a combination of courses and supplementary computer-based accelerated credits, Common-Core State Standards Curricula modifications, vocational training and/or co-ed learning or possible career-based study programs. The students will then be assigned to advisors who will assist them in the beginning processes of his/her Alternative Education Plan. (AEP). This particular advisor will stay with them through their entire experience at VLA. Together, the student, the Therapist and the advisor will develop the student‘s individual Alternative Education Plan which will identify the student‘s annual academic, behavioral, social/emotional goals aligned with his or her long-term, post-secondary plan and graduation/completion date . The school‘s college-prep approach, including an extended school year, rigorous, standards-aligned curriculum, and culture of high expectations, were selected based on their proven results from their implementation at New Orleans Excuses‘ schools achieving dramatic performance results, including KIPP, Science Academy, and Uncommon Schools. VLA will employ these proven, college-prep strategies influenced by the AHSI‘s Network Distinguishers, essential design principles that are employed by alternative schools and that provide a framework of success and support a range of alternative strategies. VLA’s model is heavily influenced by the "No Excuses" school model, one that has proven to be extremely effective in raising student achievement levels in at-risk student populations, and which can be characterized by schools that employ “principals and teachers who demand excellence and reject the notion that economically disadvantaged kids can’t learn.” While many of the practices utilized by the highest performing No Excuses schools nationwide will need to be adapted to better engage and accommodate students who have not been successful in a traditional college preparatory environment, the principle belief still applies – that all students can be college bound through hard work and high expectations. 8 Vision Learning Academy To develop its’ Visual-Performing and Graphical Arts Technological High School design, VLA conducted extensive research on both high performing models, as well as of alternative schools and the components that make them effective. Both sets of research have heavily influenced the modification of our strategies. There is clear evidence that the “No Excuses” model – one that embodies the idea that all students will be successful, go on to college, and have post-secondary opportunities – can raise the level of academic achievement particularly within at-risk student populations. Vision Learning Academy has developed a framework that provides for the success and support a range of alternative strategies rather than a prescribed method. Distinguishers include: Authentic Learning, Teaching, and Performance Assessment; Personalized School Culture; Shared Leadership and Responsibility; Supportive Partnerships through Technology and the Arts; and a Future Focus. 9 Vision Learning Academy IV. Teaching. Teachers at Vision Learning Academy will be held to high levels of accountability and innovation through the State’s model. VLA’s teachers will train its teachers in the curriculum alignment process and on all expected instructional methods. In addition to in-depth training on data-driven lesson planning, teachers will be trained on how to create lessons with clear and measurable learning standards that meet students at various skill levels, implementing supplemental curricular material, backwards planning, spiraling and cumulative review, and engaging students through lessons with real world connections. VLA’s teachers will also be trained on how to prepare lessons aligned with scope and sequence assessments and in the development of high-quality, multi-modal classroom assessments to track student progress in the interim. External Professional Development While most of our professional development will occur internally, exchanging knowledge and best practices among staff members, staff will also have the opportunity to grow professionally by learning from other high performing schools and curriculum specialists. Every faculty member will be required to observe at another high performing high and/or alternative school at least once per year. The staff will also be encouraged to pursue individual, ongoing professional development opportunities, and each teacher will have access to a modest stipend for these training opportunities. This money may be put towards purchasing materials, taking classes, or attending seminars and conferences that enhance their ability to effectively teach their subject. We will predominately rely on its own staff to develop teachers, given the organization‘s extensive experience in teaching and leadership development. During the school year, the School Leader is responsible for developing, implementing and evaluating the efficacy of the school‘s professional development opportunities. The School Leader will develop a comprehensive strategic plan for professional development activities, gather formal survey data and informal feedback from staff on the effectiveness of existing development, and identify gaps or weak areas of professional development. As described, professional development for staff will begin three weeks before students arrive with in-house mandatory staff training and curriculum planning for teachers. During the first year of operation, orientation will encompass significant acculturation and curriculum development requiring three weeks; in the second and subsequent years this will likely be shortened to no more than two weeks. Summer training topics will include socialization into the mission and values at VLA, school-wide expectations with regards to academic, discipline and behavioral expectations, lesson planning, assessments, standards alignment, multimedia instruction, and effective use of data and Alternative Education Plan. Teachers are provided a minimum of 450 minutes (7.5 hours) per week of planning and professional development time. This schedule emphasizes the importance of planning, staff collaboration, and professional development for teachers to improve their instructional practice on an ongoing basis. VLA’s teachers will thrive in a professional culture that supports and encourages collaboration, constant learning, and collegiality. 10 Vision Learning Academy V. Governance Complete the following table to list all proposed Board members for the school. Name Current Professional Title and Organization Board Role Focus/Expertise Linda Trimble Director of Funding and Chief of Staff/Director Operations and Management Specialty Grants, Ouachita Parish School Board Central Office Theresa Groce Divine Destiny, Owner Media/Marketing Relations School Culture –Quality Assurance Chanda Ford Assistant Director, Public Works Department Secretary/Treasurer Minutes/Organization/Governance Scott Miller Miller Funeral Homes, Director Business and Financial Affairs Corporate Endeavors, ESOPs, Investments Kevin O. Scott Professor, Legal Legal Correspondence University of Arkansas United States Armed Services Terrance Jenkins Primearica Financial Services, Independent owner Voting Member College and Career Perspectus Millicent Bridges Salu International, Independent owner Voting Member College and Career Perspectus 11 Vision Learning Academy Briefly outline the role of the Board in regards to school governance and academic oversight. GOVERNANCE The governing Board of VLA represents the diverse professional experiences and practical expertise necessary to support the start-up and long-term viability of a charter school management organization. Such experiences and expertise include education, finance, law, non-profit and community leadership, human resources and previous governance experience. VLA will be governed by an odd number of Board members consisting of between an adhoc committee of 3 member and a governing Board of Directors of about 7 and 9 persons. The adhoc committee’s sole responsibility is to oversee the governing Board. The Board will assume final responsibility for the organization’s academic success, viability, and faithfulness to the terms of the charter. Therefore, the Board will develop and approve the annual budget and all organizational policies. It will also set goals and review strategy to continually guide the organization towards the fulfillment of its mission. Although Learning Solution’s Board of Directors delegates the management of the organization to the Chief Executive Officer, the Board is ultimately responsible for ensuring that the organization meets its academic, fiscal and operational objectives. The primary qualifications for serving on the Board include: 1. An unwavering commitment to seeing VLA’s students superbly prepared for high school, college, and success in life; 2. A commitment to improving access to quality education for all children regardless of race or economic status; 3. An understanding of the Board’s obligation to act as an effective and vigilant steward of public funds; 4. The ability to be a good judge of information regarding the Chief Executive Officer’s educational and fiscal management of the organization. 5. A willingness to focus on the academic achievement of children in the schools, and not to divert the Board’s attention to matters that are peripheral to this mission; 6. An ability to fairly and accurately assess the needs of the community, and to represent the organization to the community and others; 7. Financial, legal, business, fundraising, management, governance, real estate development, and/or educational experience; 8. A willingness to accept and support decisions made in accordance with the bylaws; 9. An ability and willingness to give time and energy to the organization; and, 10. A willingness and ability to provide access to resources, both financial and other, in order to support and strengthen the organization. 12 Vision Learning Academy The role of the full governing Board will be to: Safeguard the organization’s mission and competitive advantage – On an annual basis, Board members will assess the organization’s mission, strategic plan, and annual goals as well as the external environment to assure that the organization is fulfilling its charter and meeting the needs of the community. Govern by helping to fulfill the Board’s collective responsibilities, detailed in the Board’s job description and expectations. Secure sufficient resources to fulfill the organization’s mission – Board members are expected to work in partnership with the organization’s administration to raise funds to support the organization’s mission. Advocate for the organization's vision and mission and be a champion in building the diverse constituencies necessary to support the successful launch and sustainability of the organization. Ensure strategic and effective resource allocation – As the fiduciary agents of the organization, Board members will review and approve the organization’s budget and funding plan and will hold the CEO accountable for its effective and efficient management. Serve as a liaison with the public, interpreting the organization’s vision to the community and informing the organization of needs of the community. Hire, support, and assess the performance of VLA’s Chief Executive Officer – The Board will work as the governing partner to the organization’s management team and will ensure that the Chief Executive Officer has the training, support, and encouragement necessary to fulfill the charter. In addition, the Board will assess annually the performance of the Chief Executive Officer and will hold him/her accountable to the job description and performance criteria upon which they mutually agree. Consult by lending specific expertise for the benefit of the organization with professionalism, integrity, and enthusiasm. Serve as ambassadors for the organization – As the organization’s primary link to the community, the public, the media, and funders, Board members are expected to garner support from the community through their passionate commitment to and articulation of the organization’s mission. Capitalize on personal networks to secure financial and other resources to support the organization. Set policies and procedures – As the organization’s governing body, the Board is expected to establish policies and procedures to support the mission. Attend regular Board meetings and participate in a meaningful and productive manner by coming to meetings prepared and by focusing on strategic and critical questions and issues. Monitor and ensure legal and regulatory compliance – The Board should review organizational policies and programs to ensure compliance with the law and with state regulations. Be accessible for personal contact in between Board meetings and for committee serving on a committee or taskforce as need be. Assess its own performance – As a component of holding the organization accountable to achieving its mission and efficiently allocating its resources, the Board is expected to evaluate its performance against its job description and performance criteria. Collaborate with fellow Board members to fulfill the obligations of the Board and to ensure that diverse perspectives are heard and incorporated into the governance structure. Focus on creating group, not individual success; support Board decisions; participate critically in the appraisal of the Board’s performance. The founding Board of Directors understands the unique challenges of creating a strong Board from scratch. To this end, the full founding Board plans to take advantage of the extensive governance training that will be provided by Sally Baird and the Charter Management Company. In total, the Board, 13 Vision Learning Academy Chief Executive Officer and School Leaders completed approximately 75 hours of governance training prior to the opening of Vision Learning Academy. VI. Finance Complete the following table with numbers from the budget supplied in this application. Number of Students Per Pupil Revenue Grant Funds Private Funds Other Sources Total Revenue Employee Salaries (including benefits) Building Expenses Services/Supplies Other Expenditures Total Expenses NET INCOME 2013-14 180 1,530,000.00 100,000.00 50,000.00 100,000.00 1,780,000.00 2014-15 190 1,615,000.00 100,000.00 50,000.00 100,000.00 1,865,000.00 2015-16 200 1,700,000.00 100,000.00 50,000.00 100,000.00 1,950,000.00 2016-17 220 1,870,000.00 100,000.00 50,000.00 100,000.00 2,120,000.00 2017-18 240 2,040,000.00 100,000.00 50,000.00 100,000.00 2,290,000.00 1,200,000.00 1,255,000.00 1,255,700.00 1,400,000.00 1,490,000.00 120,000.00 114,000.00 105,000.00 1,539,000.00 241,000.00 120,000.00 114,000.00 115,000.00 1,604,000.00 261,000.00 120,000.00 114,000.00 125,000.00 1,614,700.00 335,300.00 120,000.00 118,000.00 127,000.00 1,765,000.00 355,000.00 120,000.00 120,000.00 130,000.00 1,860,000.00 430,000.00 For any grants or private funds identified above, indicate whether the funding has already been secured and any plans to secure future funding in the space below. The private fund is from a local philanthropist who wishes to remain anonymous of which funds have been promised for five years but not secured with a written document. The grant funds are funds from a competitive grant source that are currently being pursued through the Kellogg foundation. 14 Vision Learning Academy Section I. Culture A. Mission Statement Provide the mission of the proposed school. The mission statement should be a concise statement that does the following: Identifies the school’s target student population and community to be served. Articulates clear guiding purposes and priorities that are meaningful, measurable and attainable. Provides the entire school community as well as external stakeholders a clear picture of what the school aims to achieve. The mission statement provides the foundation for the entire school application and operational plan. Accordingly, the rest of the school application should fully align with and support the stated mission. B. Targeted Student Population 1. Identify the geographic region you are proposing to serve. 2. Identify the grade levels and ages you propose to serve in the school’s first year and when it is at scale. 3. Provide the expected demographics for the students you plan to serve including the percentage of Free and Reduced Lunch, Special Education, and English Language Learners (ELLs). 4. Explain how the decision to serve this targeted population, including the grade levels you have chosen, would meet the district and community needs as described in the Call for New Quality Schools regional needs analysis. If your target school does not meet the needs identified in the needs analysis, please describe the needs of the community you seek to operate in and how your proposed school meets those needs. C. School Culture 1. Describe the planned culture for the school and how this culture will promote a positive academic environment, and reinforce student intellectual and social development. Explain the systems, structures, practices, and traditions the school leader and leadership team will create to foster this culture for students, teachers, administrators, and parents starting from the first day of school. 2. Explain how the school culture will include and serve students with special needs, including students receiving special education services, English Language Learners, and any students atrisk of academic failure. D. Parent and Community Involvement 1. Parent and community involvement in application phase: 15 Vision Learning Academy a. Describe the role of parents and community members involved in developing the proposed school. Describe the outreach you have conducted to engage prospective parents, teachers and pupils in the region you are proposing to serve. b. Provide evidence of support for the proposed school among prospective parents, teachers, and pupils, or any combination thereof. Support may be gauged and demonstrated through community meetings, parent/teacher/student letters of support, surveys of prospective stakeholders, and/or evidence of letters of intent to enroll among other means. c. Identify any organizations, agencies, or consultants that are partners in planning and establishing the school, along with a brief description of their current and planned role and any resources they have contributed or plan to contribute to the school’s development. d. What community resources will be available to students and parents? Describe any partnerships the school will have with community organizations, businesses, or other educational institutions. Specify the nature, purposes, terms, and scope of services of any such partnerships. e. Describe evidence of support from any identified community partners (e.g., letters of intent/commitment, memoranda of understanding, and/or contracts, and should specify the resources to be committed or contributed from the partner, as applicable). If the school is relying on a community partner to provide a service that is integral to the operating of the school or educational model we strongly encourage you to provide a copy of the contract or MOU. 16 Vision Learning Academy (Any supporting materials that need to be attached should be included as Appendix A – Evidence of Support from Parents, Teachers, Pupils, and Community Partners. There is no page limit but documentation is restricted to outside documentation. APPENDIX A:LETTERS OF SUPPORT Cognitive Development Center and Vision Learning Academy MEMORANDUM OF UNDERSTANDING (MOU) 2013-2014 School Year This is an agreement between Vision Learning Academy and Cognitive Development Center a corporation whose mission is to improve the quality of life of individuals and families by helping them make positive changes and healthy and effective choices by providing professional counseling, treatment, community support and educational advocacy in a physically and psychologically safe environment that builds self-esteem. We are committed to the principal that all persons who need mental health treatment should receive individualized quality counseling services. The Therapeutic/Counseling Program provides one on one support by trained Clinical Counselors to specific, referred students who exhibit significant mental, behavioral and/or emotional challenges. Participation by a family in the Counseling Program is at the parent discretion and is not sponsored by Vision Learning Academy. Participation in the Clinical Counseling Program is not a replacement for services to be provided pursuant to an IEP plan including but not limited to mental, emotional and/or behavior plans. PURPOSE The purpose of this agreement is to create guidelines and procedures for Cognitive Development Center to provide services to students enrolled in Vision Learning Academy during school and/or after school hours on school premises. Furthermore this MOU is established to promote and sustain positive and proactive partnership which honors mutual respect and accountability for all parties involved in each student’s Clinical Counseling treatment plan program. PARTICIPANTS Participants of the Cognitive Development Center counseling program may be students enrolled in Vision Learning Academy who are identified and referred by school officials or the parent as needing additional support for mental, behavioral, and/or emotional challenges according to Program regulations. Each student participating in the Therapeutic Program will be under the Clinical Supervision of a state Licensed Professional Counselor or Licensed Clinical Social Worker. RESPONSIBILITES OF COGNITIVE DEVELOPMENT CENTER • The Clinical Counselors will contact the Principal/Designee of the school upon referral of a student for counseling services and before initiating services at any school site for discussion regarding the delivery of services. • Cognitive Development Center will provide written parent/guardian consent to provide counseling services within the school setting. 17 Vision Learning Academy • Cognitive Development Center will assign only clinical counselors who have fulfilled/ preservice training Requirements and background investigations as dictated by Department of Health and Hospitals regulations and any additional requirements imposed upon individuals who work with children. • The Director of Cognitive Development Center will initiate and facilitate an initial meeting with appropriate staff and parents to begin implementation of clinical therapeutic strategies in the school and home environment based on an initial screening with rudimentary counseling goals in place. Any treatment plan must compliment any contract for non-special education students developed by Vision Learning Academy. • Clinical Counselors will check in daily with the school office. If they are not able to be present at their scheduled time in the school or they have to adjust their schedules due to personal appointments, they will notify their Cognitive Development Center supervisor, parent/guardian and the school/program secretary or individual teachers to report their absence and/or change on schedule. Clinical Counselors are responsible for their client only and are not to function as teacher’s aides or assistants. • Clinical Counselors will follow the Cognitive Development Center chain of command at all times. • Clinical Counselors and clients must adhere to the classroom teacher’s instructions, schedules, rules and activities while in the classroom setting unless otherwise noted in the client’s Treatment Plan/IEP and agreed upon by all parties involved. • If there is a dispute or need for mediation between the Clinical Counselors and school staff, the counselor will contact their Supervisor for resolution or mediation. The Clinical Counselors Supervisor will then contact the Principal/Designee discusses a plan of action. • Clinical Counselors will not transport students to or from school/program sites without parent/guardian prior written consent. • Clinical Counselors will adhere to all student confidentiality and privacy mandates as established by HIPPA. • Clinical Counselors and appropriate Cognitive Development Center staff members will attend and be part of appropriate student staffing and/or IEP meetings for assigned students. • If Cognitive Development Center and the Vision Learning Academy have not had the opportunity to mutually decide on the termination or discharge of a student from the Counseling Program, the Clinical Counselors Coordinator will contact the school to inform them of discharge especially when the client has been pulled from the program by the parent/guardian. Cognitive Development Center will inform Vision Learning Academy of pending discharge of clients who are being discharged due to the completion of treatment goals. • Cognitive Development Center staff are not employees of Vision Learning Academy and are not in any way to be construed as such. RESPONSIBILITES OF VISION LEARNING ACADEMY • Vision Learning Academy/Principal/Designee will meet with Cognitive Development Center staff upon initiation of services to review the student’s Initial Screening, options for Counseling and to decide how the program will work for individual students in the school setting. 18 Vision Learning Academy • If the student is receiving Special Education services, Vision Learning Academy will cooperate with Cognitive Development Center to discuss possible integration into the student’s IEP. . Appendix A – Letters of Support ) • Vision Learning Academy will provide Cognitive Development Center with a copy of a participating Special Education student’s current IEP only with parent/guardian consent and involve Cognitive Development Center staff in all meetings and IEPs involving that student upon parental request. • There must be written parent/guardian consent to initiate services. •Staff will adhere to all student/family confidentiality and privacy mandates of Vision Learning Academy and HIPPA. • Vision Learning Academy classroom teachers and/or educational staff must provide specific lessons, assignments and appropriate materials when Clinical Counselor assist a client with focusing on academic assignments. In order for Clinical Counselors to help with noninstructional educational support, it must be written in the student’s Clinical Counselor’s Treatment Plan. • In the event of a dispute with any Clinical Counselor, Vision Learning Academy staff will follow the established chain of command and communicate with their supervisor. That supervisor/Principal will communicate immediately with the Director for resolution. Vision Learning Academy staff are not to interview or discusses disputed issues with providers themselves or without the provider’s supervisor present. • Clinical Counselors are responsible for their client only and are not to function as teacher’s aides/assistants. They cannot supervise students who are not enrolled in Cognitive Development Center. • Clinical Counselors will be assigned a school/program contact to discuss any immediate matters of concern or importance regarding the student assigned to them. • Vision Learning Academy will provide the Clinical Counselors all calendars and schedules of current school/program activities. • Vision Learning Academy will familiarize each Clinical Counselors with the specific school/program site procedures, rules or regulations and introduce members of Cognitive Development Center to important staff members at the school. • Vision Learning Academy has the right to refuse or cancel Clinical Counselors participation for any student with parent input and consent and/or team discussion. RESPONSIBILITES OF COGNITIVE DEVELOPMENT CENTER AND VISION LEARNING ACADEMY • Both parties will be committed to a positive partnership that fosters effective and consistent interventions for resolution of student’s mental, emotional and/or behavioral challenges and emotional development in a safe, nurturing environment. • Clinical Counselors services will be provided in the environment most beneficial/appropriate to the student. 19 Vision Learning Academy APPENDIX A –LETTERS OF SUPPORT • Cognitive Development Center and Vision Learning Academy will meet at least once annually to discuss each student’s Treatment Plan and will include all appropriate staff members as well as parent/guardian. Other staff meetings may be scheduled when needed and/or appropriate and pertinent staff from both agencies involved in the student’s program will attend. • This MOU will be reviewed and/or renewed annually with the participation of both parties. • Both parties will cooperate in providing in-service and training to Clinical Counselors and Vision Learning Academy staff as agreed upon/necessary. ATTESTATION This Agreement is governed by the laws of the State of Louisiana and any disputes regarding the terms of the Agreement are subject Louisiana law. Either party may terminated this Agreement upon 30 days written notice to the other party. Cognitive Development Center and Vision Learning Academy have read and agree to this Memorandum of Understanding and are in full agreement of the articles and statements. Adrian Fisher, LPC Executive Director / President Cognitive Development Center 20 Vision Learning Academy APPENDIX A: LETTERS OF SUPPORT To Whom It May Concern: It will be my pleasure to serve as a point of contact with Learning Solutions, Inc and Vision Learning Academy. I am very excited about this endeavor and I know you will be an excellent leader. Career Technical College will be available as a resource and guide to VLA's students for post-secondary guidance. If you need anything between now and opening day, just give me a call or email me. I look forward to working with you in helping to shape the minds and lives of the deserving students of Vision Learning Academy . Alexa Chance High School Coordinator Career Technical College 318-323-2889 [email protected] 21 Vision Learning Academy 2. Describe how you will engage parents in the school’s culture and operations. How will the school build family-school partnerships to strengthen support for learning and encourage parental involvement? E. Parent Satisfaction 1. What mechanisms will you utilize to assess parent satisfaction? 2. What adjustments will you make if the positive response rate does not meet your own internal goals? Will you use the results in leadership evaluations? F. Discipline Policy 1. What will be the guiding philosophy behind the creation of the school discipline policy and how will it reflect the school culture you described above? 2. Describe your strategy for positive behavioral reinforcements. What rituals or protocols will be in place as part of this strategy? 3. How will the discipline policy be practiced in the classroom to ensure students are on task and focused on learning? 4. Who will be responsible for implementing the school’s discipline policy? 5. How will you ensure that disciplinary procedures are applied equitably across all student populations, including special needs students, within the school? 6. Indicate how the school staff will be educated about, and trained to implement, the policy. 7. Include a proposed discipline policy that, at a minimum, contains the following; a. The substantive acts for which a child may be disciplined b. The consequences (or range of consequences) resulting from committing each such act (including suspension or expulsion) c. The due process procedures that the school will follow in applying its discipline policy d. The individuals responsible for carrying out the discipline policy e. Include school's plan for students who have been suspended, expelled or will be out of school for more than ten days. Schools are required to provide a plan for alternative education settings for these students. 22 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) DISCIPLINE POLICY Removal from Class Students who exhaust the in-class hierarchy of consequences and continue to interrupt the learning environment will be sent out of class for an administrative conference. These conferences will be tracked in JPAMS. Students must complete a written reflection to return to class. Students who are involved in conflict with other students may also be sent to the administrator for conflict resolution. Skills Class In skills class, students work on a particular behavioral skill and complete their classwork in isolation. The purpose of skills class is to work on social skills and prepare students for return to class as soon as possible. After an administrative conference, the following students are recommended for skills class: Students who have been sent out for multiple conferences during one academic day Students who are continually sent out of class for the same reason Students who refuse to comply with authority figures Students who fight. Suspensions “Short term suspensions” shall refer to the removal of a student from school for disciplinary reasons for a period of five or fewer days. “Long term suspensions” shall refer to the removal of a student from school for disciplinary reasons for a period of more than five days. “Expulsions” shall refer to the permanent removal of a student from school for disciplinary reasons. Short Term Suspensions A student who has committed any of the infractions listed below shall be subject minimally to a short-term suspension, unless the School Leader determines that an exception should be made based on the individual circumstances of the incident and the student’s disciplinary record. Depending upon the severity of the infraction the student may be subject to a long-term suspension, expulsion, or referral to the appropriate law enforcement agencies. Disciplinary Infractions Vandalize school property causing minor damage; Attempt to assault any student or staff member; Endanger the physical safety of another by the use of force of threats of force that reasonably places the victim in fear of imminent bodily injury; Engage in conduct which disrupts school or classroom activity or endanger or threaten to endanger the health, safety, welfare, or morals of others; Engage in insubordination; Fail to complete assignments, carry out directions, or comply with disciplinary sanctions; Cheat on quizzes, exams, or commit plagiary; Use of forged notes or excuses; Steal, or attempt to steal, or possess property known by the student to be stolen; Commit extortion; Engage in gambling; 23 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) Abuse school property or equipment; Use obscene or abusive language or gestures; Engage in acts of verbal or physical sexual harassment; Make a false bomb threat or pull a false emergency alarm; Possess tobacco or alcohol; Possess pagers, beepers, or portable/cellular telephones not being used for instructional purposes; Wear inappropriate, insufficient, or disruptive clothing or attire, or violate Schools ' overall climate in any way Student Dress Code; Commit any other act which school officials reasonably conclude disrupts the learning environment of the school; Repeatedly commit minor behavioral infractions which, in aggregate, may be considered an infraction subject to formal disciplinary action; Procedures for Short-Term Suspension The School Leader may impose a short-term suspension after conferring with the relevant staff members. Before imposing a short-term suspension, the School Leader shall verbally inform the student of the suspension, the reason for it, and whether it will be served in school or out of school. The student shall be given an opportunity to deny or explain charges. Procedures and Due Process The School Leader also shall immediately notify the parent(s) or guardian(s) in writing that the student has been suspended from school. Written notice shall be provided by personal delivery, express mail delivery, or equivalent means reasonably calculated to assure receipt of such notice within 24 hours of suspension at the last known address. Where possible, notification also shall be provided by telephone if the school has been provided with a contact telephone number for the parent(s) or guardian(s). Such notice shall provide a description of the incident or incidents, which resulted in the suspension and shall offer the opportunity for an immediate informal conference with the School Leader. The notification and informal conference shall be in the dominant language used by the parent(s) or guardian(s). While parents will have the freedom to disagree with any short-term suspension imposed by the School Leader, parents will not have the right or ability to overturn any short-term suspension decision rendered by the School Leader. Long Term Suspensions A student who is determined to have committed any of the infractions listed below shall be subject minimally to a long-term suspension and perhaps expulsion unless the School Leader determines that an exception should be made based on the circumstance of the incident and the student’s disciplinary record. Such a student may also be subject to any of the disciplinary measures outlined elsewhere in this document including a referral to the appropriate law enforcement authorities. Disciplinary Infractions Commit, or attempt to commit arson on school property. Possess, use, attempt to use, or transfer of any firearm, knife, razor blade, explosive, mace, tear gas, or other dangerous object of no reasonable use to the student in school; 24 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) Possess, sell, distribute or use any alcoholic beverage, controlled substance, imitation controlled substance, or marijuana on school property or at school sponsored events; Assault any other student or staff member; Intentionally causes physical injury to another person, except when student’s actions are reasonably necessary to protect him or herself from injury; Vandalize school property causing major damage; Commit any act, which school officials reasonably conclude warrants a long-term suspension. In addition, a student who commits any of the acts previously described as causes for short-term suspension may, instead or in addition, be subject to a long-term suspension at the School Leader’s discretion only if the student has committed the act at least three times in the academic year. Procedures and Due Process The school may impose a long-term suspension though such a suspension may be imposed only after the student has been found guilty at a formal long-term suspension hearing. Upon determining that the student’s actions may warrant a possible long-term suspension, the School Leader shall verbally inform the student that he or she is being considered for a long-term suspension (or expulsion) and state the reasons for such actions. The School Leader will then immediately notify the student’s parent(s) or guardian(s) in writing. Written notice shall be provided by personal delivery, express mail delivery, or equivalent means reasonably calculated to assure receipt of such notice within 24 hours of suspension at the last known address. Where possible, notification also shall be provided by telephone if the school has been provided with a contact telephone number for the parent(s) or guardian(s). Such notice shall provide a description of the incident or incidents, which resulted in a long-term suspension (or expulsion) and shall offer the opportunity for an immediate informal conference with the School Leader. The notification and informal conference shall be in the dominant language used by the parent(s) or guardian(s). The School Leader will then call and preside over a formal, long-term suspension hearing. At the formal hearing, the student shall have the right to be represented by counsel, question witnesses, and present evidence. The School Leader and all members of the staff that were involved in witnessing the alleged discipline violation are required to participate in the hearing. A decision by the School Leader will stand as the final decision regarding the student’s long-term suspension status. Alternate Instruction Students who are suspended will be provided with alternative instruction. All suspensions and alternative instruction will be effectuated substantively and procedurally in accordance with all applicable law. For students who have been expelled, the school will provide alternative instruction to the extent required by law. Prior to the school’s first day of school, the School Leader and the staff will develop a plan for alternate instruction that accommodates various scenarios depending on the reasons why alternate instruction is required in the first place. Arrangements will be made between the school and each individual family for the delivery of services, pick-up/delivery of work, and the making up of any missed assignments and classroom instructional support. All IDEA mandates will be followed for student with disabilities. 25 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) Expulsion Additionally, the School Leader may decide that the infraction does not warrant a long-term suspension, but instead warrants an escalation in punishment – expulsion. Should the School Leader recommend that an expulsion is required, he or she will follow the same procedures for a long-term suspension (see above) with the exception that all expulsions will be subject to a majority vote, by a selected colony of peers and community leaders. Zero Tolerance Expulsion Policy for Weapons, Drugs and Alcohol We have a “zero-tolerance, one-strike” policy for all weapons, drugs, and alcohol brought on school grounds. Any student found guilty of bringing any weapons, drugs or alcohol to school, will be recommended for swift expulsion to the CEO of VLA. If the School Leader is able to provide convincing evidence that the student brought alcohol, drugs or a weapon to the school, the CEO shall immediately recommend that the student be expelled from the school. (The Federal Gun-Free schools Act of 1994, which applies to public schools, states that a student who is determined to have brought a weapon to school must be suspended for at least one calendar year.) 26 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) DISCIPLINE MANAGEMENT POLICY FOR STUDENTS WITH DISABILITIES Students with disabilities have the same rights and responsibilities as other students, and may be disciplined for the same behavioral offenses. However, consideration will be given to students with disabilities. Our Schools will comply with all federal laws regarding student discipline for children with disabilities and will stay apprised of any developments in the IDEA legislation. If a student with disabilities has an Individual Education Plan (IEP) that includes disciplinary guidelines within a behavior management plan, that student will be disciplined according to these guidelines. Students whose IEP does not include specific disciplinary guidelines may be disciplined in accordance with the standard school policies listed for regular education students along with the accommodations listed below. Finally, in accordance with CFR 300.527, students known to be eligible for evaluation, or undergoing evaluation at the time a problem arises, will be afforded due process protections. Discipline Policy & Procedures for Students with Disabilities I. Overview of Procedural Safeguards A. General. Disciplinary actions give students with disabilities extra legal protections when the discipline constitutes a change in placement. If a student violates the Student Code of Conduct, before consequences or punishment are imposed, the principal/designee must consider whether the student: Has an IDEA or Section 504 disability; or Is a student who is “thought to have a disability.” While all students may be disciplined, the placement of students with disabilities cannot be “changed” when the offense is directly related to his/her disability or when the IEP or Section 504 plan is not implemented, except in the case of emergency circumstances (drugs, weapons, significant bodily injury). B. Determining Change in Placement. A change in placement is a legal term that applies to the situations described below. A student’s school suspension that occurred in a LA local education agency (LEA)during the same school year of transfer into another LA LEA “counts” and is added to any additional suspensions in the new school. 1. More than 10 Consecutive Days of Suspension, i.e., Expulsion Any suspension that is for more than 10 consecutive days is considered to be a change in placement. 2. More than 10 Total Days of Suspension in One School Year. Option 1 A series of suspensions with days that total more than 10 total school days in a school year is a change in placement.1 The special education chairperson, with assistance and documentation from the Administration/Disciplinarian, monitors the number of days each student has been suspended. Students with disabilities who have not reached this 10-day threshold may be suspended under the procedures that apply to all students. 2. More than 10 Total Days of Suspension in One School Year. Option 2 27 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) A series of suspensions with days that total more than 10 total school days in a school year may be a change in placement. 2 The special education chairperson, with assistance and documentation from the Administration/Disciplinarian, monitors the number of days each student has been suspended. Students with disabilities who have not reached this 10-day threshold may be suspended under the procedures that apply to all students. Factors for Determining Pattern of Suspensions Substantially Similar Behavior. Is the student’s behavior substantially similar to the behavior for which the student has previously been suspended? (Factors may include same type of behavior, same victim, same class, same day of the week or same time of day, etc.) If the answer is yes, continue with thefollowing analysis: Other Pattern Considerations. Consider such factors as: Length of each suspension, e.g., 1 day, 4 days, etc. Total cumulative days of suspensions, e.g., 11 days, 20 days, etc. Proximity of (time between) suspensions, e.g., 1 week apart, 2 months apart, etc. 1 In-school suspension and suspension from the bus may constitute a suspension to the extent they impact implementation of a student’s IEP. See additional information on the next page. 2 In-school suspension and suspension from the bus may constitute a suspension to the extent they impact implementation of a student’s IEP. See additional information on the next page. A pattern is more likely to exist when the facts in each factor are more extreme, e.g., longer suspension lengths, more cumulative days of suspension and fewer days between each suspension. Also, consider whether the suspensions are: from the same class on a regular basis; on the same day of the week; at the same time of day; for the same activity; involving same staff or other students. Consistent Decision-Making. Determining whether a pattern exists is very subjective. Thus, school staff should consult with a Department of Education Representative (Office of Federal Programs Support) when considering this issue to ensure that factors are considered consistently across schools. 2. Additional Considerations. The following considerations apply to in-school suspension; a suspension or removal for a portion of the school day; and for suspensions from transportation. a. In-school Suspension. An in-school suspension will not be considered as a suspension for the above purposes as long as a student is given the opportunity to continue to: appropriately participate in the general curriculum; receive IEP specified services; and participate with nondisabled children to the extent (s)he would have in the current placement. Any in-school suspension that does not meet this standard must be considered as a suspension for purposes of these procedures. b. Suspension/Removal for Portion of School Day. Students sent home from school in the morning because of misconduct is considered to have a full-day suspension. Students sent home in the afternoon is considered to have a half-day suspension. These conditions apply unless the student’s BIP specifically calls for the student to receive a shortened school day when certain behaviors are exhibited.3 28 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) c. Bus Suspension. The following standards apply based on whether transportation is a related service on the IEP: 1) Bus Transportation Is IEP Service. When transportation is an IEP service, a student’s removal from the bus is considered to be a suspension unless transportation is provided in some other way. In this case, transportation has been determined to be necessary for the student to access educational services. 2) Bus Transportation Is Not IEP Service. When transportation is not an IEP service, the student’s removal from the bus is NOT considered to be a suspension. In this case the student/parent have the same obligations for the student to get to and from school as any nondisabled peers suspended from the bus. However, school officials should consider whether the bus behavior is similar to classroom behavior that IS addressed in an IEP and whether the bus behavior should be addressed in the IEP or through a BIP. Monitoring Suspensions – Principals must have procedures in place to monitor and cumulatively total all suspensions for students with disabilities. 3 Note: The Student Information System allows only the entry of suspension for a full day; half days are not permitted. Thus, there may be a difference between a student’s actual total number of suspension days and the total recorded on the System. The student’s “actual” full time equivalent days of suspension, however, are relevant to the application of these standards. Schools are strongly encouraged to enter suspension data in “real time.” C. Determining Manifestation Determination & Services. 1. Manifestation Determination. Within 10 days of any decision resulting in a change of placement the LEA representative, parent, and relevant members of the child’s IEP Team (as determined by the parent and the LEA representative) must meet and determine whether the student’s behavior is a manifestation of his/her disability using the Manifestation Determination form. The procedures below are used to make this determination. Making the Decision 1) Review Relevant Information. The team participants review all relevant information in the student’s file, including the IEP. If the IEP was not implemented, the team documents why it was not implemented and whether the failure to implement the IEP impacted the student's behavior. 2) Observe Behavior. The team also reviews documentation of staff observations regarding the student's behavior. This should include an analysis of the student’s behavior across settings and times throughout the school day. 3) Information from Parents. The team reviews any relevant information provided by the parents. 4) Ask Two Questions to Determine Manifestation. The team must consider the two questions below to determine if a student’s behavior was manifested by his/her disability. a) Relationship of Behavior to Misconduct. Was the conduct caused by or directly and substantially related to the student’s disability? Consider whether the behavior in question has been consistent and/or has an attenuated association with the disability: 29 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) Consistent Behavior. Behavior that has been consistent across settings and across time may meet this standard. Attenuated Association. Behavior that is not an attenuated association, such as low self-esteem, to the disability would not have a direct and substantial relationship to the student’s disability. b) IEP Implementation. Was the conduct a direct result of the school’s failure to follow the student’s IEP? If so, the principal must ensure that immediate steps are taken so that the identified deficiencies are remedied. d. Behavior Is Manifestation of Disability. If the relevant members of the IEP team answers yes to either question, then the student’s behavior is a manifestation of his/her disability. In this case: 1) Return to Placement. Unless the IEP team agrees to a change of placement as part of the modification of the BIP, the school must return the student to the placement from which (s)he was removed. Note: this provision does not apply to students involved with weapons, drugs or serious bodily injury. (See Section II.) e. Behavior is NOT Manifestation of Disability 1) Same Consequences. If the IEP team members agree that the student’s conduct was not a manifestation of his/her disability, then the student may be subject to the same consequences as all students.4 2) Required Services. A student with a disability who is removed from his/her current placement must receive the following services beginning on the 11th day of cumulative suspensions during the school year. The IEP team: a) Identifies Services. Identifies and documents educational services the students will receive to enable the student to continue to participate in the general education curriculum, although in another setting (e.g., an interim alternative educational setting (IAES), etc.) and to progress toward meeting the goals set out in the student’s IEP; and c) Considers Need for More Restrictive Services. May convene and modify the student’s IEP. School personnel may consider any unique circumstances on a case-by-case basis when determining whether a change in placement, consistent with the requirements of this section, is appropriate for a student with a disability who violates a code of student conduct. II. Weapons, Drugs or Serious Bodily Injury: Emergency Procedures In circumstances related to a student’s use of weapons, drugs or imposition of serious bodily injury, school officials may remove a student for 45 school days by following the procedures below. A. Criteria for Emergency Removal. 1. Weapons. A student carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the school’s jurisdiction. A weapon is a device, instrument, material or substance animate or inanimate that is used for or is readily capable of causing death or serious bodily injury (excluding pocket knife with a blade of less than 2 ½ inches in length); firearms, including a starter gun; the frame or receiver of such a weapon; a muffler or silencer; any destructive device including any explosive incendiary or poison gas bombs, grenades, rockets, missiles and 30 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) mines; does not include antique firearms. 2. Drugs. A student knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the school’s jurisdiction; A controlled substance is a drug or other substance in the Federal Code that does not include a substance legally used and possessed under the supervision of a licensed health-care professional. Possession of alcohol and tobacco does not fall under “controlled substance.” Therefore, the principal cannot move a student to an IAES for possession of these items under this section. Instead, the removal is subject to the procedural safeguards applicable to other types of misconduct. 4 If a parent disagrees with the team’s decision that the behavior was not a manifestation of the student’s disability or with the interim alternative educational services or location, the parent may request an expedited due process hearing to challenge this finding. If the Hearing Officer agrees with the parent, the student will remain in the school where the offense was committed unless the parent and the school agree otherwise. 3. Serious Bodily Injury. A student inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of the State or an LEA. 5Serious bodily injury involves substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ, or mental faculty. B. Removal 1. General. The school may immediately remove the student for up to 45 school days to an IAES. Because drugs, weapons and serious bodily injury are so dangerous to a safe school climate, a school may remove a student under these circumstances for 45 school days regardless of whether the team believes that the behavior is a manifestation of the student’s disability. The 45 school days do not include those days the school is not in session, e.g., Spring Break. The IEP team may specify a removal for fewer days than the maximum 45 days. C. Action during Removal. During the 45 school day period, the school must convene a meeting to determine whether the student’s behavior is a manifestation of his/her disability. (See b. Reevaluation. The student may be referred for a reevaluation. c. More Intensive Services. The IEP team may meet to consider more intensive special education services upon the expiration of the 45 day IAES or sooner. 2. Behavior is NOT Manifestation of Disability a. Disciplinary Hearing. If all team members determine that the conduct was not a manifestation of the student’s disability, then the 45 school day emergency placement may proceed to a disciplinary proceeding afforded to all students. III. Appeals A. Reasons for Requesting an Expedited Due process Hearing 1. Parent Disagreement. Parents who disagree with the appropriateness of the alternative placement or remedial disciplinary setting or services may request an expedited due process hearing. 31 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) 2. School Considers Student to be Dangerous. If a school has documented reasons to believe that keeping the student in his/her current school is substantially likely to result in injury to the student or to others, the school should request an emergency hearing for the purpose of transferring the student to an IAES for up to 45 school days. Note: this standard is not as high as serious bodily injury; it does not allow for an immediate 45 school day removal. To comply with the law, a 45 school day emergency removal for serious bodily injury must be extremely serious, i.e., requiring medical treatment. B. Authority of Hearing Officer 1. A hearing officer may: a. Return the student to the placement from which the student was removed if the hearing officer determines that the removal did not comply with these procedures or that the student’s behavior was a manifestation of the student’s disability; or b. Order a change of placement to an IAES for not more than 45 school days if maintaining the current placement of the student is substantially likely to result in injury to the student or to others. 2. The school may repeat its request for an expedited hearing if it believes that returning the student to the original placement is substantially likely to result in injury to the student or to others. C. Expedited Due Process Hearing Procedures. 1. An expedited hearing must occur within 20 school days of the date the request is filed. The hearing officer must make a determination within 10 school days after the hearing. 2. Unless the parents and school personnel agree in writing to waive the resolution meeting or agree to mediate the dispute: a. A resolution meeting must occur within seven days of receiving notice of the hearing request; b. The hearing may proceed unless the matter has been resolved to the satisfaction of both parties within 15 days of receipt of the hearing request. 3. Evidence not disclosed to the other party three business days before the hearing is excluded, unless the parties agree otherwise. Expedited due process hearing decisions are appealable to state or federal court. 1. Weapons, Drugs or Serious Bodily Injury. The student remains in the IAES pending the decision of the hearing officer or until the expiration of the 45-day or code violation time period (if less than 45 school days), whichever occurs first, unless the parent and school personnel agree otherwise. 2. Behavior Not Manifested by the Student’s Disability. The student remains in the IAES pending the decision of the hearing officer or until the expiration of the 45-day or code violation time period (if less than 45 school days), whichever occurs first, unless the parent and school personnel agree otherwise. 3. Behavior Is Manifested by Student’s Disability but Belief Behavior is Substantially Likely to Cause Injury. The student remains in the placement (s)he was in at the time of the behavior in question unless the parent and school personnel agree otherwise. 32 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) IV. Students Without IEPs or Section 504 Plans “Deemed to Have a Disability” In some cases, a student without a disability will be deemed to have a disability. The criteria for making this determination and the applicable procedures relevant to such a finding are discussed below. A. Knowledge of suspected disability (Thought to be a student with a disability) There are certain circumstances that would indicate a school had knowledge that a student might (or is thought to) have a disability prior to the violation of the disciplinary violation. The following three situations give rise to such legal evidence: 1. Evaluation Requested. The parent requested an evaluation. 2. Written Concern. The parent expressed concern in writing to the student’s teacher or school administration about the student’s need for special education and related services 3. Specific Concerns by Staff about Pattern of Behavior. The student’s teacher or other school staff told school supervisory personnel of specific concerns about the student’s pattern of behavior. If any of the three factors above are present, then school officials consider disciplinary action as if the student has a disability. B. NOT Deemed To Have Knowledge. This provision does not apply if: 1. Parent did not consent to an initial evaluation of the student 2. Parent refused special education and related services for the student or 3. The student was evaluated and was determined not to have disability. If any of these three circumstances exist, the student may be subjected to the same disciplinary measures applied to those without disabilities engaging in similar behaviors. The US Department of Education’s comments to the IDEA states: a public agency will not be considered to have a basis of knowledge merely because a child receives services under the coordinated, early intervening services of the IDEA law UNLESS a parent or teacher of a child receiving early intervening services expresses a concern, in writing, to appropriate agency personnel that the child may need special education and related services. C. School Personnel Have No Knowledge and Parent Subsequently Requests an Evaluation If the parent requests an evaluation for a suspected disability after the student is sent to an IAES, the school must conduct an expedited evaluation at parental request. However, the student remains in placement, including an IAES, during the evaluation. If the student is found to have a disability, an IEP must be developed. The IEP team must then conduct a manifestation determination. If the behavior is manifested by the student’s disability, the team reconsiders the student’s placement in light of the new information V. Referral to and Action by Law Enforcement and Judicial Authorities A. Reporting Crimes. Nothing in this part prohibits school personnel from reporting a crime committed by a student with a disability to appropriate authorities or prevents State law enforcement and judicial authorities from exercising their responsibilities with regard to the application of Federal and State law to crimes committed by a student with a disability. 33 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) B. Transmittal of Records. School personnel reporting a crime committed by a student with a disability must ensure that copies of the special education and disciplinary records of the student are transmitted for consideration by the appropriate authorities to whom the agency reports the crime. Records must be transmitted only to the extent that the transmission is permitted by the Family Educational Rights and Privacy Act. VI. Application of Section 504 and ADA Generally, students with disabilities eligible for services only under Section 504/ADA (i.e., need related and supplementary aids and services only) are entitled to the procedural safeguards specified in this section. An exception to this general rule applies to students with behavior that is not a manifestation of his/her disabilities. In this case, these students are entitled to those services normally available to nondisabled students who are suspended or removed pursuant to the school’s Code of Student Conduct. 34 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) Determining Pattern of Suspensions Worksheet Student Name ________________________________________ Disability___________ School ___________________________________ Grade _________ Date ___________ Determining if Pattern of Suspensions Exists For Students Suspended for More than 10 Cumulative School Days in School Year and NO Special Circumstances Apply (i.e., weapons, drugs or severe bodily injury) Description of behavior related to disciplinary action: Description of prior behavior: Was behavior in question substantially similar to the student’s behavior in previous incidents? ___Yes ___No If “yes,” continue to determine if there’s a pattern. If “no” the behavior is not part of a pattern. For all suspensions, attach dates of suspensions and number of days for each suspension & determine: 1. What is the cumulative number of days for all suspensions combined? ______ days 2. How many days of suspension were ordered for each separate incident? 3. What period of time separated each period of suspension? (days, weeks, months) CONCLUSION: __ Pattern of Suspensions Exists __ NO Pattern of Suspensions Exists Basis for Decision: Individual Completing Review: _________________________ Title: ___________________ Consultation with: ___________________________________ Title: ___________________ Positive Behavior Support In order to assure classroom management using positive behavioral supports and effective disciplinary tools, VLA will identify data-driven academic, career and technical, discipline/behavioral performance results in the School Improvement Plan (SIP). VLA will establish and use a school-based leadership team to meet on a regularly scheduled basis to review data and guide the positive behavior process. This leadership team shall, to the extent possible, include representatives of the school administration, both regular and special education teachers, parents, guidance counselors, and school bus operators. The leadership team will use a decision-making process utilizing a data-management system that allows graphical representation of discipline issues. Said data system will permit regular and efficient monitoring and evaluation of the effectiveness of the implementation of a school-wide system of discipline. School data collection shall include, but not be limited to, average referrals per day per month, referrals by problem behavior, referrals by location, referrals by time, referrals by student, referrals by staff, individual student report by month and by year, and referrals by grade level. Environmental changes may be made as indicated by data. For instance, increased monitoring, schedule changes, or changes in recess structure may help to alleviate congestion or overcrowding at certain times during the day. The team will uniformly use the two BESE-approved forms, i.e., “School Behavior Report Form” and “School Bus Behavior Report Form,” to report incidents of alleged discipline violations. The referral system will be utilized consistently and appropriately. 35 Vision Learning Academy Appendix B – Discipline Policy EXTENDED ) Each teacher at VLA shall develop lesson plans and teach expectations across the school setting by providing direct instruction on expected behaviors at the beginning of the school year and reinforced throughout the year for all students. Our school shall design programs for students with special needs so that the students are challenged and engaged in school curriculum, and are appropriately placed so they remain in school rather than being suspended/expelled or becoming drop-outs. G. Student Engagement 1. What is your goal for student attendance? How will you promote and reward high rates of student attendance? If you do not meet your goal, what steps will you take to improve your attendance rate? Who will be responsible for collecting and monitoring attendance data? How will you handle students who are habitually absent? 2. How will you measure student satisfaction within the school? Who will be responsible for implementing your plan to measure student satisfaction? What adjustments will you make if the results do not meet your internal goals? Will you use the results in leadership evaluations? 36 Vision Learning Academy Section I. School Culture A MISSION Vision Learning Academy, an academically ROBUST Alternative High School program, will provide a college preparatory, career -readiness educational model, through an enthusiastic visual, performing, and technologically –based curriculum with high expectations for all students, exceptional teaching and leadership, and a rigorous academic and intensive therapy program that is research-based and data-driven. B. POPULATION Vision Learning Academy’s academic philosophy is founded on one core belief: all children can learn, have vision and experience success. This belief underlies every aspect of VLA’s design. By implementing a strong culture that is anchored by high expectations for academics and behavior, VLA creates an environment that motivates and compels all children to achieve. The population of students currently not thriving in Monroe. Louisiana’s traditional high schools are disengaged or discouraged for a wide variety of reasons. VLA is specifically targeting students whose needs can be met through a rigorous, college preparatory curriculum with high expectations for academics and behavior, but who require a non-traditional approach to delivering that curriculum. Aspects of VLA that students may be lacking in their experience in traditional environments include flexible scheduling to acknowledge life circumstances that prohibit attendance in school, intensive and focused remediation of basic skills – even those typically taught in the primary years, computer-based accelerated credits for students who are old and nearing graduation, a high level of engagement through strong and caring relationships with adults, and a year-round schedule that enables students to fast-track‘ their academic experience and earn up to 12 Carnegie units per year. Again, VLA will not lower expectations for students based on societal conditions, challenging personal circumstances, or behavioral or academic records. Instead, VLA will implement programs to improve how over-aged and under-credited students are served, making specific accommodations to better address students‘ unique credit needs, social/emotional profiles, personal circumstances and goals. Some examples of serving atrisk students include: For students affected by poverty, which will be nearly the entire student population, VLA’s staff members will facilitate students‘ access to social and human services through its community partnerships and social service partners. Additionally, embodying one of our values, the school will instill in students a sense of perseverance, and an understanding that hard work is a matter of quality of life, and a method for lifting them out of poverty. 37 Vision Learning Academy Students with severe behavioral and emotional issues will be diagnosed for appropriate services by the school‘s social worker, and where VLA is unable to provide direct services, will contract with a third party social service or health provider. Students with a history of truancy will be supported by the school‘s exceptionally high expectations, coupled with its strict enforcement of an attendance policy. Advisors will be responsible for contacting parents, and in some cases, the student directly, to inquire about his or her status as soon as the student is identified as absent. Pregnant students or students with children will be able to access a multitude of services through VLA. The school will make referrals to health partners and any available public health sponsored programs. Family planning and HIV prevention will be a component of Life C. CULTURE VLA’s structural approach is designed to re-enroll and re-engage particularly vulnerable and at-risk students and those who have already dropped out of the system. The school will enroll high school or over-aged students (14-21) who are under-credited, and who require remediation of basic skills and accelerated credits to earn a college-track diploma. Values Vision Learning Academy will establish the following culture throughout its facility: •Convinced – We are convinced that as we successfully meet the needs of all of our students, we must re-imagine and reestablish schools as safe and exciting places of learning. •Committed- We are committed to set and pursue ambitious goals. We use objective data to drive all of our decisions. We find solutions rather than make excuses. We urgently overcome obstacles to achieve our goals. •Connected- – We are always learning through reflection. This is how we remain connected with our vision, students, parents, stakeholders and community. We reflect on both successes and challenges to maximize our strengths and learn from our mistakes. We are proactive to offer and solicit feedback, develop ourselves professionally, and adjust course as necessary. •Collaborate – We share responsibility for key decisions and remain accountable for the results. Together, our resources become greater and we increase our impact. •Celebrate – We approach life and work with enthusiasm and joy for the impact we can make on our community. To sustain our efforts, we restore our liveliness daily by celebrating small and big wins 38 Vision Learning Academy D. PARENTAL ENVOLVEMENT Parental and Community Involvement VLA is committed to parental involvement and family strengthening. As set forth in R. S. 17:406.1, effective approaches to involving families more fully as partners in the process of their children’s learning require the participation and coordination of numerous state and local, public and private agencies shall be encouraged. VLA shall seek to make connections through a variety of local and culturally sensitive methods to facilitate parents/family members/access to local/regional family strengthening programs available in the community. We will seek training to facilitate mutual understanding of research-based practices promoting positive relationships between parents, LEA personnel and community service providers. We will identify the mental health needs of its students and match those needs with available local resources including public, nonpublic and/or volunteer organizations. Pending inclusion of mental health services in the Medicaid Health Services Program (School-Based), the availability of mental health services along with Multi-Systemic Therapy will be expanded in our school. PARENTS'/GUARDIANS' COMMITMENT STATEMENT We fully commit to VLA in the following ways: : We will make sure our child arrives at VLA every day by 7:45 A.M. (Monday – Friday) or boards a bus at the scheduled time. : We will make arrangements so our child can remain at VLA until 2:30 P.M. (Monday – Thursday) and 3:00 P.M. on Friday. : We will always help our child in the best way we know how and we will do whatever it takes for him/her to learn. This also means that we will check our child's homework every night, let him/her call the teacher if there is a problem with the homework, and try to read with him/her every night. : We will always make ourselves available to our children and the school, and address any concerns they might have. This also means that if our child is going to miss school, we will notify the teacher as soon as possible, and we will carefully read any and all papers that the school sends home to us. : We will allow our child to go on VLA’s field trips. : We will make sure our child follows VLA’s dress code. : We understand that our child must follow VLA’s rules so as to protect the safety, interests, and rights of all individuals in the classroom. We, not the school, are responsible for the behavior and actions of our child. 39 Vision Learning Academy F. DISCIPLINE We will implement an awards-and-consequences discipline system that has proven effective in maintaining strong culture. We strongly believe that removing a student from the regular educational program (out-of-school suspension) for punishment purposes is detrimental to the student’s learning. Students cannot learn if they are not in school. Therefore, all behavioral management systems are less focused on negative consequences and more focused on the student’s motivation to improve. Parents may be contacted if a student receives an insurmountable amount of infraction within a week. Eagles Wings are awarded (added ) for the following traits and values: 1. Attendance and promptness/Creativity 2. Effort on class work done at home/Articulation 3. Organization and neatness/Leadership 4. Paying attention, remaining on-task 5. Participation and asking questions 6. Following directions 7. Behavior outside of class 8. Effort on schoolwork and intellectual curiosity 9. Respect for students/teachers 10. Teamwork The Eagle’s wings will be counted and reviewed throughout the year to determine who earns invitations to field lessons, end of the year trips, and special events. Parents will be made aware of the significance and consequences of repeated bonus bucks of 35 and lower. Students who repeatedly score low on their bonus bucks may lose certain privileges. G.STUDENT ATTENDANCE It is the duty of all staff at VLA to cooperate fully with the visiting teachers, or supervisors of child welfare and attendance. We will then make available to visiting teachers, or supervisors of child welfare and attendance, FINS officers, and Truancy Assessment and Service Centers such information as will assist them in promoting the regular attendance and school adjustment of these children. Visiting teachers, or supervisors of child welfare and attendance (pursuant to R. S. 17:235), and FINS officers, shall cooperate fully with the state departments of social services, labor, and health and hospitals, and with other state and local agencies, including interchange of confidential and privileged information; cooperate fully with juvenile and family court authorities, training and correctional schools, law enforcement officers; and make such referrals and conduct such investigations as seem necessary for the enforcement of school attendance laws, including interchange of confidential and privileged information. Each homeroom teacher of students in grades PK-12 shall, on the first day of school each school year, provide information to and answer any questions from students relative to the statement of compliance as provided by Vision’s Leadership Team. Each parent/guardian of each student in grades PK-12 shall sign the Family Accountability Agreement form to commit to do all of the following: ensure that his child attends school daily; ensure that his child arrives at school on time each day; ensure that his child completes allrequired homework assignments; and attend all required parent and teacher or parent and principal conferences. Please see example of the form on the following page this will also serve as the governance and flow of communication throughout the school. 40 Vision Learning Academy Section II. Leadership A. Leadership Team Personnel 1. Provide the profile of your school’s ideal leader, including skills, qualifications, and characteristics. Is it a requirement that your school leader has school leadership experience? 2. Provide a detailed description of the recruiting, hiring, and selection process, and timeline for identifying the school leader. Who makes the hiring decision for the school leader position? 3. If the Principal/Head of School candidate has been identified: a. Explain why this individual is well qualified to lead the proposed school in achieving its mission and goals. Summarize the proposed leader’s academic and organizational trackrecord. Provide specific evidence that demonstrates the leader’s capacity to design, launch, and manage a high performing school. If the school leader has never run a school, describe any principal leadership training programs that the proposed leader has completed or is currently attending. b. Provide specific data that demonstrates strong evidence of the school leader’s ability to effectively serve the proposed target population. c. What other personnel will make up the leadership team? What are the essential duties and responsibilities for each person on the leadership team? 4. Who will coach and evaluate the other members of the leadership team (i.e., not the Principal)? 5. How will the other members of the leadership team be evaluated? What are the qualifications and credentials necessary for the other members of the leadership team? 41 Vision Learning Academy II. Leadership 1. Leadership The School Leader will be the instructional leader of the school, and he/she will facilitate the stabilization of student culture. To support the school leader, the Executive Director will support, coach and guide the School Leader in best practices for the accelerated high school setting. 2-5.-6..School Leader Recruitment In order to sustain the momentum and intensity of the school’s framework, the school will concentrate recruiting efforts locally; however, recruiting on the national level will seek leaders with the greatest success rates and strongest commitments to education. School Leader Selection We believe that a School Leader’s primary functions revolve around the academic achievement of the school’s students. Therefore, we will work to recruit, hire and retain the strongest instructional leaders for our school. For individuals interested in school leadership positions at VLA’s hiring process will resemble the following: Step 1: Receipt of Cover Letter and Resume Step 2: Resume Screening Step 3: Interview Step 4: Classroom/School Observation Step 6: Reference Checks Step 7: Second Interview (as needed) Step 8: Notification With the support of the Board of Directors, the Chief Executive Officer is committed to seeking out the best. In future years, while not directly involved in the hiring process, existing School Leaders will assist in offering insight into applicants and their “fit” within the collection. School Leader Evaluation The School Leader will be responsible for supporting and evaluating all teachers, and will establish school-wide academic performance goals and personal leadership and professional goals with the Chief Academic Officer before each school year. Throughout the school year, the School Leaders will meet with the Chief Academic Officer for informal performance reviews after every 9-week interim assessment to assess actual versus targeted test score performance for the entire school. In the Spring of each year, the Chief Academic Officer will conduct a formal review of the School Leaders, evaluating their accomplishments of the pre determined goals and identifying professional development opportunities in areas that both the School Leaders and Chief Executive Officer identify as weaknesses in the School Leaders’ skill set and instructional leadership. 3.N/A 42 Vision Learning Academy 4. Chief Executive Officer and the Board of Learning Solutions, Inc . Adhoc of 3 Parental Governing Board will all be apart of the School Leader’s aforementioned accountability processes. 43 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions A complete job description and responsibilities for all staff members Classroom Teacher Primary Role and Purpose: Collaboratively work on a team to create a solid foundation for the school’s academic program. Provide students with appropriate educational activities and experiences that will enable them to fulfill VLA’s mission. Experience and Qualifications: Bachelor’s degree required At least 2 or more years teaching experience, preferably in an underserved area Skills and Qualities: Possess a strong working knowledge of curriculum and instruction. Maintain exceptional CREATIVITY, organizational, communication, and interpersonal skills. Embody the values of the school and be willing and able to support the school’s culture. Demonstrate success and achievement in teaching rigorous and engaging lessons. Sustain effective classroom management skills. Participate actively on a small team of committed educators. Commit to working with underserved students. Is self-critical, reflective, and dedicated to personal and professional growth. Possess strong written and verbal communication skills. Shows initiative: willing to go above and beyond job requirements. Responsibilities and Duties: Help create and refine school standards and curriculum. Design, write, and use lesson plans that align with school’s mission and accommodate for all learners. Establish communication rapport with parents, students, School Leaders and teachers. Create and maintain a professional relationship with colleagues, students, parents, and community members. Perform other responsibilities as needed for the success of the school (e.g., all teachers will be available by cell phone). All primary roles and major responsibilities are listed. Additional duties and skills may be required for each job. Coordinate, create and execute robust hands on technologically enhanced lessons quarterly using paperless instructions. 44 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions Dean of Students Primary Role and Purpose: Support VLA students and families through effective and constant communication, dissemination of information, and fair enforcement of school policies and procedures. Will deal with student needs, building and maintaining parent relationships, and developing the character of our students. Experience and Qualifications: Bachelor’s degree required; Master’s level degree preferred At least 3 – 5 years of urban teaching and educational leadership experience is preferred Skills and Qualities: Possess a strong commitment to the mission and vision of VLA. Has experience in education, strategic planning, and communication techniques. Has experience with youth programs, successfully working with urban youth with measurable success. Is a motivational and energetic leader who is committed to excellence. Maintain an unwavering in pursuit of excellence even in the face of opposition and challenge. Able to work collaboratively with a diversity of people. Equipped with exceptional public speaking and writing abilities. Knowledge of curriculum for third through eighth grade students. Sustains energy and entrepreneurial spirit for a start-up charter school. Operates with professional demeanor, strong work ethic, detail-driven work style and excellent organizational skills. Responsibilities and Duties: Embody and believe in VLA’s mission and values. Provide all relevant data, reports and information to the administrative team. Organize, help administer and serve as a liaison to the Parent Involvement Committee. Sustain and monitor a safe, orderly, disciplined culture of high academic and behavioral standards. Communicate with all families on a regular and consistent basis. Assist in the development of structures and systems to assist in building consistency within the school, and serve as the lead point of contact for culture building, student counseling, and discipline management. Lead community meetings, school culture meetings, and other committees. Provide specific professional development to the rest of the faculty when appropriate. Coordinate disciplinary systems , merits, demerits, in-school suspensions, etc. Evaluate behavior through detailed data analysis of student and teacher performance on a wide variety of metrics and present the data to school constituencies in an easily accessible format. Provide the necessary support to faculty so that they can help administer the school’s policies. 45 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions School Nurse Primary Role and Purpose: Supports the education process by working to assure the health of students. Provides preventative health services to facilitate students’ optimal physical, mental, emotional and social growth and development. Experience and Qualifications: Qualified to practice as a Registered Nurse in the state of Louisiana and holds an unrestricted license At least two years of experience in public health nursing, community health nursing, school health nursing or pediatric nursing Certified in CPR Prior experience in urban communities preferred Skills and Qualities: Maintain a commitment to the school’s student population and its health needs. Demonstrate the ability to provide intervention in a time of crisis. Able to work collaboratively with a diverse team of teachers. Has exceptional organizational, communication, and interpersonal skills. Responsibilities and Duties: Provide health assessments. Obtain students’ health history. Screen and evaluate findings of deficit in vision, hearing, scoliosis, growth, etc. Develop and implement a student health plan. Provide ongoing health counseling with students, parents, school personnel or health agencies. Utilize existing health resources to provide appropriate care of students. Maintain, evaluate and interpret cumulative health data to accommodate individual needs of students. Plan and implement school health management protocols. Develop procedures and provide for emergency nursing management for injuries/illnesses. Serve as a resource person to the school staff members in health instruction. Coordinate school and community health activities and serve as a liaison health professional between the home, school and community. Where applicable, participate in the IEP plan development. All primary roles and major responsibilities are listed. Additional duties and skills may be required for each job. 46 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions Operations & Data Manager Primary Role and Purpose: Responsible for all matters related to fiscal and administrative procedures, including all aspects of accounting, financial reporting, state and federal reporting, and risk management. Experience and Qualifications: Bachelor’s degree required At least 3 – 5 years of experience in operations, accounting and/or finance preferred Skills and Qualities: Maintain a commitment to VLA’s mission and organizational success. Is a results-driven business leader with experience in, and commitment to, operational and financial excellence and the use of data to drive operational and financial decisions. Has experience in managing accounting systems in an educational setting preferred. Sustain advanced technological proficiency in financial management software and Microsoft Excel. Desire to grow as a leader. Embody an entrepreneurial spirit. Preserve personal and professional integrity. Responsibilities and Duties: Report directly to Director of Finance and Operations, and provide assistance on day-to-day operations management in the school building. Maintain financial document record keeping. Manage accounts payable, accounts receivable, fixed assets, and accounting data entry for the School. Responsible for State and Federal reporting. Manage SIS Train staff to run reports in SIS State compliance reporting Maintain student cumulative files. 47 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions Director of Finance and Operations Primary Role and Purpose: The school-based Director of Finance and Operations is an essential component of VLA. This position is designed to support non-instructional duties to allow principals and teachers to focus exclusively on student achievement. The Director of Finance and Operations has responsibility over several aspects of the day-to-day administration of non-instructional student support. The Director of Finance and Operations reports directly to the Controller and Managing Director of Operations and to the principals within the school. Experience and Qualifications: Bachelor’s degree required At least 2 – 4 years of experience in operations, accounting and/or finance preferred Successful classroom experience in an urban environment highly preferred Experience with Quickbooks preferred Skills and Qualities: Maintain a commitment to VLA’s mission and organizational success Results-driven business leader with experience in, and commitment to, operational and financial excellence and the use of data to drive operational and financial decisions Experienced in managing accounting systems in an educational setting Impeccably organized and task oriented Maintains careful attention to details to ensure positive outcomes Proficient in MS Excel, MS Word, and MS PowerPoint Relentlessly Driven - can act on instructions while also acting effectively without Possess ability to work in a fast-paced, high-performing, and unpredictable environment Display maturity, humility, strong work ethic, and a sense of humor Desire to grow as a leader. Embody an entrepreneurial spirit. Preserve personal and professional integrity. Financial Responsibilities and Duties: Maintain financial document record keeping. Manage accounts payable, accounts receivable, fixed assets, and accounting data entry for the school. Responsible for preparation of monthly bank account reconciliations and journal entries as well as cash management and cash forecasting. Responsible for State reporting. Analyze comparative monthly financial reports both to prior year and budget. Serve as the staff support and liaison for organizational audits as performed by annual external auditors and IRS examiners. Monitor financial activities in accordance with corporate policies and bylaws. 48 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions Submit claims for federal funding and reimbursements Work with grants manager to identify areas of need within the school building Manage procurement process for all materials within the school Oversee and explain benefits enrollment Complete bi-monthly payroll Troubleshoot issues as they arise Student Services Responsibilities and Duties: Coordinate daily student transportation service Coordinate daily food service Schedule and conduct required emergency drills Report chronic service issues to the Chief Operating Officer Troubleshoot issues as they arise General School Responsibilities and Duties: Assist the Chief Operating Officer in preparing the campus annually for start-up/new school year launch Assist with planning and implementation of special school events and field lessons Manage staff records such as attendance, payroll, and health insurance enrollment Assist the Chief Operating Officer with facilities management Manage relationships with all school based vendors Troubleshoot issues as they arise 49 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions School Leader Primary Role and Purpose: Oversee the overall administration and management of a VLA. Oversee instructional program, manage operations, and develop and evaluate personnel. Demonstrate leadership to ensure high standards of instructional service. Ensure compliance with all state and federal policies, success of instructional programs, and operations of all school activities. Experience and Qualifications: Bachelor’s degree required; Master’s level degree preferred At least 5 year of experience in education Skills and Qualities: Able to observe and evaluate instruction and provide feedback. Competent in disciplining adolescent children. Able to work on and lead a team. Capable of setting and meeting high expectations. Comprehensive understanding of curriculum and instruction. Capable of evaluating instructional program and teaching effectiveness. Capable of managing budget and personnel. Capable of interpreting policy, procedures, and data. Exceptional organizational, communication, public relations, and interpersonal skills. Responsibilities and Duties: Instruction: Establish instructional standards and daily instructional program. Observe, develop, and evaluate staff regularly. Monitor student progress and instructional data. Train staff in innovative instructional strategies. Establish instructional goals and support staff in meeting those goals. Establish teaching standards and support staff in meeting those standards. Operations: Manage student recruitment and enrollment. Ensure compliance with all state and federal policies. Create and maintain a safe and orderly environment. Create and oversee a plan to actualize the school’s goals and mission. Establish a strong school culture based on the mission and values of ReNEW. Personnel: Recruit and lead selection process of all personnel. Supervise, train, and develop staff. Oversee all hiring and firing processes and documentation. 50 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions Promote teamwork and collaboration among staff members. All primary roles and major responsibilities are listed. Additional duties and skills may be required for each job. Social Worker Primary Role and Purpose: Assist students with academic learning by providing strategic services that identify and address the social-emotional-environmental issues that interfere with the educational process. Work with parents/guardians, teachers, partnering agencies School Leaders and community-based resources. Implement strategies that promote students’ positive school adjustment. Experience and Qualifications: Masters degree in counseling, social work or related field such as Psychology. Valid Louisiana credential authorizing services as a school social worker (K-12) Knowledge of special education programs, with experience working with individuals with exceptional needs Prior experience in urban communities preferred Skills and Qualities: Possess an understanding of the IEP process. Maintain leadership skills in working with individuals and groups (i.e. initiating individual or group discussion, listening, clarifying and facilitating interactions and sharing of ideas). Has social work case reporting and writing skills. Able to counsel students, parents, staff and community individually and in groups. Sustain skills in conducting effective meetings and conferences (including the resolution of disagreements). Knowledge of community resources. Has skill in communicating concepts and information accurately orally or in writing, including formal statistical reports. Able to demonstrate effective liaison relationships with parents, schools, and agencies. Able to coordinate activities from many sources for the benefit of an individual student, and to make arrangements for groups of students. Able to aid in program development. Responsibilities and Duties: Provide social work counseling to students and parents. Provide psycho-social assessment and diagnosis of behavioral disabilities with recommendations and/or environmental manipulations at the school, home and/or in the community with periodic re-evaluations. Participate in case conferences involving cooperation with other pupil personnel workers, school personnel and community agencies. 51 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions Make referral to public or private agencies with appropriate follow-up. Serve as a liaison between school, family and community resources. Serve as a source of information regarding community resources. Maintain appropriate school records and provides written reports and communications. Participate as a resource person in in-service training and planning. Act as a consultant to resolve problems concerning issuance of credits. Participate, as requested, in planning, implementation and follow-up phases of proficiency testing. Participate in the Individual Education Plan (IEP) process as required. Special Education Teacher Primary Role and Purpose: Focus primarily on meeting the needs of special education students through the use of integrated comprehensive services. Utilize differentiated teaching strategies. Work closely with the Director of Special Education, classroom teachers and families to determine and implement strategies for individual student’s learning capabilities. Experience and Qualifications: Bachelor’s degree required At least 2 or more years teaching experience, preferably in an underserved area Skills and Qualities: Commit to VLA’s mission and vision. Possess a commitment to standards-based curriculum and the use of data and assessments to drive instructional decisions. Able to work collaboratively with a diverse team of teachers. Possess a strong working knowledge of curriculum and instruction. Maintain exceptional organizational, communication, and interpersonal skills. Demonstrate success and achievement in teaching rigorous, engaging, and fun lessons. Sustain effective classroom management skills. Is self-critical, reflective, and dedicated to personal and professional growth. Has strong written and verbal communication skills. Show initiative: willing to go above and beyond job requirements. 52 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions Responsibilities and Duties: Work closely with the Director of Special Education and classroom teachers to develop the strategies and processes to assist students with exceptionalities in achieving at high levels. Achieve significant and consistent improvement in academic performance of students with exceptionalities. Comply with all relevant local, state and federal regulations governing students with exceptionalities. Provide all relevant data, reports and information to the administrative team. Develop flexible groups for students within individual classes with the assistance of teachers. Confer with parents, administrators, testing specialists, social workers, and professionals to develop IEPs designed to promote students’ academic, physical, and social development. Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. Meet with parents and guardians to discuss their children’s progress, and to determine their priorities for their children and their resource needs. 53 Vision Learning Academy Appendix C – Job Descriptions for all Leadership Team Positions Behavior Interventionist Primary Role and Purpose: This individual is responsible for the implementation of the behavior intervention classroom during the school day and will work with students who require behavior modification as recommended by the School Leader. The Behavior Interventionist will individualize academic and behavior supports for students who need remediation and specific skill building. Experience and Qualifications: Bachelor’s degree required At least 3 or more years teaching experience, preferably in an underserved area Skills and Qualities: Possess a strong working knowledge of curriculum and instruction. Maintain exceptional organizational, communication, and interpersonal skills. Embody the values of the school and be willing and able to support the school’s culture. Demonstrate success and achievement in teaching rigorous and engaging lessons. Sustain effective classroom management skills. Participate actively on a team of committed educators. Commit to working with underserved students. Is self-critical, reflective, and dedicated to personal and professional growth. Possess strong written and verbal communication skills. Shows initiative: willing to go above and beyond job requirements. Responsibilities and Duties: Works with 15 to 20 students to develop behavior modification plans and work on proper classroom behavior skills. Implements Reading and Math intervention programs to assist students with getting to proper academic levels. Helps create and refine behavior intervention curriculum. Establishes communication rapport with parents, students, School Leaders and teachers. Sustains and monitors a safe, orderly, disciplined culture of high academic and behavioral standards. Provides specific professional development to the rest of the faculty when appropriate. Works closely with the social worker on case management and reporting. Participates in case conferences involving cooperation with other school personnel. Participates as a resource person in in-service training and planning. Participates in the Individual Education Plan (IEP) process as required. Achieves significant and consistent improvement in academic performance of students with behavioral needs. Performs other responsibilities as needed for the success of the school (e.g., all teachers will be available by cell phone). 54 Vision Learning Academy (Appendix D – Resumes for all Identified Leadership Team Members-EXECUTIVE DIRECTOR ) LaToya Jackson 4108 Harvey Street Monroe, LA 71203 Cell (318-381-6781) E-Mail: [email protected] SUMMARY: • Present –day Professional and Educational Consultant, with nearly a decade of progressive experience in K-12 education • Distinguished record of leadership in academic, stakeholder engagement, community involvement and planning as well as a host of others • Significant success in procuring and sustaining private supplemental funding sources to support organizational plans including a 8g public school grant committees • Demonstrated ability in planning, budgeting, and management of partnership initiatives with local and state government to promote student achievement and community collaboration in various community programs • Proven record of success through innovative leadership approaches to garner internal and external support of organization endeavors • Proven history of teambuilding and maximizing human resources to work toward organization goals • Exceptional representational and communication skills EDUCATION Northeast LA. University La. Tech University Northeast LA. University / University LA. Monroe English Education, McNeese State University Ed. Specialist ’ Curriculum and Instruction (pursuant) SITE- CO-ORDINATOR PROJECT PATSY –SUMMER ENRICHMENT PROGRAM Monroe, LA Summer ‘2007 Program Stats—Budget $800.000dollars; Employees 10; Students 75 ; 32 high school, 20 middle School, 43 elementary school students 55 Vision Learning Academy (Appendix D – Resumes for all Identified Leadership Team Members-EXECUTIVE DIRECTOR Demonstrated the ability to work responsively and effectively with diverse groups, such as the community, parents, board members, faculty, staff, students, private enterprise, media and foundation; provided an in-depth knowledge of school finance and the establishment of budgetary priorities, with strategies for sound financial practices, curriculum development and policies; Provided leadership in the vertical and horizontal alignment of program curriculum, which was developed with State of LA “Life Skills” Frameworks, and local essential skills including a partnership with city and state politicians; Established strong ties with local principals for sharing of information and providing students a seamless transition into the upcoming school year. FOUNDER/LEARNING SOLUTIONS, INC, Monroe, LA 2005-Present Demonstrate the ability to initiate, organize, plan and develop a non-profit organization. Establish community awareness of organization through various events with over 2500 patrons per event. Consult with various schools and organizations to establish a retention portfolio for community and parent awareness. Developed an early learning for children ages 2-4(reading) curriculum. Train teachers of childcare facilities in various subjects related to specialized fields. Established child-centered advocacy initiation throughout various programs. Develop reading strategies initiative and supplemental strategies for the empowerment of “At-risk” youth. Initiated and continued “STUDIO 101” a cultural and performing arts literacy school;, television program and after school academy for “at-risk and estranged” youth. CONSULTANT/OWNER-GATEWAY CONSULTING GROUP, Monroe, LA 2005 – Present Demonstrate the ability to work responsively and effectively with diverse groups, such as aspiring business owners, early childhood development centers, community agents, students, various church groups and alumni associations, state and federal legislators, private enterprise, media and foundation; further demonstrates an in-depth knowledge of school improvement and planning, Developed strategic plan to support various client’s vision and to guide day to day operations for the first 3 months of business; Provided leadership to early learning teacher/facilitators in the areas of curriculum implementation, school-development and childatmosphere awareness. 56 Vision Learning Academy (Appendix D – Resumes for all Identified Leadership Team Members-EXECUTIVE DIRECTOR Additional Accomplishments Partnered with local technical college to develop and present a community-wide economic development training workshop Founded city-wide festival with and public relations department to assist in reaching out to the community and improve external communication between city government and youth awareness Promote national concerts and other events throughout the community to educate and rally community with over 2,000 participants in attendance per event Developed and implemented in at least 1 local center an early learning supplemental curriculum program guide aligned with the Louisiana State Standards to promote usage of State produced materials and to provide clarity of state guidelines for childcare workers as well as to boost moral and overall atmosphere of early learning centers. Developed a solid relationship with local media ensuring local coverage of events within the Developed a relationship with local ministerial alliance presidents to involve local ministers in the education process OUACHITA PARISH SCHOOL SYSTEM – Monroe, Louisiana 318-388-2711-Frank Hoffman Schools: Richardson Alternative Center 2001-2002 Richwood Jr. High/High School 2002-2006 Ouachita Parish Alternative Center 2007-2008 Position: English Teacher Summary: Raised academic achievement – help to lead school out of school improvement status with English Scores/techniques (low performing) Established and implemented accelerated tutoring program for high-performing testtakers to supercede test-taking norm by scoring advanced in all areas 57 Vision Learning Academy Incorporating extended day and extended year programs for students (Appendix D – Resumes for all Identified Leadership Team Members-EXECUTIVE DIRECTOR Initiating peer coaching for instructors throughout grade levels Developed strong community involvement Developed extracurricular “STEP-TEAM” to boost morale within student community Initiated schools first AP course in English by obtaining certification Served as Character Counts, Drug–Free Schools, American Cancer Society Coordinator Gave numerous speeches in community Increased parental involvement throughout school and academic departments MOREHOUSE PARISH SCHOOL SYSTEM Schools: Carver Elementary Schools 2000-2001 Debra Davis-principal Position: Reading Teacher Summary Developed an after-school reading program Functioned as academic leader for grades 3 - 6 Organized staff development Worked with behavior specialist to incorporate a school-wide discipline plan Produced 100% passing scores in High-Stakes LEAP testing –grade 4(English scores) AWARDS, HONORS AND RECOGNITION Teacher of the Year- Excellence/ Apple Award 2001-2002 Excellence in Leadership Award 2004-consecutive years Teacher of The Year Nominee 2002-2006 Award Academic Excellence and Achievement 2003 Who’s Who Among American High School Teachers 2003-2004 Outstanding Young Women of America 2003 Whos Who Among Business Professionals 2008-2009 58 Vision Learning Academy Whos Who Among America’s Oustanding Teachers 2011 Coca-Cola Exceptional Educator Award 2012 (Appendix D – Resumes for all Identified Leadership Team Members-EXECUTIVE DIRECTOR HIGHER EDUCATIONAL EXPERIENCE Adjunct Professorships Career Technical College – Monroe, LA 2006-present (as needed) APPOINTMENTS Louisiana Reading Association-BOARD MEMBER MEMBERSHIPS AFFILIATIONS (current and past) Louisiana Reading Association National Reading Association National Teachers of English PROFESSIONAL References: Mr. Gerry Mansfield 327.1444 (or) 318.323.5991 Principal Ouachita Parish Alternative (at Richwood) 318. PERSONAL References: Atty. Katrina Jackson State Representative Larry D. Hood 571-3283 Mentor Shane Warren 318.387.1500 Pastor Mt. Caanan Baptist Church 225-719-2718 225- The Assembly-West Monroe 59 Vision Learning Academy APPENDIX D: RESUMES OF LEADRSHIP TEAM-attorney Attorney Lakeisha Gray-School Attorney 2315 Trenton Street Apt. 22 West Monroe, La 71291 (318) 332-5793 [email protected] OBJECTIVE: To obtain a legal position that will enable me to use my strong research skills, legal educational background and ability to achieve the company’s goals while working well with people. SUMMARY OF QUALIFICATIONS: Excellent oral and written communication skills, Advise clients concerning advisability of prosecuting or defending lawsuits, or legal rights and obligations. Interpret laws, rulings and regulations for individuals and businesses. Perform administrative and management functions related to the practice of law. Gather evidence to formulate defense or to initiate legal actions, by such means as interviewing clients and witnesses to ascertain the facts of a case. APPENDIX D: RESUMES OF LEADERSHIP TEAM (SCHOOL ATTORNEY) EDUCATION Southern University Law Center, Baton Rouge LA JD Candidate – May 2011 Admitted to the Louisiana Bar-October 20, 2011 3.5 GPA- Rank 6/123 Southern University Merit Scholarship 60 Vision Learning Academy SULC Moot Court Team- Class of 2010-2011 Managing Editor of The Journal of Race, Gender, & Poverty Vice-President of Business & Entrepreneur Leadership Association Summer 2009 Study Abroad Program at London City University, London, England Northwestern State University, Natchitoches LA Bachelor of Liberal Arts, Social Sciences –December 2007-Magna Cum Laude (3.8 GPA) Vice President of Future Black Law Students Association One of the Founding Members of Thurgood Marshall Chapter of Future Black Law Students Committee Chair of Nominating Committee of Delta Sigma Theta Sorority, Inc. Blue Key Service organization Phi Kappa Phi EXPERIENCE Department of Justice, Litigation Division, Baton Rouge, LA April 2011 January 2011- Law Clerk-Road Hazard Division Abstract Depositions and attend depositions Prepared petitions, memorandums, and quantum values Legal research, case analysis, and trial preparation Legal Services of North Louisiana, Inc., Natchitoches, LA Summer 2010 Law Clerk Performed Initial Client Interview Prepared for Family Law, Property, and Social Security/Disability Cases Researched and Prepared legal memoranda on unemployment, elder, and civil law cases Southern University Law Center, Baton Rouge, LA August 2009 – May 2010 Research Assistant for Professor Nadia Nedzel Performed studies and research as related to research projects such as judicial reforms and rule of law in Latin American countries Assisted in composing a Louisiana Sales and Lease book Union Parish 3rd Judicial District Court, Farmerville, LA Summer 2009 Law Clerk for Judge Jay McCallum Conducted legal research using Westlaw and Lexis Nexis 61 Vision Learning Academy APPENDIX D: RESUMES OF LEADRSHIP TEAM-attorney Provided assistance to Judge during case proceedings and hearings Study Constitution, statutes, decisions, regulations, and ordinances of quasi-judicial bodies to determine ramifications for cases. Smith & Nwokorie Attorneys at Law, Farmerville, LA Summer 2009 Summer 2004/ Law Clerk Performed case intake and legal research using Westlaw Assisted attorneys with case preparation Evaluate findings and develop strategies and arguments in preparation for presentation of cases COMMUNITY SERVICE/ AWARDS Baton Rouge Bar Association Pro-Bono Project Volunteer of the Volunteer Income Tax Assistance (VITA) Program Certificate in Mediation- Completed 40 hours in Mediation Training Featured in Baton Rouge Magazine “Around the Bar” October Issue Westlaw Certified 62 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (FINANCIAL COMPLIANCECONTRACTED PERSONNEL) Julius L. Horne Jr. 707 South 6th Street, Monroe, La. 71202 Voicemail: 318-503-1264 Email: [email protected] Professional Experience: JPMORGAN CHASE Present Aug 2011 – Senior Process Analyst Monroe, La. Interprets data and analysis and makes policy changes and/or other business decisions Gathers data and prepares data for business analysis, reporting, trend analysis or forecasting decisions Develops decisions based on analysis gathered Ensures accuracy of data and assists with problem resolution Prepares complex financial budgeting, billing and business planning analysis/reports Develops complex reports for clients, internal or external Makes changes to established policies as required Advantage Human Resourcing June 2011 Mar 2010 – Senior Accountant Monroe, La. Reported directly to the Chief Financial Officer prepared financial statements and supporting schedules according to monthly close schedule Supervised the departmental accounting function and coordinated the completion of periodic financial statements and record keeping. Full accounting responsibility for all holding companies and finance companies in general ledger system, including general ledger maintenance, recording transactions, accruals and adjustments in general ledger, and running queries/researching past transactions Advised on accounting problems and assists subordinate employees with work. Prepared and maintained key accounting/finance documentation Examined and reviewed various financial schedules received from subsidiaries Prepared related supporting schedules and cash reconciliations 63 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (FINANCIAL COMPLIANCECONTRACTED PERSONNEL) Reviewed all month end reconciliations and journal entries prepared by the accounting team Performed various account reconciliations and work to resolve any discrepancies APPENDIX D: RESUMES OF LEADERSHIP TEAM (FINANCIAL COMPLIANCE CONTRACTED PERSONNEL) Accent Marketing Assistant Program Manager 2010 Nov 2008 – Mar Monroe, La. Manage team of up to 35 agents. Inbound customer service. Ensure team maintains call performance goals (i.e. calls per hour, etc.). Ensure team maintains call quality goals (i.e. greeting, presentation, closing, etc.). Ensure team adhered to ACCENT’s policies and procedures. Maintain a positive attitude and support ACCENT’s Commitment to Excellence. Perform other duties as assigned. Primerica Financial Services Oct 2008 Oct 2007 – Personal Financial Advisor Dallas, Ga. Licensed Mortgage Broker (Debt Consolidations, Refinance, First Time home buyer). Licensed Life Insurance agent (Term, Income protection Specialist). Specialize in Debt restructure and retirement funding for families. United States Army Reserves (Mobilized) June 2007 First Sergeant, Foxtrot and Charlie Battery 1st BN 79th FA Fort Sill, OK Battery 1st Sergeant June 2005 – 64 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (FINANCIAL COMPLIANCECONTRACTED PERSONNEL) MCI March 2000 – May 2005 Global Telecommunication Company offers Internet connectivity plus business and personal long-distance phone services. Financial Analyst/Special Projects Audit the Independent Local Exchange Carrier bills for long distance access and local and dispute inappropriate charges which increased MCI Revenue. Work with the Independent Local Exchange Carrier to resolve disputes which would increase receivables. Analyze and enroll in term and special plans where there is an opportunity to reduce unit costs by analyzing monthly bills. Work with Access Management and Optimization to bring network saving through optimization opportunities. Exploit regulatory changes, like Pricing Flexibility, to reduce unit access costs. Perform other financial analysis as required, such as Reciprocal Compensation arrangements, to support sound business decisions. Special Projects: Various during tenure with MCI City of Monroe Dept. of Taxation and Revenue August 1999 February 1999 – Sales and Use Tax Auditor Analyze sales and use tax records for businesses in the city for proper filing and charges Headed audit team going out to Audit businesses for sales and Use taxes Allen Green and Company CPAs 1999 June 1997 – February Staff Auditor Assisted with audits of School Boards, Housing Agencies, and Small Towns. Perform month-end close activities/reconciliation accounting for clientele. Assist in analyzing activities and records associated with audits. Assist in generating monthly financial statements. 65 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (FINANCIAL COMPLIANCE CONTRACTED PERSONNEL) Education: Northeast Louisiana University Monroe, LA Bachelor of Business Administration: Accounting May 1997 Computer Skills: Microsoft Office Word; Microsoft Office Excel; Microsoft Office PowerPoint; Microsoft Office Access; Lacerte Tax Software; Peoplesoft; eEmpact; Dynamics; Oracle; TAMS Accounts Payable System; BNA Sales and Use Tax Software System; Other Activities H & R Block Marietta, GA Tax Advisor November 2000 – May 2005 • Responsible for Preparing Individual Federal and State returns • Trained in off-season on areas such as Retired Taxpayers, Employee Compensation, Everyone’s return, Amended Returns, Employee Business Expense, Depreciation, Investment Income, Sole Proprietorships, International Tax returns Parts I and II. 66 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (DIRECTOR OF FINANCIAL OPERATIONS ) Kelvin C. Horne (DFO)[email protected] 318.280.3813 Management- Hands on manager with highly developed negotiations skills. Solid background in planning and executing sales and marketing plans Team Building- Decisive team leader with extensive experience recruiting and hiring associates, and developing talent and creating effective work environments. Communication- Persuasive communicator with well-developed presentation and negotiation skills. Able to develop productive relationship with colleagues, customers and staff at all levels. Bachelor of Business Administration in Management University of Louisiana at Monroe Graduation Date: May 2000 Immanuel Healing Center (owner) August 2009-present 1.318.280.3813 *own and operate a Licensed and accredited State of Louisiana Mental Rehabilitation Clinic *total autonomy over all of IHC’s provisional employees clients and services *total autonomy over hiring, firing and retention of clinic *total autonomy of day to day management and operations of client intake and services Universal Rehabilitation Services-(Chief Financial Officer) Aug ‘2004-Dec ‘2009 1.318.342.9979 *total autonomy over all of URC’s provisional employees clients and services *total autonomy over hiring, firing and retention of clinic *total autonomy of day to day management and operations of client intake and services 67 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (DIRECTOR OF FINANCIAL OPERATIONS ) State Farm- Underwriter August-2000-May-2004 *underwriter for homeowner policy for 22 agents servicing Northern Louisiana SYDRAN SERVICES, Inc., “A Franchise of Burger King” Jan 2001 – Present (318) 343-2062 Restaurant Operator Total control of store operations Maintain budgeted expense account Recruitment of team members Investigate and report monthly variances on food cost Created business projections for store Created a client based operation Created strong employee morale with team members Maintained, Quality, Service and Cleanliness of store Raised gross profit by 3% in first quarter Raised sales by 14% in first quarter Service Merchandise Nov 1997- Jan 2001 (318) 388-4800 Lead Sales Consultant Lead Camera Specialist Jeweler Professional Electronics Lead Sales Associate Sony Digital/Hi-8 Camcorder Specialist Trained new employees Training in Operations Management Receiving Associate Applications: Word, Excel, PowerPoint Operating Systems: Windows 95, 97,98 Other: Netscape, Internet Explorer 68 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (DIRECTOR OF FINANCIAL OPERATIONS ) Participated in Sickle Cell Anemia Awareness 2001 Muscular Dystrophy Telethon Participated in 1999 Memory Walk (Alzheimer’s Association) Member of the Elder Watson Diggs Foundation Pi Sigma Epsilon- Inducted Spring 2000 Zeta Chapter Participated in a Compensation and Benefits Survey for the Northeast La. region Adopt –A- School - assist elementary students with their moral and educational References furnished upon request 69 Vision Learning Academy APPENDIX D: RESUME’S OF LEADERSHIP TEAM Natalie Williams 137 Sarah Drive Choudrant, LA 71227 Cell Phone: 318-348-8564 E-mail: [email protected] Objective To work in a challenging and stimulating environment as an assistant principal. To contribute towards the value, achievement, and advancement of a learning institution by applying my professional skills. Work Experience June 2010—Present, Sixth Grade Instructor, Good Hope Middle School/Ouachita Parish School System *Assist in the coordination and implementation of community involvement June 2011—July 2011, Science Camp Administrator Louisiana Tech University/IDEA Place September 2009— January 2011, Adjunct Professor, Louisiana Tech University/College of Education July 2004—June 2010, Second Grade Instructor, A.E. Phillips/Louisiana Tech Laboratory School *Assist in leadership training and professional development implementation *Coordinated and implemented community involvement and services for students *Team teacher and mentor for prospective teachers January 2004—July 2004, Fourth Grade Instructor Shady Grove Elementary/Ouachita Parish School System Education August 2010– Current Doctorate Education Administration and Supervision Louisiana Tech University November 2004—March 2007 M.S. Education Administration and Supervision cognate in Curriculum and Instruction Louisiana Tech University August 1999—December 2003 B.A. Early Childhood Elementary Education K-8 University of Louisiana at Monroe 70 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (DIRECTOR OF FINANCIAL OPERATIONS ) Awards A.E. Phillips Elementary Teacher of the Year, 2009 Who’s Who Amongst Educators, 2007 71 Vision Learning Academy APPENDIX D: RESUME’S OF LEADERSHIP TEAM Natalie Williams Professional Strengths Professional Team development facilitator teaching experience SMART Board trained Observed and analyzed written and oral assessments Implemented modifications and accommodations for differentiated learning abilities Incorporated differentiated learning according to academic needs Orchestrated Fire Safety and Awareness in our school and community Involved Provide in cross grade level meetings First Aid/CPR in Emergency Crisis Assisted colleagues in analyzing and organizing documents for SACS Aligned Singapore Math with the Louisiana Comprehensive Curriculum Professional Licenses and Certificates 2012, Presenter, “Who’s Arguing About Writing” Louisiana Association (LMSA) Middle School 2012, Staff Development Training “Differentiated Assessment and Grading” 2012, Common Core Standards Training 2010, 30+ additional education hours 2010, Supervision of Student Teaching Certification 2008 – 2010, I am quoted in several of Positive Promotions Learning/Reading Incentives Magazines for promoting creative reading book reports in early elementary child hood education. March 2010, Speaker, Louisiana Association for Teachers in Mathematics May 2010, Staff Development Training “Fluency 101” 72 Vision Learning Academy APPENDIX D: RESUME’S OF LEADERSHIP TEAM May 2010, Staff Development Training “Differentiated Instruction” February 2010, Staff Development Training “Singapore Mathematics” September 2007, Speaker, Differentiated Instruction (Head Start Learning Center) September 2006, Second Step: A Violence Prevention Curriculum 73 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (SCHOOL REGISTERED NURSE) LaShonda Ambers 107 Ashford Drive Apt 1411 ● West Monroe, LA 71291 Cell: 318-348-9216 ● Home: 318-396-6885 ● [email protected] Professional Summary I am a Registered Nurse with 10 years experience in clinical settings. I am a patient-focused nurse with experience in oncology, psychiatric and medical-surgical nursing. Excellent communication skills. Reliable with a strong ability to establish rapport with patients, family and staff. Core Qualifications ● Oncology experience ● Strong clinical judgment ● Women’s Surgery experience ● Proficiency with computerized charting ● Medical-Surgical experience ● Enthusiastic caregiver ● Solid clinical skills coupled with patient-focused people skills Experience Registered Nurse (Staff) Psychiatric Unit November 2011 to Present LSUHSC-EA Conway Medical Center – Monroe, La 74 Vision Learning Academy APPENDIX D: RESUMES OF LEADERSHIP TEAM (SCHOOL REGISTERED NURSE Responsible for assessment of patients on admit, primary care of patients while on unit, formulating and implementing care plans for patients. Work with other disciplines during weekly Treatment Team to develop the best treatment plan for patients. Registered Nurse (Staff) Medical-Surgical Floor June 2002 to March 2011 Glenwood Regional Medical Center – West Monroe, La Responsible for primary care and medication management of patients. Assess patients and document patient histories. Provide treatment within scope of practice as defined by state law. I have experience working with various medical conditions such as Parkinson’s, Diabetes, Alzheimer’s, Dementia and Cancer. Education University of Louisiana at Monroe, 2002 Monroe, La Nursing Bachelor of Science Certifications Registered Nurse – State of Louisiana BLS – Basic Life Support Community Involvement Friendship Baptist Church, member Member-Alpha Kappa Alpha Soroity Volunteer for the annual back to school rally and health fair. Work with the youth department for various productions during the holidays. Keywords Licensed Registered Nurse, BLS certification, Medical-surgical nursing, Clinical experience, Time management, Bachelors degree, Patient advocate, Computer charting 75 Vision Learning Academy Section III: School Operations Appendix F – School Organization Chart Organizational Chart Mission: To provide students within low-performing schools an academically ROBUST, rigorous, college preparatory education through a paperless-hands-on visual and performing arts technological mediums. │ Adhoc Committee of 3 │ Learning Solutions, Inc Board of Directors │ Chief Executive Officer │ Chief Academic - Director of – -Director of School Leader/Principal -Director of Literacy/Numeracy Officers, Finances Special Services │ Special EdSchool Counselor- Behavior Int Programs.Coordinator-Nurse Coordinator Admin-AssistantsTechnicians- Teachers- │ Computer/Data Analysis- Security Dean of Students- Co-Teachers- Janitors- Food │ 150 students 76 Vision Learning Academy Appendix G – Staff Roster Tentative Staff Roster Chief Executive Officer LaToya Jackson Yes School Leader Supervisor of Academics Natalie Williams (k-12) yes Special Education Coordinator Kimberly Kirton Yes Director of Mathematical Studies Alford Cherry, Jr. Yes N/A Behavior Interventionist/ School Counselor Administrative Assistant School Nurse N/A N/A LaShonda Ambers State Boards Licensed Registered Nurse Director of Financial Operations Kelvin Horne Qualified accordance w/ bulletin 126 Financial Compliance (contracted) Julius Horne Qualified Accordance/ bulletin 126 77 Vision Learning Academy 1. The procedure regarding the implementation of LA-R.S. 15:587.1 and SBESE Policy for Charter Schools Relative to Criminal Offenses No person who has been convicted of or has pleaded nolo contendere to a crime listed in LAR S. 15:587.1(C) shall be hired by VLA for a position of supervisory or disciplinary authority over school children unless approved in writing by a district judge of the parish and the district attorney. For the purposes of this paragraph, any person employed to provide cafeteria, transportation, or janitorial or maintenance services by any person or entity that contracts with a school or school system to provide such services shall be considered to be hired by the charter school. No person employed or otherwise associated with VLA, including any contact person listed on the charter school application or any member of the management board, who has been convicted of or has pleaded nolo contendere to a crime related to misappropriation of funds or theft shall be engaged in direct processing of charter school funds. VLA shall adhere to all policies/procedures adopted by SBESE concerning criminal history review for public school employees, as well as other persons associated with the charter school who are engaged in direct processing of charter school funds. A criminal history review through the Louisiana Department of Public Safety and Corrections, Office of State Police, Bureau of Criminal Identification, will be administered as part of the hiring process for all VLA employees. The criminal history review shall include a fingerprint check and simultaneous FBI check. All costs associated with the criminal history review shall be the responsibility of VLA, although the school may assign the responsibility to those persons undergoing the criminal history review. Prior to hiring any employee, VLA will request in writing that the Louisiana Bureau of Criminal Identification and Information supply information to ascertain whether an applicant for employment as a teacher, substitute teacher, bus driver, substitute bus driver, janitor, or any other school employee who might reasonably be expected to be placed in a position of supervisory or disciplinary authority over school children, has been convicted of, or pled nolo contendere to, any one or more of the crimes enumerated in R.S. 15:5871.1. The request will be on a form prepared by the bureau and signed by a responsible officer or official of VLA. It will include a statement signed by the person about whom the request is made which gives his or her permission for such information to be released and must include the person's fingerprints in a form acceptable to the bureau. A person who has submitted his or her fingerprints to the bureau may be temporarily hired pending the report from the bureau as to any convictions of, or pleas of nolo contendere to, by the person to a crime listed in R.S. 15:5871. 78 Vision Learning Academy No person who has been convicted of or has pled nolo contendere to a crime listed in R.S. 15:5871.1 shall be hired by ReNEW as a teacher, substitute teacher, bus driver, substitute bus driver, janitor, or as any school employee who might reasonably be expected to be placed in a position of supervisory or disciplinary authority over school children unless approved in writing by a district judge of the parish and the parish district attorney. The statement of approval shall be kept on file at all times by the school and shall be produced upon request to any law enforcement officer. Not later than 30 days after its being placed on file by the school, the School Leader shall submit a copy of the statement of approval to the State Superintendent of Education. VLA shall dismiss any permanent teacher or any other school employee having supervisory or disciplinary authority over school children, if such teacher or other employee is convicted of, or pled nolo contendere to, any crime listed in R.S. 15:L587.1(c) except R.S. 14:74. VLA may reemploy a teacher or other school employee who has been convicted of, or pled nolo contendere to, a crime listed in R.S. 15:L587.1(c), except R.S. 14:74, only upon written approval of the district judge of the parish and the district attorney or upon written documentation from the court in which the conviction occurred stating that the conviction has been reversed, set aside, or vacated. Any such statement of approval of the judge and the district attorney and any such written documentation from the court shall be kept on file at all times by the school and shall be produced upon request to any law enforcement officer. Not later than 30 days after its being placed on file by the school, the School Leader shall submit a copy of any such statement of approval or written documentation from the court to the state superintendent of education. Any employment benefits, including retirement, offered Medical and Life Insurance VLA provide all full-time employees with medical insurance and a life insurance policy. Employees will share the cost of these benefits at a rate that is aligned with policies maintained by other local public schools. These benefits are effective the first day of the month following the employee’s date of hire at a VLA. The eligibility requirements for the specific coverage, eligibility periods and benefits payable under the plans offered by VLA are described in insurance brochures, which may be obtained from the Director of Human Capital. Coverage may change from time to time. Dental Insurance VLA provide dental insurance for its full-time employees and their spouses and dependents. Coverage under this plan is effective on the first day of the month following the date of hire at VLA . A full description of the benefits provided under VLA’s dental 79 Vision Learning Academy plan are outlined in the dental insurance provider’s brochure, which may be obtained from the Director of Human Capital. Vision Services Plan VLA provide coverage for vision for its full-time employees and their spouses and dependents. This coverage becomes effective on the first day of the month following the date of hire at VLA. Details about this plan may be obtained from the Director of Human Capital. Short Term & Long Term Disability Insurance VLA offer a long-term disability insurance coverage that is available to all full-time employees. A full description of the benefits provided under VLA’s disability insurance is outlined in the insurance provider’s brochure, which may be obtained from the Director of Human Capital. Compensation VLA provide worker’s compensation insurance for all employees as required by law. Employees should contact the Director of Finance and Operations if any information is needed regarding what claims may be covered and the manner in which claims may be made. All employees should promptly report to the Director of Finance and Operations any injuries suffered as a result of employment activity at or on behalf of VLA. Failure to report an injury promptly may result in loss of benefits. Neither VLA nor its insurer will be liable for the payment of worker’s compensation benefits for any injury that arises out of an employee’s voluntary participation in any offduty recreational, social, or athletic activity that is not part of, required by, or an expected part of the employee’s work-related duties. Salary ranges for all employees Vision Learning Academy’s Salary Scale Employees Base Salary School Leader $ 75,000 Classroom teacher $ 50,000 Co-teacher Intern $ 24,000 Special Ed Teacher $ 47,000 Behavior Interventionist $ 47,000 Social Worker $ 47,000 Nurse (part-time) $ 13,500 Director of Finance/Operations $ 55,000 Administrative Assistant $ 24,000 80 Vision Learning Academy The level of compensation for teachers at VLA will be based on Louisiana’s State Above Average pay scales, which compensates according to level of education and years in the classroom. Above is denoted the base salary (starting salary in Year 1) for each position at VLA. Each position will experience a $500 to $1,000 increase for each year of experience or service in that position. Plans for collective bargaining Any collective bargaining agreement entered into by the local school district or local teachers union shall not apply to VLA. Equal Opportunity Employment VLA is an equal opportunity employer and makes employment decisions on the basis of Merit. VLA seeks to have the best available person in every job. VLA’s policy prohibits discrimination based on race, color, creed, sex, marital status, age, national origin, physical or mental disability, medical condition, ancestry, religion, sexual orientation, or any other consideration made unlawful by federal, state or local law or ordinance or regulation. VLA is committed to complying with all applicable laws providing equal employment opportunities to individuals regardless of race, color, creed, sex, marital status, age, national origin, physical handicap, disability, medical condition, ancestry, religion or sexual orientation.This commitment applies to all persons involved in the operations of VLA and prohibits unlawful discrimination by any employee of VLA. Immigration Reform and Control Act The Immigration Reform and Control Act of 1986 (IRCA) prohibits VLA from employing any person not legally authorized to work in the United States. In accordance with the requirement of IRCA, all persons commencing or resuming work after November 6, 1986, must submit to VLA documentation evidencing their right to work in the United States. Anyone submitting false documentation shall be immediately terminated. In fulfilling its obligations under IRCA, VLA reaffirms its commitment to comply with both state and federal nondiscrimination laws. VLA does not discriminate on the basis of citizenship. Any questions concerning IRCA and the required documentation should be directed to the Director of HumanCapital. Reasonable Accommodation of Disability To comply with applicable laws ensuring equal employment opportunities to qualified individuals with a disability, VLA will make reasonable accommodations for the known physical or mental limitations of an otherwise qualified individual with a disability who is an applicant or an employee unless undue hardship to VLA would result. Any applicant or employee who requires an accommodation in order to perform the essential functions of the job should contact the Director of Human Capital and request such an accommodation. 81 Vision Learning Academy Adjustments to Employee Status The School Leader may at any time, but for specified reasons, adjust the salary, benefits (excluding any benefits required by law to be provided), leave accruals, titles, privileges, or other personnel policies for any employee either upwards or downwards, within parameters established by the Board of Trustees. Adjustments to employee status may be based upon, but in no way are restricted to, promotions, demotions, changes in job duties, disciplinary actions, and performance adjustments. Phasing-Out and Elimination Of Positions From time-to-time, it may be necessary to phase-out or eliminate certain positions previously established within the school. An orderly process will be established by the school to guide such phase-out or elimination of positions if necessary. Unauthorized Absence An employee who is absent for a period of at least three days without notifying the School Leader will be considered to have resigned without giving the required two-week notice with such resignation effective on the initial date of absence. The determination of unauthorized absence will be made by the School Leader. If an employee is absent unauthorized as described above, that employee will forfeit compensation for any unused accrued vacation leave unless the School Leader makes an exception. Such an employee will remain eligible for any salary due. Resignation An employee who wishes to resign is required to give to the School Leader, in writing, a minimum of a two-week notice prior to the desired resignation date, unless the School Leader makes an exception. If an employee fails to give a minimum of a two-week notice prior to the desired resignation date, that employee shall forfeit compensation for any unused accrued vacation leave he or she may have, unless the School Leader makes an exception. Such an employee remains eligible for any salary due. Termination All employees serve at the will of the School Leader, and the authority to terminate an employee is vested with the School Leader or his or her designee, and may include, but is in no way limited to, a decision based upon a violation of any of the policies, procedures, regulations,or restrictions set forth in the school’s employee manual. Terminated regular full-time employees eligible to accrue vacation leave may be provided compensation for accrued vacation leave. 82 Vision Learning Academy Separation From Employment Upon termination of employment from VLA, the employee must return all supplies, keys, and other VLA property. The Director of Human Capital will provide the employee with information regarding any conversion or continuation rights to VLAs benefits. The Director of Human Capital will also provide documentation and explain the employee’s and his or her dependents’ rights to continue group medical benefits under the federal statue commonly referred to as COBRA. An employee whose employment is terminated will be entitled to payment in lieu of unused and accrued paid time off earned to the date of termination. The provisions of the collective bargaining agreement entered into, at any time, by the local school district in whose jurisdiction VLA is located shall not apply to the school. Non-Discrimination and Non-Harassment VLA is committed to providing a professional work environment free from all forms of unlawful discrimination and harassment, including but not limited to sexual harassment, whether on VLA’s premises or in a VLA-related setting. VLA prohibits harassment based on race, color, sex, pregnancy, religion, national origin, citizenship, age, sexual orientation, gender identity and expression, physical or mental disability, marital status, veteran status, creed, arrest and/or conviction records (except as provided by law), genetic predisposition or carrier status, or any other classification protected by applicable federal, state, or local law. While it is not easy to define precisely what harassment is, it may include, but is not limited to, epithets or slurs, threats, derogatory comments, unwelcome jokes, gestures or pranks; placing written or graphic material of derogatory nature on walls, bulletin boards, or elsewhere on VLA’s premises, or circulating such material in the workplace, unwanted blocking of movement, or engaging in conduct that has the purpose or effect of creating an intimidating, hostile, or offensive work environment, or unreasonably interfering with an individual’s work performance. Sexual Harassment Sexual harassment may include many forms of offensive behavior and gender-based harassment of a person of the same or different sex as the harasser, whether committed by another staff member, a superior, or other third parties. Examples of prohibited conduct include but are not limited to the following: unwanted sexual advances; verbal conduct such as epithets, derogatory jokes or comments, slurs, invitations or comments; displaying of sexually suggestive objects, such as posters, photography, cartoons, or drawings; explicitly or implicitly offering preferential treatment with regard to an individual’s employment status in exchange for sexual favors or sexual activity; deliberate, repeated or unsolicited leering, sexual gesturing or teasing; graphic verbal commentaries about an individual’s body, sexually degrading words used to describe an individual, or suggestive or obscene letters, notes, 83 Vision Learning Academy emails or invitations; physical conduct such as assault, unwanted touching, blocking or impeding movements; and unsolicited verbal or physical conduct that has the purpose or effect of unreasonably interfering with work performance or creating an intimidating, hostile, or offensive work environment. Anyone in violation of VLA’s policy regarding harassment (including sexual harassment) or unlawful discrimination will be subject to disciplinary action up to and including termination of employment. Notification/Investigation Procedures If staff member experiences any unlawful harassment (including sexual harassment), or discrimination, he or she must report such incident(s) to the SL/MD immediately. If, for any reason, a staff member is uncomfortable discussing the matter with the SL/MD and/or if the complaint involves the SL, he or she may contact the President of the Board of Directors. All allegations of harassment or discrimination will be promptly and thoroughly investigated. To the extent possible, a staff member’s confidentiality and the confidentiality of any witnesses and the alleged harasser will be protected against unnecessary disclosure. Any staff member who becomes aware of possible sexual or other unlawful harassment or discrimination or retaliatory conduct is permitted to advise the SL or the Chief of Staff resident of the Board of Directors so the conduct can be investigated in a timely and confidential manner. It is a violation of VLA policy to retaliate against a staff member or applicant for making a good-faith complaint of harassment. Retaliation against anyone participating in good faith in the investigation of a complaint is also a violation of this policy. If a staff member believes that he or she has been retaliated against for making or assisting in the investigation of a complaint, he or she should contact the SL immediately. Similarly, anyone falsely accusing someone of unlawful harassment in bad faith is subject to discipline. Transportation 1. As an applicant for a Type 2 charter VLA reserves the right not to offer transportation except for field trips and extreme emergencies. All policies and procedures regarding transportation is noted in the Appendix H regarding transportation safety and security. 2. VLA will ensure that our facility is centrally located and is completely accessible to individual students because we are centrally located within a 5 mile radius of our targeted population. Because we are servicing an “at risk” population whose families may or may not have vehicles our program will offer complimentary “bus vouchers” for the City of Monroe’s complimentary services. The vouchers will only be given out in the case of extreme verifiable circumstances. 84 Vision Learning Academy 3. VLA will participate in the National School Lunch Program beginning in year 2 of operations. We have budgeted for food and labor cost for the first year with a minimum proforma and reimbursement schedules. VLA’s secured facilities is equipped with a full State of Louisiana approved cafeteria and dining area. Scenario 1 Year 1 Daily Customer Base Daily Transactions Check Average Daily Sales Op Days Annual Sales 100% Scenario 1 Year 2 Daily Customer Base Daily Transactions Check Average Daily Sales Op Days Annual Sales 180 360 $1.69 $608 180 $109,512 190 380 $1.72 $655 180 $117,908 Cost of Sales Labor $74,714 $28,800 68% 26% Cost of Sales Labor $81,231 $30,240 Direct Expenses $10,435 10% Direct Expenses $10,435 Depreciation $0 0% Depreciation $0 Client Commission $0 0% Client Commission $0 Total Costs $113,949 104% Total Costs $121,906 Profit ($4,437) -4% Profit ($3,998) 85 Vision Learning Academy Average Transaction per Hour 180 Average Transaction per Hour 190 Average Transaction 7am8am 180 Average Transaction 7am8am 190 Average Transaction 11am12:30pm 120 Average Transaction 11am12:30pm 123 Estimated Capital Investment $0 Upfront License Fee $0 Estimated Smallwares & Miscellaneous (Invoice) $4,000 Estimated Product Opening Order (Food Cost) $2,782 Labor (2cooks@$10/hr x 40h) Labor (2cooks@$10/hr x 40h) Directs: Directs: Trays/Cutlery ($.11ppx200x180) $3,955.00 Trays/Cutlery ($.11ppx200x180) $3,955.00 Bowl($.03x400x180days) $2,160.00 Bowl($.03x400x180days) $2,160.00 6"Plate($.03x400x180days) $2,160.00 6"Plate($.03x400x180days) $2,160.00 Spoon($.03x400x180days) $2,160.00 Spoon($.03x400x180days) $2,160.00 86 Vision Learning Academy $10,435.00 $10,435.00 Scenario 1 Year 3 Daily Customer Base Daily Transactions Check Average Daily Sales Op Days Annual Sales 100% Scenario 1 Year 4 Daily Customer Base Daily Transactions Check Average Daily Sales Op Days Annual Sales 200 400 $1.76 $703 180 $126,596 220 440 $1.79 $789 180 $142,041 Cost of Sales Labor $85,506 $31,752 68% 25% Cost of Sales Labor $94,057 $33,340 Direct Expenses $10,435 8% Direct Expenses $10,435 Depreciation $0 0% Depreciation $0 Client Commission $0 0% Client Commission $0 Total Costs $127,693 101% Total Costs $137,832 Profit ($1,098) -1% Profit $4,209 87 Vision Learning Academy Average Transaction per Hour 200 Average Transaction per Hour 200 Average Transaction 7am8am 200 Average Transaction 7am8am 200 133 Average Transaction 11am12:30pm 133 Average Transaction 11am12:30pm Scenario 1 Year 5 Daily Customer Base Daily Transactions Check Average Daily Sales Op Days Annual Sales 240 480 $1.83 $878 180 $158,052 100% Cost of Sales Labor $102,608 $35,007 65% 22% Direct Expenses $11,565 7% Depreciation $0 0% Client Commission $0 0% Total Costs $149,179 94% 88 Vision Learning Academy Profit $8,873 WEEK 1 MEAL WED 3oz BBQ Roast Beef 1 Whl Grain Bun 1 Cob Corn FRUIT 1ea Whole Apple BEVERAGE 2% Plain/1%Choc WEEK 2 WED MEAL FRUIT 6% THU $0.85 3oz Salisbury Steak $0.51 3oz $0.33 1/2c $0.24 3/4c Brown Rice/Gravy California Blend $0.10 1/2c $0.32 1/2c $0.22 1ea Whole Orange $0.18 1/2c 2% Plain/1%Choc $0.25 $1.89 $0.25 $1.36 THU 1c Cheeseburger Pie $0.80 4oz 1/2c Peas $0.21 1/2c Sliced Carrots $0.07 1ea Whole Apple $0.22 1/2c Hot Dog, 4x1 $0.69 3oz Whole Grain Hot 1 Dog Bun $0.23 1/2c 1 Cob Corn 1.5oz Chili Fruit Salad #4953998 BEVERAGE 2% Plain/1%Choc WEEK 3 WED MEAL Chicken Parmesan Hamburger $0.52 3.2oz #1298605 Rotini Marinara $0.17 $0.25 $1.55 2% Plain/1%Choc $0.24 1/2c $0.11 $0.30 $0.25 $ - $1.82 THU Whl Grain Bun 1 #827314 2$0.51 4oz $0.33 3ozw 89 Vision Learning Academy Italian Green Beans $0.24 1/2c Lettuce/Tomato $0.10 1/2c Whole Wht Garlic Bread $0.23 1/2c Baked Tater Tots $0.20 1ea Fruit Salad #4953998 $0.30 1c FRUIT BEVERAGE 2% Plain/1%Choc BREAKFAST WEEK 1 MEAL 4oz WED Frosted Flakes FRUIT 1ea Whole Banana 1ea 2% Plain/1%Choc WEEK 2 MEAL 4oz WED Rice Krispies FRUIT 1ea Whole Banana BEVERAGE 1ea 2% Plain/1%Choc BEVERAGE FRI Oven Fried Pollock 2% Plain/1%Choc $0.25 $1.41 $0.22 1ea $ - 1ea $ - 1ea THU Biscuit Jelly Boiled Egg $0.22 1ea $0.06 1pk $0.19 $0.18 1ea Whole Orange $0.18 1ea 2% Plain/1%Choc $0.25 $0.65 $0.25 $ - $0.90 $0.18 1ea $ - 1ea $ - 1ea THU Biscuit Jelly Boiled Egg $0.22 $0.06 1pk $0.19 $0.18 1ea Whole Orange $0.18 1ea $0.25 $0.61 2% Plain/1%Choc MON $0.58 1/2c $0.25 $ - $1.69 Red Beans $0.25 $ - $0.90 TUE $0.40 4oz Baked Chicken Thigh $0.57 90 Vision Learning Academy Roasted Potatoes Green Beans $0.16 2oz $0.17 1/2c Smoked Sausage Brown Rice $0.35 1/2c $0.07 3/4c Macaroni and Cheese Broccoli Wheat Dinner Roll Fruit Salad $0.11 1/2c $0.30 1ea Collard Greens Whole Orange $0.16 $0.18 Wheat Dinner Roll Fruit Salad $0.25 $1.57 2% Plain/1%Choc $0.25 $1.41 2% Plain/1%Choc FRI $0.23 $0.33 $0.11 $0.25 $1.49 MON TUE $0.94 Turkey and Gravy $0.74 1c Pork and Veg Lo Mein $0.20 1c Turkey Tetrazzini(whl wht) Mashed Potatoes $0.21 3oz Diced Pork $0.39 1/2c Peas and Onions $0.24 Vegetable Medley $0.17 1/2c Broccoli $0.22 1/2c Carrots $0.07 $- $0.18 1c Pineapple/Banana Blend $0.22 Whole Banana 2% Plain/1%Choc $0.25 $ - $1.55 FRI 3/4c pinepple,1/4c banana 2% Plain/1%Choc $0.25 $ - $1.28 MON TUE Oven Fried Pollock #2805789 $0.58 4oz Jerk Baked Chicken Thigh $0.57 4oz Sloppy Joe (3oz meat) $0.47 Bkd Potato Wedge#6732499 $0.21 1/2c Yellow Brown Rice $0.10 Whl Grain Bun #827314 $0.33 Peas and Carrots $0.25 1/2c Roasted Vegetables $0.19 3ozw Bkd Potato Wedge#6732499 $0.21 Wheat Dinner Roll#7815507 $0.11 Peas and Carrots $0.25 $- $0.25 $1.51 $- 1/2c Pineapple/Banana Blend $0.22 1ea Whole Apple 3/4c pinepple,1/4c banana 2% Plain/1%Choc $0.25 $ - $1.62 2% Plain/1%Choc $0.25 $ - $1.33 $0.25 $1.50 $7. $7. $0.22 91 $7. Vision Learning Academy 22. FRI PB Cracker Whole Apple, 138ct $$0.14 $- $0.22 1ea MON Blueberry Muffin Whole Orange $0.38 1ea $ - 1ea $ - 1ea TUE Biscuit Jelly Boiled Egg $0.22 $0.06 $0.19 $0.18 1ea Whole Orange $0.18 2% Plain/1%Choc $0.25 $ - $0.61 2% Plain/1%Choc $0.25 $ - $0.81 FRI MON Blueberry Muffin PB Cracker Red Del Whole Apple, 138ct $0.14 $- $0.22 1ea 2% Plain/1%Choc $0.25 $ - $0.61 Gold Del Whole Apple 2% Plain/1%Choc $- $0.25 $0.90 $0.38 1ea $ - 1ea $ - 1ea TUE Biscuit Jelly Boiled Egg $0.22 $0.06 $0.19 $0.22 1ea Whole Orange $0.18 2% Plain/1%Choc $0.25 $ - $0.85 2% Plain/1%Choc $- $0.25 $0.90 4. VLA will have a State of Louisiana Licensed and Registered Nurse on Staff on a scheduled PRN basis to oversee and administer medications along with serving as advisor and director to all other health related issues. VLA has also partnered with Cognitive development Center which is a licensed and accredited State Approved Mental Clinic who will be housed on campus and in the classrooms during school hours as a vital and integral part of our teacher/therapist model. The extension of services that will be provided will be under a therapeutic program called MST (multi-systemic therapy) Multi Systemic Therapy is a system that works with the highest-risk students. They are adolescents, male and female, who have extensive histories of high-risk behavior . The coordinator of programs who will be housed on the facility, along with the clinicians who are on call 24 hours a day, seven days a week will bring solidarity to our cutting-edge, innovative approach to alternative education. Since the inception of the MST program in January 2009, Cognitive Development Center’s has served over 585 clients throughout the State of Louisiana. We currently provide 92 Vision Learning Academy services with all schools within Monroe City School District. From the total number of youth we have served, upon discharge, ninety-five percent of them have transitioned back to their home schools and are living back in their homes. Ninety-three percent are working or in school. Ninety-four percent have no new arrests. The average length of time a youth receives treatment is 123 days. Currently the MST therapist/clinicians work with 4 to 6 families at any given time. The average length of stay is 150 days. The length of stay of MST is our main ingredient to our systematic approach. Because MST is a crisis-type behavioral health program it is , in our opinion, tailor-made for alternative education because it lends itself to the opportunity for semester cycles of transition for all students. Theoretical Rationale/Conceptual Framework Consistent with social-ecological models of behavior and findings from causal modeling studies of delinquency and drug use, MST posits that youth antisocial behavior is multi-determined and linked with characteristics of the individual youth and his or her family, peer group, school, and community contexts. As such, MST interventions aim to attenuate risk factors by building youth and family strengths (protective factors) on a highly individualized and comprehensive basis. The provision of home-based services circumvents barriers to service access that often characterize families of serious juvenile offenders. An emphasis on parental empowerment to modify the natural social network of their children facilitates the maintenance and generalization of treatment gains. Brief Description of Intervention MST is a pragmatic and goal-oriented treatment that specifically targets those factors in each youthʼs social network that are contributing to his or her antisocial behavior. Thus, MST interventions typically aim to improve caregiver discipline practices, enhance family affective relations, decrease youth association with deviant peers, increase youth association with prosocial peers, and ultimately improve the youth school or vocational performance, engage youth in prosocial recreational outlets, and develop an indigenous support network of extended family, neighbors, and friends to help caregivers achieve and maintain such changes. Specific treatment techniques used to facilitate these gains are integrated from those therapies that have the most empirical support, including cognitive behavioral, behavioral, and the pragmatic family therapies. MST services are delivered in the natural environment (e.g., home, school, community). The treatment plan is designed in collaboration with family members and is, therefore, family driven rather than therapist driven. The ultimate goal of MST is to empower families to build an environment, through the mobilization of indigenous child, family, and community resources, that promotes health. The typical duration of home-based MST services is approximately 4 months, with multiple therapist-family contacts occurring each week. Although MST is a family-based treatment model that has similarities with other family therapy approaches, several substantive differences are evident. First, MST places considerable attention on factors in the adolescent and familyʼs social networks that are linked with antisocial behavior. For example, MST priorities include removing offenders from deviant peer groups, enhancing school or vocational performance, and developing an indigenous support network for the family to maintain therapeutic gains. Second, MST programs have an extremely strong 93 Vision Learning Academy commitment to removing barriers to service access (see e.g., the home-based model of service delivery). Third, MST services are more intensive than traditional family therapies (e.g., several hours of treatment per week vs. 50 minutes). Fourth, and most important, MST has welldocumented long-term outcomes with adolescents presenting serious antisocial behavior and their families. The strongest and most consistent support for the effectiveness of MST comes from controlled studies that focused on violent and chronic juvenile offenders. Evidence of Program Effectiveness The first controlled study of MST with juvenile offenders was published in 1986, and since then, numerous randomized clinical trials with violent and chronic juvenile offenders have been conducted. In these trials, MST has demonstrated: reduced long-term rates of criminal offending in serious juvenile offenders, decreased recidivism and re-arrests, reduced rates of out-of-home placements for serious juvenile offenders. 5.N/A B. Safety and Security VLA fully intend to implement the safety and security policies and procedures that meet and exceed all of the State of Louisiana’s guidelines. We believe that providing a safe and secure environment for students, staff, and community members is essential to student achievement and the fulfillment of our mission. In addition to that, all safety and security will be provided in accordance with applicable laws and regulations. The safety and security plan for VLA will consist of security cameras throughout the building and a school resource officer on site during and after school hours. The full scope of our safety and security plan and procedures can be found in the operations manual in appendix H. All of VLA‘s visitors will be required to present identification and sign-in as they enter the school building. While all doors will be able to be opened from the inside to meet fire law and regulation, only one entrance will be accessible from the outside which will be monitored at all times. The visitor‘s log will be kept for at least 3 years. C. Insurance Coverages This is a prepared timeline for buying the insurance package before start of the school year. See below for each coverage: Coverage School Board Legal/Educators Legal Liability $2 million Employment Practices Liability $1million Workers Compensation $1 million General Liability, Excess, Crime, Sexual Timeline As soon as board is formed and making school based decisions (contracts) Before first employee is hired When first employee is hired or board is formed. When lease agreement is signed or property 94 Vision Learning Academy Abuse, Auto Liability, Student Accident $3 Million is purchased (landlord requires General Liability coverage). Property/Flood $1 Million As soon as we acquire contents/school equipment **All coverages above will be in place before the school year begins (July 1, 2013), sooner if parents/teachers will be on campus before school year. 95 Vision Learning Academy Appendix H – School Operations and Employee Manual Vision Learning Academy School Operations Policy Manual Policy and Procedures Program Model Description Standard Operating Procedures Drafted ‘2012 School Year 2013-2014 Table of Contents: Overview Academy School Program Model Chapter 1 2013-14 SCHOOL LEADER/MODEL VISION FOR SAFE SCHOOL MANAGEMENT Chapter 2 Professional and Safe Environment/Needs Assessment Chapter 3 Student Transportation Chapter 4 Staff Development— Chapter 5 Intake Process Chapter 6 Student In-service Chapter 7 Behavior Management/Intervention Model Chapter 8 Therapy, Counseling and Support Models Chapter 9 College Track /Graduation Chapter 10 Data Management NOTES: 1. Use of symbol in document identifies items requiring scheduling on master calendar. 2. Use of symbol in document requires access to other documents defining program services. 3. Completed Management and Operations Plan will have a master copy organized in an individual 3-ring binder with section I providing an up to date copy of the Plan and attached sub-divided sections to include all support Standard Operating Procedures, Policies and reference documents. 96 Vision Learning Academy THIS PLAN SHALL BE CONSIDERED AN AUDITABLE RECORD, COPIES TO BE MAINTAINED IN THE OFFICE OF THE Board of Directors and the School Leader. Appendix H – School Operations and Employee Manual Attachments: 1. 2. 3. 4. Facility Space Utilization Plan Current Staffing Configuration (Organizational Chart) All Written Standard Operating Procedures referenced in Management and Operational Plan related to School Safety & Security District policies, procedures and listings relevant to school management OVERVIEW OF SCHOOL PROGRAM MODEL: This plan defines methodology for ensuring a safe and secure environment for all Vision Learning Academy staff and students and for delivering a consistent behavior modification and intervention program with high stakes results. Through alignment with the goals and objectives set forth in the Sitebased Improvement Plan (SBIP), and specifically those related to safety, security, student services, the education model and discipline, students will be provided a unique learning program to meet their individual learning and behavioral needs. Vision Learning Academy will be managed by a leadership team responsible for providing school services. The team is committed to following procedures defined from best practice related to Effective School Management and those defined in our individual school SBIP to ensure the safety, security and quality of the alternative school learning environment. Driven by the School Leader’s goals and objectives for safety, security, and discipline, as well as the School Model detailed in this plan, professional and safe school operations will be achieved. 97 Vision Learning Academy Appendix H – School Operations and Employee Manual CHAPTER 1: 2013-14 SCHOOL LEADER/MODEL VISION FOR SAFE SCHOOL MANAGEMENT The goal of the leadership team is to manage a school environment consistent with a Robust- Rigorous environment that define an effective and consistent management system for all learning units. Employing these key model elements, it is the goal of VLA to create an academy-type school experience having a positive impact on both staff and student commitment. The school management approach requires full team commitment to elements of the model and consistent monitoring of compliance with the system. All learning units will comply with these standards and focus on a positive and consistent single school climate for all youth. SITE-BASED IMPROVEMENT PLAN GOALS: Vision Learning Academy is committed to operating safe and secure environment for all staff and students through commitment to: 1. A defined program of training and staff development in the areas of crisis recognition and crisis prevention intervention, with the following goals: Identify local training opportunities and schedule training classes that emphasize early intervention and nonphysical methods of preventing or managing disruptive behavior. Develop an in house repository of articles and videos dealing with conflict resolution, Verbal de-escalation skills, Bully-Victim Violence, Silent Crisis: Sexual Minority Youth, Peer - Mediation Training, Crisis planning, Helping the angry kid and Violence in School. Action Plan: Incorporate videos and role play in staff development plan as an addendum to Instructor led Trainings. Staff will complete a minimum of 4 hours of training a Month. Implement a training program to teach staff how to maintain an environment free from any form of harassment. Develop greater recognition of discrimination and harassment in the world at large through media studies in the classroom. 98 Vision Learning Academy Appendix H – School Operations and Employee Manual 2. Operating a discipline system that will offer positive incentives and consistency in the delivery of consequences for behavior such that Students feel rewarded and staff feels empowered by committing to the tenets of VLA’s model. Intervention will include providing a full array of services in support of our student’s non-academic needs. In carrying out this commitment, the following goals have been articulated: Implement a structured school environment with strict behavioral expectations that are clear to our students and staff to insure discipline is administered in a fair and consistent manner. Action Plan: Develop a reference table that lists the appropriate intervention/responses that can be used alone or in combination in response to a single offense. Table will be broken down into Level 1 and Level 2 Rules and Interventions. Implement processes that will foster a school culture and climate that is easily recognized by the warm and caring relationships that associates have with teachers and other associates. Action Plan: Expand the roles of teachers/staff to act not only as teachers, but also as advisors, and mentors. Dean of Academics will be assigned specific students per semester. Teachers will act as mentors to their homeroom class. Implement a process to measure how welcomed, valued, and satisfied our Parents are in and with the school. Parents will be issued this survey at /during our grand opening and open house. Implement a process for assessing our parents’ opinions about how well we communicate with them. To be measured on a monthly basis by (JPAMS). 3. Implementing policy and procedures per this plan that will support a system to engage Parents in all aspects of the VLA experience (academics, behavior, and therapy, power hour and rewards) creating a close, professional relationship with Parents’ to ensure a complete awareness and involvement in child’s education. Identify and implement a Parents’ outreach strategy that details the VLA experience in the following areas: academic, behavior, therapy, power hour and rewards. Action Plan: Schedule a Parental open house beginning of first month of school year (Aug. 16, 2013). Attending Parents will have an opportunity to interact with their child/children’s’ teachers’ staff and leadership team via a modified schedule. Implement a monthly community newsletter that will feature program goals, initiatives, rewards, updates and student accomplishments first issue to be published beginning of third month of school year. 99 Vision Learning Academy Appendix H – Personnel Policies or Employee Manual VLA’s 2013 Operational and Management Model VLA’s CONTRACT GOALS AND OBJECTIVES: CEO Goals and Objectives for Safety and Security (SBIP) Commitment: The school will meet and/or exceed the goals and objective set forth in the SBIP School Model Management Plan for VLA Professional and Safe Schools Commitment: Commitment: The Operations and Management plan is a living document that will be used to establish The Behavior model will be followed in a fair and consistent manner Intake Commitment: Intake process will be informative, professional and reflective of the climate Student and In-service/ culture of training the school. ‘The VLA Experience” Therapist/Behaviorist Commitment: Students will have ALL the resources necessary to be successful. Commitment: Staff and Students will be trained and equipped with the tools Behavior Intervention and and support to make a Therapy difference. Commitment: Create a Behavior Intervention policy that is clear, with firm discipline and attendance policies that are consistently enforced. Reporting and Communication Commitment: All communication will always be open and honest. College Track and Afterhours Clinic 100 Commitment: All students Will have a completed portfolio and will be able Vision Learning Academy Appendix H – School Operations and Employee Manual As Per review of the VLA Contract with the local School District, the following goals, objectives and contractual requirements are defined to ensure an effective and safe school environment (review contract list all required conditions related to direct student services required measurement of attainment if applicable). Contract Defined Goal, Objective or Requirement per Agreement EXAMPLE: instruction 285 minutes of daily Expectation of Performance or Compliance Contract Reference and page # Owner (SL,CEO, Teachers, and other (define) CEO,SL 285 minutes per master schedule Bulletin 741 EXAMPLE: employment TB Testing prior to All employees to be tested SL,AA ALTERNATIVE EDUCATION/VLA’s SCHOOL LEADERSHIP TEAM The following leadership staff that will have direct responsibility for daily management of the service contract will manage the school. The team will work with the individual teaching units within the school to ensure direct service staff is supported in the delivery of appropriate robust and rigorous academic content to all students in attendance. The team will ensure that the VLA model compliance and management of a school environment that follows the College Preparatory model. Name Job Title Licensed/Certified ? LaToya Jackson yes Supervisor of Academics Natalie Williams (k-12) yes Special Education Coordinator Kimberly Kirton yes Chief Executive Officer School Leader 101 Vision Learning Academy Appendix H – School Operations and Employee Manual Director of Mathematical Studies Alford Cherry, Jr. yes N/A Behavior Interventionist/ School Counselor Administrative Assistant School Nurse N/A N/A LaShonda Ambers State Boards Licensed Registered Nurse VLA’s SCHOOL QUALITY CONTROL ELEMENTS/ ASSESSMENT OF QUALITY AND COMPLIANCE: VLA will commit to ongoing internal and external monitoring of school commitment to defined standards of quality assurance. The leadership team will be held directly accountable for program compliance with said elements and all will be evaluated based on the following College Preparatory Model for Alternative School Elements: Element Number: Element Description: Current SelfRating (0-100): Goal: E1 Delivering an arts and a College Preparatory student intake program in which expectations and defining characteristics of the program are outlined 80 E2 Delivery of a quality student introduction program (period of time defined in this plan) termed-“The VLA Experience-Student In-service and Training 80 E3 Daily management and staff commitment to 80 A professional, safe and secure school environment simulating student and staff attendance at work rather than school E4 Effective daily delivery of service to students; and 80 102 Vision Learning Academy Parents using the mentor model E5 Formally scheduled staff and team meetings driven by agenda and written plan 80 E6 Multi-modality instruction using and defined instructional model for delivery, rigor, robust College Track 80 E7 Effective use of Computer Assisted Instruction / and Credit Recovery Services 80 E8 Alignment of School Management with correlates of Effective School Research: 80 1. Parents are engaged in their child’s education 2. Quality orientation to program 3. Quality Academic Engagements. 4. Focus remedial services and Credit Recovery 5. Public Communication of School Performance Services E9 Assignment of students to unique learning units based on academic and behavioral needs 80 E10 Employment of a token economy system that works in conjunction with a defined intervention and multisystemic therapy model 80 E11 Individual associate Success AEP (Alternative Education Plan) management 80 E12 Parent/Guardian involvement in program 80 E13 Effective definition and coordination of afterhours clinics with School District Transportation 80 E14 Quality School District Customer communication 80 E15 Meeting or exceeding all contract specific requirements and performance standards 80 E16 Availability and quality coordination of support and therapeutic intervention through community partnerships 80 E17 Commitment evidence of an accurate and timely data management 80 103 Vision Learning Academy E18 Management Team focus on staff development to meet contract VLA’s defined expectations 80 E19 Effective financial operations procedures to ensure quality school management (staffing and access to resources) is supported 80 104 Vision Learning Academy Appendix H – School Operations and Employee Manual CHAPTER 2 PROFESSIONAL AND SAFE ENVIRONMENT (E3) Chapters 1-6 are cumulatively defined as the program’s Intervention Plan. These chapters define the means in which a student enters and transitions from the program, receives behavioral intervention, therapy, counseling and support. The Dean of Students, School Leader, Special Education Coordinator and Behavior Interventions define the vision for the Intervention Plan and works with his/her team to achieve the standards defined as successful outcomes. Aligning with the alternative education model, each program will maintain a robust, creative, innovative and rigorous environment, to include key elements as define through procedures and quality school review expectations. Our program will also align with alternative education and BESE procedures to ensure a safe and secure school environment. NEEDS ASSESSMENT: The chart below identifies safety and security practices that will be implemented at the school or identify the need and timeline for implementation. Written policies, procedures and descriptions will be introduced as an attachment. VLA’s IMPLEMENTATION and EXPLANATIONS 2013-14 STRATEGY TO IMPLEMENT/ IMPROVE ns for behaPOSTING – Our site will clearly define students’ behavior during “The VLA Experience and Intake Training” Also, written policies pertaining to book bags, vehicle use, and dress code will be communicated and enforced. Improve – Ensure commitment of all staff in implementing the MST/Teaching-Therapy model by regular monitoring of staff and referral data in students’ AEP Code of Conduct sted throughout the site. STING Student’s VLA Agreement Code is posted in every classroom-EVERYWHEREALL THE TIME. Hold staff and students to strict adherence to standards essional Code of Conduct ed and posted. STING 105 The m ite i Vision Learning Academy VLA’s IMPLEMENTATION and EXPLANATIONS 2013-14 STRATEGY TO IMPLEMENT/ IMPROVE ve adopted and manage icy regarding book bags. STING Students Documentation that Student’s have received handbook. Policy will be followed s adopted and policy defining students onal vehicles. REQUIRED N/A Monroe City Schools’ District Policy already in affect will be covered during in-service s adopted a formal sional dress code. STING VLA will adopt the modify MCSD dress code conducive the VLA environment. More stringent enforcement formal visitor policies to ffice check in and on-site Our site clearly defines Parent drop off which include sign out procedures as per MCSD handbook. More stringent enforcement Our site hold to the SOP as stated in VLA’s documentation. Implemented new process to measure staff and student attendance. Remodeled entrance to building as safety and accountability measure to ensure compliance. VLA will adhere to all of MCSD transportation and procedures. Students’ behavior on buses that is not in compliance with adopted policies will result incur more severe penalties. adopted and policy defining Parent up to include sign out STING s adopted a policy aff on limited time minutes) personal school nds or family to ensure a nd safe school ctly monitors student schools with Parents nsportation policies and e in place and monitored. 106 The m ite i Vision Learning Academy VLA’s IMPLEMENTATION and EXPLANATIONS 2013-14 STRATEGY TO IMPLEMENT/ IMPROVE has adopted a written E RED PROCEDURES and f on said procedures. VLA will be in compliance with MCSD Crisis Intervention Plan along with local agencies and authorities, all of VLA’s staff will be in serviced at the beginning of each school year. Incorporate a secure radio process with law enforcement quality radios to work in tandem with the non-secure radios. considering an adoption ages to name recognition ending). adopted and manages to procedure for Staff. All students will wear name recognition badges (pending). Policy will be consistently enforced. Random search strategy is under investigation and consideration for the 2013-2014 school years. Searches are going to occur on a more frequent basis. adopted formal written use of metal detecting es Security Monitoring school and has adopted n policy for use CEDURE WILL PROHIBIT F STUDENTS and STAFF L SITUATIONS OTHER RDINATED WITH OCAL LAW T-UNLESS OTHERWISE ) ses daily and random eapons and contraband nd procedures are ing and staff is fully Security monitoring cameras are under consideration and negotiations for the 2013-2014 school years. Consistent Random searches will be performed throughout the 2013-2014 school year. re consistent with District rch techniques. ses random ontrolled substances, cedure are defined in ff is fully trained. - Resource Officer-Monroe City Police Department Dean of Students and School Officers will be fully trained in search procedure they will perform on a more consistent basis throughout the 2013-2014 school years. re consistent with State 107 The m ite i Vision Learning Academy VLA’s IMPLEMENTATION and EXPLANATIONS 2013-14 STRATEGY TO IMPLEMENT/ IMPROVE ict policies on search hool activities, school strategy to assign and nnel during critical ction times in the most eas (i.e. before/after Will require strict adherence to policy. as adopted formal gang ategies to include staff ntify and report safety oncerns related to gang Will request a visit prior to end of each quarter. actively partnering with cement on issues activity. . s adopted and staff is tify and report safety oncerns related to ssion. MCSD facility- Site policy will be considered. Concerns and assistance will be solicited by the Monroe Police Department. ool has adopted o a formal plan of action onse and management ncidents. Site policy is in effect. SOP is covered In-services will be consistently scheduled to insure site compliance Site policy is in effect. SOP is covered In-services will be consistently scheduled to insure site compliance nsistent with s on search techniques. ool has adopted o a formal plan of action to response and ment for all critical 108 The m ite i s. nsistent with s on search techniques. as adopted a formal Use e policy and plan. Vision Learning Academy VLA’s IMPLEMENTATION and EXPLANATIONS 2013-14 STRATEGY TO IMPLEMENT/ IMPROVE Policy of stressful and situations will be immediately dispatched to the Resource Officer and he then will refer it to the Monroe Police Department. VLA use of force will always be a last result. De-escalate always the right choice. s adopted a formal Service Center Concept g for coordination of services for students and in need. s a formal assistance m in place to address e anger management. VLA has a parent program that will be incorporated and in-services will be held to insure compliance. In-service trainings are schedule to in-sure staff is aware of district- regional and State resources Staff is aware of techniques to use to deescalate potential anger management issues along with in-house therapist. Continue to request feedback in meetings as a formal plan ip defining key Strategic ship with local law ment. s a formal plan and ship with Monroe City’s School Resource Officer. VLA has established relationship-building process with both agencies. Will include them in all appreciation events we host. VLA plans at least one appreciation events for them this per Quarter. as adopted formal and procedures to safety and security es during last weeks of and prior to major VLA’s Behavior Interventionist will review all behavior parts of each student’s AEP to insure compliance and accountability measures... Adopt and Continue with the BI (behavior interventions management and student accountability system. nd procedures are in nd staff is trained on ory emergency drills and ions. REQUIRED G VLA will have all the necessary and mandatory drills and they will be unannounced and unscheduled... Adopts and Continue with State requirements and include and incorporate inclement weather process and natural disasters in the training. ol has identified unique nd security needs related opulation service and/or nity and has adopted and s with site-specific and procedures to the unique needs. All site specific policies are being followed and adjustments have been made to insure the safety of student, faculty and staff. Adopt and continue with policy. Several members of the staff have developed working relationships in key offices. 109 The m ite i phic, referral, and critical data are regularly d to identify areas of ent to safety and practices. s a strong relationship al office of Dept. of Justice and works atively with said agency dinate services. s adopted and will train ership staff in media s it relates to critical s and matters related to nd security. ocedures and plans to safety and security are all new staff training. d Security briefing are d to all staff including the of relevant school data. istributes all ation and follow Policy nvolved in dispensing of e attends trainings. Vision Learning Academy VLA’s IMPLEMENTATION and EXPLANATIONS 2013-14 STRATEGY TO IMPLEMENT/ IMPROVE VLA will collect academic and behavioral data on a weekly basis and report it to the State Department of Education through JPAMs. Adopt and continue with policy. VLA will work cohesively with DJJ, probation officers and all other outside agencies which attribute to the child’s success. Adopt and continue with policy. In-service and adoption of this plan will be detailed and explained during the professional development training at the beginning of the year. Adopt and continue with policy. Security and security training are presented during in-service trainings. Adopt and continue with policy Safety and security briefings will be during weekly team meetings. Adopt and continue with policy School nurse is responsible for all medication disbursements, selection and monitoring of disbursement staff and training. Adopt and continue with policy. 110 The m ite i Vision Learning Academy Appendix H – School Operations and Employee Manual VLA CRITICAL INCIDENT REPORT (CIR) Standard Operating Procedures SOP Reference Chapter 2: 2.1--Professional and Safe School Environment VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: CEO, School Leader (SL), Dean of Students (DOS), Behavior Interventionist (BI) Date Adopted: School Year 2013-2014 Topic Critical Incident Reporting Purpose To guide School Leader in managing a binder which chronicles detailed events and corresponding timelines for all critical incidents that occur at the site. A CIR would be required for injuries, bomb threats, fire and alarm use, sexual incident, major disruptions involving Students and use of public transportation. Primary Staff Responsible 111 Vision Learning Academy Appendix H – School Operations and Employee Manual School Leader Procedure 1. Using good judgment, and the list below as a guide, identify the incident occurring at the school, near your site, or to one of the persons associated with your site which merits detailed documentation. 2. Reporting staff member will communicate incident to direct supervisor and/or School Leader. The School Leader is then responsible for communicating with the Chief Executive Officer. 3. Use the standard VLA CIR form to detail each incident separately (add forms per injury reporting procedures and emergency management plan if necessary). 4. Similar to a police blotter or report, detail the time, place, and key parties of the individual events, which fully describe the critical incident. 5. Review the events and update as needed or as the incident unfolds (use as many pages as needed). 6. Have at least 2 eye-witnesses (prefer VLA Staff who has been trained) sign corroborating your observations and documentation. 7. Attach any and all documentation, which support the detailed outlining of the events. Sign and place all documentation in a three-hole binder labeled “CRITICAL INCIDENTS”. School Leader will maintain and keep a copy of incidents in a separated binder accessible/for the CEO/Board of Directors. 8. Upon completion of the investigation the CEO is then required to call the incident into the Secretary of the Board of Directors. 9. After completing the phone call the CEO must notify the AA (administrative assistant) to input all information into the electronic CIR data base filing system. 112 Vision Learning Academy Appendix H – School Operations and Employee Manual 10. VLA recognizes the following: All CIRs contains legal documents and may be used during legal proceedings. All information is accurate, clear, and consistent with policies and procedures, which governs’ VLA programs. IDENTIFYING CRITICAL INCIDENTS THE INCIDENT NEED NOT BE LIFE-THREATENING TO MERIT INCLUSION IN CIR BINDER (The following statements are refer to as a guide, not an exhaustive list) An incident requires documentation and inclusion in Critical Incident Report (CIR) Binder if: The incident requires the use of the Emergency Plan to bring it to resolution Student’s health (mental & physical), safety and security is or may be compromised by the incident Staff health (mental & physical), safety, and security is or may be compromised by the incident The integrity and or quality of any of VLA’s program s is or may be compromised as a result of the incident The incident has legal ramifications for the company The incident requires intervention from an outside social service agency to bring it to resolution Students utilizing public transportation (city bus) 113 Vision Learning Academy Appendix H – School Operations and Employee Manual KEY NOTES: Definitions: Incident- Classification of events from start to finish Event - One of numerous occurrences worth noting involving a Student Stakeholders – Any and all Staff, Community Partnerships, Visitors, Students, Parents, Local School District, BESE,LDOE Frequency/Duration: As needed/document until successful closure is achieved Achieved Successful Closure: When incident is resolved; this may take minutes, hours, days, and/or weeks... Special Quality Assurance Steps: 1. School Leader must sign off on final draft of incident Reports 2. TO BE REVIEWED Bi-WEEKLY or monthly BY the CEO and some appointed Member of the Board of Directors. 114 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA CRITICAL INCIDENT REPORT FORM INITIAL INFORMATION: DATE (S)_______________________ INCIDENT TIME: (FROM-TO)_______________________ **INCIDENT: INJURY/ILLNESS (MUST ATTACH INJURY REPORT) BOMB THREAT WEAPON FIRE (ALARM) MAJOR DISRUPTION OTHER: _______________________________________________________________________ SUPERVISOR (S) NAME: _____________________________________________________________________________ LIST STAFF PRESENT: _____________________________________________________________________________ STUDENT (S) INVOLVED: _________________________________________________________________________ __________________________________________________________________________ OTHER STUDENT (S) PRESENT: __________________________________________________________________ 115 Vision Learning Academy PARENT CONTACT: YES NO CONTACT TIME: __________________________________ NAME: _______________________________________ TELEPHONE #: _______________________________ TRANSPORTATION OF STUDENT FROM VLA: YES NO OR N/A DISTRICT BUS PARENT/GUARDIAN PUBLIC TRANSPORTATION, IF SO, PUBLIC BUS FARE PROVIDED: YES AMOUNT_______ NO REQUIRED PARENT/GUARDIAN PERMISSION: YES NO NAME/RELATIONSHIP: __________________________________________________________________ *Detailed explanation of events surrounding the Critical Incident must be submitted with the CIR form. Supervisor’s Signature: All Critical Incidents requiring outside intervention MUST be communicated to the CEO immediately!! 116 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA CRITICAL INCIDENT REPORT FORM DATE: DETAILED EXPLANATION OF EVENT: 117 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA USE OF FORCE STANDARD OPERATING PROCEDURES SOP Reference Chapter 2: 2.3--Professional and Safe School Environment VLA’s Site Location: Vision Learning Academy, Monroe, Louisiana SOP Owner: Dean of Students, Behavior Interventionist Date Adopted: I. Topic Use of Force II. Purpose: School Year 2013-2014 To provide safety for students and staff the following procedures for Use of Force/Non-Violent Crisis Intervention (CPI) will be implemented and followed by VLA faculty and staff members. III. PROCEDURE 1. A certified instructor in Non –Violent Crisis Intervention (CPI) techniques will train ALL VLA. At no time should any staff other than the Facility Staff attempt to “take down” or otherwise go “hands on” with a student. 2. Only when there is an immediate threat to an individual faculty and/or staff member or student and as a last resort will Non Violent Crisis Intervention Techniques be used. 3. Non Violent Crisis Intervention Techniques are the only techniques in which VLA has authorized for use. 118 Vision Learning Academy 4. The “first responder” on the scene immediately following the safe resolution of the incident must complete a Critical Incident Form. 5. A copy of the critical incident form must be filed in the Critical Incident Binder located in the Dean of Students’/BI office. 6. The Behavior Interventionist /Dean of Students must notify the School Leader. 7. When appropriate the Supervisor of Academics or whomever responds first to the incident will immediately notify the Dean of Students. 8. When appropriate the School Leader will use the Monroe City Police Department for Critical Incident procedures. VLA notes and states that when “Take Down” or “Hands On” techniques are used there may be legal ramifications. 119 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA RADIO PROCEDURES Standard Operating Procedures SOP Reference Chapter 2: 2.1--Professional and Safe School Environment VLA’s Site Location: Vision Learning Academy- Monroe, Louisiana SOP Owner: School Leader (SL), Dean of Students (DOS), Behavior Interventionist (BI), Supervisor of Academics (SA) Date Adopted: IV. School Year 2013-2014 Topic Radio Procedures V. Purpose To guide the School Leader and the Dean of Students in facilitating the most effective and efficient use of communication via hand held radios. VI. Primary Staff Responsible Dean of Students, Behavior Interventionist VII. Procedure 11. Each classroom will be assigned a radio identified by number. Immediately following morning Power hour staff must claim their respective radio from its respective charger (located in the DOS/BI) office. 120 Vision Learning Academy 12. Staff with an assigned radio must ensure that the radio is on and in their possession at all times. Note: Do not allow another staff member to take into their possession your assigned radio. 13. All radio transmissions must be school related, brief and with relevant information. Proper business etiquette is expected at all times. Inappropriate, abusive, or otherwise unprofessional behavior must be reported to the Leadership squad and will be dealt with through the progressive disciplinary procedures. 14. When a radio transmission is being made, the “caller” must first identify the staff member by name that they are attempting to communicate i.e. Mr. Big then wait for that staff member to acknowledge the caller with “Go Ahead for Mr. Big (name the responder). 15. Staff members should not respond on behalf of another staff member. 16. Staff members must be careful not to “step on” another staff member’s radio transmission. Wait until all messages are complete from the caller and responder. 17. When using the radio to communicate emergencies use the appropriate code and always state where the emergency (code) is occurring i.e. “Code Red in the Cafeteria ” 18. Staff should refrain from using associates first and last name when communicating over the radio. When it is necessary to have a student sent to the front office or another location staff should use the intercom system. 19. Staff is responsible for replacing their assigned radio back on the respective charger before leaving for the day. 121 Vision Learning Academy Appendix H – School Operations and Employee Manual A PROFESSIONAL/PERFORMANCE-RELATED APPEARANCE PUNCH LIST SOP Reference Chapter 2: 2.6--Professional and Safe School Environment VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Date Adopted: CEO, School Leader (SL), (SA) Supervisor of Academics School Year 2013-2014 STANDARD OPERATING PROCEDURES I. TOPIC Job Appearance II. PURPOSE The following defines the procedures for the maintenance and preparation/closure of a punch list to ensure the appropriate overall (look and feel) appearance of VLA. III. PRIMARY PERSON RESPONSIBLE School Leader IV. Procedure A. The SA under the direction of the CEO will develop a punch list detailing those items, fixtures (clocks, etc.), appliances (microwaves, etc.), accessories, furniture, etc. that may need to be repaired, discarded, and/or replaced. The punch list is developed by the SL and the CEO walking the floor (room by room) with a note pad listing the above-mentioned needs. All the information on a day-to-day basis is placed in an SL appearance binder. This list should be prepared on an on-going basis (at the end of each semester in preparation for 122 Vision Learning Academy the upcoming semester). The SL is responsible for walking the floor DAILY to ensure the professional appearance (look and feel) of the floor. B. Once the punch list has been prepared the SL should meet with the CEO to determine the priority items, and the cost of the repair/replacement. (VLA will adopt a Procurement Process) 123 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA DISPENSING MEDICATION PROCEDURE Standard Operating Procedures SOP Reference Chapter 2: 2.7--Professional and Safe School Environment VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Date Adopted: IV. CEO, School Leader (SL), School Nurse (SN) School Year 2013-2014 Topic Dispensing Medication V. Purpose The following defines the procedure for Dispensing Medication to Students during “onstage” (classroom) hours. VI. PROCEDURE: VLA’s SN is responsible for coordinating all Student medication distribution. VII. VLA must have on file a Medication Authorization Form, which must be properly completed by the attending physician. The parent/guardian must bring the medication to VLA in the appropriate prescription. 1. An authorized VLA Staff member who will be appointed/assigned by the school nurse will check-in the medication by doing the following: a. Each pill must be counted by the staff and authorized (do not physically touch the pills, lay out meds on piece of paper and count by moving to one side with end of pencil or object other than hands) –the Parent may assist you with this task (the Parent may physically touch medication). Parent must initial the quantity of medication to be kept at VLA on a Medication Distribution Form. 1. Medication Authorization Form must be compared to prescription bottle to verify that the prescription is the same. b. Prescription must be for the exact milligrams, and frequency as described on the Medication Authorization Form signed by physician. 124 Vision Learning Academy 2. 3. c. When distributing the meds, the Student must consume pill in front of distributing staff member. d. If a Student refuses to take medication, parent/guardian must be notified. e. The Medication Distribution Form must have the name of the Student, medication name, date of distribution, time of distribution, frequency of distribution, and staff initials. Staff members distributing meds must be authorized by having attended a Medication Distribution Training (when applicable or as authorized by PRN School Nurse). Medication must be kept in a locked cabinet at all times and keys must be located in the school’s locked vault. 4. Once medication is no longer necessary (i.e. Student is no longer at the school), medication must be destroyed by School Nurse or authorizing person(s). 125 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA CONFISCATION OF ASSOCIATE VALUABLES Standard Operating Procedures SOP Reference Chapter 2: 12.0--Professional and Safe School Environment VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: School Leader (SL), Dean of Students (DOS), Behavior Interventionist (BI) Date Adopted: School Year 2013-2014 VIII. Topic Confiscation Procedures IX. Purpose To track and process confiscated items of value (Over $50.00) that are brought on campus by the Student and clearly document the return of those items. X. Primary Staff Responsible DOS, BI, SL XI. Procedure Confiscate items of valor are to be submitted to the DOS accompanied by a contraband sign off sheet and a provided container for the item. The DOS will house the item in a safe place to be determined by the school until a Parent/Guardian retrieves the items. These items entail music players, knives, timers, bandanas or any other electronic devices that are prohibited by VLA. 126 Vision Learning Academy Jewelry will not be confiscated; however, the Student will be redirected regarding bringing prohibited jewelry on school grounds (i.e... brass knuckles, gold teeth,). Students will be instructed to remove and place all non-permitted jewelry, as stated on the current dress code, in their pockets and not brought or worn to school. Any continual violations on this issue will result in re-direction and processed through the student’s behavior interventionist model as pertaining to each student’s individualized AEP. Inappropriate clothing such as dark hooded jackets, fleece sweaters and hats of any nature unless a specialized business day will be confiscated and not returned to the Student. The Parent/Guardian will have to retrieve the clothing items. The clothing mentioned above will be stored in a designated area at VLA. All other items confiscated, such as, candy, pens, mechanical pens, lighters, tobacco products or any other item deemed prohibited, will be disposed of. Any illegal drugs or unlawful items will be confiscated and reported to the SRO and processed immediately and accordingly through the Monroe City Schools Department. In some cases we will not confiscate any non-prescribed anti-contraceptive devices. 127 Vision Learning Academy Appendix H – School Operations and Employee Manual Chapter 3: VLA’s Student transportation VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: CEO, School Leader (SL), Dean of Students (DOS), Behavior Interventionist (BI) Date Adopted: 2013-2014 School Year The timely and safe transportation of Students to and from VLA is an imperative role of the SL and the DOS. In the chart below, identify who has the responsibility to carry out transportation-related activities. VLA will comply in addition to the policy below with all MCSD transportation policies. ACTIVITY District Transportation Scheduling VLA’s School Leader, DOS and entire academic team DESCRIBE PROCESS TO ENSURE SAFETY DOS Upon notification from districtParent/student notification of pick-up drop off is given to each Student with copy of MCSD’s Bus rider rules and procedures. Bus Arrival/Drop- DOS, Schedule is given to associate if available off Procedures (staff AA(administrative during Orientation if not no later than assignment) assistant) second day of class attendance. Safety and Security SL, DOS Procedures Supporting On-Bus Discipline Policy covered during Student In-service. Safety and Security Unloading (recording, monitoring, driver Policy covered during Student In-service. SL 128 Vision Learning Academy interaction) Public Transportation Monitoring and Approval Procedures (if applicable) SL, BI, DOS Approved on a case-to-case basis and upon approval from SL- Monroe Transit System and DOS is notified of confirmed city bus riders. Students are given passes to confirm they may ride city bus. Bus Evacuation Drills Monroe City School District 1 evacuation per year Parent Drop-off Procedures All Staff Covered in Parent/Student In-Service Student Vehicle Use CEO,SL Policy and Daily Monitoring Covered in Parent/Student In-Service Supporting SOPs and documents for Student Transportation Chapter 3: Answer questions regarding items supporting school safety management. ITEM ON-SITE, SOURCE, AND AUDITABLE (Yes, No or N/A—Explanation Required) Transportation Service SOP Process Owners District YES Bus Schedule Central Location Management SOP Process Owners District Yes Bus Evacuation Drill Schedule Process Owners District Yes List others: Car Rider/ Walker Process Owner District Yes 129 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA TRANSPORTATION SERVICES Standard Operating Procedures SOP Reference Chapter 3: 3.1—Transportation Services VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Date Adopted: School Leader (SL), Dean of Students (DOS), School Nurse (SN) School Year 2013-2014 Topic Transportation Purpose To ensure a timely and quality transportation experience for Students. III. PRIMARY PERSON RESPONSIBLE SL, DOS Procedure District Transportation Communication (who/what/when) The SL along with the AA will ensure that each Student has transportation through the school district or by way of Monroe Transit Systems. The DOS or the AA will notify the district transportation department (after the parent/student in-services) of newly enrolled Students. PROCEDURE/TIMING FOR ALL DISTRICT COMMUNICATION: The School Leader is the liaison with the school district upon receipt of the bus information from transportation; the AA will notify the DOS and parent of the bus route number, pick-up location, and pick-up and drop-off times. 130 Vision Learning Academy Transportation A. The SL is responsible for monitoring all transportation as it relates to bus arrival, number of Students on each bus, number of buses serving program, safety and security on and off the bus, bus evacuation drills safety of Students at the city bus stop and ensuring Students safely boards city bus. Procedures on Bus Arrival to Vision Learning Academy 1. 2. 3. 4. 5. All staff will have designated posts in the morning beginning at 7:30AM to the arrival of all buses or 7:50 AM the start of power hour. Upon arrival DOS /BI will stand near bus and talk to the bus driver and handle all Bus referrals on the bus. The DOS /BI will issue consequences and hand one copy to the driver and one to the student. Students will then exit the bus and form a line to enter the power hour area. All students will be subject to search. A Male staff member will search the males and female staff will search the ladies. Any items taken from a student will be documented on search and seizure sheet handled by the BI and DOS. Students will then exit the debriefing room through the doors and head to their respective areas. After the bell rings, students will go to their first period class. Attendance will be taken by their homeroom/Block 1 teacher. Procedures on Bus Dismissal 6. All VLA staff will have designated posts in the afternoon beginning at 2:54 Pm. 7. All students will exit the buildings in a safe orderly fashion. 8. All staff will be on post until their area have been declared to be all clear, at that time VLA staff will continue with their daily assignments. Safety and Security On/Off Bus 1. Monitor Student behaviors on bus (as indicated through school bus driver communication – via bus referral or meetings), and when boarding/departing the bus (quick boarding and departure – minimal loitering). 2. The DOS will complete an arrival and departure plan outlining staff duty points (in hallways and outside) to ensure a professional/safe arrival and departure. Public Transportation 131 Vision Learning Academy 1. The SL must ensure that each time a Student utilizes the city bus as means of transportation (other than as primary transportation – pick-up and dropoff) that a Critical Incident Report (CIR) is completed. 2. When a Student utilizes public transportation to depart during school hours, such as a city bus, the Teacher/DOS must get verbal approval from the parent. Bus Evacuation Drills The district should coordinate 5 bus evacuation drills a year utilizing the evacuation drill form. VII. STUDENT Transportation The following defines the procedures for VLA’s Students use of public transportation in the event of early departure due to illness and/or disciplinary reasons. PROCEDURE A. Guardian Permission – The Teacher, SL, and DOS must receive verbal confirmation from the Parent/Guardian. The Student does not make the phone call! The guardian/contact person must be listed on the emergency information card. B. Critical Incident Report (CIR) – Once verbal permission has been given, the SL and witnessing staff must complete a CIR. The CIR must be filled out COMPLETELY (correct time, date, name of person giving verbal permission, number called for permission, relationship of contact). At this time the DOS must make sure that the Student has the sufficient fare amount for transportation, be sure to indicate amount given (if any) on the CIR. If the Student has fare, indicate on the CIR. The DOS will also make sure that the Student knows what bus he/she must take in order to arrive at their destination safely. C. Departing Premises – Upon leaving the Student must sign out in the front office/AA area utilizing the site’s official sign out sheet. 132 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA EMERGENCY EVACUATION DRILL REPORT VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Date Adopted: CEO, School Leader (SL), School Year 2013-2014 Emergency evacuation drills shall be held twice within the first two weeks of the school year and monthly thereafter for a total of not less than 10 drills for the school year. WL # _________ Facility: ______________ L/C: ________ DRILL TYPE Fire: Severe Weather: Bomb Threat: Lock Down: Bus Evacuation: Number of Students Participating: ________ Evacuation Elapsed Time: Evacuation Route Used: Method of Alarm Activation: Location of Pull Station If Used: ______Min. Primary ______Sec. Secondary _________________________ _________________________ 133 Vision Learning Academy General Comments: _____________________________________________________________________________________________ _____________________________________________________________________________________________ ______________________________ Problems: Work Order #: __________ Work Order Date: __________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ______________________________ July Aug. Sept. Oct. Nov. Dec. Jan. Feb Mar. Apr. May June Signature: __________________________________ Date: __/__/__ Print Name: _________________________________ Phone: __________ 134 Vision Learning Academy Appendix H – School Operations and Employee Manual Vision Learning Academy EMERGENCY MANAGEMENT RESPONSE PLAN (EMP) (IN ACCORDANCE WITH THE DISTRICT PLAN) The following VLA- EMP has been developed to guide and protect students and staff in crisis situations where sound judgment and quick action are necessary. Due to the potential risks related to unanticipated events, it is important for all staff to fully understand the significance of the Emergency Management Plan. VLA’s Emergency Management Plan is a supplement to the School District adopted EMP. VLA’s Emergency Management Plan details specific information. The EMP will be utilized as the primary referral source for ALL emergency situations. Refer to DISTRICT PARTNER EMP for detailed directions when emergency situations arise. Emergency Management Team (required): CEO, School Leader, Special Education Coordinator, Director of Mathematical Studies. Supervisor of Academics, Behavior Interventionist, School Resource Officer, Dean of Students The following outline details the necessary steps to be taken in accordance with the DISTRICT PARTNER Emergency Management Plan. The School Leader is responsible for coordinating with the District office access to local EMP’s (required by law to be adopted for each local School District). PLANNING Access the SCHOOL DISTRICT PARTNER EMP. This information should be completed in ALL DISTRICT PARTNER EMP. Remember the EMP should be located in specific areas for quick reference. Codes: (The following codes will be utilized in emergency situations) Colors refer to any emergency on property that requires IMMEDIATE support. All staff should utilize these codes only in emergency situations. (The following signals will be used to identify type of radio and/or intercom code emergency Situations) 135 Vision Learning Academy Appendix H – School Operations and Employee Manual o o o o o o o CODE RED Fight LOCKDOWN CODE WHITE - Medical CODE GREEN – Serious Injury CODE PURPLE – Weapon LOCKDOWN CODE ORANGE – Hostage LOCKDOWN CODE BLACK – Bomb EVACUATION CODE BROWN – Power outage LOCKDOWN STAFF TRAINING SCHEDULE: “BLUE” – refers to a hazardous weather drill where the students do not evacuate the building. All students and staff will report to the Cafeteria during a code “blue.” “YELLOW” - refers to a bomb / fire evacuation. All students will utilize the exit(s) of the building indicated on the evacuation route map. All staff training related to safe school management will be defined on the master SAFE SCHOOLS CALENDAR. The calendar will be updated at least monthly. EVACUATION PLAN & PROCEDURES 1. Site-specific maps should be posted in ALL rooms indicating primary and secondary routes. Verification of Posting: __________________________ Date: __________ Environment Specialist 2. 3. Adhere to evacuation procedures detailed in the Monroe City Schools EMP. Location of Emergency Management Plans. #1 – School Leader’s Office #2 – Dean of Students/Behavior Interventionist Office #3 – Administrative Assistants Office #4 – Custodial Staff’s Main Office Area 4. All incidents must be documented using VLA’s formal reporting procedures (INCIDENT REPORT). 136 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA’s drill schedule in Site Safety and Security Calendar. GUNS/WEAPONS ON CAMPUS HOSTAGE KIDNAPPING/CHILDNAPPING SEXUAL BATTERY SHOOTING/STABBING BOMB THREAT CHEMICAL SPILL/AIRPLANE CRASH DEATH/SUICIDE OF STAFF MEMBER/STUDENT FIRE/EXPLOSION 1. 2. VLA will have a Site-specific drill schedule developed, and implemented accordingly. All evacuation routes will be posted. MAJOR STUDENT DISRUPTION 9. ALL of VLA’s staff and student body will be trained by a certified instructor in takedown procedures (CIT/CPI). At no time should any staff other than the DOS/BI to take down a student. Only when there is an immediate threat to a faculty/staff or another student will takedown procedures be acted upon. WEATHER MEDIA GENERAL MEDIA/COMMUNICATION GUIDANCE: 1. Request for Information from Persons Involved Directly with VLA: School Leader will use appropriate discretion in releasing information to persons involved directly with VLA. Such discretion will include an assessment of the need for said information, VLA preparation of information in a 137 Vision Learning Academy professional manner to be a strong representation for the organization and the time sensitivity of the request. VLA as an open book public organization will share any information requested from partners, however such information will be appropriately screened for professional appearance that will include accuracy of information. Any questions about release of information should be directed to the CEO, Latoya Jackson. 2. Request for Approval for Site Visit from Persons Involved Directly with School/Program: Accommodate at earliest possible. 3. Request for Information form Local Media: Regardless of source, the CEO will be contacted prior to releasing information or scheduling of campus tours. If media appears at building, defer them until CEO or CEO’s delegate/spokes person arrives. 4. Request for Information from Person’s Interested in Learning more about Program: If the party may have business interest in visiting the school, contact CEO. If the party is a community individual with a desire to better understand the program model, provide a tour and appropriate general program information but not without prior approval from the CEO. 5. Any unusual Request for Information: Refer to the office of the CEO. Vision Learning Academy has developed formal marketing materials defining the model; the SL must be contacted for said material. Approved By: ________________________________ _____________ CEO Date 138 Vision Learning Academy Appendix H – School Operations and Employee Manual School-Based Security Survey for Accountability Identify and rank-order the MOST SIGNIFICANT STRENGHTS at the school related to operation of a safe and secure school ensuring a quality daily experience for staff and students: SCHOOL SAFE AND SECURITY STRENGTH #1: Professionalism of staff and the number of staff that have prior Alternative School training. SCHOOL SAFE AND SECURITY STRENGTH #2: Site location closed campus SCHOOL SAFE AND SECURITY STRENGTH #3: Proximity to law enforcement, emergency medical services. Identify and rank-order the schools MATERIAL WEAKNESSES that need school leadership focus to ensure ongoing safety and security for staff and associates and the contributing factor(s): SCHOOL SAFETY AND SECURITY WEAKNESS #1: Student’s Behavior. 139 Vision Learning Academy CONTRIBUTING FACTOR (S): Students are high-risk associates. SCHOOL SAFETY AND SECURITY WEAKNESS #2: Building procedures. CONTRIBUTING FACTOR (S): Procedures have to be followed at all times. Staff cannot relax must adhere and be on point at all times. SCHOOL SAFETY AND SECURITY WEAKNESS #3: Students can possibly refuge within campus without being immediately detected. CONTRIBUTING FACTOR (S): Campus too large for complete coverage. Adjoined with another District campus. 140 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA ‘S PROCESS FOR A PROFESSIONAL AND SAFE ENVIRONMENT Emergency Management Response Plan (EMRP) and Safety and Security Manual for ongoing sites Answer Yes or No EMPR Policy and Procedures Define 1. School has an adopted EMPR YES IF NO—CRITICAL ISSUE MUST BE ADDRESSED AT PRIORTIY LEVEL WITH SL 2. All Staff Trained on EMPR annually YES Covered during summer orientations and ongoing in-service 3. VLA complies with Monroe City Schools’ approved District policy for their facility? YES Our plan used the district plan as resource. 4. EMPR hard copies are sufficiently located through site? YES Defined locations: SL. DOS, BI -Office – AA Front Desk 5. New staff training includes EMPR review? YES Locations are covered – their first point of contact is DOA personnel. Key School Safety and Security Contact Information: Point of Contact (person’s name and title) Role (Must address at minimum all of the roles listed) Contact Information (must include tele/email/address) Strength of Relationship (110 weak to strong) LaToya Jackson CEO 318-381-6781 Monroe City Police Dept Municipal law enforcement contact 318-329-2600 Royce Toney Office of the Sheriff contact 318-329-1200 Monroe City Police Gang suppression/activity officer 318.329.2600 Sgt. Roy Brown School Resource Officers 318-329-2600 Thea Burrrell Contact for medical 318-323-1143 141 Vision Learning Academy services EMERGENCY RESPONSE 911 142 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA’s Supporting SOPs for Safe School Environment Checklist Chapter 2: ON-SITE, SOURCE, AND AUDITABLE ITEM (Yes, No or N/A—Explanation Required) EMRP/Safety and Security Manual 2013-2014 Student Code of Conduct Handbook MANDATORY/MUST BE PLACED IN BINDER Critical Incident Reporting SOP YES Critical Incident Form YES Use of Force SOP YES Emergency Phones Use SOP YES Radio and Intercom Procedures SOP YES School Professional Appearance/Punch list SOP YES Professional Environment Review SOP YES Fire drill and Bus Evacuation tracking forms YES Building Closure SOP YES Distributing Medication SOP YES MCS District Emergency Operations Manual YES Classroom Procedures listing (Students expectations and Staff expectations) YES 143 Vision Learning Academy Appendix H – School Operations and Employee Manual Chapter 4: Staff Development—Academy Alignment School Leadership staff will provide effective and individualized staff development opportunities to support each employee’s professional development, ensure contract compliance, promote internal growth and succession planning and support the bi-monthly/weekly staff development initiative. Development of Monitoring System to ensure Staff Qualifications and Readiness Overview of Procedures Quality Rating of Current System -Not operational -Operational -Quality New employee orientation Orientation and in service training monthly calendar item Operational Verification of Staff Qualifications Review is conducted by AA under direction of SL prior to hire Operational Ongoing development training (Common-Core State Standards/Best Practices...etc related) Operational In-service training program implement a monthly calendar item. Background Screening (BESE Describe in Detail: New hires complete application requirement to include finger printing and Criminal background Interview- finger printing (own cost) and drug testing is schedule within 72 hours of hire offer. checks) Operational Discipline policy in place to address weakness in level service delivery for all staff Operational Critical Incidents and personnel issues are documented and forwarded to Learning Solutions Board of Directors. 144 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA’s Process for Staff Development Training of staff on emergency response plans o o o o o o o o o o o o Emergency drills and bus evacuations Training on Use of Force Training on Crisis Prevention Intervention (CPI) and CPR Other site-specific priority training related to school safety (i.e. gang behaviors) Bus Driver/Transportation appreciation events New employee orientation Staff Training on behavior intervention model Critical Schools Dates (begin date, breaks, student holiday, etc.) Required School Safety and Security Training District Contract manager meetings District meetings with Safety and Security Liaisons Pre-scheduled or regular meeting with key school partners 145 Vision Learning Academy Appendix H – School Operations and Employee Manual _______________________________________________________ VLA NEW STAFF TRAINING/ORIENTATION SOP Reference Chapter 4: _______________________________________________________ 4.1—Staff Development VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: CEO, School Leader (SL), Date Adopted: I. School Year 2013-2014 TOPIC New Staff Training/Orientation II. PURPOSE To provide salient information to newly hired personnel regarding organizational vision, historical background, and current direction. This orientation should also include, but not be limited to, specific job expectations, organizational hierarchy, adjacent organizational support, and an explanation of benefits. III. PRIMARY STAFF RESPONSIBLE CEO School Leader IV. PROCEDURE 146 Vision Learning Academy A. The CEO will deliver to all new personnel the organizational vision, historical background, and current direction. At this time, the organizational hierarchy of VLA should be fully explained. The DFO will further ensure all HR policies are followed relative to orientation of new employees. B. All new hires will receive Sexual Harassment Training and Compliance Training by the SL. Copies of Completion will be kept in the staff files. Mon. Intro. to lead staff; lead staff meeting – attend a vision meeting 8:30-9:30 am Office set-up/Intake Wrap-up 9:30-12:00 noon LUNCH 12:00 noon – 1:00pm Review of Job Descriptions & job expectations – where are we and where are we going? What is the vision of vision? Review with SL. 1:00-2:30pm DOA/BI Review of Academic-College Prep Plans and AEP binders 2:45-3:45 pm CEO/SL Q/A Session 3:50-4:30pm CEO/SL/DOA/BI Training Modules (The VLA Experience/Rigor, Vision World, Vision Universe and Overview of AEP tracking) 8:30-12:00noon LUNCH 12:00-1:00pm Classroom Observation 1:00-2:30pm Office Time (Lesson Planning Time) 2:30-4:00pm SL,DFO Attend a Staff Meeting 8:30 – 9:00 DOA Review Academy Plan 9:00-11:00am SL, DOA Go over in depth a Academics/Rigor 11:00-12:00noon LUNCH 12:00-1:00pm Go over Orientation and roles of DOS/DOA in regards to Safety and Security-Day to Day Routines. Lessons Provided in “The VLA Experience Student Orientation Packet.” All staff will be able to present, The VLA Experience to incoming students. 1:00-4::30pm CEO CEO/SL Tue. SL Wed. CEO/SL 147 Vision Learning Academy Thur. Fri. DFO,CEO Q/A session-benefit packages/time off etc... 8:30 – 9:00am DFO,FC Training Plan Review (review of current materials and ideas) 9:00-9:30 am CEO,SL Office Time/Individual Sessions w direct supervisor(classroom/office time for all other staff members) 9:30-12:00noon LUNCH 12:00-1:00pm Possible Classroom Observation and time to do lesson planning 1:30-4:30pm SL/CEO Attend Meeting w/ direct supervisor and staff 8:30-9:00am SL/BI Compliance and Sexual Harassment and all other environmental and high-intensity trainings 9:00-12:00noon LUNCH 12:00-1:00pm Materials Prepped for Monday 1:00-3:30 Debrief in anticipation of Monday full expectations 3:30-4:30pm SL 148 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA -BI-MONTHLY STAFF DEVELOPMENT VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: CEO, School Leader (SL), Dean of Students (DOS), Topic Bi-Monthly/Weekly Staff Development Purpose In order to meet VLA’s Management priorities; all managers must have a vested interest in each staff person’s development. Through bi-monthly /weekly/daily discussions, managers will have the opportunity to provide feedback to each staff person regarding his/her current performance and define action plans to improve as needed—this feedback and the determined performance outcomes will link directly to the Individual Contributor in the Incentive Plan. Staff will also have the opportunity to provide their direct managers feedback regarding the level of support and leadership provided to them. Goals: Aligned with the Four Program Priorities, the goals of the Bi-Monthly Staff Development Initiative process are as follows: 1. To provide feedback to staff regarding performance against defined criteria and create action plans as required 2. To provide feedback to managers based on the level of support and leadership provided to the team 3. To determine each staff person’s Individual Contribution toward school performance, to be used in calculating the annual Incentives Primary Staff Responsible School Leader (SL), Director of Financial Operations (DFO) 149 Vision Learning Academy Procedure On a bi-monthly basis each manager will meet one-on-one with each of his/her direct reporting staff. During this 15 minute discussion, the manager will provide feedback to the staff person regarding his/her performance against the five defined criteria (See attached Staff Development Tracking Form), discuss any advancement in development or certification accomplished since the last Staff Development conversation, define any areas of improvement needed and seek feedback regarding the effectiveness of the leadership and support provided to that staff person. Ratings for the incentive criteria will be documented each month in cumulative form on the Staff Development tracking Form. The overall effectiveness of staff development at VLA will be evaluated once a semester through the QSR process. During the QSR, the auditor will look for evidence of documented observations to support the staff development feedback and correlation of Individual Contributor scores with overall performance. The staff member will also have the opportunity to provide feedback on the overall leadership, support and communication provided to them by their direct manger. This rating will be incorporated into that manager’s extra-ordinary contribution score. Following delivery of individual staff development reviews, all forms are to be maintained by the School Leader in a “Staff Development” binder to be located in the School Leader’s office. These tracking forms should be typed and a copy provided to each staff member, in order to assist them with tracking their own staff development needs or goals. The bi-monthly scores will be averaged together to establish the Individual Contributor Score for the semester. School Leaders and staff will receive the same bi-monthly staff development process as defined above and the CEO will receive the same process from the Board of Directors.(see attached form) 150 Vision Learning Academy Appendix H – School Operations and Employee Manual Vision Learning Academy BI-MONTHLY STAFF NAME: __________________________________________________ STAFF DEVELOPMENT QSR Scores TRACKING FORM MANAGER/SUPERVISOR’S NAME: ________________________________________________________ Overall: SITE: ________________________________________________________________ MONTH :_____________________ :______________ Criteria: Score each criteria on a 1-20 scale (20 optimum performance) 1. Extra-ordinary VLA team contribution Work Ethic, Customer Service, Adaptability, Communication, Signature Innovative Projects /20 Comments: /20 Comments: 2. Quality of academic delivery Quality of Work, Job Knowledge, Performance Standards, Self-management /20 Comments: /20 Comments: 3. Quality of student behavior management Quality of Work, Job Knowledge, Performance Standards, Self-management /20 Comments: /20 Comments: 4. Quality of data/record management Quality of Work, Self-management, Communication /20 Comments: /20 Comments: 5. Commitment to professional development Personal/professional development, Communication, Self-management /20 Comments: /20 Comments: 151 Vision Learning Academy Total Points (out of 100): /100 /100 Management Requests/Areas of Need Identified To be completed by Staff Member: Using a 1-20 score (20 optimum performance) how would you rate the overall leadership, support and communication you have received from your direct supervisor? /20 Comments: /20 Comments: BI-MONTHLY NAME: __________________________________________________ Current QSR Scores CEO/SL/Admin DEVELOPMENT Overall: MGR. NAME: ________________________________________________________ SITE: ________________________________________________________________ MONTH :_____________________ TRACKING FORM :____________ Criteria: Score each criteria on a 1-20 scale (20 optimum performance) Extra-ordinary team contribution /20 Comments: /20 Comments: Work Ethic, Customer Service, Adaptability, 152 Vision Learning Academy Communication, Signature Project Quality of communication to all supervisees /20 Comments: /20 Comments: /20 Comments: /20 Comments: /20 Comments: /20 Comments: /20 Comments: /20 Comments: Written and verbal communication, in delegation encouragement and support Empowerment Delegation to management team in leadership delegation and support Contribution to school environment/department Overall effectiveness in school/department performance and leadership skills and delegations Commitment to professional development Personal/professional development, Communication, Self-management Total Points (out of 100): /100 /100 Areas of Needed Improvement Identified To be completed by Staff Member: Using a 1-20 score (20 optimum performance) how would you rate the overall upper level leadership and/or Board of Directors support, encouragement and communication to improve? /20 Comments: /20 Comments: 153 Vision Learning Academy What do you need changed or additional support in? 154 Vision Learning Academy Appendix H – School Operations and Employee Manual BACKGROUND CHECK AND DRUG SCREENING Standard Operating Procedures SOP Reference Chapter 4: 4.3—Staff Development VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Director Finance Operations (DFO), Administrative Assistant (AA), School Leader (SL) Date Adopted: XII. School Year 2013-2014 Topic Pre-employment background check and drug screening XIII. Purpose VLA is an equal opportunity employer that recognizes the need to protect the individuals we serve and to provide the highest quality services. All applicants will be recruited, interviewed, screened and selected to determine their qualifications, ability to do the job, 155 Vision Learning Academy and criminal history background regardless of race, color, religion, sex, age, national origin, disability or veteran status. XIV. Primary Staff Responsible DFO, SL, AA XV. Procedure All new hires will follow the defined VLA policy for pre-employment background checks and drug screening (New Hire Flow Process, Pre-Interview Process, Applicant Reference Checks and Drug Test Process). 156 Vision Learning Academy Appendix H – School Operations and Employee Manual CHAPTER 5: VLA’S STUDENT INTAKE PROCESS AND PROCEDURES VLA utilizes a defined, well-prepared and professional intake process in which Parents and Students will be educated on the policies and procedures of the School (inclusive of academic and behavioral components) and complete both program and LDOE required paperwork. Implementation of a successful intake process will include the following: Communication with districts/schools to obtain assignment of new student and accurate and timely enrollment into the district database and onsite. Professionally organized and management student intake process (timely notice and communication with Parents, management of all tracking logs and paperwork) Professionally organized, developed and delivered Parent/associate orientation SITE-BASED PROCESS FOR STUDENT INTAKE Below is VLA’s process for each step in Student Intake: STEP 1: Monroe City School District Referrals/ All Students meeting Bulletin 126 req. are Welcome PERSON (S) RESPONSIBLE: SL DESCRIBE IN DETAIL PROCESS: Zone school and/or local school board conduct hearing, decision is made to refer. MCSD Referrals are sent via email. District contacts SL’s office. Any student meeting “At-Risk” population and “alternative education criteria may be admitted on a first come first serve basis provided that all slots are available. SL contacts CEO for funding and operations to ensure that school has not exceeded chartering capacity. STEP 2: Student and Parent Contact—Scheduling for Attendance at “The VLA Experience.” Orientation Upon receipt of the referral, SL or designee contacts Parents/guardians to advise of intake process, time of orientation, dates of orientation and dress code. PERSON (S) RESPONSIBLE: in take Specialist/Teachers/SL/AA/DOS/BI/DOA/DMS/DFO PROCESS: Orientation consists of a Power Point Slide Presentation and”THE VLA EXPERIENCE.” Hands-on and interactive orientation (academic rigor and behavior intervention model). Orientation last approximately 50 minutes. Other agenda items will be added Transition process expectations. PROCEDURE FOR NON-ATTENDANCE: Re-schedule 157 Vision Learning Academy STEP 3: Student Intake and Orientation PERSON (S) RESPONSIBLE: SL, AA, DOS STRATEGY USED FOR SCHEDULING: Parents are contacted to apprise of orientation logistics. PROCESS: Same as above STEP 4: Scheduling for Parent/Student Orientation PERSON (S) RESPONSIBLE: SL, AA, DOS, Teachers PROCESS: First Week of school, the students assigned to an orientation team and classrooms for orientation. STEP 5: Attendance and Orientation Completion PERSON(S) RESPONSIBLE: Teachers PROCESS: Pre Testing - During Orientation, Star Reading, Star Math, Tabe, Math Essentials, ACT practice test, EOC practice Test in all subject areas PROCEDURE FOR NON-ATTENDANCE: Re- starts every Monday with DOS and AA. Students cannot miss a day or the student is recycled to the next class start. PROCEDURE FOR NON-COMPLETION Recycled one time—fail second time – restart process after second attempt is failed student may not be admitted to VLA and slot will be filled STEP 6: Schedule Assignments and Data is Tracked for Class Schedule PERSON(S) RESPONSIBLE: SL, DOA PROCESS: Test scores are analyzed PROCEDURE FOR ACADEMIC READINESS ASSESSMENT: College Prep Track - Assigned PROCEDURE FOR BEHAVIORAL ASSESSMENT: Cognitive Development Center-Behavior Interventionist 158 Vision Learning Academy PROCEDURE FOR ACCESSING STUDENT PRIOR HISTORY ACADEMIC: Previous school District Records/JPAMS/TETRADATA PROCEDURE FOR ACCESSING STUDENT PRIOR HISTORY BEHAVIORAL: TETRA- DATA VLA Supporting SOPs and documents checklist for Student Intake Process--Chapter 5: ITEM ON-SITE, SOURCE, AND AUDITABLE (Yes, No) Student Orientation SOP Yes New Student Enrollment Packet Yes —All sections required for input of data during Orientations assessment Yes Student College Preparatory TRAC Assignment SOP Yes 159 Vision Learning Academy Appendix H – School Operations and Employee Manual STANDARD OPERATING PROCEDURES VLA STUDENT INTAKE & ORIENTATION VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: CEO, School Leader (SL), Dean of Students (DOS), Behavior Interventionist (BI), Teachers, (AA) Administrative Assistant Date Adopted: School Year 2013-2014 Topic Student Orientation Purpose To ensure a quality Orientation/Intake experience for Students and Parents. PROCEDURE A. (DOS,AA) & Assigned Teacher Teams are responsible to do on site Orientation. Orientation presentation and Intake packet is updated as needed. B. Orientations are scheduled weekly at a set time and date typically during the first week of school. DOS, AA and Teacher Teams will provide all prospective Students and Parents with a thorough Orientation explanation of the VLA Experience and expectations. C. During orientation, Parents and Teachers will be introduced to “The VLA Experience.” requirements and expectations therein. Other topics covered in Orientation includes: a. Student Code of Conduct (Dress Code) b. AEP(Alternative Education Plans) 160 Vision Learning Academy Appendix H – School Operations and Employee Manual c. Teacher and Therapist Model d. Attendance Expectations e. Graduation and transitions into the world D. In delivering the Intake/Orientation the DOS and the Teacher Teams will accomplish four goals: a. Establish commitment from both Students and Parents b. Explain in detail the requirement of the school and why Student compliance is mandatory c. Establish communication between Parent and Staff/School to ensure the Parents will support and be involved in their Student’s education and be responsible for their Student’s behavior at VLA. 161 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA-NEW STUDENT ENROLLMENT Standard Operating Procedures SOP Reference Chapter 5: 5.2—Associate Intake Processes VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: School Leader (SL), Dean of Students (DOS), Behavior Interventionist (BI), Administrative Assistance (AA) Date Adopted: School Year 2013-2014 Topic New Student Enrollment into VLA Purpose To enroll Students into the school Main Information System (JPAMS) and review past records (TETRADATA), entry assessments, and student progress within the first five days of enrollment. PROCEDURE DOS, AA and Teacher Teams enroll the students into the school by completing the enrollment page one and two of VLA’s intake packets. Once the enrollment pages are completed, the student will then be assessed with the STAR Reading, STAR Math, and other relevant assessments as appropriate dependent upon grade level and need. These assessments will notify the Teachers of the academic abilities of the Students and will help teachers build the students AEP for continual assessment and College track. This intake information is also entered into the Onsite database by the staff member. The Teachers will then schedule the Student in the appropriate flexibility groups until a copy of the transcript is received from the prior zoned school or program. 162 Vision Learning Academy Upon verification and accuracy of the intake information, the DOS will file the following information in student files: d. Student’s enrollment form pages one and two e. A copy of all assessment given draft copy of the courses will be place in the AEP binders the student will be given until transcript is received The DOS will receive the information, on the new student, from the school and proceed to enter the information into JPAMS. This process will to be completed within the first five (5) days of the student’s enrollment date. DOS/AA will then complete the student’s discipline folder and enter all information, original Request for Record, and the faxed transmittal copies of the request for record from the student’s last school attended. A copy of the Request for Record will also be kept in the file in the office of the DOS. Request for record is as follows: f. g. h. i. j. Student’s records are requested within the first five (5) day via fax Five (5) days after the first request then second request is made via fax Ten (10) days after the second request a third and final request is made via fax On the fifteenth (15) day, if records have not yet been received, a call is made to the last school or program attended to find out the exact status of the student’s information. If after fifteen days the information is still not received and the zoned school or programs are not cooperative, the previous district’s contact office will be notified. The DOS/AA/BI is responsible for maintaining the JPAMS portion of the database which refers to all record requests for attendance and behavior. Upon the student’s completion of the program, it is the responsibility of all persons’ indicated above to prepare students for continued life-long learning in a college, career college or technical program. This exit packet will consist of the following information: k. l. m. n. o. p. q. Student’s graduation packet and withdrawal from Transcript including any and all credits earned during the school year Immunization records from MIS system (Original 680 Form should be included) College Application and Admittance w/schedule Copies of all pre and post assessments Standardized test scores (AEP) Alternative Education Plan 163 Vision Learning Academy 5-year Career Track Readiness Portfolio with Financial Plan Working in Collaboration with Monroe City Schools to Provide a Quality Alternative School Experience for Your Child Vision Learning Academy What Next? Your child has received a referral to attend Vision Learning Academy The next step in the process is for you and your child to attend a required orientation and complete formal enrollment. The school is located at: Learning Solutions, Inc. Since 2005, Learning Solutions, Inc has partnered with School Districts across Northern Eastern Louisiana to offer a School Name: xxxx xxxxx Street Monroe, LA71203 better alternative for primarily middle and high school students. You can expect to see an Energetic and Exciting Chapter Contact Intake: LaToya Jackson Change in your child as he/she leaves 6: Student In-service and Training— VLA with a Vision. With highly qualified 318.381.6781 Using a defined the Louisiana State Common Core State Standards that onaapassion series oftoacademic stafffocuses that has serve. Over assessments, definitions of the VLA experience and overall expectations, the course will prepare students the years we have found helping young for a successful transition to the classroom. TAKE A DEEP BREATH—the assignment to Vision Learning Academy is a adults requires parent/family as well as Successful implementation of a professionally organized great- life-changing opportunity for you and your child to take and managed in-service and training program the entireculture community. JOIN US!!! resulting in rigorous and robust academic and behavioral assessment, school definition and important steps to succeed in school and life. The most important first PARENT: Alternative Education Plans Plan will include: step is to attend orientation; we welcome questions and will offer you the opportunity to take a full tour ofExperience—bi-weekly our school. 1. Full Involvement in School o Behavioral assessments and activities o Behavioral history per student records School communication o Previous Districts TETRADATA or JPAMS reviews Expected of Scheduled __Aug. 16, 2013______ Multi-systemic Sessions 2. o ADate School CommittedOrientation: to Counseling Supporting Your Needs. o Full battery Academic assessment defined by VLA 3. Open Door School Policy—we need you to be involved The Vision Learning Academy Experience is will Blow Your Mind and Change Your Life: ASSOCIATE (Student): THE PROCESS of GETTING STARTED: 1. Academy School Experience (structure, daily-high District Referral (today) Orientation/IntakeVLA Enrollment student Expectations,approx. professional dress) Full Enrollment start full-time—within 2 weeks) 164 Vision Learning Academy In-Service Goals will be defined by the number of days to which we are engaged. 1. General: settings. Review of program expectations academic assessments soft skill preparation and goal 1. Number of Days: 5 2. Strategy for Daily Services: __X_ Assigned Instructor ___Assigned Instructor Teams ___Rotation of Staff Assignment 3. Last date of curriculum update: _August 10, 2013 _________________ 4. Schedule for Curriculum Review: Once every school year update (Common Core State Standards Used). Note in Calendar DAY GOALS AND OBJECTIVES ACTIVITIES Instruction/Assessment/Training Goals Outline by day of Lessons and Activities for days of formal In-service enrollment (define based on actual number of days of assigned) Write out the IDREAM creed (bell work). TABE Locator test given, Into to policies and procedures. All students will fill out information cards. , Life Skills worksheet –Understanding Common Core Interactive Activity Day 1 Set individual goals for the week. To learn the vision/mission statement/ IDREAM creed by the end of the week. Obtain knowledge of the program expectations of students. Day 2 Review goals set by students; Review the Bell work, Complete In-service Analysis of the understanding of the full value contract. Day, Review AEP requirements- review for final exam. TABE TEST, ACT practice test /Life Skills worksheet-Common core Interactive activity Day 3 Review Success Planner; obtain information for student handbook. Instructions on employability and college entrance exam. Complete VLA student handbooks –Career Research. Resume Development and review for final exam and fast-track scheduling and possible credit recovery. Interview Process. IDREAM life creed. Interactive Common Core Activities 165 Vision Learning Academy Day 3 Review Success Planner; obtain information for student handbook. Instructions on employability and college entrance exam. Complete VLA student handbooks –Career Research. Resume Development and review for final exam and fast-track scheduling and possible credit recovery. Interview Process. IDREAM life creed. Interactive Common Core Activities Day 4 Follow up on goal setting for the week. Each student has to have at least three copies of the IDREAM Life creed in their binders. Final exam, Prepare for floor visit and discussion on students life goals and interest for the future. Money Management Life Skills-Review and refresher of previous activities –Garners multiple intelligences Day 5 Close-out training. Final Exam, Resume Due, Life skills worksheet. Visit the floor. (Tour of facility) IDREAM life creed whole group-assessment-what is common core and college prep fast track final exam. Description: TYPE NAME OF ASSESSMENT PURPOSE ASSESSOR Include administrator and evaluator if applicable ACADEMIC STAR Reading STAR Math TABE To obtain a general idea of the student’s literacy and numeracy levels. Teachers To equip each student with the knowledge of the policies and procedures of the VLA Behavioral Excellence CDC Staff ACT Practice Test BEHAVIORAL Cognitive Development Center: MST Model MHR Model Behavior Interventionist 166 Vision Learning Academy 4. Procedures for non-successful completion of In-service and Training. REASON FOR NOT SUCCESSFULLY COMPLETING TRAINING COMMUNICATION PROCESS (TO WHOM, WHAT INFO, AND WHEN) PROCEDURE Student does not Conference with Parent/CDC /SL Contact Parent, Contract terms immediately complete because of and BI to discuss contracts and terms revisited with new agreements from all parties. too many behavioral of admittance. implications Student does not complete the after two attempts? Conference with Parent, Exit interview preparation, Start withdrawal paperwork if noncompliance continues or general agreement is not able to be reached. Student is evaluated Termination from program, as not able to management team will help family complete In-service? look for other alternatives for student(s). Contact Parents, Withdrawal paperwork immediately started if conditions are not continuously met. Parent conference with SL and Behavior Specialist team. VLA’s Checklist for Supporting SOPs Chapter 6: ITEM ON-SITE, SOURCE, AND AUDITABLE (Yes, No) PDT SOP SOP attached. In-Service and Training Curriculum Guide Yes New Student Enrollment Packet (School Leader) Assessment Samples (books, forms and answer keys) Sample Yes In-service packet—all sections required for input of data by DOS Student Development Planner (contains additional Yes 167 Vision Learning Academy assessments, AEP and Pupil Progression Plan) Day Review Success Planner; obtain information for student 3 handbook. Instructions on employability and college entrance exam. Complete VLA student handbooks – Career Research. Resume Development and review for final exam and fast-track scheduling and possible credit recovery. Interview Process. IDREAM life creed. Interactive Common Core Activities Day Follow up on goal setting for the week. Each student has to Final exam, Prepare for floor visit 4 have at least three copies of the IDREAM Life creed in their and discussion on students life goals and interest for the future. Money binders. Management Life Skills-Review and refresher of previous activities – Garners multiple intelligences Day Close-out training. 5 REASON FOR NOT SUCCESSFULLY COMPLETING TRAINING PROCEDURE Final Exam, Resume Due, Life skills worksheet. Visit the floor. (Tour of facility) IDREAM life creed whole group-assessment-what is common core and college prep fast track final exam. COMMUNICATION PROCESS (TO WHOM, WHAT INFO, AND WHEN) Student does not Conference with Parent/CDC /SL Contact Parent, Contract terms immediately complete because of and BI to discuss contracts and terms revisited with new agreements from all parties. too many behavioral of admittance. implications Student does not complete the after two attempts? Conference with Parent, Exit interview preparation, Start withdrawal paperwork if noncompliance continues or general agreement is not able to be reached. Student is evaluated Termination from program, as not able to management team will help family look for other alternatives for Contact Parents, Withdrawal paperwork immediately started if conditions are not continuously met. Parent conference with SL and Behavior Specialist team. 168 Vision Learning Academy complete In-service? student(s). VLA’s Checklist for Supporting SOPs Chapter 6: ITEM ON-SITE, SOURCE, AND AUDITABLE (Yes, No) PDT SOP SOP attached. In-Service and Training Curriculum Guide Yes New Student Enrollment Packet (School Leader) Assessment Samples (books, forms and answer keys) Sample Yes In-service packet—all sections required for input of data by DOS Student Development Planner (contains additional assessments, AEP and Pupil Progression Plan) Yes 169 Vision Learning Academy Appendix H – School Operations and Employee Manual PROFESSIONAL DEVELOPMENT TRAINING SOP Reference Chapter 6: 6.1—Associate Professional Development Training VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Dean of Students (DOS), Administrative Assistant (AA), School Leader (SL) Date Adopted: School Year 2013-2014 Topic Professional Development Training Purpose To provide the Student’s of VLA- the in- service and training needed to build the foundation necessary for Life Skills, Leadership skills, Academic Assessments, Professional Skills Development, Employability Skills and Technology for the workforce, life-long learning and College Readiness and College Preparatory experiences. PRIMARY PERSON RESPONSIBLE Teacher teams. DOS, AA, SL Procedure A.) Day 1 Peer leadership/ Management Program 1) Introduction of the Peer Leadership Program to Potential Students a) Purpose Of Peer Leadership b) How it applies College Preparatory Goal c) Leadership traits for an effective leader 170 Vision Learning Academy Academic Development: 1) Student-in-waiting will take the Test of Adult Basic Education (TABE) Locator and respective Level Test along with an ACT practice Test (all components). a) Familiarize Students with TABE question types, determine appropriate TABE test to administer. Measure basic education skills for English, Reading, Math 2) Students will receive their study guide for VLA’s policies and procedures a) Familiarize Students with VLA history, and day-to-day operation of company business b) Intro. IDREAM LIFE Creed, Creed to Pursue E.) Day 2 Academic Development: 1) Students will complete the Test of Adult Basic Education (TABE), Star Reading, Star Math, ACT Prep practice test and other relevant exams. Student Development: Employability Development 1) Complete assignments * Full Value Contract * Writing Assessment * Multiple Intelligence Inventory F.) Day 3 Academic Development: 1) Students will complete a Academic Assessment Test to determine entry level format proficiency in writing to provide a valid and reliable indicator of anticipated VLA Program and academic success Student Development: 1) Students will engage in discussion and process appropriate means of: a. Morality/ Relationships Employability Development 1) Students will complete various interest level survey and assessments 171 Vision Learning Academy G.)Day 4 Academic Development: 1) Continuation Academic Assessment Test to determine entry-level format proficiency in writing to provide a valid and reliable indicator of anticipated Program and academic success. Student Development: 2) Students will engage in discussion and process appropriate means of: a. Beliefs and Attitudes b. Accepting “NO” Employability Development: 1) Students will complete the Career Research section in the In-Service Training handbook. H.) Day 5 Student Development: 1) Students will engage in discussion and process appropriate means of: a. Giving and Accepting Compliment b. Accepting and Giving Criticism Employability Development 1) Students will turn in Final surveys and complete the Final Exams 2.) Students will receive their flexibility grouping schedule Students will start each day with the following: IDREAM Life Creed Creed to Pursue SONG 172 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA STUDENT ASSESSMENTS, TRANSCRIPTS Standard Operating Procedures SOP Reference Chapter 6: 6.2 – Associate Professional Development Training VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Dean of Academics (DOA), (DMS) Director of Mathematical Studies, Administrative Assistant (AA), School Leader (SL), (BI) Date Adopted: School Year 2013-2014 Topic Transcript Review/Behavioral Review Purpose The following defines the procedure used to inform incoming Students of their current course enrollment and review past academic history (transcript information) to set the stage for what’s to come. PROCEDURE E. Within five (5) days of Associate entry a schedule will be forwarded to the program LPA by the Academic Coach. From here the LPAs have three (3) business days to have an academic counseling session with Associate. F. Upon Meeting with the Students a minimum of the following with be discussed. i. Grade Level ii. Current credits/credit need for graduation iii. Pre-Test Scores iv. Two (2) years past EOC and/ or GEE/ILEAP scores 173 Vision Learning Academy v. vi. vii. viii. ix. x. Current course enrollment College -TRAC (Flexibility grouping) College/Vocational and Career exploration Alternative Education Plan (AEP) Set goals in IN-SERVICE to include vocational/technical colleges Students signature for the following: -Pupil Progression Plan -Transcript Review -Goals and Objectives 174 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA’S STUDENT DEVELOPMENT PLANNER (SDP) STANDARD OPERATING PROCEDURES SOP Reference Chapter 6: 6.4—Associate Professional Development Training VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Dean of Academics (DOA), (DMS) Director of Mathematical Studies, Administrative Assistant (AA), School Leader (SL), (BI), (DOA) Date Adopted: School Year 2013-2014 I. TOPIC SDP completion II. PURPOSE To ensure proper planning and record keeping for each Student enrolled at VLA point of entry to graduation. III. PROCEDURE A. SDP Cover 1) 2) 3) 4) 5) 6) 7) 8) Write the appropriate program-indicating site of initial Student enrollment. Write date of initial entry in space provided Write the date of referral or expulsion in space provided. If Student transitions from one VLA to another, please enter dates of subsequent transitions. Write Student’s length of stay in the section labeled # of days assigned (i.e. – semester, year). Check appropriate place for reason for placement. Write date Student is scheduled to transition. Indicate any special services received by the Student. 175 Vision Learning Academy 9) 10) 11) IV Check if involved with DJJ (has a probation officer, previous arrest, etc.). Complete ALL personal data. Print names of all staff working directly with student (SL/Teachers/BI/Therapist/CDC Staff and DOS). B. Assessments 1) On cover, complete all Pre-VLA assessment data: GPA, Credits, Attendance, and Referrals. 2) For returning students (n/ a during first school year 2013-14), access old SDP, to obtain this information. 3) All assessment results completed during In-Service (first two weeks of the program) should be recorded in the inside cover to include: a) ACT/TABE pre-test Assessment b) Learning Styles/Multiple Intelligence Assessment c) Writing Assessment results d) Academic Assessments (ex. STAR, or other district mandated test) e) State Assessment Pre Test 4) Note—all assessments should be scored within 5 days of testing. 5) Any space requiring a signature and date should be completed. 6) Any assessment requiring a separate answer sheet should be scored and filed in the Student file. C. Career Exploration 1) Interview each student to complete the questions on the page 2) If applicable, allow Students to do an internet search on career information/ schools 3) Complete and score the Employability Exam D. Course Enrollment and Grade Tracking 1) Complete all course information for each 9 week grading period 2) Fill in “Date Mailed/Sent Home” each time a Progress Report or Report Card is sent to the Parent 3) DOS/DOA/AA/SL will assist teachers w/ filling in “Overall GPA” for each grading period (every 3 weeks) 4) DOS/DMS/DOA/AA/SL will assist teachers w/ filling in individual course grades for each grading period (every 3 weeks) 5) DOS/DMS/DOA/AA/SL will assist teachers w/ filling in the “Completion Date” at the end of the period in which the course is completed (usually 18 weeks) E. Pupil Progression Plan 1) Both the Student and the SL & DOA must sign and date the Pupil Progress Guideline that applies to the Student 2) Note: The SL& DOA must ensure to communicate any differences between the Guideline in the SDP and in the State Requirements for Pupil Progression Guidelines and notate those differences on the SDP Guideline F. Alternative Education Plan 176 Vision Learning Academy 1) For all Students, the following must be completed prior to the Student’s promotion from In-service: a. BI/DOA and Student signatures and dates reflecting the completion of the Academic/Behavioral Counseling session b. Entry information and Assessment information c. Initial After-Graduation Goals 177 Vision Learning Academy Appendix H – School Operations and Employee Manual Chapter 7: Behavior Management System Intervention Model (E10) VLA’s Behavior Management plan is designed to provide fair, consistent and open feedback to students regarding behavior. VLA‘s systems incorporates the following key elements: o o o o o o o o o o Utilize a token economy system for student feedback VLA’s systems will have a leveling component with consequences tied to continued infraction All staff will be fully trained on system and be held accountable for appropriate professional use The system will be correlated with the State of Louisiana’s code of conduct for alternative schools so that consequences will be supported by Board approved action VLA’s systems has a Parent’s involvement component The system will be introduced to Parents and students during Intake and PDT Systems will address a wide range of behavior that define professional conduct THE SYSTEM WILL BE CLEARLY DEFINED IN A SINGLE PAGE PUBLIC POSTING THROUGH-OUT THE SCHOOL A reward system will be defined to recognize compliant behavior The system will be reinforced through the schools ongoing interaction with the community and Cognitive Development Center’s Multi-systemic Therapy and Mental Health Rehabilitation Model’s. Throughout VLA’s research we found that consistency in behavior management is the single most important variable in developing positive school culture throughout an alternative school. The system will recognize positive behavior, be flexible and offer students and Parents clear feedback on behavior expectations and offer fair consequences for infractions. Staff training and support is essential to implementing an effective system to support individual student success. 178 Vision Learning Academy Appendix H – School Operations and Employee Manual Behavioral Management and Intervention Methods 1. Description : SYSTEM COMPONENTS DESCRIPTION Token Economy System Daily Use: Therapist Intervention: Because therapist will be in the classrooms reinforcing positive behavior DURING instruction throughout the entire day and throughout performancebased assessments in class, VLA’s expectation is that infractions in behavior will be at a minimum. After a second re-direction in any situation from Therapist, students are immediately handed a multicolored slip to attend an intervention session with Therapist /BI immediately following the “teacher buy-in” part of the lesson. Student is immediately guided into, according to his individual AEP, redefining and self-correcting his behavior through. When behavior is minor a minor consequence is determine based on Therapist home and family findings and things listed in students AEP. If behavior is major incident or the student has received a second or third intervention slip in his binder, the BI/Therapist and the DOS is called to determine the outcome according to the student’s individual AEP. If the incident is major and the student has exceeded the three color-coded (yellow, orange, red) slips in his AEP record DOS will refer the student associate to the SL for immediate resolution and consequence determination and documentation. All Students receive a total of five chances per infraction (2 in-class redirections (therapist only and 3 color-coded leveled warnings (yellow (DOS conf) orange (DOS, Parent, Therapist, BI conference) and Red, DOS/SL conferencediscussion of suspension-and/or expulsion). At the end of the week, students who have not received any infractions receive-“EAGLES WINGS which can be used for bonus 179 Vision Learning Academy points-assignment pass-extra iPAD time, canteen discounts etc rewards are individually based on student’s stimulus section of individualized AEP…. Weekly Review: CDC Staff /BI/ DOS identifies potential associates who are in need of intensive or targeted interventions. One indication is Level drop – from YELLOW ZONE-to ORANGE ZONE-to RED ZONE. Orange zone and above is an automatic indication of the relinquishment of absolutely all privileges as pertaining to field trips, recreational therapy… down time etc…. Consequence Assumptions: Token Economy System Daily Use: Therapist Intervention: Because therapist will be in the classrooms reinforcing positive behavior DURING instruction throughout the entire day and throughout performancebased assessments in class, VLA’s expectation is that infractions in behavior will be at a minimum. After a second re-direction in any situation from Therapist, students are immediately handed a multicolored slip to attend an intervention session with Therapist /BI immediately following the “teacher buy-in” part of the lesson. Student is immediately guided into, according to his individual AEP, redefining and self-correcting his behavior through. When behavior is minor a minor consequence is determine based on Therapist home and family findings and things listed in students AEP. If behavior is major incident or the student has received a second or third intervention slip in his binder, the BI/Therapist and the DOS is called to determine the outcome according to the student’s individual AEP. If the incident is major and the student has exceeded the three color-coded (yellow, orange, red) slips in his AEP record DOS will refer the student associate to the SL for immediate resolution and consequence determination and documentation. All Students receive a total of five chances per infraction (2 in-class redirections (therapist only and 3 color-coded 180 Vision Learning Academy leveled warnings (yellow (DOS conf) orange (DOS, Parent, Therapist, BI conference) and Red, DOS/SL conferencediscussion of suspension-and/or expulsion). At the end of the week, students who have not received any infractions receive-“EAGLES WINGS which can be used for bonus points-assignment pass-extra iPAD time, canteen discounts etc rewards are individually based on student’s stimulus section of individualized AEP…. Weekly Review: CDC Staff /BI/ DOS identifies potential associates who are in need of intensive or targeted interventions. One indication is Level drop – from YELLOW ZONE-to ORANGE ZONE-to RED ZONE. Orange zone and above is an automatic indication of the relinquishment of absolutely all privileges as pertaining to field trips, recreational therapy… down time etc…. Consequence Assumptions: Leveling System/Parent as Describe Levels and Consequence: Partners in Level Drop/Change Level 1 (Yellow) Therapist/BI conference Level 2 –(Orange) Therapist/BI/Parent with possible shadowing Level 3 –(Red) DOS/SL begins a contract or Suspension and or Expulsion discussion Level 4 - Parent Conference and notify letter of intent of expulsion to find a school that is a better “fit” for the student. Level 5 – Expulsion recommendation to MCS District Strategy for Parent Orientation Parent Orientation will have DOC/BI cover behavior module to System—Intake and its impact on student and his/her graduation or transition back to another school, Period review of System for possible change/modification Utilizing the month of August as a base lined we are targeting a 5% decrease in referrals monthly. Staff Training Bi-weekly training during flexible grouping meetings on the behavior model as well as data collection on the number of 181 Vision Learning Academy interventions by staff. Positive Reward Systems EAGLES WINGS… Is operational and students will have the ability to use their positive accounts(EAGLES WINGS) to purchase items, use on special extra-curricula activities, field trips and buying back levels of behavior..etc ONE PAGE REQUIRED BEHAVIOR SYSTEM POSTED? WILL BE POSTED THROUGHOUT THE SCHOOL AND EACH CLASSROOM ONE PAGE STUDENT WILL BE POSTED THROUGOUT THE SCHOOL AND REWARD SYSTEM POSTED? EACH CLASSROOM STUDENT BEHAVIOR AND SCHOOL VLA’s ADOPTED CONSEQUENCE RESPONSES INFRACTION REFERRAL? Yes or No Class/School Arrival Tardy No Fighting YES PARENT CONTACT REQUIRED CONSEQUENCE (Yes or No) Automated(JPAMS) DOS/SCHOOL RESOURCE OFFICER YES BEHAVIORAL SLIP(THERAPIST INTERVENTION-CHECK DAILY) HOME ENVIRONMENAL STUDY) Suspension 3 days minimum up to Expulsion Recommendation Inappropriate Physical Contact YES Racial/Sexual Slurs YES YES Suspension 3 days minimum up to Expulsion Recommendation YES Suspension 3 days minimum up to Expulsion Recommendation Gambling YES YES Suspension 3 days minimum up to 182 Vision Learning Academy Expulsion Recommendation Bullying YES YES Suspension 3 days minimum up to Expulsion Recommendation Leaving Class without Permission YES YES Suspension 1 days minimum up to Verbal Threat Staff YES YES Suspension 3 days minimum up to Expulsion Recommendation Verbal Threat another Associate YES YES Suspension 1 days minimum up to Possession of Contraband YES Insubordination YES Expulsion Recommendation Expulsion Recommendation YES Suspension 3 days minimum up to Expulsion Recommendation YES Suspension 3 days minimum up to Expulsion Recommendation Profane or Abusive Language YES Cheating YES YES Suspension 1 days minimum up to Expulsion Recommendation YES Suspension 3 days minimum up to Expulsion Recommendation Poor Attendance YES YES Performance Improvement plan specific Attendance milestones – non-compliance Expulsion Recommendation Tardy YES YES Suspension 1 day minimum up to Expulsion Recommendation/See school’s policy Excessive Absence YES YES Parent conference/phone calls 183 Vision Learning Academy Unexcused Absence YES YES Parent conference/phone calls Refusal to Write Comply to leveled system YES YES Parent conference Excessive Dress Code Violation: No YES Home Study Environmental Intervention done by Multisystemic model CDC Refuses to stay in Dress Code: No YES BI/DOS Intervention Violation of Class Rules YES YES Leveled Model comes into affect 2nd Violation of Class Rules YES YES Leveled Model comes into affect 3rd Violation of Class YES Rules YES Leveled Model comes into affect 184 Vision Learning Academy Appendix H – School Operations and Employee Manual Life Skills Development: Monthly Themes & Character Education SOP Reference Chapter 7: 7.1—Behavior Management System VLA’s Site Location: Vision Learning Academy Monroe, Louisiana SOP Owner: Dean of Academics (DOA), Administrative Assistant (AA), School Leader (SL), (BI), Date Adopted: AUGUST School Year 2013-2014 Health (Hygiene) Awareness Month CHARACTER KEY – RESPECT SEPTEMBER CULTURAL DIVERSITY – CHARACTER KEY – HONESTY OCTOBER VISION AWARENESS MONTH CHARACTER KEY – COURAGE NOVEMBER LAW/GOVERNMENT (LOCAL/STATE) MONTH CHARACTER KEY – GRATITUDE 185 Vision Learning Academy DECEMBER ARTS/ALIVE MONTH (POETRY/THEATRE/DANCE) CHARACTER KEY – GENEROSITY JANUARY ENTREPRENEURSHIP AND COMMUNITY AWARENESS MONTH CHARACTER KEY – RESPONSIBILITY FEBRUARY CULTURAL DIVERSITY - BLACK HISTORY MONTH CHARACTER KEY – CARING MARCH COLLEGE AND CAREER AWARENESS MONTH CHARACTER KEY – KNOWLEDGE APRIL ENTREPRENEURSHIP (JOB READINESS SKILLS) MONTH CHARACTER KEY – FAIRNESS MAY COMMUNITY SERVICE MONTH CHARACTER KEY - PATRIOTISM 186 Vision Learning Academy Appendix H – School Operations and Employee Manual CHAPTER 8: STUDENT COUNSELING AND SUPPORT VLA will support student rigorous progress and improvement on an academic and behavioral level by providing site-based therapy and counseling throughout the school day and documented communication with each student’s Parent/Guardian, and providing internal and external community providers (CDC) Cognitive Development Center for students in need. Successful implementation of a student counseling and support system will include: st Homeroom/1 block staff mentor to each student by units of 15-20 students, whereby the students and mentor meet each week and every day during power hour to focus on character building skills, community service and behavior management Parent/guardian are involved in and support their students: o Documented bi-weekly communication o Attendance to conferences and “shadows” due to behavior infractions o Feedback on school performance in bi-monthly- “How Are We Doing?” Surveys Partnership with local agencies to provide counseling and recreational therapy services to youth identified as needing additional support and professional crisis or counseling support intervention beyond the services offered through the school day. 187 Vision Learning Academy Appendix H – School Operations and Employee Manual VLA’S PROCESS FOR COUNSELING AND SUPPORT COUNSELING SUPPORT SERVICES VLA’s COORDINATOR ON CAMPUUS RESOURCE (Yes or No) STATE/DISTRICT or LAW ENFORCEMENT REPORTING REQUIREMENTS FOR INTERVENTION EXTERNAL PARTNER? (Agency, contact, telephone) Drug Use/Abuse BI No Yes Cognitive Development Referral Drug Screening BI No No Cognitive Development Referral Alcohol Use/Abuse BI No No Cognitive Development Referral Sexual Abuse BI No Yes Cognitive Development Referral Teen Pregnancy BI No No Cognitive Development Referral Family Crisis Therapist/BI No Yes Cognitive Development Referral Separation/Divorce BI No No Cognitive Development Referral Gang Involvement and Prevention BI No Yes Cognitive Development Referral Suicide Prevention and Crisis Response SL No Yes Call 911 Homelessness and Basic Needs BI No Yes Cognitive Development Referral 188 Vision Learning Academy Clinical Evaluation BI No Call 911 Call 911 Emergency Clinical Response SL No Call 911 Call 911 Emergency Medical Services SL No No Call 911 Business Partnering Services SL Yes - - 189 Vision Learning Academy Appendix H – School Operations and Employee Manual REQUIRED COUNSELING/SUPPORT INTERVENTIONS: COUNSELING/SUPPORT INTERVENTIONS DESCRIPTION (site-based strategy to address need) Availability of Counseling and Support Services to the estimated 80-90% of students most in need Through weekly evaluations of the behavioral model we will identify those students that are not adhering to our program tenets. Utilize the model work with the Parents at each level identifying outside agencies that may be of service to the students who are in trouble. Teenage Pregnancy Prevention Drug Awareness and Use Prevention VLA will offer information support as to the importance of regular doctor visits, continuing their education, Parenting classes and social service providers through the school nurse. VLA will offer information support to local, state and federal prevention programs. As well as, in service programs on drug use recognition and youth support programs. Marketing Internal to School Availability of Student Service Center Services VLA will identify service providers in the area – region – state. Establish a relationship with providers– identify avenues of referral. For example, court diversion, court order, Parent referral for incorrigible youth, or social service. 190 Vision Learning Academy Appendix H – School Operations and Employee Manual CHAPTER 9: COLLEGE TRACK /GRADUATION Upon meeting the criteria defined for a Louisiana High School or Career Track Diploma, each student will complete a professional transition process (including an essay and interview) to prepare to enter into a post-secondary College, University or Technical facility. Parent notification Completion of a formal essay consisting of 500 words on what’s next and their experiences at VLA. Professional interview format of as many as possible post-secondary meetings Formal scheduling of appointment with all schools for which students are seeking post-secondary education COORDINATOR RESPONSIBILITIES PROCESS DESCRIPTION Ongoing strategy to meet and develop relationship with VoTechnical Schools, Colleges and Universities During onsite meetings students will ask key questions and make decisions concerning their life’s vision. Implementation of a value added support systems and outreach program. Student Preparation 500 word Exit Essay and Collaborative Life-Centered Exit Exams: “Things You Must Know”. Exit Portfolio Development requirements. Parent Preparation Exit Parent Meetings with Administration Team and Lead Teachers Technical Colleges Graduation Coaches 191 Vision Learning Academy Appendix H – School Operations and Employee Manual CHAPTER 10: VLA’S DATA MANAGEMENT VLA will accurately track and submit to the office of the SL and Monroe City Schools Resource Office weekly School Safety and Security data using JPAMS. The DOS along with the AA and other personnel be responsible for completing and submitting a weekly roll-up report of Safety and Security issues for the purpose of weekly communication with school-based leadership and to support the tracking of historical data. Data to be reported weekly will include (key School Safety and Security Indicators to be tracked and to become a part of quality school grading School Performance Score): Student Referrals for Service (Discipline Behavior Management) office of DOS Student Referrals for service by category Student Support and Assistance Center -drug use/abuse -drug screening -alcohol use/abuse -sexual abuse -teen pregnancy prevention -family crisis/intervention -suicide prevention -anger management -gang involvement/prevention -clinical evaluation -emergency medical -emergency clinical -homelessness/basic needs -parenting services Critical Incidents (documented)— Indicators 1. Physical attacks/fights 2. Insubordination 3. Threats/Intimidation 4. Possession of Alcohol 5. Possession of Drugs 6. Distribution of Controlled Substances 192 Vision Learning Academy 7. 8. 9. 10. 11. Possession of weapon other than firearm Possession of firearm or explosive device Use of weapon to harm other Violence against staff Other Disciplinary Action against staff for reasons related to Academy non-compliance School based trainings on VLA’s Model Compliance External Partner Service Report (scheduled involvement of direct delivery of service at school location) Local Law Enforcement Response Emergency Service Response (Fire/Ambulance/Misc.) District Customer Senior Administrative Visit Key Community Stakeholder Visit Volunteer School Service hours % of current population Juvenile Justice Involved Student use of reporting hotline or direct communication of key school safety and security information Student out of school suspension Student withdrawal (processing expulsion or District Approval Full Exclusion) In-Service Enrollment In-Service Successful Completion In-Service Re-assignment In-Service Transition/Removal 193 Vision Learning Academy Section IV: Education Program Appendix I – Curriculum to be used by the school – No more than 1 page for each grade served including all content areas) National Common Core Standards 9-12 Core 4 Sample9-1 National Common Core State Standards Curriculm for all subjects RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). RL.9-10.8. (Not applicable to literature) RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Range of Reading and Level of Text Complexity RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently. RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Range of Reading and Level of Text Complexity RH.11-12.10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. 194 Vision Learning Academy Appendix K – School Calendar & School Day Schedule for each School Level First Day of School: August 15, 2013 School Day Start/ End Time: 8:00 a.m. – 2:00 p.m. for all with an option to stay until 4:00 p.m. Hours in school day: 6 hours Number of Instructional Minutes per day: 360 minutes (All) and 120 minutes of Extended Day Program (Optional) Number of Instructional School Days per year: 194 Number of Before School hours devoted to academics: 0 hours Number of After School hours devoted to academics: 2 hours (Optional) Number of days devoted to staff development during school year: 180 minutes per week = 12 days Number of days devoted to staff development prior to school opening: 15 days SCHOOL CALENDAR: 7/17 - 8/3 Staff Development 8/15 First Day of School 9/4 Labor Day 10/5 - 10/11 Fall Break 11/16 - 11/26 Thanksgiving Break 12/21 - 1/3 Winter Break 1/22 MLK Day 2/9 - 2/14 Mardi Gras Break 4/25-5/1 Spring Break 5/28 Memorial Day 6/15 Last Day of School 195 Vision Learning Academy IV EDUCATION PROGRAM Identify short and long term goals. Thus, in order to set targets to measure school performance, Vision Learning Academy will set goals across a range of indicators, providing a comprehensive and meaningful analysis of student and school performance. Vision Learning Academy has adapted a framework used by the Colorado Coalition for Alternative Education Campuses to frame its short- and long-term school-wide goals: Indicator Metric: 1 Year 5 Year 80% 100% Student Achievement: % Students Meeting AEP goals % Eligible Students Good/Excellent EOC 50% 75% Student Growth: % Students Making Expected TABE 70% 95% Gains (2.0 grade gain in 12 months) Meet AYP goals Annually Annually 75 120 SPS score Transition Success: Graduation Rate* 85% 100% College Matriculation Rate 75% 90% (of graduating 12th students) College Readiness % High School Students Achieving 40% 90% ACT Score Equivalent to TOPS Eligibility % Graduating Students Applying to College 100% 100% Student Progress: Non Academic % Students Completing 1 Career Internship Daily attendance Operational Annual audit Positive annual fund balance Financial reporting to SBESE 100% 100% 80% 90% Annual Compliant Annual Compliant * Number of students that graduated at the end of each semester divided by the number of students eligible for graduation at the beginning of that semester. 196 Vision Learning Academy Educational Program In order to understand our educational plan, it is important to describe what will be referred to as student-driven learning through the arts and various ancillary technological strategy, instructional methods, and course offerings. Upon enrolling in VLA , students will first be visited in the home by a staff member, and his/her parents when possible. This is in order to understand the school‘s college-going culture of high expectations for getting back on track to academic success. Once the student commits to the school‘s high expectations, he or she will be given the TABE Locator pre-test, the Star Reading and Star Math Exams along with Garner’s Multiple Intelligence Inventory Assessment which will identify his or her grade level equivalent in each content area as well as his/her learning style and area of giftedness . After an interview with the student about his or her academic needs as well as a review of transcripts, the Transitions Coordinator along with the school Counselor, and the clinicians and therapist from IHC will determine a student‘s graduation track and progression needed requirements and the academic scheduling that will best meet his or her needs. This may mean a combination of courses and supplementary computer-based accelerated credits . The students will then be assigned to advisors who will assist them in the beginning processes of his/her Alternative Education Plan. (AEP). This particular advisor will stay with them through their entire experience at VLA. Together, the student, IHC and the advisor will develop the student‘s individual Alternative Education Plan which will identify the student‘s annual academic, behavioral, social/emotional goals aligned with his or her long-term, postsecondary plan. Curriculum Selection and Alignment As stated at the beginning of this proposal, VLA will not lower expectations for students based on societal conditions, challenging personal circumstances, or behavioral or academic records: all students deserve a robust- rigorous, high quality public education that prepares them for college. Instead, our program modifies how over-aged and under-credited students are served, making specific accommodations to better address students‘ unique remediation and credit needs, social/emotional profiles, personal circumstances and goals. Implicit in this approach is the idea that VLA will use a rigorous, college preparatory curriculum modeled after successful traditional alternative educational programs, while the methods for supporting students to achieve the standards and objectives will reflect the practices of the best alternative high schools nationally. This approach is in sync with making Monroe City School District into a World-Class System. The leadership team of VLA will utilize the Common Core State Standards to ensure its academic program is closely aligned with state learning standards, as defined by the Common Core Standards, which are aligned with VLA‘s mission to prepare all students to earn a high school diploma and succeed in college. Students will be required to pass the EOC exams in all of the State required High Stakes testing areas in order to graduate high school along with the completion of the Core 4 subject area requirements; since it is aligned to the Common Core, it will serve as the foundation for the curriculum. In addition to a resource base of sample activities and assessments, the 197 Vision Learning Academy Common Core State-Standards provides a curriculum map, scope, and sequence to serve as a solid framework for lesson/unit planning, scope and sequence assessments, and supplemental curriculum development. Curriculum development at VLA begins with the end in mind and is then backwards designed with clear and measurable goals. All instruction is conducted with a clear vision of the skills that VLA’s students will master before graduating from high school. Consequently our educational approach is built upon a demanding curriculum focused on college preparatory literacy and numeracy through the world of technology and the arts. VLA has adopted this intentional, focused, standards-based approach because it clarifies for teachers and students the skills and content that must be taught and mastered in order for students to succeed. Additionally, the curriculum will be mapped to the skills and knowledge that students need to master. While the Common Core State Standards outlines discrete, standards-based, time-bound units for instruction, the sample activities and lesson plans will be presented in extremely eccentric and non-standard ways. Teachers will pull from the Common Core State Standards activities, supplemental curricula directly made available by VLA, and their own individual research on curricular programs that are effective with similar student populations to create a comprehensive, common core, instructional plan for each course. Subject Source Curriculum Name Reason for Choosing Math CCSS Math Targeted Interve Research-based, Graphic Arts/Techno achievement proven curricula with spiraling,hands-on instruction Science CCSS Delta Education/ Sequential, hands-on, Technology spiraling instruction, focus on mastery English/ English/Language CCSS Phonics Blitz Research-based Arts Accelerated Reader, curricula proven Visual and effective with targeted Performing Arts population Social Studies CCSS Louisiana Humanities Visual and Performin Arts/Techno Research-based curriculum proven effective with targeted population The supplemental programs made available to VLA’s teachers will be chosen based on their successful use in other high performing, college preparatory, urban schools serving an at-risk student population. While VLA is confident these curricula will give teachers a sound foundation for curriculum development and planning, the organization will continuously evaluate the effectiveness of materials according to scope and sequence assessment results, as well as students‘ progress toward their Alternative Education Plans, and will empower teacher teams to make data-driven recommendations for changes or additions to the curriculum 198 Vision Learning Academy throughout the life of the school to ensure maximum learning results for students. VLA has selected curricula for its schools with proven results and provides robust professional development to use the curricula well. The following sections present a starting point and roadmap for effective, standards-aligned instruction – based on proven best practices of existing, high-performing high schools. The ultimate determination of VLA’s success driving student achievement will rest on the shoulders of well-trained, high-capacity teachers who will be empowered with autonomy to vary how the curriculum is delivered in a way that effectively meets the needs of over-aged and under-credited students. Mathematics VLA’s high school math program will be aligned with the Common-Core State Standards, with a strong focus on math applications. Students will progress through high school math courses earning the required four units for graduation – including Understanding Numbers, Algebra I, Algebra II, Geometry, all with a strong emphasis on applications. Higher level math courses (Pre-Calculus, Calculus, Trigonometry) may be offered from semester to semester, given the fluctuating skill levels of students enrolling throughout the course of the year. Lessons will be designed to make clear connections between skills learned in the classroom, and their real world, career applications. This is a best practice for engaging students in an alternative high school design. The Common Core will be supplemented by an extremely enthusiastic Visual and Performing Arts literacy design at the high school level, which allows teachers to supplement instruction with remediation and skill building targeted toward each student‘s Alternative Education Plan and skills deficits as identified through ongoing scope and sequence assessments. In addition, students will be able to utilize some of the performance-based assessments as proficiency exams to earn credits. Science VLA’s coursework will emphasize the application of Science knowledge through hands-on learning opportunities using teacher-developed materials, and lessons aligned to the Common Core State- Standards. Research has shown that ―the best way for students to appreciate the scientific enterprise, learn important scientific concepts, and develop the ability to think critically is to actively construct ideas through their own inquiries, investigations, and analyses. Students‘ progression through the common core will include courses in Life Sciences, Biology and Chemistry. Similar to math instruction, a strong emphasis will be placed on applications, including labs and field study as far away as Canada and as close in underneath the old oak tree outside. For instance, students studying chemical reactions may have a lesson on the chemistry of food preparation and visit a local restaurant to hear from a chef and practice concepts themselves. Teachers will be strongly encouraged to draw connections across the curriculum and develop units of study incorporating multiple subjects. Science assessments will often be authentic and project-based, providing students an opportunity to demonstrate in a variety of formats what they have learned and how they have processed information across subjects. Finally, science instruction will develop mastery of core vocabulary and conceptual knowledge. 199 Vision Learning Academy Analyses indicate that teachers who frequently use standards-based teaching practices positively influence urban African-American students' science achievement and attitudes. English Language Arts (Reading and Writing) VLA’s English Language Arts program will reflect intensive, artistic bi-lingual collegepreparatory study. Students will experience literacy from the most eccentric and will include a requirement for four course units for graduation and eligibility in the TOPS program. To prepare, students will develop their academic skills and abilities through a strong ELA curriculum that ensures reading fluency and comprehension, and strong writing ability in a variety of genres. VLA’s Literacy through the Arts component will be divided into three categories; students will receive literacy skill building (reading and vocabulary intervention) for 30 minutes daily, and literature and grammar (reading application) for 20 minutes and visual , performing and graphical arts on a modified block schedule. The skill building classes will focus on phonemic awareness, decoding, and vocabulary development while the ELA classes will focus on literature, choral reading, fluency, and comprehension. Recognizing many of VLA’s students will enter the school significantly below grade level, because of our keen awareness that a majority of low-performing students write and speak based on what they here; we have included phonics instruction as a key part of the English Language Arts curriculum across all grade levels. Phonics are not normally taught in the high school grades, however, VLA expects that a majority of its’ students will enter school with a weak literacy foundation, and may not have had previous exposure to in-depth phonics instruction – fundamental for future academic success. VLA will use a structured and explicit format for teaching phonics. A major component of the skill building classes will focus on vocabulary development – a critical skill for students to master in order to matriculate and be successful in college. Vocabulary is tested in all high stakes state and national standardized assessments, and will be necessary for students to engage socially with their future college classmates and their professional colleagues after college graduation. VLA is committed to ensuring that all students utilize strong literacy skills to become active and purposeful leaders in society. The literature strand of the English Language Arts high school curriculum will focus on fluency and text comprehension. Students will practice their fluency through guided group and individual reading of a variety of texts and genres. VLA’s literature classes will provide students with exposure to many different texts and genres, and teachers will develop a deliberate and rigorous plan for introducing increasingly difficult texts to students based on each student‘s skill level. Research indicates that the more reading materials students are exposed to, the easier it is for them to develop strong writing and comprehension skills. The variety of texts will develop students‘ ability to hone their reading skills through live experiences with authors and field trips to many contexts. Literature circles with community leaders, fondly noted as community roundtables and Socratic seminars will lead students to deeper understanding by engaging students in conversation with peers and the teacher about what they read, reinforcing comprehension skills, and building students‘ abilities to reflect, analyze and critique. 200 Vision Learning Academy 5 Kahle, J., Meece, J., & Scantlebury, K., (2010). ―Urban African-American middle school science students: Does standards-based teaching make a difference?‖ Journal of Research in Science Teaching 37, 9. 1019-1041. Social Studies VLA will approach Social Studies instruction through the Common Core State Standards Curriculum in a way that is engaging and challenging. As in all subjects, teachers will understand which objectives will be assessed during each course, which will then be mapped into engaging and challenging teacher-designed lessons. Social studies classes will focus on mastery of key concepts and vocabulary, improving non-fiction reading skills, learning important historical content, and application into written essays and oral presentations, reinforcing VLA‘s belief in infusing literacy instruction in every class and subject. The use of primary sources in the social studies content will be critical to developing students analysis and evaluation skills. In addition to the CCSS-based social studies scope and sequence, VLA leadership team will correlate objectives to Facing History and Ourselves, which brings concepts and historical lessons alive for students through engaging lessons, student interactions and group work, and real-world connections. Facing History engages students of diverse backgrounds in an examination of racism, prejudice, and anti-Semitism in order to promote the development of a more humane and informed citizenry. By studying the historical development and lessons of the Holocaust and other examples of genocide, students make the essential connection between history and the choices they confront in their own lives. VLA’s teachers will be expected to pay particular attention to cultural bias when developing Common Core-aligned Social Studies lessons, as multicultural education can improve interdisciplinary mastery of reading, writing and mathematical skills.(6) Life Skills and Planning Life Skills and Planning will be a formal curriculum taught by the Transition’s coordinator and or supplemental “field-related” personnel. The curriculum will be focused on important life skills, such as health and safety, conflict resolution, financial management, basic career skills, workplace expectations, and post-secondary preparation. Each student‘s Alternative Education Plan, developed, will include details about his or her post-graduation plans. No matter their chosen path, VLA will require all students to develop post-high school plans that contribute to the future success of the student – be it through college, a professional internship, trade school, the military, or the workforce. Regardless of his or her selected path, students will be required to take college entrance exams (i.e., ACT) and apply to at least one college or postsecondary educational option in order to graduate. Through the Life Skills and Planning curriculum, VLA will facilitate student visits to colleges, information about the college application and financial aid processes, and exposure to the multitude of post-secondary study options, including four-year universities, junior college, etc. Guest speakers from various fields and occupations will be invited to speak to students regularly during our bi-weekly “town-hall meetings” particularly those who have persevered through situations similar to the student population and achieved academic and professional success. Curriculum alignment with school’s schedules and calendar As described above, VLA‘s daily schedule and calendar has been built specifically to 201 Vision Learning Academy accommodate the personal goals and circumstances of the target student population. Students‘ schedules will enable them to take four 4 50-minute interval classes per day between 8:00 a.m. and dismissal at 2:00, as well as the option to stay for any afterschool life building activities that we may have scheduled after school. VLA’s students will have the opportunity to participate in career internships or community service. While courses will be offered each semester, curricular software will enable students to augment their course of study by earning accelerated credits through proficiency exams at their own pace. Our system enables overaged students to continually enroll, pursuing credits and skills necessary to earn a high school diploma as soon as possible and without interruption. Accommodations have also been built into the daily schedule to accommodate students‘ anticipated personal circumstances. For instance, what VLA refers to as “Power Hour” will occur during the first daily hour of the day. During this time slot, the therapist, clinicians , teachers and students will be in rotating blocks with group and individual counseling, daily motivation, reboot session with teachers, completion corners for students who have assignments due in a class later that day will have an opportunity to go to one of the many rotations and receive the help that he/she needs in order to set an enthusiasticenergized tone for the rest of the day for all students. Instructional Methodologies Students attending VLA, regardless of the circumstances or reason, will share the common experience of having failed to thrive in their previous learning environments. They will need to be reengaged in a learning process that is productive for them, and will remain highly vulnerable to dropping out again unless they receive critical academic intervention. VLA’s success in preparing over-aged and under-credited students to earn a high school diploma and pursue college is directly correlated to its commitment to identify instructional strategies that are well suited to meet the diverse needs of each of its students. The CCSS will be delivered in small classes and instructional methods will be highly student-centered and differentiated. Like all successful alternative education schools, VLA‘s instructional approach is empirically based upon the practice of high-performing urban alternative schools. It allows for teacher adaptation and improvement tied to measurable outcomes. A major component of the school‘s professional development will focus on coaching teachers in effective selection and use of these core instructional methodologies to meet individual student needs within a classroom setting using multiple-intelligence strategies. Ninety percent of all lessons will be hands on and what we refer to as “paperless”. Data-Driven Instruction Using data to meaningfully drive instruction is the foundation upon which we build our educational program. Unique to VLA‘s assessment program will be the use of authentic assessments, providing students with a variety of formats to demonstrate skill. We feel that these types of assessments show consistently more real-time data. Additionally, students will be consistently measured on progress against their Alternative Education Plan, which will include non-academic metrics around factors contributing to a student‘s achievement, including attendance and truancy, behavior, and engagement. Interim benchmark assessments will serve as the foundation for classroom instruction and lesson planning. At a macro-level, VLA’s Program Executive or appointee, the Transition Coordinator and the Academic 202 Vision Learning Academy Coordinator will meet at the conclusion of each data cycle (every nine weeks) to analyze and discuss student performance and track the school‘s progress toward its academic goals. At a micro-level, the results will provide teachers with robust feedback on their students‘ progress in meeting their Common Core Standards. This will assist them in knowing, at any moment, which students have mastered topics and which students have not, as well as in aggregate what standards were learned and what standards need to be re- taught. Results from all interim assessments will be stored in the school‘s TETRA-DATA System which tracks mastery of GLEs for all students. In addition to facilitating thoughtful analysis of interim results to inform instructional and curricular modifications, TETRA-DATA will be used to create GLE-based report assessments that will be discussed with students, and families when possible, every nine weeks to inform them of progress. Teachers and advisors will track student progress each day, and during each lesson. In accordance with our proposed use of the on-course lesson plan format, each lesson will be expected to include a closing assessment. Again, all classrooms within VLA will be equipped with a CPS, clicker remote student response system at each student‘s desk. This will allow teachers to require all students to respond to oral or written questions and get immediate feedback on their comprehension level and the effectiveness of a current lesson. The use of this technology will encourage participation as students will be prevented from simply not answering and waiting for someone else to respond. Real-time adjustments to a lesson can take place when using the remotes. The CPS clicker system will track questions according to CCSS. It will communicate and store data within the online TETRA- DATA System. Balanced Literacy The Balanced Literacy model will be used across all subjects to develop students‘ literacy, reading and writing skills. Teachers will institute various strategies to effectively implement Balanced Literacy, including whole- and small-group instruction, guided reading and writing, and independent practice. During group instruction, students will work in homogeneous groups according to their reading and writing levels, strategies will be modeled and new concepts will be introduced. During guided practice, students work largely independently, with the teacher acting as mentors.‘ Independent practice enables students to choose books and written topics of interest to them, deepening their love of reading and writing, as well as their comprehension and fluency. Students will experience these reading and writing strategies within all classes and all subjects. Exposure to excerpts, essays, articles and books related to material being studied in each subject engages students in different types of texts and critical thinking is required as students discuss relevant topics rather than arbitrary concepts. Implementing Balanced Literacy effectively, VLA teachers will require students to think creatively, discuss multiple viewpoints, express their ideas, and engage in higher-order thinking – all critical skills aligned with the school‘s mission to prepare students for graduation from high school and success in four-year colleges and universities. 203 Vision Learning Academy Differentiation A defining quality of VLA’s educational program is to meet all students where they are, but also to hold each child to the same standard of academic excellence. To accomplish this, teachers will be required to use differentiated instructional strategies to implement VLA‘s rigorous curriculum, including: Readiness/Ability Evaluation: Teachers will use a variety of diagnostic assessments to understand each student's ability and/or readiness, including the practice EOC test, TABE Locator and full battery, and much, much more. Adjusting Questions: Teachers will receive training and support on using a variety of questioning techniques to adjust the level of critical thinking to meet student needs. The use of the new Bloom‘s Taxonomy in creating daily lesson objectives and individual student goals will challenge students at their level and differentiate to encourage greater critical thinking. Curriculum Compacting: Compacting the curriculum assesses a student‘s knowledge, skills and attitudes and provides alternative activities for students who have already mastered curriculum content. This will be achieved by pre-testing basic concepts or using performance assessment methods. Students who demonstrate that they do not require instruction move on to tiered problem solving activities, literature circles, or technology-based supplemental curricula while others receive instruction. Flexible Grouping: VLA’s teachers will permit movement between level groups at any point a student is identified as requiring more support or more challenging work. Student‘s readiness varies depending on personal abilities and interests, and teachers will be sensitive to the concept that a student may be below grade level in one subject, but above grade level in another subject. Learning Profiles/Styles and Student Interests: When necessary, teachers will assign students to tasks by learning style, preferred environment, learning modality, or personal interests. Teachers will teach to different learning styles of students, encouraging them to find their own strengths in how they learn. This will partially be supported through the integration of technology. Learning Centers: Learning centers will be differentiated through varying complexity of activities, taking into account different students‘ abilities and readiness. Students will understand what is expected of them at the learning center and manage their use of time. Anchoring Activities: Students will understand what activities are appropriate at any time when they have completed assignments, and activities can be assigned for a short period at the beginning of each class as students organize themselves and prepare for work. At the high school level, students will be afforded a great deal of independence in selecting activities worthy of their time and appropriate to meet their learning needs. 204 Vision Learning Academy Spiraling Cumulative Review Given the pace with which material will be covered in order to catch students up on a trimester system, VLA’s teachers will commit a significant proportion of instructional time to systematic cumulative review. During class, teachers will regularly revisit skills learned earlier in the year. Supplementary curriculum software will support this process by providing students with ongoing drills and exposure to concepts learned earlier in the year or course. Providing ongoing cumulative review will develop the fluency of students to perform skills clearly outlined in the various curricula. With repeated practice and cumulative review, teachers will help students to maintain learned skills and look for opportunities to apply them in new settings. Anticipated Professional Development The success of our educational program rests on the quality of its teachers and leaders, and adults in the building are responsible for students achieving at high levels. VLA will maintain high expectations for staff, who have been hired based on their uncompromising belief that students will be successful and graduate from college, and because they embrace a spirit of continuous improvement of their craft as lifelong learners. VLA’s teachers will be open to feedback and accountability, opportunities to learn and grow, and tools that will allow them to do their job more effectively. They will be well prepared to use every minute of instructional time productively. Our professional development program will center on two critical strands: Cultural training to ensure mission alignment and appropriate expectations across classrooms; and, skills-based training on components of the education plan including lesson planning, development of Alternative Education Plans, data-driven instruction, significantly differentiated classrooms, and Curricula and assessments to ensure delivery of relevant and effective lessons in each classroom, every day. Lesson Planning While most teachers at VLA will have significant experience in lesson planning, planning lessons with the level of differentiation required will require extensive modeling, training and practice. VLA will provide as much structure as possible, including a consistent lesson planning format. The standards-based lesson plan format will require all teachers to include measurable objectives for each lesson plan mapped to the CCSS. During the school year, all lesson plans will be turned in on a weekly basis, and teachers will receive continual feedback from the School Leader on their planning procedures. Data Driven Instruction Given the robust use of data analysis and expectation of data-informed instruction that will be used at VLA, all new teachers will receive training during summer orientation that covers: Our data-driven culture and its application in an alternative setting Developing scope and sequence assessments Developing and monitoring Alternative Education Plans Using authentic assessments to monitor student achievement and skill acquisition Data analysis protocols Using data to drive instruction Curriculum and Instructional Methods VLA will train its teachers in the curriculum alignment process and on all expected instructional methods. In addition to in-depth training on data-driven lesson planning, teachers will be trained 205 Vision Learning Academy on how to create lessons with clear and measurable learning standards that meet students at various skill levels, implementing supplemental curricular material, backwards planning, spiraling and cumulative review, and engaging students through lessons with real world connections. VLA’s teachers will also be trained on how to prepare lessons aligned with scope and sequence assessments and in the development of high-quality, multi-modal classroom assessments to track student progress in the interim. Curriculum and Instructional Methods VLA’s teachers will train its teachers in the curriculum alignment process and on all expected instructional methods. In addition to in-depth training on data-driven lesson planning, teachers will be trained on how to create lessons with clear and measurable learning standards that meet students at various skill levels, implementing supplemental curricular material, backwards planning, spiraling and cumulative review, and engaging students through lessons with real world connections. VLA’s teachers will also be trained on how to prepare lessons aligned with scope and sequence assessments and in the development of high-quality, multi-modal classroom assessments to track student progress in the interim. Effectiveness The educational program at VLA is strategically built upon the best practices of the highest performing college preparatory alternative education school serving similarly low income, minority, and at-risk student populations in combination with the most effective practices identified in alternative high school programs across the country. The school‘s college-prep approach, including an extended school year, rigorous, standards-aligned curriculum, and culture of high expectations, were selected based on their proven results from their implementation of No Excuses‘ schools achieving dramatic performance results. Relevance The most relevant curriculum for at-risk students is a curriculum that prepares them for college. More than being simply relevant, VLA‘s college-preparatory curriculum is essential. The curriculum will be presented in a compelling manner, and enable students to master basic skills while attaining accelerated concepts and higher order thinking skills. Research indicates that an aligned curriculum can increase student achievement and helps overcome the usual predictors of socioeconomic status, gender, race, and some teacher quality variables.8 Rigor Students who have been identified as particularly at-risk, and who have not thrived in a traditional environment, are especially targeted with low expectations – even though many students‘ failure to succeed was on behalf of adult performance at past schools or personal circumstance rather than student aptitude. VLA seeks to change that reality. 7 Association for High School Innovation, ―AHSI Network Distinguishers.‖ www.ahsi.org 8 Edvantia. ―Research Brief: Aligned Curriculum and Student Achievement.‖December 2011. http://www.edvantia.org/services/pdf/Aligned.pdf. VLA ‘s use of the Common Core Standards-based curriculum and rigorous assessment protocol necessary to prepare students for college and beyond. Teachers will challenge students to think critically by questioning strategies, providing challenging work, and pushing students to think, read, and write at a deeper level. 206 Vision Learning Academy VLA, as part of its mission to provide college preparatory education to all students, will ensure special education students receive robust support within the school community for them to excel and meet high academic performance standards. In accordance with all applicable state and federal laws and regulations, VLA will offer students with disabilities the least restrictive environment possible within the guidelines of each student‘s Individualized Education Plan (IEP). We will ensure a Free Appropriate Public Education (FAPE) for all students by providing and directing special education and related services that meet all State Board of Elementary and Secondary Education (SBESE) standards at the school‘s expense. We will not discriminate against students who have or may have disabilities in enrollment practices, as it is the school‘s mission to provide a college preparatory education to underserved and at-risk students. All students, including those identified as disabled under Louisiana State Law and Federal IDEA law, will achieve the school‘s mission of being prepared to enter into college. VLA has included a thorough support system into its overall school design and model to support the academic needs of all students, including those with exceptionalities. Overall, the special education program at VLA will be guided by the following main principles: Equal Access to College Preparatory Curriculum All students at VLA will have access to a high-quality, rigorous, college preparatory curriculum regardless of whether the student has an identified disability or not. Integration in Student Population – To the greatest extent possible, students with disabilities will be integrated in the regular student population and included in every part of the school's culture and expectations. Strict Adherence to Procedure VLA’s special education department will strictly adhere to the special education policies and procedures of the school, as these policies and procedures ensure that students and parents are given due process in decisions regarding special education evaluations and services. Involvement of Stakeholders Beyond the extent required by law, VLA’s special education staff will include parents, classroom teachers, administrators and others in decisions involving a student's disability and/or accommodations. Provision of Life-Long Strategies for Success VLA will equip all students with strategies for life-long success, achievement, independence at the highest possible level and, to the extent possible, exit students from special education services. The goal of VLA’s special education program is to minimize the impact of each student‘s disability and to maximize each student‘s opportunities to participate with his or her general education peers and in general settings. VLA’s staff will act on the belief that students with disabilities add to a school‘s diversity and are integral members of a school‘s community. Staff will hold high expectations for its students‘ outcomes and believe that all students with disabilities are capable of making significant academic, behavioral, social, and emotional gains, as appropriate. Because no single standard or approach can meet the needs of diverse learners, our staff will meet the needs of students with exceptionalities by making individual-level decisions. 207 Vision Learning Academy Section V: Teaching VLA’s staffing plan aims to provide a robust staff to stabilize the new school’s culture while simultaneously driving rigorous instruction for the diverse needs of the student body. Beginning in Year 3, VLA will downsize in leadership and instructional staff in order to maintain the momentum for year three. The following explanations will touch on the five year staffing model for leadership, instructional staff and operations staff. Our goal in Year 1 is to provide at least a 15-to-1 ratio of students to teacher in every section; thereafter the ratio will be 18-to-1. Thus, we estimate that VLA will have eight core sections and one part-time PE section throughout Grades 9-12. In order to satisfy our mission of providing accelerated, rigorous, college preparatory education to our students, we know that the first two years are critical for providing intense interventions and remediation. In these early years, we will over-staff our school team with co-teachers; therefore, in Years 1 and 2, hire an additional 5 co-teachers who will work directly with a lead teacher. Our co-teacher positions will provide a double benefit to success of VLA: first, they will provide the necessary interventions and remediation to close the achievement gap in the first two years. Second, these co-teachers will also be a human capital pipeline to fill lead teacher positions in following years. In Year 3, as the instructional needs of our students normalize, we will eliminate co-teachers from our staffing model. One of VLA’s key determiners for staffing success is the mandatory professional development that is required for all staff. External Professional Development While most of our professional development will occur internally, exchanging knowledge and best practices among staff members, staff will also have the opportunity to grow professionally by learning from other high performing schools and curriculum specialists. Every faculty member will be required to observe at another high performing high and/or alternative school at least once per year. The staff will also be encouraged to pursue individual, ongoing professional development opportunities, and each teacher will have access to a modest stipend for these training opportunities. This money may be put towards purchasing materials, taking classes, or attending seminars and conferences that enhance their ability to effectively teach their subject. We will predominately rely on its own staff to develop teachers, given the organization‘s extensive experience in teaching and leadership development. During the school year, the School Leader is responsible for developing, implementing and evaluating the efficacy of the school‘s professional development opportunities. The School Leader will develop a comprehensive strategic plan for professional development activities, gather formal survey data and informal feedback from staff on the effectiveness of existing development, and identify gaps or weak areas of professional development. As described, professional development for staff will begin three weeks before students arrive with in-house mandatory staff training and curriculum planning for teachers. During the first year of operation, orientation will encompass significant acculturation and curriculum development requiring three weeks; in the second and subsequent years this will likely be shortened to no more than two weeks. Summer training topics will include socialization into the mission and values at VLA, school-wide expectations with regards to academic, 208 Vision Learning Academy discipline and behavioral expectations, lesson planning, assessments, standards alignment, multimedia instruction, and effective use of data and Alternative Education Plan. Teachers are provided a minimum of 450 minutes (7.5 hours) per week of planning and professional development time. This schedule emphasizes the importance of planning, staff collaboration, and professional development for teachers to improve their instructional practice on an ongoing basis. VLA’s teachers will thrive in a professional culture that supports and encourages collaboration, constant learning, and collegiality. Tentative Schedule for Professional Development 1. July 16th to August 3rd – Teacher orientation, curriculum training and planning, culture building, multimedia instruction, goal setting, scope and sequence assessments, meetings with community leaders to gain insight into community dynamics. 2. Every Wednesday for 50 minutes – Team meetings will take place to discuss student achievement and what's working within classrooms. 3. Every other Friday for 55 minutes – Entire staff or content area professional development will take place; these groups will be rotated throughout the year. 4. One Saturday a month – Professional development for struggling teachers; topics will be determined by the needs of teachers. 5. Once every nine weeks – School-wide discussion of scope and sequence assessment results including related development needs/training The Special Education Coordinator will be included in all professional development within the school. Additionally, the School Leader will work with the Special Education Coordinator to identify customized professional development opportunities externally to train and have the Special Education Coordinator will equip the entire staff with specialized knowledge and strategies for working effectively with students with exceptionalities. In this way, the Special Education Coordinator will not only receive personalized training and be encouraged to expand his/her qualifications, but the he/she will also be a significant source of professional development for the rest of the staff. As previously stated , a clear concept of the type of school culture sought at VLA will not be sufficient to ensure that it will manifest in practice. Included below is a framework for the planning and execution of the key elements of the school‘s strong, cohesive culture. This framework will be a priority focus of July professional development required for all staff and led by VLA’s team of outside contractors and consultants from all walks of life. Table WHAT DETAILS HOW Articulate core values Decide how to be incorporate organizational values as a school. . Sweat the small stuff Start with the smallest incident Engage teachers to like being shape these unprepared for math class, interactions and articulate the See core Values 209 Vision Learning Academy expected teacher response. What should the teacher say? How and when should the teacher say it? What consequences should the student receive? What does the teacher do? Map out consequences Define consequences for infractions Family accountability agreement Systematize it Design a teacher-friendly, consistent schoolwide system for tracking positive and negative behaviors. Points tracking system Design rituals to celebrate Be just as systematic in rewarding the positive as the negative. Design a clear Friday bi-weekly celebrations success incentive system. Model and Train/ WHAT Represent/Model DETAILS Be the values-be the leader HOW Summer orientation and school culture sessions Engage Staff Devote time to defining vision Summer orientation with teachers to build buy-in. Explain the rationale behind using one whole-school culture as oppose to classroom to classroom 210 Vision Learning Academy Train Staff Articulate who we are and who Staff orientation we are not. Walk through every aspect of school culture System and artifact development Promote development of artifacts Teacher training Role Play Provide staff with the Staff orientation opportunity to implement routines and procedures Start Intentionally Start the year right. Devote time First day of school schedule and in the first days and weeks to delayed after school-activities reinforce expectations Model Expectations for students Debrief poor decisions from Model/ role play multiple times students Do it until it’s right Redo until expectations are met Flexible schedule to allow for routine drills Follow Through WHAT DETAILS HOW Observe Staff Be vigilant, especially in the first weeks, in giving staff feedback on time, classroom management, and the use of the individual and whole-class tracking systems. Observation forms Revisit Expectations Provide weekly time with staff to follow up on questions or confusion regarding school culture. Watch for wholeschool, class, or individual trends and follow up regularly Daily emails, daily classroom walk-throughs, persistent Feedback and review protocols Regularly Stay Consistent Feedback starting with individual 211 Vision Learning Academy Maintain Regular Contact with Families Model and train staff how to communicate with the families hallway and school-wide presence. Stay in contact with families – student behavior information is relayed more clearly between adults rather than through students. Design systems to keep families informed and that require their involvement. Systems, vocabulary, and support for constant communication with teachers, teacher meetings Weekly reports-phone calls-sixweeks conferences Role Plays staff, and families. Additionally, VLA will have one Special Education Teacher. Assuming that 12% of the student population (150 students) qualifies for special education services, we will need at least one special education teacher. This number of teachers may grow or shrink according to the number of student actually qualifying for services. Support To promote the development of student intervention services, VLA will have a Special Education Coordinator and will have its own Professional School Counselor. Both positions will work closely with the school leader and teachers to ensure that all students are getting necessary educational or social services to promote healthy development. These positions will remain intact through the terms of this charter. Additionally, a school security guard will be on staff in order to protect the safety of the entire school community and a part-time nurse will provide health-related services to students at VLA. Operations The finance, operations and data components of running the school will rest in the hands of the Operations Team—Director of Finance & Operations (DFO) and Administrative Assistant (AA). The Operations Team will work closely with the CEO to ensure smooth operations and state/federal compliance with all fiscal policies. The Operations Team will also work closely with the school leader to ensure operations are setup to facilitate a clean, healthy and functional learning environment. The Operations Team will remain intact through the terms of this charter. High School Staffing Chart To be opened August 2013 Executive Director of High School School Leaders Year 1 1 1 Year 2 1 1 Year 3 1 1 Year 4 Year 5 1 1 1 1 212 Vision Learning Academy Teachers – Core subjects 8 PE Teacher (1/2 time) ½ Special Education Teacher 1 Co-Teachers 5 Special Education Coordinator 1 Professional School Counselor 1 Director of Finance & Operations 1 Administrative Assistant 1 Security Officer 1 Nurse 1 8 ½ 1 5 1 1 1 1 1 1 8 ½ 1 0 1 1 1 1 1 1 1 8 ½ 1 0 1 1 1 1 1 8 ½ 1 0 1 1 1 1 1 1 213 Vision Learning Academy Appendix N: Completed and Signed Charter School Board Member Questionnaire Appendix P –Bylaws – submitted with eligibility documentation Board of Directors The governing Board of VLA represents the diverse professional experiences and practical expertise necessary to support the start-up and long-term viability of a charter school management organization. Such experiences and expertise include education, finance, law, non-profit and community leadership, human resources and previous governance experience. VLA will be governed by an odd number of Board members consisting of between an adhoc committee of 3 member and a governing Board of Directors of about 7 and 9 persons. The adhoc committee’s sole responsibility is to oversee the governing Board. The Board will assume final responsibility for the organization’s academic success, viability, and faithfulness to the terms of the charter. Therefore, the Board will develop and approve the annual budget and all organizational policies. It will also set goals and review strategy to continually guide the organization towards the fulfillment of its mission. Although Learning Solution’s Board of Directors delegates the management of the organization to the Chief Executive Officer, the Board is ultimately responsible for ensuring that the organization meets its academic, fiscal and operational objectives. The primary qualifications for serving on the Board include: 1. An unwavering commitment to seeing VLA’s students superbly prepared for high school, college, and success in life; 2. A commitment to improving access to quality education for all children regardless of race or economic status; 3. An understanding of the Board’s obligation to act as an effective and vigilant steward of public funds; 4. The ability to be a good judge of information regarding the Chief Executive Officer’s educational and fiscal management of the organization. 5. A willingness to focus on the academic achievement of children in the schools, and not to divert the Board’s attention to matters that are peripheral to this mission; 6. An ability to fairly and accurately assess the needs of the community, and to represent the organization to the community and others; 7. Financial, legal, business, fundraising, management, governance, real estate development, and/or educational experience; 8. A willingness to accept and support decisions made in accordance with the bylaws; 9. An ability and willingness to give time and energy to the organization; and, 10. A willingness and ability to provide access to resources, both financial and other, in order to support and strengthen the organization. The role of the full governing Board will be to: 239 Vision Learning Academy Safeguard the organization’s mission and competitive advantage – On an annual basis, Board members will assess the organization’s mission, strategic plan, and annual goals as well as the external environment to assure that the organization is fulfilling its charter and meeting the needs of the community. Govern by helping to fulfill the Board’s collective responsibilities, detailed in the Board’s job description and expectations. Secure sufficient resources to fulfill the organization’s mission – Board members are expected to work in partnership with the organization’s administration to raise funds to support the organization’s mission. Advocate for the organization's vision and mission and be a champion in building the diverse constituencies necessary to support the successful launch and sustainability of the organization.Ensure strategic and effective resource allocation – As the fiduciary agents of the organization, Board members will review and approve the organization’s budget and funding plan and will hold the CEO accountable for its effective and efficient management. Serve as a liaison with the public, interpreting the organization’s vision to the community and informing the organization of needs of the community. Hire, support, and assess the performance of VLA’s Chief Executive Officer – The Board will work as the governing partner to the organization’s management team and will ensure that the Chief Executive Officer has the training, support, and encouragement necessary to fulfill the charter. In addition, the Board will assess annually the performance of the Chief Executive Officer and will hold him/her accountable to the job description and performance criteria upon which they mutually agree. Consult by lending specific expertise for the benefit of the organization with professionalism, integrity, and enthusiasm. Serve as ambassadors for the organization – As the organization’s primary link to the community, the public, the media, and funders, Board members are expected to garner support from the community through their passionate commitment to and articulation of the organization’s mission. Capitalize on personal networks to secure financial and other resources to support the organization. Set policies and procedures – As the organization’s governing body, the Board is expected to establish policies and procedures to support the mission. Attend regular Board meetings and participate in a meaningful and productive manner by coming to meetings prepared and by focusing on strategic and critical questions and issues. Monitor and ensure legal and regulatory compliance – The Board should review organizational policies and programs to ensure compliance with the law and with state regulations. Be accessible for personal contact in between Board meetings and for committee serving on a committee or taskforce as need be. Assess its own performance – As a component of holding the organization accountable to achieving its mission and efficiently allocating its resources, the Board is expected to evaluate its performance against its job description and performance criteria. Collaborate with fellow Board members to fulfill the obligations of the Board and to ensure that diverse perspectives are heard and incorporated into the governance structure. Focus on creating group, not individual success; support Board decisions; participate critically in the appraisal of the Board’s 240 Vision Learning Academy performance. The founding Board of Directors understands the unique challenges of creating a strong Board from scratch. To this end, the full founding Board plans to take advantage of the extensive governance training that will be provided by Sally Baird and the Charter Management Company. In total, the Board, Chief Executive Officer and School Leaders completed approximately 75 hours of governance training prior to the opening of Vision Learning Academy ORGANIZATION STRUCTURE VLA’s mission is the primary driving and guiding force behind the operations of its schools. Every member of the school community ultimately is accountable to the mission and responsible for reporting on their work as it relates to the mission. The Board of Directors is the group of individuals charged with stewarding the mission of the organization and ensuring the organization’s long-term organizational viability. The Board is responsible for setting organizational policies, positioning the general strategic direction of the organization, and properly governing the organization’s ongoing operations to ensure that they are conducted in a manner consistent with the mission and with the law. In addition to its school oversight responsibilities, the Board is also responsible for governing CEO. The CEO has systems and structures that are utilized at the schools in order to allow the School Leaders to focus on instructional leadership at the school sites. SCHOOL SUPPORT It is the goal of the CEO and Parental team’s along with our community partnerships to serve as a support system for the schools in order to allow the School Leaders, teachers and other school staff members to focus primarily on the students.Therefore, the CEO and the Management Team provides direct support to the schools’ to help financial management, fundraising, strategic planning, and data analysis personnel. This team is comprised of highly qualified individuals who bring a unique set of specialized skills necessary for achieving VLA’s mission of preparing students for college and beyond. Based upon their areas of expertise, each member of the team is responsible for providing direct support services to VLA. The roles and responsibilities within the team require that each member of the team be knowledgeable of both the academic and operational components of the schools. Collaboration between the members of the CEO team is imperative to VLA’s success as is the collaboration between the CEO and school staff members. In terms of support focused on academic planning, the CEO team is comprised of the Chief Academic Officers (CAO), Director of Special Education, Director of Early Childhood and Director of Literacy. This group focuses their attention on the needs of the School Leaders and teachers to ensure academic achievement and excellence for every student. The CAOs will work in concert with VLA’s Chief Executive Officer to support and evaluate every School Leader as well as to drive the academic planning and 241 Vision Learning Academy professional development at all levels of the organization. The Director of Literacy work closely with the CAOs to develop the supplementary Visual and Performing Arts and Technological curriculum, work directly with teachers to aid in their classroom planning, provide professional development to all staff and analyze student and teacher outcomes. Finally, the Director of Special Education oversees the special education programming and planning for the organization and will provide direct support to School Leaders and teachers to ensure that the academic needs of each student are being met. When looking at operational support in particular, the Financial Controller and Managing Director of Operations at the CEO works very closely with the school-based Directors of Finance and Operations. These staff member work with the Board of Directors and Chief Executive Officer to create and set policies and procedures, manage financial systems, procure vendors and provide professional development. Likewise, the Director of Data and Assessment at the CEO works in conjunction with the Data Managers and Curriculum Captains at the school sites. This team collaborates in order to develop and sustain an aligned assessment and data analysis system. As described earlier, the gathering, analyzing and disseminating of data drives much of the academic planning at VLA; therefore, it is crucial that the data team work to create cohesive systems across the network of VLA. Finally, VLA’s team is rounded out with individuals whose daily roles overlap with both the academic and operational support needed at the schools. The Chief Executive Officer (CEO) of VLA reports directly to the Board of Directors and leads the Management team and the complete operation of the school; while also ensuring that the schools are meeting their goals, all in pursuit of VLA’s mission to prepare students for college. The CEO works closely with the COO to hire the most effective staff at both the CEO and school levels as well as plan for the professional development needs of the entire staff. In addition, the Chief of Staff works closely with the CEO, Financial Controller and Grant Writer to ensure that all of VLA’s fund development needs are being met through the submission of grants and the acquisition of philanthropic partners. Finally, the Director of Information Technology works closely with the CEO to develop and sustain all of VLA’s technology needs and computer-based learning programs throughout the school year. The Director of Finance collaborates with School Leaders and teachers for the academic programming and staffing needs of the regular and extended school day and year while also ensuring that the funding essential for the program’s success is available and accessible to create and maintain highly effective programs. 242 Vision Learning Academy Section VII: Budget and Financial Management BUDGETING AND FINANCIAL IMPACT FIVE-YEAR BUDGET Below is a five year proposed budget for VLA aligned with the five-year growth plan. VLA will be working at a deficit for the first three years and is relying on the assistance of philanthropic funding as is built to full capacity and becomes capable of being funded by the per pupil amounts. Year 1 Year 2 Year 3 Year 4 2012-2013 2013-2014 2014-2015 2015-2016 1 school 1 school 2 schools 2 school Chief Executive Officer$ 85,000 $ 87,000 $ 88,500 $90 ,000 Director of SPED $ 60,000 $ 60,500 $ 61,000 $ 61,500 Data Coordinator $ 35,000 $ 36,000 $36,500 $ 37,000 Literacy Coordinator$50,000 $52,000 $ 53,000 $ 55,000 Grant Coordinator $ 40,000 $ 50,000 $ 50,000 $50,000 Accountant/CPA $ 31,250 $ 85,000 $ 87,500 $ 90,000 Admini Assistant $ 40,000 $40,500 $ 44,000 $ 45,000 Board Expenses. $ 10,000 $ 11,800 $ 13,000 $ 14,200 Achievement Net $ 25,000 $ 50,000 $ 60,000 $ 70,000 Academic and Fin $ 15,000 $ 25,000 $ 30,000 $ 35,000 Allowance for Prof $ 20,000 $ 35,000 $ 45,000 $ 50,000 Allowance for Adv $ 20,000 $ 25,000 $ 25,000 $ 25,000 Allowance for CEO Team Travel $ 20,000 $ 20,000 $ 25,000 $ 25,000 Allowance for Celebrations $ 25,000 $ 35,000 $ 45,000 $ 40,000 Office Equipment / ipads/cell phon $ 50,000 $ 30,000 $ 30,000 $ 30,000 SubTotal $ 1,153,750 $1,471,800 $1,669,500 $1,849,200 Benefits at 28% $ 242,188 $ 310,000 $ 334,125 $ 373,750 Total Expenses $ 1,395,938 $ 1,781,800 $ 2,003,625 $ 2,222,950 7% per pupil from schools $ 9 87,040 $1,511,312 $1,940,470 $2,302,956 Operating Income -$408,897.32 -$270,487.85 -$63,154.94 $80,005.56 New Schools Venture Fund $ 200,000 $$- Year 5 2016-2017 3 schools $ 90,000 $ 62,000 $37,500 $ 60,000 $50,000 $ 92,500 $ 46,000 $ 14,200 $ 70,000 $ 40,000 $ 50,000 $ 25,000 $ 25,000 $ 40,000 $ 30,000 $ 1,912,700 $ 387,125 $ 2,299,825 $2,302,956 $3,130.56 243 Vision Learning Academy SCHOOL BUDGET Below is a current example of a start-up budget for Vision Learning Academy. All aspects of running a healthy school are included in this budget, which is break even. Directors of Finance and Operations will be responsible for monitoring the school-based budgets. The School Leaders and the Financial Controller will report to the Board monthly on actual expenses todate and projected expenses at year-end. In addition, an independent Certified Public Accounting Firm will conduct an annual third party financial audit of the back office. School Information 150 Number of Students 15-20 Student : Teacher Ratio 2 SPED Teachers 8 Number of Teachers 15% Percent of Special Education Students 0 students Level I SPED allowance $1366 - speech only 0 students Level II SPED allowance $8198 - MM, LD, Etc. 0 students Level III SPED allowance $15029 - Autism, Sev Prof, MR, ED, etc. 90% Percent of Free and Reduced Lunch Students 29% Percent of Benefits $8,500 Per Pupil Allowance 194-197 Number of School Days $1,700.00 IDEA $750.00 Title I Funding per student $75.00 Title II Funding per student $55.00 RTA Monthly Token $283.00 Bus Route $50,000 Average Teachers' Salary $35,000 Average Co-Teacher Teachers' Salary Revenues $ 1.2millionPer Pupil Amounts = number of students times per pupil allowance $0 Special Education Per Pupil Allowance - see levels above $0 Title I = allowance of $750 per student $0 Title II - allowance of $75 per student $200,000 Charter Startup Grant - 1st year allowance $ IDEA - allowance of $1700 per student $ 1.5million Total Revenues Expenses Teachers $400,000 Regular Education Teachers - allowance $49,000 $50,000 8.5 Self Contained Teacher 50K $47,280 Co-Teacher Expense $20,000 Band Instructor - 2/3 Live Oak 1/3 Laurel $170,000 SPED Teachers - 4 allowed $115,000 3 Teacher Associates / Co-teachers 244 Vision Learning Academy $100,000 City Year - AmeriCorps - 10 aides $477,982 Benefits $48,000 TFA fees for 10 teachers + PTP fees for TeachNOLA and TFA $200,000 Teacher Advancement Program Bonuses $ TOTAL for Teachers Administration $80,000 School Leaders $55,000 Dean of Students $50,000 Behavior Interventionist $50,000 School-based Director of Finance and Operations $50,000 School-based Data Coordinator $40,000 Admin Asst. / Data $20,000 Admin Asst / Parent Coordinator ($10 per hour) $208,840 Benefits $,553,000 TOTAL for Administration Support Staff $275,000 Allowance for Extended Day program $27,500 Nurse - 1/2 of salary (shared with another school) $60,000 Social Worker (CIS) $45,000 Security Guard $15,000 Parent and Community Liason $25,000 Allowance for Playworks $65,000 Allowance for SPED service professionals $32,347 Benefits $ 427,150TOTAL for Support Staff Supporting Supplies $28,800 Ipads /Cellphones - 40 Based School Supplies $30,000 Copy Machines $35,500 Amazon.ComCredit(Library) - software and scanners for every classroom $50,500 Kendall fire / Software (Apps) - allowance of $500 per student $10,000 Teacher Classroom Allowance ($500 per teacher) $10,000 Celebrations for Teachers $20,000 Computers for each staff member - 20 @ $900 $17,500 Allowance for Elmo's for each classroom - 15 classrooms @ $700 each $20,000 Allowance for student response systems for each clrs. - 20@ $1000 each $50,000 Misc. Office Supplies and furniture $15,000 Allowance for Uniforms 245 Vision Learning Academy Facilities $19,856 Maintenance $112,000 Allowance for School Cleaning - nightly $50,000 Allowance for upgrades and general school maintenance $144,000 Allowance for Utilities - $12000 per month $32,500 Allowance for Crime, General, and Sexual Insurance $25,000 Allowance for Security Camera Upgrades Operations $181,500 Transportation allowance for 300 students using tokens - $55 per month $278,755 Transportation allowance for 250 students riding buses at $300 per route (5) $50,000 Allowance for PD / Travel for all staff - 50@ $1000 $45,000 Allowance for Student Field Studies / Celebrations- 15k per school $40,000 Allowance for Technology Support $15,000 Allowance for Lunch $4.00 per student - LOST $2,388,960 TOTAL for Expenses $ 424,510 Subtotal $406,943 7 % deduction for Charter Management Organization Expenses $ 17,567 Overall School Surplus SUSTAINABILITY The Federal Public Charter Schools Program (PCSP) Title Vb funding of $800,000 is exhausted in year three of a new charter school's operational budget. In year three, VLA will maintain a balanced budget by making up for the loss in Federal start-up funds. FUNDING DEVELOPMENT At this time, VLA is seeking philanthropic assistance for approximately $1,500,000 to allow for the building of a strong back office for year two and year three and to provide a surplus for any unexpected expenses during the start-up years. As long as the present facility agreements remain at a reasonable cost and Louisiana's per pupil amounts do not decrease, after year three the economies of scale will allow VLA to continue running with a budget surplus on the State's allotment of funding. 246 Vision Learning Academy Section VIII: Pre-Opening (Appendix T – Timelines and Schedule for Pre-Opening – 5 page limit) Appendix T: This chart is VLA’s start up AND Solvency plan: Resources: SL: School Leader DFO: Director of Finance and Operations CEO: Chief Executive Officer* CAO: Chief Academic Officer* BI: Director of Intervention Services/BI AA: Administrative Assistant Director of Information Technology* GW: Grant Writer* BP = Board President* BOD = Board of Directors* Board Development and Governance Resources Monthly Board meetings CEO/BP include discussion and resolutions related to facility in 2012 Determine additional Board CEO/ BOD competencies required reflecting organization’s growth and execute recruitment and nomination process Start/Due Date April 2012/Ongoing November 2012/ Ongoing BP Ongoing Approve annual budget and multi-year financial plan BOD DECEMBER 2012 Annual Board Retreat updating organizational goals to reflect CEO, BOD FALL 2012 Ensure all new Board members attend all meetings, retreats and training sessions 247 Vision Learning Academy OBJECTIVES Conduct criminal background check for any new Board members BOD WITHIN 30 DAYS Update instructional staff job descriptions as necessary CAO,SL November 2012 Recruit and select School Leader(s) CEO, BP,DFO November 2012-April 2013 Recruit and select all instructional staff CEO, SL, DFO February-June 2013 Review instructional programs to ensure alignment with mission and values, effectiveness CAO,SL March 2013/ Ongoing Create -specific handbooks (student, parent, staff) CEO, CAO, SL April 2013 Determine school wide instructional expectations and practices CAO, SL APRIL 2013 Create staff culture binder defining all instructional routines and systems to support mission and values CAO, SL April 2013 Determine curriculum review process and plan for creating units of instruction CAO, SL APRIL 2013 248 Vision Learning Academy Finalize and purchase curriculum selections CAO, SL, DFO June 2013 Update staff pre-service including staff culture, curriculum plans, goals, data-driven instruction CAO, SL June 2013 Training for staff on using data to create action/re-teach plans CAO, SL July 2013 Determine classroom purchasing needs (furniture, supplemental materials, manipulatives, rugs, technology etc) DFO, CEO, SL July 2013 Attend all special education training workshops sponsored by the LDOE BI, CAO, SL Ongoing Attend all Charter School workshops CEO, DFO Ongoing SL,CAO June 2013 SL, CEO, CAO June 2013 CAO,SL June 2013 BI,SL,CAO July-August 2013 Create ongoing staff professional development plan Create teacher observation and feedback process Create staff evaluation and development process Identify special education 249 Vision Learning Academy population Contract with special education providers SL, DIS, DFO August 2012 CEO, DFO, BI, SL July-August 2013 CAO, SL, CEO January 2013 AA,SL February 2013 Open bank accounts CEO, DFO,BP March 2013 Enlist with a payroll services company CEO, DFO May 2013 Recruit students; hold lottery if necessary SL,DFO,CAO Application Timeline Conduct criminal background checks on all new staff Attend all and LA DOE sponsored charter leader meetings AA,SL Ongoing CEO,SL,DFO,CAO Ongoing Enroll employees in benefits (package including but not limited to health, dental, vision, long term disability, short term disability and retirement plan) DFO, May 2013/Ongoing Update transportation plan to include MCS students SL, CEO June 2013 Create student recruitment strategy Update job descriptions for non-instructional staff 250 Vision Learning Academy Review and finalize MCSD shared services agreement CEO, DFO,SL June 2013 Comply with all LA DOE and MCS request DFO, CAO,CEO,SL,BI,BP Ongoing FINANCIAL SOLVENCY AND START UP PLAN Governance Resources Hire Director of Finance CEO, BP and Operations (DFO) Start/Due Date FEB. 2013 Open bank accounts CEO, CEO,BP,DFO FEB-Mar 2013 CEO,BOD,BP June 2013 Finalize year 1 and 5 year budgets CEO,CAO,DFO,BOD,BP May 2013 Select accounting software CEO,DFO May 2013 Receive training on accounting software DFO, CEO May 2013 Ensure proper fund accounting systems are in place DFO, CEO May 2013 Develop proper filing systems AA,DFO,SL, May 2013 CEO, BOD,BP,SL May 2013 CEO,DFO May 2013 Update payroll contract to include MCS staff Create internal controls process to ensure proper segregation of duties Establish regular review process and checkpoints . 251 Vision Learning Academy Identify tax requirements and timelines CEO, DFO,BOD May 2013 Obtain line of credit CEO,BOD,DFO May 2013 Complete Electronic Funds Transfer Enrollment Form DFO May 2013 Provide information to MCS for payment by electronic transfer DFO May 2013 Comply with all state DFO,CEO financial requests Fundraising/Grant Applications Governance Resources Update fundraising plan CEO,BOD,BP Ongoing Complete requirements, timeline and application process for federal grants (i.e., i3, start up loans ..etc) CEO, GW August 2012 Complete and submit Foundations and Start up Grant Applications CEO,GW October-December 2012 Implement fundraising plan CEO, BOD,BP,CAO, Ongoing Start/Due Date August 2012 252 Vision Learning Academy Section XI: For Type 2 Charter Applicants Excellsior Christian School Agreement to Lease Location: 2209 Hwy 165 South Monroe, Louisiana 71201 Date: 8/1/2012 Re: MOU Intent to Lease for mer Excellsior Private School for the term of 5 years The Board of Directors of the former private school known as Excelsior Christian School has come into agreement with Vision Learning Academy to lease the 29,000 square foot facility which includes the following: 6 classrooms 1 dining area 1state approved kitchen area 1 racquetball room 1multipurpose room 1 weight room 1 furnished computer lab 1 gymnasium 10 bathrooms 1 teacher workroom 3 offices The aforementioned building is owned by Liberty Christian Center and the board has agreed to lease the building to Vision Learning Academy . There are no potential renovations needed for school ready operations at this time. The building is up to code and operational ready. The Capacity approved by the fire marshal is 300. ‘ Accommodations have been made to meet a 5 year growth spurt by the leasing of four 12x12 fully equipped portable buildings that will be included in the monthly lease amount beginning in year 2. At a rate of 29,000.00 square feet at $4.00 per square feet. This state approved facility will be leased at a rate of 10,000.00 per month. Johnny Drumgole Executive Director Liberty Christian Center-Monroe [email protected] 1.318.348.8633 253 Vision Learning Academy Appendix FF: Applicant Checklist The applicant will use the left column of boxes to check off the sections completed. LDOE will use the right column of boxes for its completeness check. X X X X X X X X X X Executive Summary Section I. Culture Section II. Leadership Section III. School Operations Section IV. Education Program Section V. Teaching Section VI. Governance Section VII. Budget and Financial Management Section VIII. Pre-opening Section IX: Third Party Educational Service Provider Relationship Section X: Applicants applying with a Corporate Partner Section XI: Type 2 Charter Applicants Section XII: Type 4 Charter Applicants Section XIII: Type 5 Charter Applicants X X X X X X X X X X X X X X Section XIV: Virtual Charter Applicants Section XV: Nonprofits operating more than one school in Louisiana Appendix A – Evidence of Community Partners Appendix B – Discipline Policy Appendix C – Job Descriptions for all Leadership Positions Appendix D – Resumes for all Identified Leadership Team Members Appendix E – Quote letters from possible insurance providers Appendix F – School Organization Chart Appendix G – Staff Roster Appendix H – Personnel Policies or Employee Manual Appendix I – Curriculum to be used by the school Appendix J – Course Scope and Sequence for One Grade in Each School Level Appendix K – School Calendar & School Day Schedule Appendix L – Teacher Evaluation Rubric/Tool Appendix M – Resumes of all Board Members Appendix N – Charter School Board Member Questionnaire Appendix O – School Leadership Evaluation Rubric/Tool (in manual) 254 Vision Learning Academy Appendix P – Bylaws Appendix Q – Conflict of Interest Policy Appendix R – Optional Letters of commitment from private sources X Appendix S – Budget Forms 1-4 submitted as a separate excel file Appendix T – Timelines and Schedule for Pre-Opening Appendix U – Third Party ESP School Performance Data Chart Appendix V – Most recent Financial Audit of third party ESP Appendix W – Most recent annual report of third party ESP Appendix X – Draft of Management Agreement with Third Party ESP Appendix Y – Most recent financial audit of corporate partner Appendix Z – Most recent annual report of corporate partner Appendix AA – Draft Memorandum of Understanding with Corporate Partner Appendix BB – Approved board minutes approving draft MOU with Corporate Partner Appendix CC – Virtual Charter Testing Plan Appendix DD – Staff/Teacher Policy Acceptable Use of Technology Appendix EE – Electronic Communication Policy X Appendix FF – Applicant Checklist 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. ______________Theresa Groce/TG___ 7/29/2012 Signature of President of Nonprofit Corpor Or Local School Board President Date ______________Theresa Groce___________ Printed Name of President of Nonprofit Corporation Or Local School Board President 7/29/2012_____ Date 255
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