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Resolution No. 2017-39 Authorizing City Manager to File Aventura Charter High School Application with Miami-Dade County School Board - July 18, 2017 RESOLUTION NO. 2017-39 A RESOLUTION OF THE CITY COMMISSION OF THE CITY OF AVENTURA, AUTHORIZING THE CITY MANAGER TO FILE THE ATTACHED AVENTURA CHARTER HIGH SCHOOL APPLICATION WITH THE MIAMI-DADE COUNTY SCHOOL BOARD; AUTHORIZING THE CITY MANAGER TO ACT AS THE GOVERNING BOARD'S DESIGNEE TO EXECUTE LETTERS AND DOCUMENTS ON BEHALF OF THE BOARD; AUTHORIZING THE CITY MANAGER TO DO ALL THINGS NECESSARY TO CARRY OUT THE AIMS OF THIS RESOLUTION; AND PROVIDING FOR AN EFFECTIVE DATE. Section 1. The City Manager is hereby authorized to file the attached Aventura Charter High School application with the Miami-Dade County School Board. Section 2. The City Manager is hereby authorized to act as the Governing Board's Designee to execute letters and documents on behalf of the Governing Board associated with the application process. Section 3. The City Manager is authorized to take all action necessary to implement the purposes of this Resolution. Section 4. This Resolution shall become effective immediately upon its adoption. The foregoing Resolution was offered by Commissioner Narotsky, who moved its adoption. The motion was seconded by Commissioner Shelley, and upon being put to a vote, the vote was as follows: Commissioner Denise Landman Yes Commissioner Dr. Linda Marks Yes Commissioner Gladys Mezrahi Yes Commissioner Marc Narotsky Yes Commissioner Robert Shelley Yes Vice Mayor Howard Weinberg Yes Mayor Enid Weisman No City of Aventura Resolution No. 2017-39 PASSED AND ADOPTED this 18th day of July, 2017. c 6-6U:(- t : ' ENID WEISMAN, MAYOR 0\ -"I 1 6i? et 5%e ATTEST: � ELLISA L. HORVAT -, . C CITY CLERK APPROVED AS TO LEGAL SUFFICIENCY: 1.7-.7( CITY ATTORNEY ) MODEL FLORIDA CHARTER SCHOOL APPLICATION Proposed Start-up Charter School: Aventura Charter High School Submitted to: Tiffanie Pauline, Assistant Superintendent Miami-Dade County Public Schools Charter Compliance and Support 1450 NE 2nd Avenue, Suite 802 Miami, FL 33132 Submitted on: August 1, 2017 AdvancElY ACCREDITED ` SACS Rule 6A-6.0786 Form IEPC-Ml Effective February 2016 APPLICATION COVER SHEET NAME OF PROPOSED CHARTER SCHOOL:Aventura Charter High School NAME OF NON-PROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH CHARTER WILL BE ORGANIZED OR OPERATED: The City of Aventura If a non-profit organization,has it been incorporated with Florida's Secretary of State? N/A Provide the name of the person who will serve as the primary contact for this Application. The primary contact should serve as the contact for follow-up,interviews,and notices regarding this Application. NAME OF CONTACT PERSON: Eric M. Soroka TITLE/RELATIONSHIP TO MUNICIPALITY: City Manager MAILING ADDRESS: 19200 West Country Club Drive, Aventura, Florida 33180 PRIMARY TELEPHONE: (305)466-8910 E-MAIL ADDRESS:esoroka(ftityofaventura.com Names,roles,and current employment of all persons on applicant group,i.e.anyone with a role in drafting the substantive content of this application or expected to have a significant role with the school,including any consultants or employees of an Education Service Provider. Add lines as necessary. Full Name Current Job Title&Employer Role ith Proposed Scho Enid Weisman Mayor—City of Aventura Board Chair Howard Weinberg Commissioner(Vice Mayor)—City of Aventura Board Member Denise Landman Commissioner—City of Aventura Board Member Dr. Linda Marks Commissioner—City of Aventura Board Member Gladys Mezrahi Commissioner—City of Aventura Board Member Marc Narotsky Commissioner—City of Aventura Board Member Robert Shelley Commissioner—City of Aventura Board Member Eric Soroka City Manager—City of Aventura Board Facilitator Richard Pae Chief Impact Officer—Charter Schools USA ESP Representative Cheryl McDonnough Business Development Manager-CSUSA ESP Representative Projected Date of School Opening(Month/Year):August 2019 Do any of the following describe your organization,or the school proposed in this application? Seeks approval to convert an already existing public school to charter status. Will be a charter school-mi -the-workplace pursuant to section 1002.33(15),F.S. X Will be a charter school-m-a-municipality pursuant to section 1002.33(15),F.S. Will be a charter school m a development pursuant to section 1002.33(10)(e)7.,F.S. X Will contract or partner with an Education Service Provider(ESP). Name of ESP:Charter Schools USA X Seeks approval to replicate an existing school model. Seeks approval to replicate an existing High Performing Charter school model pursuant to section 1002.331, F.S. Does the applicant group have one or more charter school applications under consideration by any other authorizer(s)in the United States or intend to apply for one or more charter school applications to open in the upcoming school year other than the one presented here? X Yes No Ifyes, coVlete the table below(add liner as necessary). F__1WP FL Alachua County Public Schools Alachua Charter School* 8/1/2017 10/1/2017 FL Marion County Public Schools Southeast Marion Charter Academy* 8/1/2017 10/1/2017 FL Volusia County Schools Volusia Charter Academy* 8/1/2017 10/1/2017 *Denotes an application submitted by a governing board other than The City of Aventura. Does this applicant group have approved applications for schools or campuses scheduled to open in the United States in the future? X Yes No Ifyes, covlete the table below(add lines as necessary). Collier Charter Academy* Collier County Public Schools Naples, Florida 08/2017 Duval Charter School at Coastal* Duval County Public Schools Jacksonville, Florida 08/2017 Mevers Berkeley School of Excellence* South Carolina Public Charter School District Berkeley County,South 08/2017 Carolina Renaissance Charter School at Boggy School District of Osceola County Osceola County, Florida 08/2017 Creek* Renaissance Charter School at Central Orange County Public Schools Orange County, Florida 08/2018 Florida* Waterset Charter School* Hillsborough County Public Schools Hillsborough County, Florida 08/2017 *Denotes an application submitted by a governing board other than The City of Aventura. Does this applicant group operate schools or campuses in Florida or elsewhere in the United States? X Yes No I certify-that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the applicant. Signature Title Printed Name Date Table of Contents ExecutiveSummary............................................................................................................... i I. EDUCATIONAL PLAN......................................................................................................... 1 Section 1: Mission, Guiding Principles and Purpose...........................................................1 Section 2: Target Population and Student Body..................................................................2 Section 3: Educational Program Design..............................................................................5 Section 4: Curriculum and Instructional Design................................................................21 Section 5: Student Performance..........................................................................................44 Section 6: Exceptional Students.........................................................................................63 Section 7: English Language Learners...............................................................................69 Section 8: School Culture and Discipline ...........................................................................76 Section 9: Supplemental Programming..............................................................................83 II. ORGANIZATIONAL PLAN................................................................................................ 84 Section10: Governance........................................................................................................84 Section 11: Management and Staffing ................................................................................94 Section 12: Human Resources and Employment..............................................................101 Section 13: Professional Development.............................................................................. 108 Section 14: Student Recruitment and Enrollment.............................................................113 Section 15: Parent and Community Involvement..............................................................118 III. BUSINESS PLAN............................................................................................................... 121 Section16: Facilities...........................................................................................................121 Section 17: Transportation Service .................................................................................... 123 Section18: Food Service ................................................................................................... 124 Section 19: School Safety and Security............................................................................... 125 Section20: Budget............................................................................................................ 127 Section 21: Financial Management and Oversight........................................................... 129 Section22: Start-Up Plan.................................................................................................. 134 AddendumA: Replications................................................................................................ 136 Addendum B: Education Service Providers......................................................................141 IV. STATEMENT OF ASSURANCES.................................................................................... 150 Chartof Attachments..........................................................................................................151 Executive Summary The City of Aventura (the City) is characterized by a growing population of younger families with school-aged children. In order to meet this growing demand, the City opened Aventura City of Excellence School (ACES) in 2003, which serves grades K—8 and is considered a charter school in a municipality under Florida Statues. In order to keep pace with the population growth and provide educational choices for Aventura residents, the City wishes to develop a municipal charter high school to open for the 2019-2020 school year with a 15-year charter term. There is tremendous community support for the school from parents and community leaders within the City, which is evidenced in Attachment T. This school will be the first public high school school within Aventura's city limits and will become a true neighborhood school. The program and space design will reflect the City's desire for a rigorous, college preparatory school with multiple academy offerings, innovative instructional methods, and a facility design that contemplates an open, flexible learning environment to facilitate the digital native learning styles of 21 st century students. The school intends to become the premier public high school option for families residing in Aventura and will foster an environment in which students become academically and personally prepared for future endeavors. The City is under contract to purchase two acres of land on Aventura's NE 213th Street, which is adjacent to the seven-acre Waterways Park currently owned by the City. The school will be housed in a four-story, state- of-the-art educational facility that comprises approximately 50,000 square feet. To best serve students, the City also plans to construct a gym on the park site adjacent to the school. Construction is expected to commence in the spring of 2018 and be complete by the summer of 2019. The geographic area Aventura Charter High School intends to serve is northeast Miami-Dade County, near the cities of Aventura, North Miami, and North Miami Beach. However, the school will include an enrollment preference for students whose parents are residents of the City of Aventura, and it is anticipated that the majority or all of the student population will consist of Aventura residents. Currently, students in Aventura who wish to receive a public high school education attend Dr. Michael M Krop Senior High; which, as of October 2016, was at 119%of its Florida Inventory of School Houses (FISH) capacity with an enrollment of 2,833. In an effort to more accurately project the population Aventura Charter High School will serve, statistical profiles of the public schools that students typically attend in the proposed area have been used to determine the school's demographics. The data was culled from the most recent versions of publicly available reports from the Florida Department of Education (FLDOE) database. Please note that demographics for the City of Aventura from the 2011-2015 American Community Survey have been used to project the economically disadvantaged students and the minority population Aventura Charter High School anticipates: • Proposed Student Enrollment: 800 • Minority: 7%Free and Reduced Meal Recipients: 19% • English Learner: 12% • Disabled: 5% • Gifted: 14% Aventura Charter High School's Education Model is innovative in that it provides individualized, data-driven instruction within a culture of high expectations and achievement for both students and staff; sets school, Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 1 classroom, and individual student goals; develops Personalized Learning Plans(PLPs)for every student and Instructional Focus Plans to re-teach standards when necessary; and allows for continual support and professional development to enhance teacher effectiveness. Successful implementation of the Education Model is supported by a framework comprised of 16 Core Fundamental Educational Components (Core Fundamentals). The Core Fundamentals provide a structure that will enable Aventura Charter High School to establish a positive school climate, attend to curriculum and instruction, and develop data literacy for all stakeholders, all of which makes the success of the model more likely. When implemented effectively, the Core Fundamentals create a pathway for innovation and student success. To promote a love for learning and the use of real-world application skills, technology resources will be used for a variety of student-centered instructional methods, including interactive direct and guided instruction, blended learning, and research projects. To further challenge students,the Scholl will apply for the implementation of the Cambridge program during its first year, which increases higher order learning opportunities by providing a rigorous, international pre-university curriculum and examination. Upon approval of this charter application, Aventura Charter High School will work to develop community partnerships that are in the best interest of both the school and the community. The school will also have access to the City's Arts & Cultural Center located on NE 1881" Street for preforming arts and other events. In addition, the City is proposing to build a gym on park property that it owns next to the 2-acre school site currently under contract by the City. This facility will accommodate gym classes, athletic clubs, and the school's assembly needs. On June 7, 2017, The City of Aventura and CSUSA held a community information session in the Commission Chambers with over 100 Aventura residents to provide information about Aventura Charter High School and its proposed educational program. Attendees were also given an opportunity to provide input on the school's mission, vision, and academic offerings. Copies of the flyers distributed prior to the information session have been included in Attachment T.A community petition was also established on the City of Aventura's website, which has garnered over 250 signatures, copies of which are also available in Attachment T. CSUSA has unparalleled experience and qualifications in charter school management, including team members with direct oversight to plan, design, develop, staff, operate, equip, and maintain the facility and programs. CSUSA has an experienced and talented management team led by Jonathan K. Hage, President and Chief Executive Officer. Under Mr. Hage's leadership, CSUSA started the nation's first charter school in the workplace and the first municipal charter school. CSUSA currently educates approximately 70,000 students in 84 schools across 7 states. CSUSA's AdvancED accreditation through SACS, which was recently reaccredited in 2015, is for a 5-year term with regular monitoring of progress and reporting. CSUSA was the first education management organization in the nation to receive the AdvancED accreditation seal at the corporate level, meaning that all of their current schools are accredited and new schools are immediately eligible for accreditation in their first year. Please see Attachment FF for the Letter and Certificate of Accreditation. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 11 I. EDUCATIONAL PLAN Section 1: Mission, Guiding Principles and Purpose A. Provide the mission and vision statements for the proposed charter school. Mission To provide a rigorous, college preparatory high school for the community that ensures each student develops their individual academic talents and leadership skills to become well rounded citizens primed for excellence. Vision The school will continually adopt innovative instructional methods and technology designed for the digital native learning styles of 21st century students. The school will revolutionize instruction and be recognized as a pioneer in modern high school education. B. Provide the page number(s) of the material within this application that describes how the proposed school will utilize the guiding principles found in section 1002.33(2)(a), F.S. In accordance witb the law, cbarter schools sball be guided by the following princples: - Meet bigb standards of student achievement wbile providing parents flexibility to choose among diverse educational opportunities witbin the state's public school system. PAGE(S) - Promote enbanced academic success and financial efciency by aligning responsibility and accountability. PAGE(S) - Provide parents witb sufcient information on wbetber tbeir cbild is reading at rade level and wbetber the cbildgains at least ayear's womb of learning for everyyear spent in the cbarter scbool. PAGE(S) C. Provide the page number(s) of the material within this application that describes how the proposed school will meet the prescribed purposes for charter schools found in section 1002.33(2)(b), F.S. In accordance witb the law, cbarter scbools sball fulfill the following purposes: - Improve student learning and academic acbievement. PAGE(S) - Increase learning opportunities for all students, witb a special empbasis on lowperforming students and reading. PAGE(S) - Encourage the use of innovative learning methods. PAGE(S) - Require the measurement of learning outcomes. PAGES) D. Provide the page number(s) of the material within this application that describes how the proposed charter school will fulfill the optional purposes of charter schools found in section 1002.33(2)(c), F.S. If one or more of the optional purposes does not apply to the proposed school,please note "N/A". This section is optional. In accordance witb the law, cbarter scbools may fulfill the following purposes: - Create innovative measurement tools. PAGES(S) - Create new professional opportunities for teachers, including ownersbip of the learning program at the scbool site. PAGE (S) Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 1 Section 2: Target Population and Student Body A. Describe the anticipated student population to be served and how that aligns with the school's mission. As specified in F.S. 1000.05(2)(a) and 1002.33(10)(x), Aventura Charter High School will serve as an open enrollment school of choice for all Miami-Dade County and Florida students, regardless of race, gender, ethnicity, national origin, marital status, or disability. Aventura Charter High School will comply with the Controlled Open Enrollment statute (F.S. 1002.31(2)(a)),which allows a parent from any school district in the state whose child is not subject to a current expulsion or suspension to enroll his or her child in and transport his or her child to the school, as long as the school has not reached capacity. However,the school will include an enrollment preference for students whose parents are residents of the City of Aventura, and we anticipate that the majority or all of the student population will consist of Aventura residents. In an effort to more accurately project the population Aventura Charter High School will serve, statistical profiles of the public schools that students typically attend in the general area described in response to question B have been included in Table 2.1. The data was culled from the most recent versions of publicly available reports from the Florida Department of Education (FLDOE)database. Table 2.1 Charter Schools Aventura City of Excellence 11% 4% 18% Public Schools Aventura Waterways K-8 Center 25% 7% 10% Highland Oaks Middle 13% 8% 20% Dr. Michael M Krop Senior High 8% 6% 17% Percent of total population 12% 5% 14% In addition, demographics for the City of Aventura from the 2011-2015 American Community Survey have been used to project the economically disadvantaged students and the minority population Aventura Charter High School anticipates: • Proposed Student Enrollment: 800 • Minority: 7% • Free and Reduced Meal Recipients: 19% • English Learner: 12% • Disabled: 5% • Gifted: 14% Aventura Charter High School's anticipated population aligns with its mission to provide a rigorous, college preparatory high school for the community that ensures each student develops their individual academic talents and leadership skills to become well rounded citizens primed for excellence. B. State the geographic area which the applicant intends to serve. Copyright©2017 by Charter Schools USA,Inc.All rights reserved. ,'kt 2 The geographic area this school intends to serve is northeast Miami-Dade County, near the cities of Aventura, North Miami, and North Miami Beach. However, as stated above, the school will include an enrollment preference for students whose parents are residents of the City of Aventura, and we anticipate that the majority or all of the student population will consist of Aventura residents. C. Provide enrollment projections in the table below for each year of proposed operation. 9 200 200 200 200 200 10 200 200 200 200 200 11 0 200 200 200 200 12 0 0 200 200 200 TOTAL 1 400 1 600 1 800 1 800 1 800 D. Provide a brief explanation of how the enrollment projections were developed. Based on current enrollment data, the City Comission determined that the number of 61h and 71h graders (who will enter 9th and 10th grade for the 2019-2020 school year) attending Aventura Waterways K-8 Center and Aventura City of Excellence School total over 500 students. This number does not include private school students that may also be interested in attending Aventura Charter High School. The City of Aventura is the 11th largest municipality in Miami-Dade County by population and was estimated as of 2016 to have 37,724 residents'. Currently, students in Aventura who wish to receive a public high school education attend Dr. Michael M Krop Senior High; which, as of October 2016, was at 119% of its Florida Inventory of School Houses (FISH) capacity with an enrollment of 2,833. Student enrollment projections were calculated through a market analysis done using Environmental and Social Research Institute (ESRI) mapping software, which tested and validated the density of our specific student market. This projected demand was then aligned to the different school size models developed by CSUSA, and the City of Aventura selected the appropriate model. Specific school sizes have been developed by CSUSA to ensure consistently sized grade levels that facilitate student matriculation over time and allow optimal staffing of teachers, particularly for elective courses (music, art, PE, etc.). It is also important to note that the local area measured for data is significantly smaller than a Florida charter school's actual enrollment footprint,which is technically statewide.As such,we can expect to attract students from outside the area measured, but the peripheral influence on local enrollment and demographic composition is expected to be negligible. E. Briefly explain the rationale for the number of students and grade levels served in year one and the basis for the growth plan in subsequent years. Annual Estimates of the Resident Population:April 1,2010 to July 1,2016; U.S. Census Bureau, Population Division; May 2017. Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 3 In 2021, it is estimated that over 800 high school aged individuals will live within 5 minutes of the proposed site and 5,250 will live within 10 minutes of the site. The 400 students budgeted for in Year 1 amount to a mere 2.5% of the total number of potential students enrolling in grades 9 — 12, and the final number of budgeted students (800) represents 5%of the same market, without any population growth considered. The City Commission determined that in order to provide proper staffing and execute a smooth school opening, enrollment will start with 200 students in both 9th and 10th grade for a total of 400 students in Year 1. The school will then add 11th grade in Year 2 and 12th grade in Year 3. Aventura Charter High School shall comply with applicable Florida Statutes and with the Class Size Reduction Amendment requirements as outlined in the Florida Constitution, Section 1 of Article IX, amended in November 2002, as it relates to charter schools. Aventura Charter High School's staffing model and enrollment projections are designed to achieve compliance as it currently relates to charter schools. If the requirements for charter schools change over time, our school design will be modified and our projections amended to reflect necessary compliance, which may include modification to staffing and enrollment. For the upcoming school year, charter schools are mandated to comply with class size at the schoolwide average. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 4 Section 3: Educational Program Design A. Describe the proposed charter school's educational program. The Education Model is an instructional philosophy developed after extensive study of instructional practice and grounded in over 35 years of Dr. Robert J. Marzano's research. Its purpose is to facilitate each student's mastery of the Florida Standards and the Next Generation Sunshine State Standards (NGSSS). Its structure enables administrators and teachers to better understand, explain, and predict the elements needed to ensure student academic success. The heart of the Education Model is the Guaranteed and Viable Curriculum (GVC), which is comprised of a year-long plan for standards-based instruction at each grade level. The GVC ensures steady academic progress as students build their knowledge and skills from one year to the next in order to master the Florida Standards and the NGSSS. The GVC is primarily a combination of factors that have strong correlations with academic achievement: "opportunity to learn" and "time," which address the extent to which the curriculum is "guaranteed" (Marzano). After clear guidance is given to teachers regarding the content to be mastered in specific courses and at specific grade levels, CSUSA and Aventura Charter High School's administration will monitor learning so that the academic content necessary for achievement within each grade is not disregarded or replaced. The Learning Cycle The detailed descriptions below illustrate a learning cycle that teachers follow to ensure students are mastering all subject-area standards in the GVC. ,a+Fy.�,nrn 0 *w„ Q Q 40'A 6aelslen Fnraitt Guaranteed and Viable Curriculum (GVC)1 sundard5 u,.po:^9 fisdlnq �l • Baseline Assessment and Data: Provides all stakeholders with information needed to identify students' strengths and weaknesses; effectively target instruction; and set school-level, classroom- level, and individual student-level goals. This process starts at the beginning of the school year with Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 5 the review of students' scores from the previous school year's state-mandated assessments. Baseline data is then obtained throughout the year with formative, standards-aligned pre-tests administered prior to each new unit of instruction. • Data-Driven Instruction: A precise and systematic approach to improving student learning which involves analysis of both formal and informal data to drive action. Data is used to drive instruction in a systematic and ongoing manner, beginning with analysis of baseline data. Data-driven instruction is a Core Fundamental impacting the school's data literacy levels. • Assessment: Formative assessments provide systematic and regular measurement of students' progress in the classroom and are used to drive instructional practice. Timely and specific feedback based upon formative assessments of student performance on grade-level standards is then given to establish individualized goals for all students (Marzano). To provide additional data in the instructional decision-making process, teachers will use school-wide assessments including Northwest Evaluation Association (NWEA), classroom-based assessments, and interim benchmark assessments. • Grading: Monitoring student progress involves grading assignments and assessments based only on the standards taught and free from non-academically related aspects. Students are given ample opportunity to practice what is taught in order to demonstrate what they have learned and receive timely feedback on their work to understand how they demonstrated learning effectively or what can be done to improve their grade. Grading is considered a Core Fundamental in the implementation of the school's curriculum. • Reporting:Students and parents are provided with regular feedback on student academic progress. This approach allows the teacher to work collaboratively with students on setting individual learning goals and provide students with specific feedback to further progress toward standards mastery. Updates on individual learning goals offer teachers, parents, and students opportunities to celebrate successes throughout the year and support students in developing a stronger sense of accountability and confidence in working toward academic achievement. • Decision: Determines which instructional strategies will be used to meet the individual needs of the student. Teachers and administrators, based on the data, make the decision to either move on to a new standard and begin with a baseline assessment, or revisit the same standard through data- driven instruction, reaching students who need remediation or acceleration through differentiated instruction. A unique and innovative aspect of the GVC is the fact that teachers do not simply move on to the next standard after assessment, but continue re-teaching and providing additional practice opportunities based on students' needs. Core Fundamental Educational Components Successful implementation of the Education Model is supported by a framework comprised of 16 Core Fundamental Educational Components. The Core Fundamentals provide a structure that will enable Aventura Charter High School to establish a positive school climate, attend to curriculum and instruction, and develop data literacy for all stakeholders. When implemented effectively, the Core Fundamentals create a pathway for innovation and student success. The Core Fundamentals are grouped into categories that serve as the foundation of the Education Model: School Climate, Curriculum and Instruction, and Data Literacy. Critical elements of each Core Fundamental are defined below to provide a calibrated understanding of what is required at the school level. Analysis of school-specific needs will drive the planning for implementation of Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 6 the Core Fundamentals. In the first year, school leadership,with support from CSUSA,will develop a strategic action plan to implement the Core Fundamentals which will be reviewed annually to take into account student need and input from school stakeholders. Table 3.1 below outlines the Core Fundamentals. Table 3.1 NIFPPfessional Development • Schoolwide Behavior Plan • Expectation and Procedures • Social-Emotional Learning and Character Education • Guaranteed and Viable Curriculum • Lesson Planning and Delivery • Data-Driven Instruction • Instructional Focus Plans • Response to Intervention • Tutoring • Instructional Software • Balanced Assessment System • Data Chats - - • Grading • Personalized Learning Plans • Teacher Evaluation System School Climate School climate reflects the way the school feels, both to visitors and school community members engaged in academic and school life activities.The following Core Fundamentals are outlined to support Aventura Charter High School in developing a healthy, nurturing, and positive school environment for all students, parents, and staff. Core Fundamental 1:Professional Development Even experienced teachers confront great challenges each year. These challenges include changes in subject content, new instructional methods, advances in technology, changes in laws and procedures, and student learning needs. Educators need to experience effective professional development to improve their skills, and ultimately student learning (Mizell, 2010). Professional development(PD) consists of learning opportunities provided to improve professional practices. PD requires intensive and collaborative work toward learning goals, ideally leading to an evaluation of applying newfound knowledge. A variety of approaches to PD will be employed, including: consultation, modeling, coaching, learning communities, observation and feedback, lesson studies, mentoring, content training sessions, reflective collaboration, and technical assistance. Core Fundamental 2: Schoolwide Behavior Plan A schoolwide behavior plan details clear behavior expectations for students, parents, and staff members while on school grounds and in all school settings and school-sponsored events. The schoolwide behavior plan provides a framework for positive behavioral supports and interventions and implementation of a ,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 7 citizenship program. Clear guidelines for behavior create a sense of community among students, allowing them to develop respect, solidarity, and active responsibility over their own behaviors. Core Fundamental 3:Expectations and Procedures Expectations and procedures are a set of guidelines that are developed and practiced in the classroom to promote a positive and safe learning environment and support the schoolwide behavior plan. Well-designed and practiced expectations and procedures ensure students know what to expect and to better understand learning tasks. When expectations and procedures are in place, the class runs smoothly with less confusion, and students have a clearer sense of what it takes to succeed. Core Fundamental 4: Social-Emotional Learning and Character Education Social Emotional Learning (SEL) teaches the ability to identify and understand one's own feelings as well as the emotional states of others.When paired with a character education program, students develop into moral, civic, good-mannered, behaved, non-bullying, healthy, critical, successful, and socially-aware citizens. SEL can positively impact academic achievement. Students engaged in SEL demonstrate significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11- percentile-point gain in achievement (Durlak, 2011). Addressing social emotional needs and supporting the development of healthy behaviors of students are critical to developing productive global citizens. Character education provides a focus on developing the whole child. Basic core values of character education include, but are not limited to, respect and responsibility of self and others,justice,community service, and citizenship. Curriculum and Instruction Curriculum and Instruction reflects the work that takes place in the classroom setting and addresses the critical elements necessary to meet student academic needs and create engaging and meaningful learning experiences.The following Core Fundamentals are outlined to support the school in creating meaningful, relevant, and effective learning experiences for all students. Core Fundamental 5: Guaranteed and Viable Curriculum The GVC is a year-long plan for standards-based instruction that is central to the Education Model. The GVC provides the scope and sequence necessary to teach all priority standards prior to state assessments and provides teachers with standards-based information, strategies, and resources helpful in planning instruction. The GVC serves as the basis for curriculum maps and ensures an instructional focus on supporting students in making steady academic progress as they build key knowledge and skills necessary to master the Florida Standards and the NGSSS. Marzano identified the GVC as the school-level factor with the most impact on student achievement. CSUSA's educational support staff and school administration will continuously monitor leanring so that the academic content necessary for achievement within each subject-area is not disregarded or replaced within the GVC. Core Fundamental 6:Lesson Planning and Delivery Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 8 Lesson planning is the process of preparing for instructional delivery, based on standards, and organized into rigorous and engaging learning opportunities for students; it ensures a smooth and effective learning trajectory for students. Lesson planning integrates the GVC, student/class-level data, available resources, and instructional strategies to ensure teachers are prepared to protect instructional time and deliver high quality, engaging lessons. Core Fundamental 7: Data-Driven Instruction Data-driven instruction is a precise and systematic approach, based on in-depth analyses of formal and informal student data, which allows teachers to continuously target instruction to meet individual student needs. Data-driven instruction includes differentiating instruction as well as teacher-led small group instruction, and represents an ongoing focus of the learning cycle, which provides opportunities for every child to reach their highest potential. Data-driven instruction allows students to be the recipients of tailored content and delivery to make necessary growth. Collecting and analyzing student learning data is only meaningful when combined with appropriate, effective action. Once students have the foundational skills needed, they can start to apply their knowledge and master the standards at grade-level or beyond. Core Fundamental 8:Instructional Focus Plan An Instructional Focus Plan (IFP) is an outline of previously taught grade-level standards that need to be retaught to individuals or groups of students based on assessment data. IFPs have a designated time within the instructional day so that it does not detract from the delivery of new standards and content. IFPs provide an effective response to a learning problem that will then be reassessed. Teachers with quality assessment data can group students for instruction, address skill gaps before they become severe deficiencies,and feel confident about their students making progress toward proficiency. Using a new method or strategy can reach the students with various learning profiles. Core Fundamental 9: Response to Intervention Response to Intervention (Rtl) is a multi-tiered approach to the early identification and support of students with learning and behavior needs. The Rtl process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. Rtl is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data (Rtl Action Network). Rtl is essential when ensuring all students are given the additional support they need to succeed. These steps need to be taken in accordance with federal laws to help students fulfill the necessary catch-up growth to be successful in grade-level content and/or behavioral expectations. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 9 Core Fundamental 10: Tutoring The purpose of tutoring is to offer more individualized instruction to students who need remediation and intensive practice to master high-priority, grade-level state standards. Tutoring provides students additional instructional minutes beyond the regular school hours. The focus during tutoring sessions is on the high- priority, grade-level state standards. Tutoring is one way for schools to give multiple opportunities for students to learn and master grade level content. Core Fundamental 11:Instructional Software Instructional software is a program or series of programs that help students learn through a digital device. Instructional software provides adaptive learning, while motivating students to learn through immediate personal feedback and celebrating successes. When used appropriately, instructional software programs provide rigorous lessons, remediate academic gaps and/or provide enrichment. CSUSA's approved instructional software programs are aligned to standards and based on research. Selection and implementation of instructional software is supported by CSUSA's Innovations Team. Data Literacy Data Literacy ensures all stakeholders can access and interpret data related to school, student, and teacher effectiveness and determine next steps for growth and opportunity.The following core fundamentals are outlined to support school stakeholders in access and understanding student achievement related data. Core Fundamental 12: Balanced Assessment System A balanced system of assessment incorporates content standards and a variety of assessment types, formative, interim/benchmark and summative, with the guiding purpose of informing educational decisions. (Council of Chief State School Officers, 2010). A well-balanced approach to assessment requires teachers and administrators to develop a shared understanding of assessment types and purposes, as well as a commitment to continually review assessment tools and data collected to ensure selected assessments are providing the information necessary to improve student learning. Core Fundamental 13: Data Chats A structure for discussing student data for the purpose of guiding student learning, finding answers to important questions, analyzing, and reflecting together on teaching practices. Conducting regular data chats positively influences school culture with the ultimate goal of improving teaching and learning. Through data chats, teachers are coached in data analysis and discussion is facilitated by an administrator or Curriculum Resource Teacher(CRT)/instructional coach.This process allows teachers to develop the data analysis skills necessary to plan data-driven instruction in a timely and effective manner. The use of data scenarios in small group settings has shown promise in building the capacity of teachers to analyze and interpret data more deeply, while allowing teachers to practice data dialogue skills in a non-threatening setting. Core Fundamental 14: Grading CSUSA's grading philosophy places a value on representing student progress toward mastery of the grade- level standard and gives an indication of content-based performance. All grading will be documented in the PowerSchool Teacher Gradebook, through Pearson's PowerSchool portal. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 10 Students will be evaluated solely on their understanding of subject-area content. Standards mastery helps prepare students for the next subject-area content and state assessments. In connection to CSUSA's Education Model, reporting is a necessary component to ensure that we are providing all students with a guaranteed and viable curriculum, meaning that all students have both the opportunity and time to develop mastery of standards. Gradebooks provide a necessary means of documentation for teachers and administrators to make decisions on Rtl, remediation/re-teaching on identified and targeted standards, and in facilitating discussions and communication with parents around the academic needs of their student. Core Fundamental 15:Personalized Learning Plan A Personalized Learning Plan (PLP) is a tool used to gather and analyze student data, set goals, drive academic conversations,and drive individualized instruction for both remediation and enrichment. PLPs allow teachers and students to track their progress toward learning goals.With teacher guidance and collaboration, students document baseline and interim assessment results aligned with goals where students can detail the steps they will take to achieve their goals. Core Fundamental 16: Teacher Evaluation System The Teacher Evaluation System (TES) is a comprehensive annual evaluation of educator instructional practice and student performance. The three elements that make up the TES include the Teacher Feedback and Evaluation Tool (TFET), Deliberate Practice Plan (DPP), and student performance. The TFET and DPP, constitute a teacher's instructional practice score. The weight of each element is in compliance with Florida's Student Success Act. In its entirety,the TES provides teachers and school leaders with a well-rounded picture of performance that incorporates not only observational data but personalized goal setting and result-driven evaluations of student performance.The TES aligns with Florida evaluation systems requirements as outlined in § 1012.34 Fla. Stat. Academy Model In conjunction with the Education Model and its core components described above, Aventura Charter High School will utilize a college preparatory academy model to develop small learning communities for students. According to the Implementation Study of Smaller Learning Communities by the U.S. Department of Education (2008), successful implementation of an academy model includes common planning time for teachers dedicated to integrating curriculum and discussing student progress, work-based learning opportunities and service learning projects for students, and more than half of student courses taking place within the selected academy. Aventura Charter High School's college preparatory academy model is built upon these best practices and promotes the school's mission of preparing students for academic excellence in a manner that cultivates individual student talents and leadership skills. Each academy consists of students who take the majority of their classes together in pursuit of common academic goals in a family-like atmosphere. A team of teachers working across disciplines deliver instructional content in a manner that purposefully integrates technology and 21 sl century learning skills and develops student talents and intellectual curiosity.Academies offer multi- year courses that ground student engagement in real-world problem-solving experiences and promote collaboration. Aventura Charter High School will offer academies based on student interest, community need, and partnerships with employers, community members, and local colleges. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 11 Entrance Interview Aventura Charter High School will conduct entrance interviews with students after enrollment and registration is completed. The guidance counselor will send each parent or guardian a letter informing them of the interview process with instructions on scheduling an interview time for their student. The purpose of the interview is to review student academic records, understand student interests and preferred learning styles, and learn as much of about each individual student as possible to begin the development of personalized learning plans and determine academy and faculty advisor assignments. The entrance interview consists of the following: • Initial selection of diploma option(s). • Oral interview conducted by a member of the leadership team, student services/guidance coordinator, or academy teacher. • Writing sample completed during the interview consisting of a response to a personal narrative prompt. • Review of the required teacher recommendation form to be submitted by the appointed date. • Review of the student/parent statement of intent to be submitted by the appointed date. B. Describe the basic learning environment, including rationale for class size and structure and how the learning environment supports the mission. Clear behavior expectations and classroom management procedures posted in each room will help develop the learning environment and support the use of an agenda to protect instructional time. The agenda will include essential questions and objectives, written in student-friendly language that serves to focus teaching and learning within the room, and facilitate daily active participation as students learn to connect the daily learning focus with their personal learning goals. To further deepen learning, anchor charts generated during instruction that reflect step-by-step processes for taught material will be posted to serve as a reminder for students of instructional focus areas. Additionally, current student work with teacher feedback, student- generated word walls and concept walls, and student goal progress trackers may be displayed to promote student classroom ownership. Visitors will be able to walk in a classroom and see various simultaneous learning experiences, such as teachers working with a small group of students on a targeted skill, students on laptops receiving remedial or enrichment practice, groups of students working cooperatively on a challenge-based project, or students working independently on leveled tasks. Structured procedures and behavior expectations are developed and monitored by each learning community to minimize distractions and ensure productive work spaces. Classrooms in ninth through twelfth grades are designed to accommodate 25 students at capacity, reflecting the maximum number of students that a class can hold. Aventura Charter High School shall comply with applicable Florida Statutes and with the Class Size Reduction Amendment requirements as outlined in the Florida Constitution, Section 1 of Article IX, amended in November 2002, as it relates to charter schools. Since it is anticipated that students will perform at various levels, classrooms will be organized to accommodate differentiated instruction, including teacher-led small group work and blended learning mobile work stations where students can work at individualized levels using various software programs. This classroom organization also supports the development of a 21St century learning environment described below. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 12 21s'Century Learning Enviornment The Partnership for 21 St Century Skills defines a 21 St century learning environment as a space (both physical and virtual) that accommodates the diverse learning needs of individual students and fosters positive and healthy relationships deemed necessary for attaining 21St century knowledge and skills. Aventura Charter High School will implement a 1:1 technology initiative schoolwide, ensuring each student has daily access to a digital device for classwork, research, collaboration, reading, creating, and completion of home learning assignments. As such, all textbooks will be provided in digital format. The integration of technology in a 21St century learning environment expands the learning environment beyond the classroom and helps cultivate interest in global issues through exploration of global issues and virtual field trips. The development of a technology rich environment and infusion of 21St century learning skills directly supports the school's vision of adopting innovative instructional methods and technology designed for the digital native learning styles of Aventura Charter High School students. The school will purposefully integrate tools, technology, software, and structures in classrooms to enhance the learning environment through the 1:1 technology initiative and by focusing on the development of the following 21 st century learning skills: • Creativity • Critical thinking • Communication • Collaboration Students will partner with teachers to enhance the learning space and utilize the tools, technology, and structures provided to breed curiosity and innovation that will define the classroom environment and add value to the greater school community. To further support the development of a technology rich environment primed for a focus on 21St century learning skills, CSUSA's Innovations Team will work closely with Aventura Charter High School to support teachers in implementing a broad set of knowledge, skills, work habits, and character traits that are critically important to success in today's world, particularly in collegiate programs and contemporary careers and workplaces. The team supports teachers across the CSUSA network in integrating technology and 21st century skills in classroom instruction, such as employing a blended leanring approach and integrating coding across disciplines to tap into creativity, develop problem-solving skills, and hone collaborative skills. By focusing Innovations Team support on skills that prepare stduents for success in post-secndary life, teachers will have ready access to vetted programs, tools, prodcuts, and approaches that can be used to increase student engagement and make connections to real-life applications easier. In year one the team will focus on supporting Aventura Charter High School in fully utilizing technology, instructional software, and innovative work spaces by providing access to professional development and technical support. As teachers, students, and other stakeholders identify additional innovations that would potentially benefit specific academies or the school community, the team will support the school in researching next steps and bringing ideas to fruition.As society and trends shift, the team will adapt to ensure relevant and timely focus on skills identified as essential for 21St century learning. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 13 The classroom is the hub of student learning; thus, resources will be maximized within each room. Students will have access to a variety of electronic texts as part of the school's 1:1 technology initiative, as well as access to a classroom library to supplement learning. Both fiction and nonfiction electronic or print resources will be leveled and available to enable students to read appropriate books based on their abilities. The school will utilize technology as an effective method to increase student engagement and interaction with learning and real-world application by leveraging many digital curriculum assets to enhance the offerings for remediation, enrichment, and direct classroom instruction. With the integration of technology, all students have increased targeted access to curricular resources, assessments, technology-based intervention, and enrichment enhancing differentiation. Technology resources are placed in the hands of the students to support an interactive learning environment. For example, in addition to a 1:1 technology plan, Aventura Charter High School will be equipped with SMART Instructional Flat Panels and the SMART Learning Suite. SMART Instructional Flat Panels are used to increase student interaction and engagement in direct instruction, small group activities, and student collaboration. Teachers can then lead more interactive and engaging lessons, such as infusing gamification into a lesson or conducting non-traditional formative assessments. The following technology is available in each classroom: • Interactive displays/panels with tablets • Student laptops • Document camera • Headphones and microphones Aventura Charter High School also intends to have a production room for filming, processing, and streaming morning announcements; mobile and stationary computer labs; and multi-purpose rooms outfitted with audio/video equipment. Wireless networking will be employed throughout Aventura Charter High School to allow students instant access to digital content via vetted online resources. C. Describe the research base used to design the educational program. Aventura Charter High School will utilize the research of Dr. Robert J. Marzano on effective schooling as the basis for the educational program. The educational program provides curriculum design and implementation aligned with ongoing assessment of student achievement. Marzano provides a framework for creating schools that positively affect student achievement categorized into three general factors: (1) school-level factors, (2) teacher-level factors, and (3) student-level factors. As Marzano updates his research with new findings and strategies, Aventura Charter High School's educational program will incorporate the research as it becomes available. School-level Factors Guaranteed and Viable Curriculum The first school-level factor is a Guaranteed and Viable Curriculum. Aventura Charter High School will implement a GVC designed to meet the NGSSS and Florida Standards through the process outlined in Understanding by Design, (Wiggins& McTighe). The GVC outlines the specific learning outcomes within the NGSSS and Florida Standards and was created in three stages: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences and instruction. Through professional development, teachers continue this process. Understanding by Design supports teachers working within the Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 14 standards-driven curriculum to clarify learning goals, devise assessments that reveal student understanding, and craft effective and engaging learning activities aligned with real-world experiences that prepare students to achieve the NGSSS and Florida Standards. The Understanding by Design process and the GVC allows educators to center the curriculum and assessments by establishing goals (content standards, course or program objectives, learning outcomes), big ideas (what specific understandings about the big ideas are desired), essential questions (what provocative questions will foster inquiry, understanding, and transfer of learning), and authentic performance tasks (the type(s) of performance tasks that learners demonstrate the desired understandings). Challenging Goals and Effective Feedback Marzano's second school-level factor is "challenging goals and effective feedback." This factor is a combination of effective monitoring and pressure to achieve. Mark Lipsey and David Wilson examined hundreds of studies and found that on average, the act of setting academic goals or defining clear learning goals translated into higher student achievement. The reported impact of setting goals on student achievement ranges from a low of 18 percentile points to a high of a 41 percentile point increase. Also, research shows that setting academic goals for an entire school has a powerful, coalescing effect on teachers and administrators (Marzano). The results of several research studies show that academic achievement in classes where effective feedback is provided to students is considerably higher than the achievement in classes where effective feedback is not provided. John Hattie reviewed about 8,000 studies and found that"The most powerful single modification that enhances achievement is feedback." The simplest prescription for improving education must be `dollops of feedback.' Feedback has two very specific characteristics. One: It must be timely. Two: Effective feedback must be specific to the content being learned (Bangert-Drowns). George Madaus and colleagues found that tests that are not specifically designed to assess a particular school's curriculum frequently underestimate the true learning of the student. (What Works in Schools, 2003). Parent and Community Involvement Community engagement is viewed as integral to Aventura Charter High School's college preparatory academy model in that partnering with local organizations and businesses helps spur innovation, provide additional resources for students, and create a sense of ownership of the school's success from the surrounding area. According to Marzano's research, effective parental and community involvement includes the areas of communication, participation, and government. Schools that encourage parents to participate have an increased resource base for volunteer opportunities, and also experience lower student absenteeism, truancy, and dropout rates, subsequently having a positive impact on school climate. Each school academy will solicit parent and community involvement specific to the course of study and draw on Aventura Charter High School's greater school community to develop a strong sense of ownership for the school's success. According to a study by the Southwest Educational Development Laboratory, students with involved parents are more likely to earn higher grades and test scores, pass their classes and be promoted, attend school regularly, develop better skills to adapt socially and improve behavior, and graduate and advance to postsecondary programs (A New Wave of Evidence, 2002). One way of promoting increased parent communication is through the use of Edmodo, a closed, private learning network that allows teachers, Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 15 students, parents, and the greater school community to share information, ideas, reminders, and opportunities to make connections that foster a sense of community outside of the classroom. Edmodo allows students and parents to interact with the classroom teacher and school in a seamless manner that blends social networking tools with traditional school communications tools. Edmodo also allows teachers to more easily exchange data and other information to help foster teacher-to-teacher collaboration. Safe and Orderly Environment The need for a safe and orderly environment that is rooted in clear expectations and procedures is critical to ensuring a school environment that is conducive to learning as further discussed in Section 8. Collegiality and Professionalism This factor pertains to the manner in which staff members interact with each other both socially and professionally. In a collegial environment, teachers are supportive of one another in their attempts to learn and grow as professionals. In a professional school environment, staff members are given multiple opportunities to develop their skills and subject-matter knowledge, as described in detail in Section 13. Teacher-level Factors Research shows that the most effective teachers produce higher gains than the least effective teachers. Over time, this effect on student performance compounds, which shows the importance of training and retaining the most highly effective teachers. When a teacher possesses a high level of skill and knowledge in the following three teacher-level factors, the impact is the most powerful on student achievement (Marzano). Instructional Strategies The educational framework founded upon the works of Marzano outlines many research-based instructional strategies that are implemented in the classroom. The effective and systematic use of these research-based instructional strategies provides students a unique opportunity for their learning to be academically rigorous and challenging, yet innovative and focused on individual student learning needs. Classroom Management Teachers focus on four areas for effective classroom management: establishing and enforcing rules and procedures; carrying out disciplinary actions; teacher and student relationships; and maintaining an appropriate mental set. Classroom Curriculum Design Aventura Charter High School will adhere to the following principles of Marzano's research: • Learning is enhanced when a teacher identifies specific types of knowledge that are the focus of a unit or lesson. • Learning requires engagement in tasks that are structured or are sufficiently similar to allow for effective transfer of knowledge. • Learning requires multiple exposure to and complex interactions with knowledge. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 16 Student-level Factors Home Environment With regard to the impact on student achievement, Marzano's research indicates that the home environment is comprised of three elements: • Communication about school • Supervision • Parental expectations and parenting style Aventura Charter High School will make all attempts possible to keep lines of communication open between the school and the families to ensure they are supported in their child's education. Aventura Charter High School will keep parents informed of their student's reading level and academic progress in school and engaged in the academy and school communities. Teachers will share progress reports, report cards, NWEA reports, interim benchmark assessment scores, and encourage participation on Edmodo to share pertinent information related to student performance and involvement in the school community. Academy nights will also be hosted to highlight each small learning community's endeavors and curriculum. Creating a strong and meaningful connection to the school community, benefits all stakeholders and makes keeping an open and clear line of communication between parents and the school possible. Learned Intelligence/Background Knowledge Marzano's research supports that background knowledge is directly related to learned intelligence and student achievement. To promote the acquisition of learned intelligence and background knowledge, Aventura Charter High School will take the following action steps: • Involve students in programs that directly increase the number and quality of students' life experiences. • Involve students in a program of wide reading that emphasizes vocabulary development. • Students will be encouraged to read in their free time and set reading goals. • Provide direct instruction in vocabulary terms and phrases that are important to specific subject matter content. Motivation Research is clear that increased student motivation has a positive effect on achievement (Marzano, McCombs). Therefore, Aventura Charter High School will make purposeful attempts to motivate students in various ways. Goal-setting and personalized learning plans present the school's primary vehicles for instilling an increased sense of intrinsic motivation in students. Critical to the success of every student is the sense of ownership of learning and setting goals for achievement. Teachers will consistently provide timely and specific feedback to students on their assignments and classwork and assist students in making meaningful connections to ensure students know how to fix their mistakes, reinforce their learning, and build schema. Students will participate in tasks that are engaging, such as hands-on activities, interactive technology tasks, or other project-based learning activities that support growth toward standards mastery and critical practice in the four key 21St Century skills of creativity, critical-thinking, communication, and collaboration. Aventura Charter High School will expect its teachers and administrators to invest in the achievement of students, and therefore personally motivate each and every child to reach his or her potential. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 17 D. Provide a sample daily schedule and school annual calendar as Attachment B. Samples of Aventura Charter High School's daily schedule and annual calendar are provided in Attachment B. E. Explain how the services the school will provide to the target population support attainment of the state-adopted standards, as required by section 1002.33, F.S. A key tool that Aventura Charter High School will utilize to effectively determine students' levels in English language arts (ELA), math, and science is the national ly-normed interim assessment, which is administered by NWEA and have been successful at other CSUSA-managed schools. These adaptive assessments allow Aventura Charter High School to target exact proficiency and determine how far above or how far below a child is from grade level. Teachers have the capability of seeing the Florida standards students have previously mastered, what they need to review to become more proficient, and what they are ready to learn next. This data is used to effectively group students based on specific skill sets and target instruction to fill skill gaps and master the standards as outlined in curriculum maps. Aventura Charter High School will also utilize interim benchmark assessments to gauge students' progress on mastery of the GVC. The assessments are aligned to state standards, and include short-term review as well as spiral review to check for mastery. The Education Model described throughout this application allows teachers the ability to continuously teach and assess students to determine mastery of the standards as outlined in the GVC. Teachers utlize curriculum maps aligned to the scope and sequence of the GVC and employ a variety of high yield, research- based instructional strategies described in detail in Section 4. After an instructional unit, teachers grade assessments based on a specific level of mastery of the standards and determine whether the class should move on to the next standard, or whether the concept needs to be taught in a new way. Students who have not yet demonstrated mastery will continue to receive support through targeted small-group instruction, even if the class moves on to the next unit. Students will receive intensive interventions if they continually fail to master skills and concepts. A Response to Intervention (Rtl) model will be used to ensure students are receiving the appropriate interventions based on their performance. In addition to the use of Instructional Focus Plans(IFPs)and implementation of a tutroign program, described below, strategies for ensuring that students receive additional support in meeting Florida standards will include targeted small-group instruction, intervention/enrichment block, push-in/pull-out support,tutoring, and Saturday School, details of which can be found in Section 4. Instructional Focus Plan To further monitor progress towards mastery of the standards outlined in the GVC, and support the mission of creating a rigorous environment of success for all students, teachers, in conjunction with Aventura Charter High School's administrative team, will plan together and schedule learning objectives aligned to the data- driven IFP. As a Core Fundamental, IFPs are considered essential to effective implementation of the Education Model. They provide an outline of previously taught grade-level standards that need to be retaught to individuals or groups of students and are based on grade level assessment data. This instruction takes place during a designated time within the school day so that it does not detract from the delivery of new standards and content. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 18 The IFP provides an effective response to a learning problem that will then be reassessed. Teachers with quality assessment data can group students for instruction, address skill gaps before they become severe deficiencies, and feel confident about their students making progress toward proficiency. Using a new method or strategy can reach students with various learning profiles. IFPs are developed based on the data provided by interim benchmark assessments, which teachers analyze to determine the standards students need to be re-taught, or taught more in-depth than previously expected. This constant spiral instruction not only helps students reach mastery, but also reinforces concepts for better retention of information. The calendars include targeted standards, plans for instruction, and weekly assessments. A reflection space is designated for teachers to note the results of the assessment. Teachers develop the calendars several times throughout the year to adjust instruction based on results. The GVC is thereby differentiated to meet the needs of students while maintaining rigorous pacing and high expectations. IFPs are developed for both ELA and mathematics, and teachers are encouraged to post and track results within the classroom to motivate and challenge their students. Tutoring Tutoring provides students with additional instructional minutes beyond the regular school hours and focuses instruction on key subject-area standards as well as test taking strategies. Aventura Charter High School's tutoring program will offer individualized instruction to students who require remediation and intensive practice to master standards and demonstrates one way the school will give multiple opportunities for students to reach a level of proficiency in course content. Based on the student population, enrichment opportunities may be provided for students performing on or above mastery level in designated courses. Content delivery in tutoring will include effective and appropriate instructional strategies, with specific data used to determine student groups including NWEA RIT data, previous years' assessment data, and practice state assessment data among others. The school's tutoring program will be designed to accommodate student schedules outside of school by offering before/after school tutoring sessions, Saturday tutoring sessions, and boot camp tutoring sessions as necessary. Tutoring group size will be limited to 15 or fewer students to contrast the learning environment from the classroom setting and offer students more individualized attention. All teachers, upon hiring, are informed of the tutoring program and the expectation that teachers will participate. Early in the first quarter, teachers are identified to lead tutoring sessions, which may include teachers tutoring in a different content area, and standards based course materials for tutoring are identified for planning. The tutoring program start date will be determined based on student need and the frequency and duration of the tutoring schedule will be continuously reviewed to ensure relevancy based on student academic performance. Advanced Studies To further accommodate those students who are high achievers and interested in an advanced course of study, Aventura Charter High School will apply for designation as a Cambridge school. Once implemented, the school's Cambridge program will provide an international, pre-university curriculum and examination for students who will benefit from a rigorous academic program. For over 160 years the prestigious University of Cambridge has been setting worldwide curriculum standards through their examinations. The Cambridge curriculum is taught in over 150 countries worldwide.A Cambridge course combines the content of the honors curriculum with the content students must learn to write the Cambridge papers successfully. Cambridge Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 19 courses are demanding and emphasize higher order thinking, oral and written skills, problem solving, teamwork, and investigative abilities. Highly motivated students who excel academically and are well- rounded in their extracurricular activities are typically drawn to this program. Cambridge students are expected to have high academic expectations, be self-motivated, display good study habits, and demonstrate a commitment to succeed in this rigorous program. In addition to Cambridge courses, the school will offer Advanced Placement (AP) classes as an avenue for students to earn college credit. AP courses offer students an opportunity to engage in rigorous curricula and gain valuable college-level academic. The curriculum for each AP course offered is created by The College Board by a panel of experts and college-level educators. Students who take and pass AP courses with a minimum of 3 on a 5-point scale may be given college credit at the university level. Students who wish to enroll in AP courses must have high performing scores on the PSAT, Pre-ACT, FSA, or EOC demonstrating students are in the 80th percentile or higher per subject area. AP courses also offer students an opportunity to earn a higher GPA making students more competitive when applying to colleges and universities as admissions offices look favorably on passed AP courses as a sign of college-readiness. For a detailed description of the teaching strategies and methods that Aventura Charter High School will use, please refer to Section 4. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 20 Section 4: Curriculum and Instructional Design A. Describe the school's curriculum. Describe the primary instructional strategies. Describe the methods and systems teachers will have for differentiated instruction. The GVC is aligned to Florida Standards for ELA and math and NGSSS for all other subject areas. The GVC includes the standards grouped and mapped in a logical manner to ensure students have the greatest opportunity to master grade-level content and are prepared for both state assessments and postsecondary endeavors. Students enrolled in advanced coursework, through the Cambridge Program or Advanced Placement (AP) classes will follow the curriculum scope and sequences developed by Cambridge International Examinations and The College Board respectively. Teachers will use the resources described throughout this section to teach the GVC. The Education Model is designed to accommodate all learners by utilizing instructional strategies that can be tailored to the individual needs of each student and core fundamentals are implemented to ensure effective implementation of the Education Model with fidelity. Aventura Charter High School will offer courses made available by Florida Department of Education. The courses listed will derive from the Florida Department of Education course code directory as listed on www.cpalms.org/Public/search/Course. All student course offerings satisfy high school graduation requirements and selected academy pathway. 9-12: English or English through ESOL The full implementation of Language Arts Florida Standards (LAFS) includes: (1) Text complexity, quality, and range in all grades (K— 12) (2) Literacy Standards in history/social studies, science, and technical subjects (6— 12) Students must complete four annual courses in ELA, per graduation requirements. Aventura Charter High School will utilize the CPLAMS course code directory to develop course offerings that satisfy ELA requirements. Students may be offered English 1-4, English, English 1-4 for Credit Recovery, English 1-4 Honors, AICE English Language AS Level, AICE English Language 2 A Level, AICE English Literature AS Level, Pre-AICE English Language IGCSE Level, AP English Language, or AP English Literature. Students can then take additional reading courses as an elective, or be required to take intensive courses based on reading assessment scores. Ninth through twelfth grade core English courses are designed to prepare students to think critically and attend to text closely in a manner that helps develop understanding of and enjoyment of complex literature. Students learn reasoning skills and evidence collection skills critical to postsecondary success. English courses emphasize skills in reading, clear writing, coherent exposition, and vocabulary development. A minimum of 50-minute integrated reading and language arts minutes of on-task instructional time is required. Students in English through ESOL will have access to the same curriculum as students in English but will receive instruction with ESOL Strategies for English Language Learners and will be grouped with other ESOL students. Students will progress through the appropriate English 1-4 courses throughout high school. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 21 Teachers will use the standards-aligned GVC (which includes all of the Florida Standards) as the core curriculum. Aventura Charter High School will use the research based reading program Houghton Mifflin Collections, as well as focus on text exemplars and integration of real-life digital texts such as newspapers and research articles, providing a 50/50 balance of fiction and nonfiction text. Novel studies will also be used for instruction. These competencies are integrated throughout students' learning experiences in English language arts. Students will refine and master previously learned skills in increasingly complex reading selections, presentations, and written compositions. Students will master the following reading skills: • Using the reading process to construct meaning • Understanding and applying literature terminology and literary devices • Recognizing and understanding the characteristics of various literary forms • Analyzing literary selections as a whole • Analyzing characters and their words and/or actions • Evaluating the author's purpose or intent, as well as actions or events that occur within the selection • Understanding the mood, tone, and style of writing of the author Small groups and independent work centers are used for individualized instruction and practice, where students have access to leveled readings and activities. Highly qualified teachers appropriately group students by level and provide instruction targeted to each groups' particular needs through scaffolded, guided reading lessons. Continual progress monitoring ensures the fidelity of implementation and that students are receiving instruction accurately. Mathematics Students will complete four-five credits in Math, per graduation requirements and dependent on diploma option selected. Aventura Charter High School will utilize the CPLAMS course code directory to develop course offerings that satisfy requirements in mathematics and provide students with opportunities to demonstrate mastery of mathematics standards in the following domains: • Algebra • Calculus • Functions • Geometry • Number& Quantity • Statistics & Probability Depending on the diploma option selected, student readiness for success, and after review of incoming high school credits earned in math, students may be offered Algebra 1-2,Algebra 1-2 for Credit Recovery,Algebra 1-2 Honors, Financial Algebra, Pre-AICE Mathematics 1 (GCSE Level, or Pre-AICE Mathematics 3 IGCSE Level, Pre-Calculus Honors, Calculus Honors, Geometry, Geometry for Credit Recovery, Geometry Honors, AICE Mathematics 1 AS Level, AICE Mathematics& Mechanics 1 AS Level,AICE Mathematics& Mechanics 2 A Level,AP Calculus AB/BC,AP Statistics, among other course offerings based on the current state course code directory that satisfy student diploma option selection. Students can then take additional math courses as an elective, or be required to take an intensive mathematics course depending on standards-based assessment scores. The GVC provides the core curriculum, which is the current state math standards as supported by National Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 22 Council of Teachers of Mathematics research, grouped and mapped in a particular way in order to ensure the standards can be mastered in the time given. Content in each grade level will be aligned to the domains and clusters in the Mathematics Florida Standards(MAFS)as referenced above.A major emphasis is placed not only on the content standards, but also on the practice standards for mathematics. These practice standards are incorporated within the content in order to aid students in gaining mathematical proficiency. Algebra 1 provides a program of study that acknowledges students' different levels of achievement. The typical progression will move from Algebra 1 to Geometry. Students who have completed these courses may continue in the next appropriate sequence of mathematics courses (i.e. Algebra II and Pre-Calculus). Social Studies Students will complete three credits in Social Studies, per graduation requirements. Aventura Charter High School will utilize the CPLAMS course code directory to develop course offerings that satisfy requirements in Social Studies and provide students with opportunities todemonstrate mastery of social studies standards in the following strands: • American History • Civics and Government • Economics • Financial Literacy • Geography • Humanities • Psychology • Sociology • World History Students may be offered United States History, United States History Honors, Multicultural Studies, Latin American History,African-American history, Global Studies, Psychology 1-2, Political Science, World History, World History Honors, or Economics,AICE Psychology Level,AICE US History AS Level,AICE US History A Level, AICE International History AS Level, AP Human Geography, AP US History, AP US Government and Politics among other courses that satisfy high school graduation requirements, diploma options selected, and reflects the interest of the student body. In social studies, students acquire essential knowledge and develop and apply skills as they investigate society, explore issues, make decisions, and work independently and cooperatively with others. An effective social studies program provides a coordinated, systematic study that draws upon the disciplines in the social sciences and humanities. It prepares students to be personally and socially aware, promotes multiple perspectives, encourages intellectual curiosity, enhances critical thinking skills, reinforces a broad range of communication skills, fosters positive character development, and charges students to assume responsibility for positive change and civic action. Florida's vision for social studies is based on the rigorous and in-depth expectations as defined by the NGSSS for social studies. Students begin by taking World History, which serves as an introduction to the study of history from ancient civilizations to the 15th century. World History examines a wide range of early societies from Africa and Western Europe to China. Readings focus on the effects of geography and climate on the growth of Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 23 civilization, the interaction of cultures, the evolution of social and political institutions, religion, and philosophy. Students read a significant number of primary sources as well as secondary accounts and interpretations. Analytic thinking, reading, and writing skills are emphasized. A major research paper in conjunction with another academic discipline is required in the spring semester. In subsequent years, students will take U.S. History, U.S. Government, and Economics with Financial Literacy. Core resources will be provided by the McGraw-Hill Networks series. Science Students will earn four-five credits in science, per graduation requirements and diploma option selected. Students will earn four-five credits in science to satisfy graduation requirements and diploma option selection. Aventura Charter High School will utilize the CPLAMS course code directory to develop course offerings that satisfy requirements in science and provide students with opportunities to demonstrate mastery of the following standards: • Computer Science—Communication and Collaboration • Computer Science—Communication Systems and Computing • Computer Science—Computer Practices and Programming • Computer Science— Personal, Community, Global, and Ethical Impact • Earth and Space Science • Life Science • Nature of Science • Physical Science Students may be offered Biology 1-2, Biology 1-2 Honors, Earth/Space Science, Earth/Space Science Honors, Physics 1-2, Physics 1 for Credit Recovery, Physics 1-2 Honors, Environmental Science, Environmental Science Honors, Physical Science, or Physical Science Honors, AICE Biology, AICE Environmental Science, AICE Marine Science, AP Chemistry among other courses that satisfy graduation requirements and diploma options selected. Science is a process, a way of thinking about and investigating the world in which we live. The scientific method is the primary system used for students to interact and make connections with scientific knowledge. Students typically begin their ninth grade study of science in Physical Science or Earth/Space Science, then the recommended sequence of Biology, Chemistry, and Physics is preferred. Students who have passed Algebra 1 in middle school may begin with Biology or Pre-AICE Biology, then progress into Chemistry or AICE Chemistry, and Physics or AICE Physics. Students have options for progression, as long as selections fulfill graduation requirements. The goal is for students to build their progression based on science and mathematical skills learned in each course. Core resources will be provided by McGraw-Hill/Glencoe. Intervention/Elective Period Aventura Charter High School will offer intensive reading and intensive math to students below proficient during intervention periods. Students receive targeted instruction and are grouped based on varying levels of performance and targeted skill gaps during an intensive class period. Groups are continuously adjusted based on assessment data to ensure students get the specific support they need. Intensive reading courses emphasize basic reading, comprehension, and analytical skills. Intensive mathematics courses emphasize basic computational and arithmetic skills. ESOL students in need of intensive reading may take Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 24 Developmental Language Arts Through ESOL. Students who are proficient in both reading and math will be able to participate in an elective period that correlates with their chosen academy path. Senior Project The Senior Project is a culmination of a student's academic and community learning experience. Students are required to complete a synthesizing project in the second semester of their senior year. The senior project may be a comprehensive research paper, performance, exhibition, scientific demonstration, hands-on project, or other worthy endeavor that integrates the entirety of a student's learning experiences during their high school tenure. The student must submit a proposal including research, timelines, resources, and thesis to members of the faculty who serve on the Senior Project Committee. This committee shall be interdisciplinary and approves all senior projects. Each project must have a faculty advisor who, with the Project Committee, interviews, reviews, and grades each student's project. Students must receive a passing grade on their senior project in order to graduate. In addition to the Senior Project requirement, as well as Florida state requirements for graduation, students must also complete 80 volunteer hours throughout their high school career in order to graduate. Students receive support from their mentor/guidance counselor in tracking these hours and determining appropriate fields in which to complete the hours. Instructional Strategies Core fundamentals impacting Curriculum and Instruction support teachers in selecting appropriate instructional strategies to meet the needs of Aventura Charter High School's target population and ensure students are engaged and challenged with their learning in order to attain standards mastery. Instructional strategies will be used in conjunction with information obtained from NWEA with regard to the skills students are ready to learn and help provide a learning environment that pushes students beyond what they might experience in a typical classroom setting. Core fundamentals (GVC, Lesson Planning and Delivery, Data- Driven Instruction, Instructional Focus Plans, Tutoring, and Instructional Software) are strategically implemented to support teachers in the identification, selection, and delivery of instructional strategies. Lesson Planning and Delivery Lesson planning and delivery is the process of preparing for instructional delivery, based on the GVC, and organized into rigorous and engaging learning opportunities for students. Lesson planning ensures a smooth and effective learning trajectory for students. Aventura Charter High School will establish lesson planning as the process for integrating the GVC, student and class level data, available resources, and research-based instructional strategies (listed below)that will maximize instructional time and enable teachers to deliver high quality, engaging lessons daily. Teachers will be supported in developing lesson plans that employ best practices in ensuring student engagement and meeting varying student needs such as chunking content, incorporating movement, being cognizant of attention span, providing small group instruction, and checking for understanding. To promote the most effective instructional delivery, all lesson plans will include the following: • Standard(s) • Essential Question(s) • Objective(s) Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 25 • Description of lesson activities (opening or mini-lesson,work period, and closure) • Accommodations as required by law (including 504, IEP, ELUESOL) The curriculum resource teacher will review and provide feedback to the teacher on lesson plan components and provide coaching support as needed in both instructional planning and lesson delivery. Targeted professional development will be provided to help teachers determine the most appropriate use of research- based instructional strategies and innovative learning methods. Marzano's High Probability Instructional Strategies Aventura Charter High School will utilize research-based strategies that will provide students with a learning opportunity that is academically rigorous, challenging, innovative, and focused on individual student learning needs.These strategies can be implemented across subject levels, and throughout a lesson in various ways, as described below in Table 4.1. The strategies have been proven by research to yield positive results in student learning (Haystead&Marzano).As new research is released and updated, professional development and teaching strategies will be continuously updated to meet the needs of students. Table 4.1 Category (Percentile Gain Yielded) Tracking Student ProgressDetermine current level of performance; Identify achievement goals and establish a rate of • Using Scoring Scales progress; Track progress visually; Adjust instruction to improve learning; Provide more intensive instruction to re-teach the material if goals are not being met Setting Goals/Objectives Set a core goal,and let students personalize it;Make sure goals are achievable;Teachers help with strategies to achieve goals; Teachers and students monitor progress and celebrate success Provide deliberate instruction, including direct and small group instruction to accelerate Building Vocabulary students' vocabulary development; Facilitate active engagement before, during and after lessons beyond definition knowledge; Implement a comprehensive program for students to be able to understand complex texts, engage deeply with content area concepts, and participate in academic discussions IdentifyingTeacher-directed activities focus on identifying specific items; Student-directed activities Differences encourage variation and broaden understanding; Includes activities that involve comparing and classifying,analogies and metaphors,graphic organizers,etc. Interactive Games Use in addition to effective teaching; Define the objectives of the game to set a purpose;Should be challenging, but not frustrating; Can foster teamwork and social interaction; Provides opportunities for success and positive reinforcement Summarizing Requires analysis of text to determine what's important; Students use key words and phrases while summarizing content; Students constantly refine their work to determine the most essential and relevant information Note Taking Use teacher-prepared models/templates to teach basic principles and expectations; Give time to practice note-taking and provide feedback on the skills; Students become familiar with content,jot down main ideas,and write down questions NonlinguisticIncorporate words and images to represent relationships; Use physical models,dramatization, Representations and movement to represent information; Have students explain their rationale and meaning behind the nonlinguistic representation Student Set expectations for classroom discussions and try in small-groups first; Use a variety of techniques, having students take notes throughout the discussion and segment the discussion to check for understanding; Organize content into small, related segments that are more manageable for understanding in daily lessons Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 26 • Establish and communicate a homework policy; Provide specific feedback on all assigned homework and vary the way the feedback is delivered Practice Ask questions that require students to process and rehearse the material; Give feedback on the practice while circulating and monitoring work; Provide additional explanations and several examples; Cooperative learning is an effective strategy to utilize practice Effort • Recognition Personalize recognition and give praise for individual accomplishments; Provide suggestions to help students improve if they are struggling,then praise the improvements okiltUse various types to expose students to information before they learn it; Examples include maps,diagrams,timelines, clusters,flowcharts,and structures Student-Centered Learning Based on Marzano's research and categories of instructional elements to guide instruction, students will be the designers of their own learning in order to obtain a deeper level of understanding. Teachers will use various Marzano strategies that focus on students developing autonomy in processing, evaluating, analyzing, and demonstrating knowledge. Instructional strategies are organized by 43 elements and are focused on empowering students as active participants in the classroom. By shifting away from a teacher-directed approach, students learn to carry the bulk of the work of learning as teachers take a position as guide. Teacher planning for student centered learning will be guided by the following three categories and ten instructional elements: • Feedback: o Providing and Communicating Clear Learning Goals — The teacher provides students with scales and rubrics, continually tracks student progress, and makes a concerted effort to celebrate student success. o Using Assessments — The teacher uses both informal whole class assessments and formal assessments of individual students. • Content: o Conducting Direct Instruction Lessons—The teacher chunks content for instructional delivery, provides processing content, as well as recording and representing content. o Conducting Practicing and Deepening Lesson — The teacher employs structured practice sessions, provides for opportunities to examine similarities and differences, and examines errors in reasoning. o Conducting Knowledge Application Lessons — The teacher engages students in cognitively complex tasks, provides students with resources and guidance, and opportunities for generating and defending claims. o Using Strategies that Appear in All Types of Lessons — The teacher uses previewing strategies, highlights critical information, provides opportunities to review content, revise knowledge, reflect on learning, assign purposeful homework, elaborate on information, and organize students to interact. • Context: o Using Engagement Strategies — The teacher notices and reacts when students are not engaged, increases response rates, uses physical movement, maintains a lively pace, demonstrates intensity and enthusiasm, presents unusual information, employs friendly controversy, uses academic games, provides opportunities for students to talk about themselves, and motivates and inspires students. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 27 o Implementing Rules and Procedures — The teacher establishes rules, and procedures, organizes the physical layout of the classroom, demonstrates withitnes, and acknowledges adherence or lack of adherence to rules and procedures. o Building Relationships—The teacher uses verbal and nonverbal behaviors that communicates affection for students, displays an understanding of students' backgrounds and interests, and displays objectivity and control. — The teacher demonstrates value and respect for reluctant learners, asks in-depth questions of reluctant learners, and probes incorrect answers with reluctant learners. For each unit, students go through a discovery or exploration process to first make their own inferences and hypotheses about content, adjust those understandings after instruction from the teacher, then correct mistakes and demonstrate their new learning. To further show ownership of learning, students will be presented with a rubric and the standards of a particular unit to construct their own way of demonstrating mastery of the content, whether in the form of a presentation, written piece, or other method. Other strategies include helping students elaborate on content, managing response rates with tiered questioning techniques, and helping students examine their reasoning. The intent of using student-centered learning is to increase the level of rigor within the classroom to help students be able to demonstrate college-and career-readiness. Blended Learning Blended learning is a style of classroom teaching in which a student learns at least in part through online delivery of content and instruction, with some element of student control over time, place, path, and/or pace. Within blended learning, teachers utilize research-based best practices for teaching and learning, including the integration of technology into the instructional program. This instructional approach is conducive to the 21St century learning environment planned atAventura Charter High School. In blended learning, at least part of the instruction takes place under teacher supervision, ensuring the differentiation between simply providing students with a digital device and leveraging the use of technological tools to transform instructional design toward increased personalization. According to The Learning Accelerator, there is an established body of evidence for personalizing or individualizing learning and facilitating student agency to foster self-regulated, intrinsically motivated learning, all of which blended learning can enable at scale. Additionally, there is growing evidence that blended learning can be successfully implemented in a manner that effectively supports students in meeting academic and non-academic goals for both student and teacher outcomes. Blended learning options at the school will include: • Rotation model: Students receive instruction from the teacher, participate in centers or independent work, and then complete similar activities on an online software program. • A la carte model: Students take an online course with an online teacher of record, but still attend school in a brick and mortar setting. The course is taken while physically in Aventura Charter High School. • Individualized Learning: Students use programs that move at their pace to develop reading or math skills. They start with an online diagnostic assessment, then are placed within a track. They read passages, answer questions, receive tutorials, solve problems, and move through the program as they progress through their pathway. The teacher monitors use and progress, and the program adjusts according to student performance. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 28 • Flipped learning: Teachers can use this within a course for all students or for those who need enrichment. Students watch a video or tutorial online on the weekend, the night before, or a day before to be exposed to a concept and develop an understanding on their own. Students then meet with the teacher after the fact to extend learning and practice. Instructional Software Aventura Charter High School will use the following instructional software programs in blended learning models as a starting point: Plato Courseware, Lexia Strategies, Reading Plus, Imagine Math. The targeted use of instructional software is considered a core fundamental tied to the effectiveness of the school's implementation of curriculum and delivery of instruction. Aventura Charter High School defines instructional software as a CSUSA vetted and approved program or series of programs aligned to state standards that suport students through a digital device. When used appropriately, the approved instructional software programs provide rigorous lessons, remediate academic gaps and provide enrichment opportunities. Instructional software provides adaptive learning while motivating students to learn through immediate personal feedback and celebrations of success. Aventura Charter High School will develop a plan for the implementation of each selected software program to maximize its effectiveness. The plan will include identification of a school level champions for each program that serve as teacher leaders in proper use of program elements, including reading and utilizing individual student data reports. Time for students to use instructional software will be provided before, during, or after school to ensure students have access to technology and meet program specific usage requirements. Differentiated Instruction To ensure that the aforementioned strategies are all used appropriately, Aventura Charter High School will emphasize daily differentiated instruction to accommodate and motivate all learners. The school will follow the belief that differentiated instruction is: 1) a teacher's response to student needs, 2) the recognition of students'varying background knowledge and preferences, 3) student-centered, 4) instruction that addresses students'differences, and 5)a blend of whole-group and small-group instruction. Students will benefit through the use of innovative, differentiated instructional methods, which will utilize research-based instructional strategies, including Marzano's High Probability teaching strategies, and Universal Design for Learning (UDL) principles to enhance students' opportunity to learn the specific skills identified. Small-group instruction is utilized in different subjects in order to support the needs of students who are struggling with the content, as well as students who are above grade level and need more challenging tasks. Teachers can differentiate in three ways: 1)the content students are learning, 2) the process in which the material is being taught, and 3) the product that is developed to demonstrate learning (Tomlinson). Teachers will consider the students' readiness for learning, their interest, and their learning profiles. Some best practices with regard to differentiating include: • For Student Readiness: Focusing on the standard for the content being taught and the objective that must be mastered, but content may be at various levels (i.e. students may read higher-level text yet still master the same standard as students reading on-level text). • For Student Interest: Allowing students to choose from a list of options of how they will demonstrate mastery (i.e. some students may complete a project, whereas others might write an essay). Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 29 • For Student Learning Profile:Addressing various individual student differences in learning styles(i.e. students that are tactile learners can use manipulatives, whereas students who are visual learners can use pictures). Teachers will use data from NWEA, benchmark assessments, and class assessments to drive the decision- making process with regard to differentiated instruction. Student groupings will change in classes periodically depending on the activity level and ability level. Teachers will integrate formative assessments throughout activities to make adjustments. Continuously assessing, reflecting, and adjusting content, process, and product will enable teachers to best meet the needs of each individual student. Other examples of differentiation include: • Whole-group — A teacher may assign a task to the students, yet differentiate the final product students need to create. For example, after completing a unit on World War II, students may be asked to demonstrate their understanding of the impact of WWII on each country. Students can choose to complete an essay, skit, debate, or other assignment based on student preference. The teacher then creates the expectations for each choice and grades the students based on mastery of appropriate standards. • Small-group—Each day, the small group that meets with the teacher is based on particular skill gaps of the students (i.e. all students that need more instruction for converting fractions to decimals). As other groups work in centers,their assignments are differentiated within the overarching center topic. For example, in a writing center, one student may be working on supporting details, while another may be working on developing a conclusion, and another may be working on grammatical practice. • Technology — Aventura Charter High School will utilize various technology resources to ensure students are using programs that meet their instructional needs. Teachers can differentiate by assigning content that the students still need practice with, based on NWEA, benchmark assessments, or class assessment data, and then monitor students' performance on those skills. Students can also use programs that are adaptive and adjust based on how students perform (i.e. Reading Plus), which enable them to move at a faster or slower pace. These will be supplemental to core instruction, so students still receive grade level instruction, but may receive remedial instruction through technology programs as well. Cross-Curricular Instruction and Learning Cross-curricular instruction allows for thoughtful and deliberate collaboration across content areas, emphasizes supporting students in making meaningful connections across curriculum, and reinforces prior learning. This method of instruction requires a high level of professional interaction among teachers and is inherent in the academy model. Cross-curricular instruction plan appropriately complex connections to more than one academic area simultaneously through a central theme, issue, problem, process, topic, or experience. This creates an opportunity for deepened understanding and addresses the issue of skill isolation, while building student motivation and teacher capacity to plan collaboratively. At a beginning level of cross-curricular instruction, students will be taught to utilize strategies taught in ELA across other subject domains, such as identifying a main idea (reading) when reading a newspaper article containing information on global warming (science), which can tie into the citizen's role in preventing global warming (social studies). At a higher level of implementation, cross-curricular instruction involves teachers working across subject areas to plan entire units of study. Cross-curricular instruction is also viewed as a way to support instructional Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 30 goals, such as transfer of learning, teaching students to think and reason, and providing more relevant curriculum to students. As added benefit of this approach is the increased ability of teachers to collaborate, plan, and develop a shared sense of student accountability when instruction is not viewed as compartmentalized. Multiple Intelligences Howard Gardner's Theory of Multiple Intelligences is based on the idea that all students have different types of minds, therefore they process and remember information in different ways. The general types of learners include visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical- mathematical. Teachers plan and implement lessons with consideration to the various types of learners they have within their classes. For example, for a lesson on the effect of earth's rotation, some students can be provided with a pictorial diagram (visual-spatial learners), whereas others can take part in acting out the rotation with different students representing the sun, Earth, and moon (bodily-kinesthetic learners). Challenge Based Learning Challenge Based Learning (CBL) allows students to use 21St century technology, while working in collaborative groups to tackle real-world issues surrounding their school, families, community or global concerns. In CBL, the teacher works with students on making connections between the Florida State Standards reflected in the GVC and issues within the school,family setting, community, or on the world stage. Students are given structured freedom to tap into their creativity, become inspired, and practice being self- directed while working collaboratively with classmates. CBL will be utilized as an instructional strategy as appropriate, following the five stages outlined below: 1. Creating the Big Picture or Idea —Students work with the teacher on scanning the news to look for a global issue. An essential question is created to make the connection between the Big Idea and how it impacts the students themselves. Students are then required to create a "Call of Action" by researching and developing a solution to the real-world issue. The challenge is an opportunity for students to get involved in an issue that resonate with them in an effort to come up with a solution that can actually make a difference in their school, family, community or globally. 2. Setting up the Foundation for a Solution—Students begin researching the issue and creating guiding questions and guiding activities to assist in narrowing down potential solutions to the challenge. 3. Identifying a Viable Solution — Students now identify one viable solution to develop and implement based on the results of their research from their guiding questions and activities. Students have to recognize who their target audience will be to make this solution work as will show measurable outcomes that the solution will work. 4. Implementation and Results—Student will monitor their measureable outcomes and timelines from their research to capture all the results showing if their solution is a realistic and attainable one. If not, students can look into another solution with more favorable outcomes. 5. Publishing—Students document their results using 2111 Century technology skills. The presentation will include the challenge, the solution, the results, along with any personal reflections on information learned. Students can then take their final product to the community in which it impacts for possible changes to their global community. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 31 CBL directly supports the school's mission of developing global citizens and nurturing individual student strengths and leadership skills. Additionally, the use of CBL as a learning strategy supports purposeful integration of 21St century learning skills and maximizes the use of 1:1 technology. Cooperative Learning Cooperative learning is a strategy combining teamwork with individual and group accountability, allowing students of different ability levels to work jointly to improve their understanding of a subject.Aventura Charter High School will utilize cooperative learning as a way of allowing students to acquire both knowledge and social skills, as well as boost student achievement and improve attendance. Research indicates that students have much to gain when they have opportunities to interact with each other, listen to what others have to say, share ideas and information, ask questions, critique others' ideas, and use the information obtained to reason and problem-solve together. Effectively implemented, cooperative learning helps develop student problem-solving ability and social skills while applying knowledge learned in a particular unit. The following elements are present when effective cooperative learning opportunities are planned: • Positive Interdependence — Group cohesiveness comes about when each group member understands they are required to complete their part of the work and ensure others do as well. Groups are not truly cooperative unless positive goal interdependence is evident. • Individual Student Accountability—Group members understand they are individually accountable for their contributions to the group. Generally, teachers assign student individual accountability so that each students' contribution to the group can be identified, ensuring that each child is responsible for completing their assigned work or task in the group. • Face-to-Face Interaction—Interpersonal and small group skills needed to manage group interactions and behaviors have been taught (active listening, accountable talk, sharing resources, taking turns, etc.). • Social Skills — Group members listen to each other, exchange ideas, offer explanations and encouragement, provide constructive feedback, and help each other with resources. These reciprocal exchanges lead to group members feeling more accepted and valued, less anxious and stressed, and more willing to reciprocate and help others in return. • Group Processing — Group members process their work through reflecting on what they have done well and what they will need to do to achieve the group's goals. Students are more successful in problem-solving and making learning gains when they participate in either teacher-led or student-led group processing discussions. Within formal cooperative learning, teachers strategically group students to complete an assignment, designating roles so all students are held accountable for providing input and holding ownership of learning. To complete the task of planning a vacation under a certain budget, for example, the roles can be designated as leader, recorder, time-keeper, task-manager, and presenter. Teachers set expectations with regard to social interactions, behavior, and task completion. Teachers also facilitate and monitor group work to hold students accountable and clarify misunderstandings that occur along the way. For an informal cooperative learning opportunity, teachers will have students participate in focused discussions in which students make predictions, summarize learning, make connections, or respond to other teacher questions. Students share ideas with each other and come to a consensus, then share their responses with the class to gain insight on others' ideas. This informal cooperative learning strategy includes turn-and-talks,think-pair-shares, and other purposeful student-to-student accountable talk strategies. ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 32 Response to Intervention/Multi-Tiered System of Supports (MTSS) Rtl is a multi-tiered approach identifying student learning and behavior needs through early identification that requires a coordinated focus on student needs and coordination of school resources. Rtl is essential to ensuring all students are given the additional support they require to succeed. The identification process begins with the implementation of high-quality instruction and universal screening of all students in the general education classroom setting. Interventions are provided at increasing levels of intensity for identified students intended to accelerate student learning. Student progress is closely monitored and used to assess the effectiveness of the intervention. These steps need to be taken in accordance with federal laws to help students fulfill the necessary catch-up growth to be successful in grade level content and/or behavioral expectations. Rtl is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data(Rtl Action Network).Aventura Charter High School will follow federal/LEA Rtl/MTSS guidelines for academics and behavior,which include: o School-based team o Universal screener and diagnostic assessment o Documented intervention plan o Evidence-based interventions aligned with diagnostic results o Documented progress monitoring with graphs o State/LEA designated cycle for determining student response to interventions The school's Rtl/MTSS Team will oversee the Rtl/MTSS process and develop a plan to monitor compliance with all federal, state, and LEA requirements, as well as ensure special education, 504 and ELL students are included in the Rtl/MTSS process. The team will coordinate with teachers and communicate frequently with parents about the progress of their students. A review of instructional resources will be conducted to determine which components could be used for Rtl and determine which additional research-based materials and resources will need to be purchased. The team will also ensure consistent progress monitoring takes place and small-group instruction is incorporated into the instructional block so that students receive the individualized support they need. Aventura Charter High School is devoted to ensuring all students receive a high-quality education by supporting all students academically as well as behaviorally. The implementation of Rtl/MTSS is a data- driven process intended to help students who struggle with a support system made up of teachers and parents. Aventura Charter High School will utilize effective research-based academic and behavioral interventions to help support students who struggle in school based on data results. Aventura Charter High School's Rtl/MTSS model is comprised of three tiers: • Tier 3 Intensive Individualized Intervention and Support — Individualized instruction outside of the classroom, using targeted interventions to improve academics and/or behaviors inside the classroom. • Tier 2 Targeted Supplemental Intervention and Support— Small Group or individualized instruction, using targeted interventions for a specific skill deficiency. • Tier 1 Core Universal Instruction and Support — General educational instruction and support with differentiation provided by the teacher within the classroom to meet the needs of all students. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 33 Progress Monitoring Plans Included as part of the RtI/MTSS process, CSUSA-managed schools utilize a PMP, which was designed to provide students, parents, teachers, and administrators with specific academic intervention information for students who are performing below grade level in each grade. PMPs are described in detail in Section 5H. Push-in/Pull-out Instruction One way that students receive targeted instruction that aligns with the Rtl model is through push-in/pull-out instruction. Certified teachers will be available to pull-out or push-in with students who are below grade level. As described in the Rtl/MTSS model, students also receive extra instructional time to meet the demands of the curriculum. This additional time for instruction outside of class time is crucial for increasing student learning gains, as increased instructional minutes is the primary driver for catch-up growth, as stated in Annual Growth for All Students and Catch Up Growth for Those Who Are Behind. (Fielding, Kerr, Rosier 2007). Aventura Charter High School's curriculum resources for English language arts, mathematics, writing, and science are embedded with differentiated instructional lessons, strategies, and assessments that are associated with each Rtl tier. The increased instructional minutes for Tiers 2 and 3 are described in Table 4.2 regarding the progression plan for reading instruction. The Supplemental Intervention Reading Program and Comprehensive Intervention Reading Program will be aligned to meet the needs of the students in each tier and describe the resources used. See Attachment D for additional details. Table 4.2 50-minute Integrated Reading and Language Arts On-grade-level Instructional Plan + 50-minute Intensive Reading Class On-grade-level Instructional Plan Intensive Instructional Pl:an ; Strategic Instructional Plan 30-minute Daily Intervention Sessions Data-Driven Instruction As described in Section 3, Data-Driven instruction is a precise and systematic approach which allows teachers to continuously target instruction to meet individual student need. Aventura Charter High School will implement this core fundamental through differentiated instruction and teacher-led small group instruction. Data-driven instruction allows students to be the recipients of tailored content and delivery to make necessary growth. Teachers will be supported in tie the collection and analysis of student learning data with appropriate and effective action. The school's leadership team will have a documented process in place to ensure teachers are implementing data driven instruction which at a minimum will include determining what data to collect and track, where to find the data, how to interpret the data, how to use data to inform instruction, the manner in which teachers will be provided with feedback on intended outcomes. Additionally, teachers will be provided with feedback on data-driven instruction on the TFET. ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 34 Teachers will use a balanced assessment system, described in Section 5, which includes summative, benchmark, and formative assessment to continuously inform instruction. Instruction will be delivered based on both subject-area data which identifies student mastery/proficiency levels by standard and adaptive data which pinpoints skill gaps or enrichment needs. Teachers will differentiate instruction based on subject-area content, process, product, or learning environment, determined by student needs in regard to learning style, interests, and academic ability among other factors. The integrity of subject-area standards will be maintained through the scaffolded support teachers provide, with the exception of IEP needs that explicitly call for a modified curriculum. Teachers will lead small-group instruction groups intended to be flexible and reflective of balanced assessment data and/or specific content or task. Part of the teacher's plan for classroom management will include explicit instruction in teaching behavior expectations and procedures for small-group work, which includes teacher-led group and cooperative and collaborative student groupings. Teacher-led instruction will be specific to skill-gap and enrichment needs Some best practices that will be employed include supporting teachers with a starting point for data-driven instruction, such as reteaching concepts to the whole class when a majority of students did not demonstrate mastery of a skill or standard. Support staff will be trained in utilizing student-level data and teachers will be trained in the use of NWEA Learning Continuum and Student Profile reports to determine individualized student assignments. The curriculum resource teacher, school leadership, high school programming specialist, and regional curriculum specialist will work jointly to provide teachers with the necessary instruction, practice, coaching, and time necessary to be successful at designing and delivering data-driven instruction. Instructional Focus Plans As previously described in Section 3, 1 FPs provide an outline of previously taught subject-area standards that must be retaught to individual students or groups of students. IFPs provide an effective response to a learning problem that can then be reassessed. Small-group instruction and using a previously unused teaching strategy are examples of two methods that can be utilized to deliver explicit reteaching for an IFP. The use of new strategies and methods can provide the teacher with an opportunity to differentiate instruction based on various learning styles. Approximately 2-4 weeks are spent reteaching priority standards for the course and IFP instruction occurs during a designated time in class appropriate for the content length of class period that does not interfere with the delivery of new standards and content. IFP time may also be used to preteach or frontload new information to students who demonstrate difficulties in learning new concepts. Aventura Charter High School will have a system in place to track student-and class-level standards mastery on high priority state test items. Teachers will ensure that standards not yet mastered are retaught using different instructional strategies and delivery methods, and retested in a timely manner. As new mastery data is made available, the teacher will update IFPs. Teacher support in developing and implementing IFPs will be provided by the curriculum resource teacher and leadership team through weekly professional learning communities and data chats. Personalized Learning Plans Every student is unique, therefore a PLP is designed to track individual strengths, weaknesses, and cumulative progress in attaining a year's worth of learning at a specific grade level is created for every student. The PLP empowers students to track their own progress, fostering student ownership of learning ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 35 goals. The utilization of PLPs also directly supports the school's mission of developing individual academic talents and the school's vison of designing instruction for the native learning styles of 21St century learners. Additionally, the use of PLPs keeps instructional staff, students, and parents aware of not only academic progress, but of each student's SEL preferences and interests and strengths to be nurtured. PLP development will be a collaborative effort between the teacher, parent, student, and other staff involved with the student's academic achievement. Teachers act as facilitators and coaches for the plans, aiding in creating, monitoring, and challenging the students to push themselves. The parents' role is that of a cheerleader or mentor, motivating and guiding the students in their endeavors. Most importantly, students are the producers of the plan, and are faced with the responsibility of understanding their data, making good decisions as learners, and following through with expectations. PLPs are devised through analysis and evaluation of data, and together administrators, teachers, parents, and students are able to create an academic plan for each student to achieve learning gains. As a reference, baseline achievement levels are incorporated into each student's PLP as a starting point for determining future rates of academic progress. Students and parents are able to consider areas of mastery and deficiency based upon reports from NWEA, which provides details regarding skills that have been mastered, need to be remediated, or are ready to be learned next. Students set personal goals each quarter that are confirmed by teachers, and teachers post formative data, to support student goal-setting. Detailed descriptions of assessments can be found in Section 5. Each student's PLP serves as the foundation from which to measure student outcomes, which are congruent with NGSSS and Florida Standards within the GVC. At, a minimum, students are expected to achieve mastery of each standard for each grade level and the goals and objectives specified in their PLP. The following information is considered when assessing the student's strengths and weaknesses: • The student's academic performance prior to his/her enrollment • The results of any assessment testing and classroom assessments • Non-assessed student work and project-based learning • Student information about what the student likes to learn and parent information about how their child learns best (e.g., in a quiet place, working in groups, etc.) • Reports and observations from the student's teachers The PLP also includes the action steps to reach quarterly grade goals and NWEA assessment goals (a sample PLP can be found in Attachment FF). The action steps help guide both the child and the parent in implementing the PLP. The process of creating and monitoring the PLP is a life-skill that all students need to develop in order to become productive global citizens. B. If the curriculum is fully developed, summarize curricular choices. Include as Attachment C, a sample course scope and sequence. Provide evidence that reading is a primary focus of the school and that there is a research-based curriculum. Include the school's reading curriculum as Attachment D. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 36 The curriculum design, including materials and resources that will be utilized, is detailed in Section 4A. A sample course scope and sequence is provided in Attachment C. A sample of Aventura Charter High School's reading curriculum is provided in Attachment D. The Comprehensive Research-Based Reading Program (CRRP) Aventura Charter High School will use the GVC to teach all Language Arts Florida Standards. The GVC, which includes the Florida Standards mapped in a way to guide instruction, is the core curriculum for the school and incorporates a variety of genuine texts with a 50/50 blend of fiction and nonfiction in all grade levels. Teachers will use Houghton Mifflin Harcourt Collections as a textbook and electronic resource in ELA. The school will continually review evidence-based resources to identify additional effective resources to consider for implementation. As stated previously, this proposed program includes a range of diverse print and media aligned with the rigor of Florida Standards. Within the program there are tools for planning and assessing, intervention, and supplemental resources, as well as various sources of texts and other features to meet the needs of all students. Novel studies will be incorporated using exemplar texts. The increase in complexity will be accomplished by exposing students to genuine texts. Blended learning will be utilized for all learners, and will include the following resources: Plato, Lexia and Reading Plus. Classroom libraries and/or digital libraries are also available to meet the diverse needs of students' reading levels and cultural backgrounds. Students will have the opportunity to utilize these resources at school and at home. Comprehensive Intervention Reading Programs (CIRP) Materials The School will meet the individual needs of students who, based on diagnostic data, have been identified to have significant skill deficiencies and/or read two or more years below grade level. Students will be given additional instructional minutes using a research-based intervention program. Students will receive this additional instruction outside of the core ELA period in a small-group setting (with more frequent progress monitoring) to ensure accelerated progress toward grade-level expectations. Research-based programs that the school may utilize include: • Lexia Reading • Corrective Reading • Wilson Reading System Approximately 30 minutes of the period consists of teachers providing the designated reading lesson for the day, and the remainder of the time will be differentiated for students to receive targeted small-group instruction or complete independent activities tailored to practice necessary reading skills from the lesson. Highly qualified teachers provide small-group instruction and monitor independent work, providing corrective feedback to ensure appropriate use of learning time. Teachers use texts and materials at the student's instructional level and progress to more complex text as necessary. Specific materials are listed under Specification 4 of the Just Read, Florida! Reading Program specifications detailed in Attachment D. Students are screened at the beginning of the school year using NWEA to determine basic reading development and to detect the presence of any difficulty. Based on the instructional implications of the diagnostic screening, students are provided instruction to meet their individual needs with an emphasis on cooperative learning and small-group instruction. Groups will be flexible and based on progress monitoring of reading skills through continuous formative assessments within the classroom and further interim benchmark testing. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 37 Supplemental Intervention Reading Program (SIRP) Based on NWEA interim and classroom assessment data, students receive additional instruction and practice on identified skills. Teachers provide additional instruction outside of the 50-minute ELA period in times such as the intervention/intensive period, before and after school, through content area integration, and any other opportunity to support student achievement of individual learning goals. In high school, students who need remediation as determined by their performance on state assessments will receive an intensive reading course in addition to their scheduled English Language Arts courses. Table 4.1 that follows, aligned with Rtl, describes the progression plan to increase reading instructional minutes in grades 6-12 to ensure that students achieve mastery of grade level expectations. Table 4.1 -• - 50-minute Integrated Reading and Language Arts On-grade-level Instructional Plan 50-minute Intensive Reading Class On-grade-level Instructional Plan Intensive • - Strategic Instructional Plan 30-minute Daily Intervention Sessions Supplemental Intervention Reading Program (SIRP) Materials The school will meet the individual needs of students during the school day by adding to the core ELA instruction through the Supplemental Intervention Reading Program. Based on classroom and benchmark data, students will receive additional instruction and practice on identified skills. Teachers will provide additional instruction outside of the ELA period in times such as before and after school, during electives, and any other opportunity to support student achievement of individual learning goals. Materials and resources that may be used include: • Reading Plus • Study Island • Triumph Learning • Plato Intensive Reading Course Students who are non-proficient based on their performance on the state assessment are enrolled in an intensive reading course for one semester, or the entire year, and are grouped based on their various levels of performance and targeted skill gaps. Throughout the class, groups are adjusted based on formative and progress-monitoring data to ensure students continuously get the support they need. Examples of grouping include: • Students that are below grade level will receive an intervention focused on their identified area of need; • Research-based instructional strategies for intervention including guided reading (Fountas& Pinnell, 1996, 2003), close reading and literature circles (Daniels, 2002; Langer, 2002; Marzano, Pickering & Pollack, 2001) will be included. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 38 II Reading Program Specifications In order to make reading a primary focus, objectives from the Just Read Florida! Reading Program Specifications are implemented and are detailed in the reading plan which can be found in Attachment D. Also see Attachment D for an example of the decision-making process through which students will be identified for strategic or intensive support, as well as the SIRP and CIRP Research-Based Materials that may be utilized.All materials are consistently reviewed and updated to ensure alignment with state standards. C. If the school will adopt or develop additional academic standards beyond those mandated by the state, explain the types of standards. Aventura Charter High School will not incorporate any additional academic standards. However, Aventura Charter High School will offer an advanced studies program for students who have demonstrated mastery of state standards and a readiness for college level coursework. Cambridge International Examination and Advanced Placement academic standards will be adopted based on the courses offered as a way of accommodating the learning needs of advanced students. D. Describe the research base and foundation materials that were used or will be used to develop the curriculum. The research base and foundation materials used to develop the curriculum are described in Section 3 and in each core course description in Section 4. E. Describe proposed curriculum areas to be included other than core academic areas. Aventura Charter High School will offer eligible courses as listed in the Florida Course Code directory to satisfy graduation requirements. The directory will be reviewed annually as part of the school's course schedule development which will ensure students can satisfy the requirements for Fine and Performing Arts, Speech and Debate, or Practical Arts, as well as the requirements for Physical Education with integration of health, electives, and online course. 9-12: World Languages The study of foreign languages opens doors to a greater understanding of the world and its cultures. The goal of studying languages is to achieve a level of proficiency that enables students to use the language to communicate and appreciate different ways of seeing the world. The program builds students' basic skills in reading, writing, speaking, and understanding the cultural roots of the language. Students formulate and answer questions about the literary elements of targeted language selections. Students also identify themes, ideas, or viewpoints on social behaviors and/or social interactions of various cultures and discuss these cultural differences as they participate in age-appropriate cultural activities such as literature, music, and food. With a focus on communication, students will learn to exchange information with peers orally and in writing. They will use appropriate vocabulary and cultural expressions to request additional information when a message in the target language has not been fully understood. Students will use repetition, rephrasing, and gestures effectively to assist in communicating spoken messages. Presentations by students will be ,,,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 39 conducted in the foreign language to further develop their communication skills in front of an audience regarding various topics. Through these presentations, students will recognize that languages have different patterns of communication and interaction. They will be prepared to use the language within and beyond the school system. Depending on student interest and teacher certification, world language courses that may be offered include: • Spanish 1-2, Spanish 3-4 Honors • Hebrew 1-2, Hebrew 3 Honors • Latin 1-2, Latin 3 Honors • American Sign Language 1-4 9-12: Physical/Health Education Students must earn one credit of Physical Education with integration of Health, per high school graduation requirement. The primary goal of the physical education program is to provide instruction in the following strands of physical education: physical literacy, responsible activity behaviors, and advocate and promote physically active lifestyles. These strands offer students the opportunity to set goals to develop and continually enhance the life management skills necessary for healthy, active living. Students not only develop the skills required for participation in physical activities, but they also develop an understanding of physical fitness, health and nutrition, and the importance of instituting positive health behaviors. Students also develop and implement a personal wellness plan that promotes mental, physical, emotional, and social health throughout the stages of life. Physical education courses are designed to address the needs of all students. Students analyze the benefits of regular physical activity; learn how participation in physical activity creates receptiveness toward persons of differing abilities; and understand that physical activity creates challenges and healthy competition. Students will demonstrate competency in physical education by maintaining a level of physical fitness that enhances health. Aventura Charter High School will recommend that students complete their Physical Education requirement in grades 9 or 10. The options for completing this requirement may include: • HOPE Core Course • Sports Officiating • Weight Training • Care and Prevention of Athletic Injuries 9-12: Arts Art classes expose students to a varied program in which students explore basic elements of music, the visual arts, and performing arts. All arts disciplines benefit from instruction that combines individual attention with small and large group learning experiences. Arts instruction builds understanding by connecting arts and non-arts content. The instruction will include hands-on activities, student interest exploration, and historical perspectives. Depending on student demand and teacher certification, options for earning art or speech and debate credits include the courses listed below: • Introduction to Drama • Theatre Arts 1 • World Dance • Art in World Cultures • Chorus 1-3 Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 40 • Vocal Ensemble 1-3 • Drawing 1-2 • Painting 1-2 • Three-Dimensional Studio Art 1-2 • Visual Technology 1-2 • Digital Art Imaging 1-2 • Speech 1-2 • Debate 1-2 9-12: Technology Technology courses offered will provide students the opportunity to develop real-world application skills utilizing software programs for college-and-career readiness. Students will learn computing, design, research, word processing, and other skills. Courses will also be offered in alignment with academy models, for instance, graphic design for students in a Communications Academy. These courses may include a culminating project that demonstrates their computer literacy. This project must be interdisciplinary, completed under the supervision of the computer teacher and a core subject area teacher. In compliance with the Children's Internet Protection Act,Aventura Charter High School will ensure that all students receive instruction regarding appropriate online behavior. A sample of technology-focused courses that may be offered can be found below: • Digital Information Technology • Foundations of Robotics • Robotics 1 Honors Freshman Academy: Attitude is Altitude All ninth-grade students will participate in the Freshmen Academy and will be assigned to a family within the ninth-grade class. Each family is led by a guidance counselor and a core group of Freshmen Academy trained teachers. Each faculty member is assigned a small group of students in an advisor/advisee program where he or she meets with each student at least four times throughout the year to review academic progress and general high school-transition. In addition, the faculty member will meet parents/guardians at least once per semester and assist with academic planning for the students' remaining years of high school. Freshmen Academy teachers focus on team-building, establishing a sense of community, and facilitate continuous academic and personal development goal-setting. Teachers are provided with common planning time and a structure for professional learning communities to engage in targeted data analysis of their student cohorts. The Freshman Success course is a required as an elective in ninth grade. The course consists of researched based, data-driven instructional strategies that help shape the individualized learning environment. The course supports students in achieving academic success through interactive and relevant real-life learning experiences. The curriculum is aligned to best meet the needs of individual students and promotes an environment where students are nurtured intellectually, socially and emotionally. The Freshman Success course is project-based and upon completion of the course, students will have developed a personal mission statement, college and career research project, role model research project, and a personal finance project. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 41 Additionally, by the end of the course, students will have determined an academic pathway and diploma option for their tenth-twelfth grade years. Freshmen Success course content is organized by unit which address issues pertaining to identity, self- image responsibility, attitude perseverance and college and career readiness. Each unit contains multi-media elements and exploration activities to help students learn more about who they are as a person and how they fit in to the bigger picture when dealing with the difficulties of life. The course also includes topics on study skills, organization skills, note-taking,technology, personal development, local and global cultural awareness, public speaking, critical thinking, and becoming an engaged citizen of our community. Parents will be encouraged to participate with their child throughout the course and will be provided with a parent guide and regular newsletters. F. Discuss the system and structures the school will implement for students at risk of not meeting academic requirements or of dropping out. In addition to differentiated, targeted instruction, PLPs, and the RtI/MTSS program, Aventura Charter High School will also implement the following programs to assist at-risk students in meeting academic requirements and prevent them from dropping out. Intervention/Elective Period Students receive targeted instruction in classes during a specific time period that are grouped based on their various levels of performance and targeted skill gaps. Each quarter, the groups are adjusted accordingly based on NWEA and classroom data to ensure students continuously get the support they need. Examples of grouping include: • Students that are below grade level will receive an intensive reading class focused on comprehension and word attack skills. • Those students who are on grade level in reading, but still need support in math, will receive instruction geared towards mastery of foundational concepts and skill practice in intensive math. • Students who are above proficient in both reading and math will be able to participate in an elective period that correlates with their chosen academy path. Tutoring/Saturday School When students are not making adequate learning gains, as indicated on NWEA interim assessments or by not earning passing grades in class, there are additional resources available. For students requiring additional intervention, a tutoring program will be available at the school as described in Section 3e. Tutoring sessions will be scheduled before/after school on weekdays and may include Saturday sessions based on student need and teacher availability. Sessions are derived from the operating budget and are applied to those students requiring extra intervention to bring them up to grade-level expectations. Teachers use a set curriculum in a small group setting that is targeted to students' skill deficiencies as determined by diagnostic and formative data. This plan for assisting students involves continuous collaboration between all stakeholders. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 42 Restorative Justice A restorative justice approach will be employed to support a positive, inclusive, and supportive learning environment for all students. The goal is that each student feels a high level of comfort in expressing needs and aspirations so that teachers can effectively meet individual needs necessary to promote academic success. The school's approach, which is described in more detail in Section 8, will increase accountability for students, strengthen their relationships with peers, and allow them to make more positive choices. Based on the following guidelines, the program's purpose will provide opportunities for students to: • Become aware of the impact of their behavior • Understand the obligation to take responsibility of their actions • Take steps toward making things right The school's restorative justice focus will foster student advocacy, leadership, empowerment, accountability, and community including a school-wide focus on Social Emotional Learning (SEL). Key components to ensuring students enter high school primed for engagement and success are the school's implementation of the Attitude is Altitude (AIA) as part of the Freshman Academy, the family-like structure of the Freshmen Academy itself, and the commitment to pairing each student with an adult advocate. AIA integrates elements of SEL and the family-like setting of the academy strives to provide students with the environment necessary to thrive academically and reduce the potential for failure or disengagement. Through the student-advisor connection, the school can maintain a better awareness of student SEL needs and develop strategies and programs to support student development. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 43 Section 5: Student Performance Performance Goals A. Describe the expected incoming baseline of student academic achievement. Describe the school's goals for academic growth and improvement. Describe how the school's academic goals and objectives for improving student learning will be revised. Describe how success will be evaluated, and the desired overall results to be attained through instruction. Aventura Charter High School's performance-based educational goals and objectives are designed to focus all stakeholders on student academic achievement. With rigorous academic goals, individual student goal- setting (through student PLPs), and parental support of academic growth, Aventura Charter High School will ensure continually improving student achievement. Goal-Setting Goal-setting will align to the Florida School Performance Grades accountability system. Subsequent changes to the Florida School Performance Grade accountability calculation will prompt a revision to the school's goals in the affected year(s). Per the Florida A+ School Grading system, each school evaluates individual student success and effectiveness of the curricula by their performance on the State Assessments and State Alternative Assessments (currently the FSA, FCAT 2.0, End of Course (EOC)Assessments and the FSAA). Individual student performance data is then combined to measure the school's progress over the last year. Schools accumulate points for both achievement and growth on both state assessments and state alternative assessments. The state calculates the percentage of students meeting high standards in ELA, mathematics, science, and social studies (when applicable); the percentage of students making annual learning gains in ELA and mathematics; and the percentage of the lowest 25% of students making annual learning gains in ELA and mathematics. High school grades also include two "Other" components: (1) graduation rate and (2) student performance on college coursework and/or technical certification exams. Once a school's points are totaled, the percentage of possible points earned will be calculated. This percentage will correspond to a configuration of a final school grade. Eighty percent of the Florida high school grade is based on student performance and learning gains on state assessments. The remaining twenty percent include points for on- time graduates and college and career readiness. On the assessment components of the school grade, students will demonstrate academic improvement and success by meeting high standards and making annual learning gains as defined by the State of Florida. Currently, the meeting of high standards is defined as those students who score an achievement level of three or higher on the FCAT or FSA in ELA, mathematics, science, and/or social studies. On the FSAA, students must score a level 4 or higher to be classified as meeting high standards. Students will demonstrate a year's worth of learning, or a "Learning Gain" on the FSA ELA and Math assessments and End of Course Assessments as described below in Table 5.1 a: Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 44 Table 5.1a • Improve one or more achievement levels from one year to the next(e.g.from 1-2,2-3, 3-4,4- 5). Maintain a Level 3, Level 4, or Level 5 from one year to the next and the student's scores in Level 3 and Level 4 must have improved by at least one scale score point from previous year, this is also true for retained and accelerated students. • Remain within levels 1 or 2 but,advance one subcategory in scale range • Achievement Level 1 is comprised of three(3)equal subcategories Show significant growth • Achievement Level 2 is comprised of two(2)equal subcategories. within an achievement level1- Low Middle High Low High FSA to EOC and EOC • Improve one or more achievement levels from one year to the next(e.g.from 1-2, 2-3, 3-4, 4- 5). • Maintain a Level 3, Level 4 or Level 5 from one year to the next,from FSA to EOC or EOC to • FSA Students will demonstrate a year's worth of learning or a"Learning Gain"on the Florida Standards Alternative Assessment in one of three ways as described below in Table 5.1 b: Table 5.1 b Improve one or more levels(e.g.from 1-2,2-3, 3-4 etc.). • Maintain level 4 or higher without dropping from previous level. • - FSAA students who remain at performance level 1,2,or 3 are credited with gains if their • score improves by at least 5 points from the previous year. The data displayed in Tables 5.1a and 5.1b are based on the latest information provided by the FLDOE at the time the application was submitted.2 Any changes made by the FLDOE after submission will be adjusted accordingly as needed. Aventura Charter High School understands and will be dedicated to ensuring that all students have a fair, equal, and significant opportunity to obtain a high-quality education and will continually strive for academic 2 http://schoolgrades.fldoe.org/pdf/1617/SchoolGradesCalcGuidel7.pdf 10 Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 4pkl 45 excellence on challenging state academic standards(NGSSS and Florida Standards)and the state academic assessments. In compliance with the Elementary and Secondary Education Act Wavier (ESEA), school proficiency and learning gain calculations include Students with Disabilities and English Language Learners with more than two or more years of English instruction. School's Goals As of the 2014-2015 school year, Florida Standards and corresponding assessments have been fully implemented in the subject areas of ELA and mathematics. In its initial charter year the school will aim to meet or exceed the performance of comparable Miami-Dade and South Broward high schools on the elements of the Florida School Performance Grade. After establishing the baseline student performance in year one, the school may revise and document its multi-year goals in the school's annual Strategic Plan. Currently, the state evaluates 9-12 buildings on a single scale for purposes of accountability calculations. Therefore, to maintain a level of transparency with our students, parents, and the community at large, the school will align its goals to publicly available data calculated schoolwide and published annually by the FLDOE. The anticipated demographics of Aventura Charter High School indicate attendance by fewer than 20% of students receiving Free or Reduced Lunch and less than 10%of minority populations. Thus, the comparable high schools selected to estimate a baseline include the five least"at-risk" high school populations in Miami- Dade County, as well as several low "at risk" high schools in south Broward County. Estimations use the June 281h 2017 school grade release. These schools include: Miami-Dade—Miami Palmetto Senior High, Dr. Michael M. Krop Senior High School, Cutler Bay Senior High School, Coral Reef Senior High School and Ronald W. Reagan/Coral Senior High School; and in Broward—Cooper City High School, Cypress Bay High School, Charles W Flanagan High Schools and Western High School. Aventura Charter High School's minimum goal requirements and the methodology to calculate these targets are detailed below for Proficiency, Growth, Closing the Achievement Gap, and the Florida School Performance Grade. These S.M.A.R.T. goals comply with the most recent federal accountability plan under Florida's ESEA Flexibility Waiver, specifically the safe harbor provision.3 In the last year that schools were evaluated on meeting AMO targets(2013-14), the state of Florida met 1 out of 18 (6%)targets across reading and math using the safe harbor calculation. Therefore,the school acknowledges that these are rigorous goals and is prepared to effectively target instruction to meet these high expectations and achieve student success. Aventura Charter High School will prepare students for college and post-secondary endeavors and as such, in addition to the assessments goals presented below, the school will also meet or exceed comparable high schools' graduation and High School Acceleration rates each year of the charter. 3 When the state releases the ESSA-aligned plan, if the safe harbor provision is no longer in use,ACHS may revise the goal calculus to align with new ESSA-specific annual growth guidelines. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 46 Proficiency Goal Specific: Each year, on the State Assessments (currently FSA, FCAT 2.04, End of Course and FSAA5), the school will see a significant increase in the percentage of "Satisfactory or Above" students (as defined currently by those scoring Level 3 or above in math, ELA, science, and social studies). Measurable: Student math, ELA, science and social studies scores will reflect at least a 10%reduction in the percentage of students who are NOT "Satisfactory or Above" relative to the previous year or meet or exceed the performance of the comparable high schools. The assessment scores in Year 1 of the charter will establish the baseline for measuring this goal. Assessment scores in Year 2 will be the initial comparison to the baseline. If proficiency is at or above 90% in any prior year, the school will increase said proficiency by 1%, or meet or exceed the performance of the comparable high schools. Attainable: We believe this goal is attainable, given our students will have appropriate resources and access to high quality teachers. Relevant: This goal is relevant to the school's mission, highlighting the importance of student success and academic rigor. Time Bound: The establishment of a baseline will occur at the completion of the first full year of the charter. After that time, goals will be evaluated and assessed annually, after the release of state assessment results in the spring/summer. Growth Goal Specific: Each year on the State Assessments, the school will see a significant increase in the percentage of students making learning gains in ELA and mathematics. Measurable: Student ELA and mathematics scores will reflect at least a 10% reduction in the percentage of students NOT making learning gains relative to the previous year or meet or exceed the performance of the comparable high schools. Schoolwide learning gains in Year 1 of the charter will establish the baseline for measuring this goal. Learning gains in Year 2 will mark the initial comparison to the baseline. Attainable: This goal is attainable with the programmatic,financial, and human resources that will be available at Aventura Charter High School. Relevant: This goal is relevant to the school's mission as students must experience growth and development annually. 4 Incoming ninth and tenth grade students who have not been retained will not be taking FCAT 2.0 reading re-take. FCAT 2.0 is included on this list in the event ACHS enrolls students who have been retained in the past in high school and must take the FCAT 2.0 reading re-take in order to graduate. 5 The school will outline goals on alternative assessments in any year where the number of students participating in the FSAA exceeds ten. In those years, the school will meet or exceed District performance on the alternative assessment. A student group of ten or more was chosen to provide meaningful targets and to protect the privacy of individual students. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 47 Time Bound: The establishment of a baseline will occur at the completion of the first full year of the charter. After that time, goals will be assessed annually, after State Assessment results are released in the spring/summer. Closing the Achievement Gap Goal Specific: Each year on the State Assessments, Aventura Charter High School will see a significant increase in the percentage of students in its lowest 25%making learning gains in ELA and mathematics. Measurable: Student ELA and mathematics scores will reflect at least a 10% reduction in the percentage of the school's lowest 25% of students NOT making learning gains relative to the previous year or meet or exceed the performance of the comparable high schools. Schoolwide learning gains for the lowest 25% in Year 1 of the charter will establish the baseline for measuring this goal. Learning gains among the lowest 25%in Year 2 will allow for the initial comparison to the baseline. Attainable: This goal is attainable given the school's focus on providing a rigorous, college preparatory education. Relevant: This goal is relevant to the school's mission of ensuring each student develops their individual academic talents. Time Bound: The establishment of a baseline will occur at the completion of the first full year of the charter. After that time, goals will be assessed annually after State Assessment results are released in the spring/summer. Florida A+ School Grade Goal Specific:Aventura Charter High School will meet or exceed the comparable high schools' performance on all "Other" Florida A+ School Grade model components, including graduation rate6 and High School Acceleration. Measurable: Aventura Charter High School will meet or exceed the comparable high schools' average performance on each "Other" high school element of the Florida School Grade. Attainable:Aventura Charter High School will have the academic, financial, and human resources necessary to meet or exceed the performance of its peer schools. Relevant: As a school of choice, we recognize that comparative school performance is crucial to our ability to attract and retain students as well as maintain parent confidence. Time Bound: School grades are reported annually in the summer/fall by the State of Florida. The goal setting procedures described above represent a comprehensive list of academic performance targets aligned to the 2016-17 (current) Florida school grade calculation. Baseline values on each metric will be established at the end of the school's first academic year. Table 5.2 below represents an application of 6 The sample graduation rate baseline has been estimated with the most recent data available (2016-17). ,,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 48 the goal setting procedures to a sample baseline year of data. Goals in Year 2 and beyond will be based on meeting or exceeding the baseline achieved in Year 1 (or the year prior)with the goal of reducing the percent of students who are not proficient or not making gains by 10% each year of the charter. Year 2, 3, 4, and 5 goals are shown with baseline values from the average of a sample of the most recent School Performance Grade results for the comparable high schools, published in June 2017. Since the actual student population of the school is unknown, the sample average among the comparable schools' performance is a best approximation of the expected student population's performance. The goal setting procedure, applied to the baseline of high performing Miami-Dade and South Broward high schools, projects that Aventura Charter High School will earn and maintain an "A" grade in each of the first five years of the charter. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 49 Table 5.2 Sample Goals: Aventura Charter High School School average used as Baseline All values are percentages FSA Grades 9-10 ELA 74 77 79 81 83 Algebra 1 and Math 68 71 74 77 79 Geometry EOC US History EOC Social Studies 80 82 84 85 87 Biology EOC Science 85 86 88 89 90 FSA Grades 9-10 ELA 63 67 70 73 76 Algebra 1 and Math 59 63 67 70 73 Geometry EOC FSA Grades 9-10 Lowest 25% 55 59 63 67 70 ELA Algebra 1 and Lowest 25% 49 54 59 63 67 Geometry EOC Math Individual High Algebra 1 63 66 70 73 75 School EOGs Geometry 63 66 70 73 75 Acceleration Performance+ 61 65 68 Graduation Rate 95 96 97 FSA ELA 9-10, School Grade Algebra 1, Geometry, Points Earned(out 532 559 583 765 790 US History and of 1000) Biology EOCs, Acceleration and Percent am ed of Points Earn67% 70% 73% 77% 79% Graduation Rate Each year reflects a 10%reduction in the number of students who are NOT Proficient,or did not make learning gains relative to the previous year. 10 Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 410%, 50 B. Describe any mission-specific educational goals and targets for the school not captured by state accountability requirements. As part of the Aventura Charter High School Opening Plan, the school will endeavor to successfully implement the following initiatives in order to support its mission: • Implement the CSUSA Education Model with fidelity • Develop a school specific professional development plan focusing on the 16 Core Fundamentals • Monitor the focus on 21St century learning skills (Communication, Collaboration, Critical Thinking, and Creativity) and use of 1:1 technology in the classroom • Implement a comprehensive walk-through, feedback, professional learning communities, and purposeful professional development schedule for leadership team • Develop an advanced studies academy pathway • Implement and monitor the schoolwide behavior plan • Cultivate student leadership opportunities within the classroom and through supplemental programming. Placement and Progression C. Describe the school's student grade level and course placement procedures. Aventura Charter High School will adhere to the CSUSA Florida Student Progression Plan found in Attachment E. D. State whether the applicant intends to use the local school district's pupil progression plan. Provide the pupil progression plan as Attachment E. Aventura Charter High School will adhere to the CSUSA Florida Student Progression Plan found in Attachment E. E. If the school will serve high school students, describe the methods used to determine if a student has satisfied the requirements specified in section 1003.428, F.S. Aventura Charter High School will follow the general requirements for high school graduation established by FLDOE to develop course offerings and student schedules. The school will update graduation requirements as revised by the State and adhere to all statutory requirements with regard to high school graduation and progression, including EOC calculation in final grades. Students will complete the requirements from the FLDOE listed in Table 5.3 below for the 24-credit standard diploma option, career preparatory industry certification option, or the advanced academy diploma (AICE Diploma). Based on student interest and demand, a dual enrollment/AA degree option may be added at a future date. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 51 Table 5.3 • plonW Standard High School ProgramYear (24 credits) No (24 credits) I English/ESOL 4 credits 4 credits 4 credits English I-IV English I-IV Honors English I-IV Honors Cambridge Literature Cambridge Language Mathematics 4 credits 4 credits 5 credits Algebra I Algebra I Honors Algebra I Honors Geometry Geometry Honors Geometry Honors Algebra 11 Algebra II Honors Algebra II Honors or higher J. Pre-Calculus Cambridge Mathematics 4 credits 4 credits 5 credits Physical Science Physical Science Honors Physical Science Honors Biology one course from the Biology Honors Biology Honors, Chemistry following: Choose One Honors,and two additional Physical Science Physical Science Honors sciences Chemistry Chemistry Honors, Cambridge Biology Physics Physics Honors Cambridge Chemistry Cambridge Marine Science • 3 credits 3 credits 4 credits World History World History Honors World History Honors U.S. History U.S. History Honors U.S. History Honors American Government& American Government& American Government& Economics Economics Honors Economics Honors Dual Enrollment History Global Perspectives Not required for graduation, Not required for graduation, 2 credits in same second but is required for admission but is required for admission language or demonstrated to state universities. to state universities. proficiency. 1 credit in performing/fine arts 1 credit in performing/fine arts 1 credit in performing/fine arts .5 credit in Personal Fitness, .55 credit in Personal Fitness, .5 credit in Personal Fitness, .5 .5 credit in Health .5 credit in Health credit in Health 3 credits in an Industry Certification area or 8.0 credits total career/technical education Below are Required 8 credits AS Level AICE Thinking Skills program AS Level AICE Global Studies 5 elective credits AS Level AICE General Paper _ Earn a cumulative 2.0 GPA on Earn a cumulative 3.0 GPA on Maintain a cumulative 3.0 GPA a 4.0 scale. a 4.0 scale on a 4.0 scale. 10 Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 4pkl 52 School leadership will identify a teacher to serve as course recovery coordinator and work jointly with the guidance counselor to routinely audit student credits against the CSUSA Student Progression Plan. This process will ensure that students are on track for meeting high school graduation requirements and credit recovery courses are offered as needed. The school leader will communicate course requirements and credit recovery options to teachers, students, and parents and develop a plan for scheduling students into appropriate recovery courses, monitoring student progress, and ensuring timely completion of the course recovery program. Students in need of credits to move on to the next grade level or complete graduation requirements will be offered an alternative program to recover course credit(s). Course recovery provides students with a second chance in a subject with which he or she struggled to earn the appropriate credits for course or graduation requirements. It provides extra support for students performing below a proficient level, thereby increasing their chances of passing the course and earning the necessary credits.Aventura Charter High School will utilize Plato as the credit recovery program. Plato offers a blended learning platform and provides a course syllabus and/or pacing guide, encourages the use of note- taking and summarizing, and provides access to a teacher for content support or online platform technical assistance. The course recovery coordinator will support students in the use of Plato progress monitoring reports and work with students to develop individual learning goals and timelines for course completion. Though the blended learning platform offered is available anywhere the internet is accessible, all Plato assessments must be completed on school grounds under teacher supervision. Aventura Charter High School will communicate the hours available for students to complete Plato assessments, which may include before/after school, Saturday school, or during the school day at a time that does not detract from core academic courses. F. Discuss how and when promotion and graduation criteria will be communicated to parents and students. Promotion criteria is introduced to students through the Entrance Interview upon enrollment in the school. Promotion criteria is communicated to parents through the distribution of the CSUSA Student Progression Plan at the start of the school year. Parents are kept informed of their child's progress formally in writing twice quarterly: once via a progress report at mid-quarter, and secondly via a report card distributed at the end of each quarter. Parents are also notified of the child's assessment scores after each administration. Parents have constant online access to their child's grades through PowerSchool, and may schedule conferences and contact the teacher as necessary. After the first indication that a student is below grade level and may be at risk for retention, the teacher develops a Progress Monitoring Plan (PMP), which is signed by the student's parents or guardians. The PMP is updated in writing at least quarterly, with progress communicated more frequently in an informal manner. Assessment and Evaluation G. Identify the primary interim assessments the school will use to assess student learning needs and progress throughout the year (including baseline assessments) including a proposed assessment schedule as Attachment F. A balanced assessment system is considered a core fundamental and supports the school's efforts in developing data literacy among all stakeholders. Aventura Charter High School's balanced assessment system will contribute to a common understanding of the assessment tools and data needed to continually ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 53 make informed instructional decisions and ensure learner needs are not ignored or subject to ineffective assessment measures. Additionally, teacher and leader capacity will be built through ongoing professional development and coaching support to effectively pair appropriate student-teacher feedback and teacher- leader feedback, data chats, or data analysis with assessments, thereby strengthening the school's use of tools and data. Teachers will also be supported in developing an understanding and commitment to providing required accommodations as defined in student IEPs and establishing a setting conducive to a fair and appropriate testing environment free of distractions Aventura Charter High School's balanced assessment system includes the following assessment types: • Formative (Ongoing) - Frequent check-ins to assess student learning as it happens (exit tickets, graphic organizers, classroom polls, class discussions). When used effectively, results drive instruction and improve learning by identifying those students in need of support and enrichment. • Benchmark (1-3 per year) - "In time" evaluations of student mastery on common grade-level standards. Timing of assessment should provide valuable"early warning" information and feedback. Teachers adjust instruction as a result of student performance. • Interim (3 per year) - "In time" evaluations of student progress on a consistent scale to evaluate student learning (growth). Timing of assessment should provide valuable"early warning" information and feedback. Teachers adjust instruction as a result of student performance. • Summative (1 per year/semester/unit) - "Sum-up" learning at the end of a unit, semester or year to document achievement. The availability of results typically does not provide teachers with timely information to reteach or make mid-course corrections, and does not inform a student's current needs. Valuable as oversight for school leaders, districts and states. • Baseline (Ongoing) - Analyze evidence and data before teaching occurs to identify what students know and where gaps are. • EL/ELL/ESOL - Assessments to measure the fluency of students who are still developing their proficiency in the English language. Listed below are measurement tools, in addition to state-mandated assessments, that are used for assessment purposes to establish a baseline to guide instruction. These are all used to determine the progress of students with regard to mastery of the standards and reaching a level of proficiency on the FSA, NGSSS Assessments,and EOCs. The listed assessment tools do not preclude Aventura Charter High School from incorporating other measures that may be determined necessary to support its mission. • Northwest Evaluation Association (NWEA) Interim Assessments: Includes three administrations in the areas of ELA and mathematics. The NWEA assessments are nationally normed, Florida standards-aligned assessments proven to be effective at targeting student achievement and determining skills students need to improve performance. NWEA uses a continuous scale score (RIT) from grades K— 11, which enables us to monitor growth from one grade level to the next, as well as determine exactly how far above or how far below the national norm a student is compared to other students in their grade level nationwide. Results are used to set goals for students on specific skill gaps, as well as identify groupings and standards to teach for small-group instruction. • CSUSA Benchmarks: Benchmark assessments provided by CSUSA are created from a researched- based item bank and used to gauge students' progress on mastery of the GVC. The assessments are aligned to state standards. CSUSA Interim Benchmarks provide a checkpoint in-between the NWEA interim assessments. These tests are either paper-based or computer-based and results are ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 54 available within 24 hours. Teachers use the results to adjust their instruction to reteach standards that the students have not mastered. CSUSA also has the capability to view comparison reports across the network of Florida schools to monitor trend data and make adjustments to school support if necessary. • Instructional Focus Plan Assessments: Tests aligned to specifications of the Florida Standards that measure the mastery of competencies within the GVC, given at a minimum every two weeks. IFP instruction and assessments match the skills and concepts each class needs to work on in order to reach mastery. For detailed information regarding IFPS, please refer to Section 3. • Classroom Assessments: Formative assessments designed to evaluate whether a student has mastered a specific standard. Each assessment is based on content that has been practiced multiple times and measures the academic performance of each student on a particular standard. The assessments are used in all subjects and can be created by teachers or purchased. The assessments can be essays, projects, multiple choice or open response tests, exit tickets, or other forms of evaluating student performance. The 2017-2018 assessment schedule currently used in CSUSA's Florida schools is included as Attachment F. H. Describe how student assessment and performance data will be used to evaluate and inform instruction. Who will be responsible for managing the data, interpreting it, and leading or coordinating professional development? Aventura Charter High School will address four components of data-driven instruction: 1. Culture 2. Assessments 3. Analysis 4. Action The use of student assessment and performance data is vital to the culture of Aventura Charter High School, as evidenced by the Education Model, a continuous improvement process that is not only used to improve student learning and achievement, but also to evaluate and inform instruction. The data-driven cycle of assessment, analysis, and action is indispensable for increasing student achievement. It is deeply embedded within school culture and is a top priority for schoolwide improvement. Aventura Charter High School's leadership team will use a simple but highly effective yearly data calendar, which will be displayed publicly and referred to continuously so that everyone in the school community—including students and families— are aware of when important steps in the data cycle will take place. The leadership team will carve out time for assessment, analysis, and action through scheduled data chats with mentor teachers and administration, as well as any professional development teachers need to succeed, at each point in the cycle. For more information regarding professional development, please see Section 13. Teachers use the data from the NWEA, CSUSA Benchmarks, and IFP assessments to differentiate instruction of specific skills through various instructional and regrouping strategies in order to ensure that individual student needs are addressed. To evaluate student learning and the effectiveness of instruction, the teacher gives students formative assessments on those specific skills. After itemized analysis of each Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 55 assessment, the teacher reports feedback to students and parents verbally and via PowerSchool to update each student's PLP. Based on the results of the assessment, the teacher decides whether to re-teach specific skills that have not been mastered or go back to baseline assessment to activate students' background knowledge on the new skill to be introduced. Progress Monitoring Plan The PMP lists students' areas of academic weakness and describes interventions that can be implemented in the areas of writing, reading, mathematics, and/or science. Each student performing below grade level will have a PMP. The PMP will also be reviewed by all stakeholders after at least 12 weeks of instruction in order to assess whether implemented strategies are increasing student achievement in the identified area. Student data that identifies the lowest 25%and individual student FSA and NGSSS Assessment scores are compiled. The lowest 25% in ELA is generated in order to assist teachers in targeting students who need remedial instruction. This is not meant to identify the lowest 25%in the school grade calculation but rather to identify students who need academic support. The first round of interim assessments are given within the first month of school so that individual student strengths and weaknesses can be quickly identified and a PMP generated in order to make sure classroom instruction is geared toward meeting the needs of every student. This allows students, parents, teachers, and administrators to re-evaluate individual student's academic achievement in a more efficient manner. Recognizing areas of strengths and weaknesses in a timely manner is vital to ensuring students have enough instructional time and practice to solidify their understanding before reassessment occurs. If a student should need multiple specialized plans, such as PMPs for reading intervention, Individual English Language Learner Student Plans, Educational Plans for Gifted Students, or Individual Education Plans (IEP) for ESE Students, members of committees will overlap so that communication and alignment of plans can be ensured. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 56 Table 5.3 4AveGoal Setting Monitoring ntura Charter High School sets strategic goals to achieve overall success Individual data chats held according to Florida School Improvement Plan and Florida School Grades. quarterly to review areas of strength and opportunity based on School leaders set collaborative instructional and achievement goals annually NWEA results. Data from the as part of the culture of continuous improvement. student information system supports creation of school action plans. Goal Setting Monitoring Proficiency and learning gain goals are broken down into grade level and School leadership holds bi- classroom level targets. monthly data chats with teachers to analyze overall classroom strengths and opportunities, identify students or standards in need of remediation, and develop classroom action plans. Goal Setting Monitoring Student data from FSA/NGSSS Assessment/EOC, academic grades, NWEA In data chats with students, and formative assessment data are compiled on the PLP.With guidance from teachers analyze the data within teachers and parents, students generate goals for each academic area as the PLP and sets goals for each well as conduct and effort. Teachers explain defined learning gain targets to academic area as well as conduct support student goal setting for FSA/NGSSS Assessment. and effort. Goals and progress monitoring data are visible to parents, students, and teachers through the student information system. I. Explain the training and support that school leadership and teachers will receive in analyzing, interpreting, and using performance data to improve student learning. Aventura Charter High School will provide professional development for all teachers through the model of continuous improvement. All teachers are provided research-based professional development based on school improvement goals. Teachers meet in grade-level team lead facilitated professional learning communities to analyze student data and design units and accompanying lessons. Team leads also participate in monthly leadership meetings with administrators. Based on administrative walk-throughs, Quality and Education for Students and Teachers (QUEST) visit feedback, and student performance, teachers are provided specific,differentiated professional development from mentor teachers,administration, a regional Curriculum Specialist (CS), or school-based CRTs. In addition to weekly grade-level meetings, professional development will be provided at least monthly, and on designated teacher professional development days. After interim assessment periods, teachers meet for data chats with CRTs, CSs, or administrators to analyze student progress and develop an action plan for professional development. The action plan may include math intervention strategies, integrating reading strategies in content areas,teaching reading in content areas, and many other grade-level-specific literacy development opportunities. Please see Section 13 for additional information regarding professional development. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 4FWAI 57 Strategic Planning Every school receives support from the CSUSA support center to conduct strategic planning. The strategic plan is developed using CSUSA's Student Success Platform (detailed below) and continuously monitored by a Planning Committee comprised of internal and external stakeholders. The Planning Committee represents a variety of stakeholder groups that are reflective of the school community: • School leadership (Principal, Assistant Principal, Dean) • Curriculum Resource Teacher • Classroom teacher • Non-Instructional Staff(Front Office, Enrollment Manager, SOA) • Parents (involve parents of children from various grade level bands) • Student (engage in age-appropriate ways) • Community partner(s) Strategic planning defines and drives the school's direction and activities that impact student success. CSUSA's Five Strategic Priorities create a framework that ensures the range of metrics contributing to school performance are analyzed and addressed through the strategic plan: • Student Success — Do what it takes to support student success for every student in school and in life. • Maximized Resources — Bring all available resources to bear and use resources strategically to maximize results. • World Class Team & Culture — Attract, retain, develop, and engage a talented team of difference makers. • Customer-Focused Operational Excellence—We will use operational best practices focusing on the needs of our stakeholders to maximize impact. • Development & Innovation — We will lead the way by developing innovative solutions for communities, schools, teachers, and students. Typically, the Planning Committee is convened between November-January to review the effectiveness of the plan and initiate planning for the following school year. The Planning Committee provides input before the plan is submitted in September and supports ongoing monitoring thereafter. Meetings are scheduled at a time convenient for all members to attend with an agenda clearly outlining objectives and outcomes. Planning Core Working Submit & Ongoing Kick Off Fundamentals Planning Implement Og -Data Review -Professional Monitoring -High Level Development Session Plan Initiatives -Revised template F* ! J0 0 0 Budget End Year Debrief Refine Plan Amendment Period Priorities -Highs&Lows of Year -Leadership Cohort -Goals(Final) -Adjust initiatives -School-level Data Summit -Initiatives -Core expenses Grant -Budgets(Operating&Grants) -Initiatives with Applications budget impact r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. WIN, 58 Student Success Platform CSUSA has developed a proprietary and innovative Student Success Platform that school leaders will use to develop, monitor, and modify their strategic plans. This digital platform will provide a more disciplined and proactive approach to school-level strategic planning by incorporating customizable thresholds that must be achieved in accordance with local/state accountability requirements, charter-specific requirements, and internally established academic goals. The platform incorporates school-wide, grade-level, and student-level data in order to create the customized threshholds for each individual school, and is available to all school personnel. The Support Center will also send each school a customized Success Guide that includes: • School and community demographics • State Assessment results (trend data) • NWEA achievement& growth (trend data) • Instructional Software usage and performance • Stakeholder Surveys (Parent&Staff) • Budgets (Grants & Operating) • Student Enrollment • Student Attendance • Staff Turnover and Retention The Success Guide is designed to support the development of a comprehensive needs assessment. The comprehensive needs assessment is a data analysis process that results in the identification of improvement priorities upon which the strategic plan should focus. The Student Success Platform tracks all of the data included in the Success Guide, and even has the capability to track the school's reporting requirements. The school leader and Strategic Planning Committee are then able to set Key Intended Outcomes (KIOs) based on this data that will lead to the achievement of goals and attainment of the school's specific performance requirements. School-level and grade-level initiatives are then outlined to determine what the school will do to achieve the KIOs. Action plans are then developed for each initiative to determine how each initiative will be implemented and then monitored for effectiveness. Using the Student Success Platform, Principals are able to identify the performance thresholds that need to be met in order to acheive their school-wide goals and performance requirements. Using these same thresholds, each grade level is then able to identify the goals that need to be attained within that grade level to contribute to the school-wide goals. Teacher's within each grade level are then able to determine the goals that they need to achieve in their classroom with each individual student in order to contribute to the attainment of the grade-level goals, and in turn, the school-wide goals. This tiered approach to goal setting provided by the Student Success Platform allows every teacher to have visibility and accountability to the attainment of school-wide goals. The data available in the Student Success Platform will also give school leadership and teachers greater visibility(and real-time access to)the individual academic needs of each student. This will drive performance and allow teachers to determine the efficacy of instructional resources and maximize their usage by identifying those that are most effective for their individual students. The availability of real-time data will also allow stakeholders and the Strategic Planning Committee to analyze current data and make any needed adjustments to the strategic plan, KIOs, or initiatives throughout the school year. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 59 On a broader scale, the availability of real-time data will allow CSUSA to assess the performance of its network as a whole. This will allow greater collaboration and sharing of ideas amongst schools. For instance, if a school is consistently performing well in math, that school could cross train and share best practices with a school that consistenly performs low in math. CSUSA will also be able to track each initiative at each school, and those that have the greatest effect on performance could be duplicated for schools that experience similar issues. If a Principal is having trouble with identifying an intiative to correct an issues, CSUSA can look back at schools that had similar issues with similar demographic populations and recommend past effective initiatives. J. Describe the corrective actions the school would take if it falls short of student academic achievement expectations or goals. For all new schools and schools that fall short of their academic goals, CSUSA has created an Academic Support for Academic Progress (ASAP) team that is dedicated to driving, supporting, monitoring, and reporting academic performance for schools identified for improvement. The ASAP team is comprised of successful school leaders and cross-functional professionals from CSUSA's Education, Human Resources, Strategy, and Finance departments that are dedicated to identifying what needs to be done to support success and then driving those initiatives. Before ASAP team intervention begins, the regional director for the identified school(s) meets with the principal(s) and reinforces the steps in the process to ensure that it is collaborative and inclusive. The principal then completes a self-assessment survey that gauges their implementation of the educational core components and the school's strategic plan, and allows them to identify areas of strengths and weaknesses. The ASAP team then prepares for a school site visit and receives a pre-visit packet that includes: • School's Self-Assessment: Identifies the areas of support that have been deemed necessary by the school's leadership. • Strategic Plan: Reviewed by the ASAP team to determine how the plan can be refined to address the gap areas identified in the self-assessment. • Dashboard Reports: Contains the school's historical performance trends and progress towards goals. The ASAP team uses this data to determine the specific subjects and grade levels in which the school requires support. • Flash Report: Includes quick data points on each school, including academic performance, parent and teacher survey results, enrollment figures, financial information, and staff turnover. The ASAP team uses the pre-visit packet to identify areas of concern, develop questions to ask school leadership, coordinate with peers and subject matter experts to determine best practices, and identify exactly what to observe during the site visit. The ASAP team then visits the school and tours the facility, conducts classroom observations, and meets with the school principal to discuss findings and determine the support needed to get the school on track towards meeting its academic goals. School leadership then identifies a process owner at the school who will facilitate the initiatives at the school level. After the school site visit, the ASAP team then determines the scope and frequency of support needed for the school and identifies support team members that would best implement this plan. Support team members are made up of CSUSA's Legacy Leaders, which are teachers and administrators who apply and are selected Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 60 to assist the school in implementing the ASAP initiatives. Support team members are assigned to a school based on their strengths and the school's needed support. Once the support team is formed and the ASAP team determines the exact scope and frequency of support that will be provided to the school, the ASAP team presents their plan to the CSUSA executive team for approval and funding of the initiatives. Once approved, the support team will visit the school and conduct ongoing assistance to help the school implement the identified initiatives and achieve their expected goals. The support team will then monitor the school's progress by conducting site visits and generating reports that are presented to the ASAP team. The ASAP team will also meet with the support team periodically throughout the process to make any necessary adjustments to the ASAP initiatives based on data in the reports. K. Describe how student assessment and performance information will be shared with students and with parents. Student assessment and performance information is shared with students and parents in multiple ways. School leadership will monitor the development and implementation of PLPs for each student as part of the school's plan to develop data literacy for all stakeholders. Regular communication regarding academic progress and personal development is critical to meeting the school's mission of providing a rigorous academic program and developing well-rounded citizens primed for excellence. The PLP is a key component to facilitating this process. PLPs will be updated by teachers and students, working jointly, at least three times a year. Each PLP will include individualized student data and academic goals. Students will be supported in facilitating their own PLP conferences with parents at least twice annually. Through this practice, both students and parents develop the ability to identify, understand, and interpret school data in a manner that connects them to individual student goals and planned post-secondary endeavors. Teachers update PMPs, reflect data on the report card, and discuss student progress via student/teacher and teacher/parent data chats as other ways of sharing assessment and performance information. Parents can schedule conferences and communicate with teachers as often as necessary, but report cards are distributed quarterly as a formal communication tool. Furthermore, progress reports are sent home mid- quarter for parents to monitor progress. In addition, parents have access to PowerSchool, as mentioned in previous sections. This online access informs them—via a controlled access password—about their child's class work, test grades, and weekly progress towards meeting the NGSSS and Florida Standards. Parents have significant information provided to them to schedule a conference, ask questions, or just be aware of their child's academic achievement. Formative interim assessments, administered by NWEA, take place three times a year. After administration of each assessment, that data, in conjunction with students' scores from the FSA and NGSSS Assessment, are communicated to parents to keep them informed of student progress. L. Describe the plan for protecting the privacy of individual student academic performance data and other student-related information. Security is vital in a school environment for safety, privacy and compliancy. To accomplish these goals, CSUSA employs hardware-, software-and procedural-based security including the following: Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 61 • A closed TCP/IP-based network protected externally through a firewall • Virtual local access networks (VLANs) to separate network traffic and avoid service interruptions • Implementation of best practices to prevent unauthorized access to network equipment • SSL encryption on CSUSA-based Internet services • WPA2 encryption on all wireless access points • Anti-virus/anti-malware software on all computers • Content filtering to protect against inappropriate access • Individual accounts with passwords • Network-based permissions assigned to individuals and/or groups • Computer- and network-based configurations to minimize alterations that could lead to security compromises and/or loss of functionality • Limited access to network equipment and servers • Security cameras throughout the school with recording and search capabilities • Visitor screening and pass equipment or services located in the front office • Strict policies and procedures on accessing accounts and information In addition to the above, all staff, students and parents are subject to CSUSA's Computer System and Internet Policy. This policy outlines access restrictions, acceptable use and consequences of violating the policy. This policy is part of CSUSA's Employee Handbook and part of a student's registration packet and is a requirement of employment or enrollment in a CSUSA-managed school or at the corporate support center. Student records will be maintained in locked cabinets in a secure area of the school. The school will comply with the Family Educational Rights and Privacy Act and state policies related to reading, inspecting, and copying a student's educational records.These files will be accessible only by authorized individuals in accordance with state and federal policy. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 62 Section 6: Exceptional Students A. Provide the school's projected population of students with disabilities and describe how the projection was made. It is anticipated that Aventura Charter High School's enrollment of students with disabilities will be approximately 5% of its total population. This projection was made based on a review of the enrollment profiles of neighboring schools in the Aventura community. There will, however, be no enrollment cap on the number of students with disabilities who may enroll at the school and staffing/resources will be adjusted based on actual student enrollment and need. B. Describe how the school will ensure that students with disabilities will have an equal opportunity of being selected for enrollment in the charter school. During the pre-enrollment process, marketing materials will reflect that the school is a "tuition-free" public charter school that serves exceptional education students.All students who apply to attend will have an equal opportunity of being selected for enrollment in accordance with § 1002.33(10)(f), Fla. Stat. Aventura Charter High School's application asks no questions related to a student's disability status and would not know if a student has a disability until after the student's family accepts a seat and begins to submit registration documentation. Any student who submits a timely application will be eligible to enroll, unless the school receives more applications than available seats. If this is the case, a lottery will be held where all applicants have an equal chance of being selected. Aventura Charter High School will comply with Florida's Controlled Open Enrollment statute (§ 1002.31(2)(a), Fla. Stat.) as long as the school has not reached capacity. However, the school will include an enrollment preference for students whose parents are residents of the City of Aventura, and we anticipate that the majority or all of the student population will consist of Aventura residents.Aventura Charter High School will not discriminate or limit enrollment based on race, color, nationality and ethnic origin, disability status, religion, sexual orientation, or gender. C. Describe how the school will work with the sponsor and through the Individual Education Plan process when necessary to ensure students with disabilities receive a free appropriate education in the least restrictive environment. Aventura Charter High School will adhere to district, state, and federal policies to ensure that students with disabilities receive a free appropriate public education (FAPE). The IEP Team will be trained to remain mindful of least restrictive environment(LRE) mandates to ensure that students are educated with their non- disabled peers to the greatest extent appropriate, based upon the student's individual circumstances. The IEP Team determines the educational placement for a student with a disability based on the student's present level of academic and functional performance, accommodations, goals, and services identified on the student's IEP. When making placement decisions during the IEP creation process, a staffing specialist from the district will be invited to participate in all meetings where the IEP Team suspects that a discussion regarding a change of placement might ensue, in accordance with district policy. If the IEP Team determines that a student requires services outside of the continuum of services offered by Aventura Charter High School, then the school will collaborate with Miami-Dade County Public Schools on behalf of the student to r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 63 determine the most appropriate placement based on the student's needs. Aventura Charter High School recognizes that the services offered to students with disabilities fall within the full continuum of services offered by Miami-Dade County Public Schools. As such, Aventura Charter High School will work with the district to determine proper placement for students with disabilities within the full continuum of services that the district offers. Aventura Charter High School will follow Miami-Dade County Public School processes and procedures for identifying, evaluating, and placing special educations students, and will follow the District's due process procedures. D. Describe the methods the school will use to identify students with disabilities that have not yet been identified. Aventura Charter High School will implement a Multi-Tiered System of Supports (MTSS) to ensure that its academic programs will target the needs of all learners. Through this model of support, all students will receive instruction at the Tier 1 level. Aventura Charter High School will hold regularly scheduled, collaborative, multi-disciplinary team meetings to systematically review performance/behavioral data of all students and identify those students in need of more targeted interventions at the higher tiers (Tier 2 or Tier 3). During the MTSS process, if a review of the student's progress monitoring/intervention data leads the team to suspect that the student may have a disability and require special education services or a 504 plan, the school will follow Miami-Dade County Public Schools' procedures for initiating the evaluation process (including obtaining parent/guardian consent as a required first step in the process). If parents/guardians request an evaluation of their student before the general education intervention process is complete, then we will either obtain consent to conduct the evaluation while maintaining interventions concurrently, or provide the parent/guardian with written notice of the school's refusal to conduct the evaluation. The school will work collaboratively with Miami-Dade County Public Schools to ensure that initial evaluations of students suspected of having a disability are completed within 60 calendar days from the date the school received signed consent for evaluation. Upon completion of the formal evaluation of the student, the district-assigned school psychologist and/or other service providers involved in the evaluation process, will share the results with the IEP Team. The IEP Team is made up of at least the following: student's parent, student, ESE teacher/provider, general education teacher, evaluation specialist, and an LEA representative/designee. The staffing specialist from Miami-Dade County Public Schools will also be invited to attend the initial eligibility meeting as part of district practice. All district processes and procedures will be followed related to student eligibility determination as well as IEP development and placement decisions, if warranted. E. Describe the programs, strategies, and supports the school will provide, to ensure the academic success of students with disabilities. As previously described, students with disabilities will have an equal opportunity of being selected to enroll at Aventura Charter High School. The school will welcome and encourage the enrollment of students with diverse learning profiles. Within Aventura Charter High School, a continuum of special education services will be offered to allow for the provision of services to students whose needs can be met 80%or more of the ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 64 time in the regular education classroom setting. This continuum of services will include consultation, collaboration, and support facilitation. In addition, Aventura Charter High School will contract with service providers to allow for the provision of special education or related services in areas such as speech therapy, language therapy, occupational therapy, physical therapy, and counseling, if these services are deemed necessary by a student's IEP Team. Contracted special education providers will deliver direct services to students with disabilities based on the individual needs of each student in order to support learning and progress. These services may include pre- teaching, skill instruction, re-teaching, or remediation. For other students, teacher-to-teacher consultation and/or collaboration might be sufficient, as this allows the special education teacher and general education teacher to work together on behalf of the special education student, which allows them to continue to make progress within the regular education setting. The school's special education team will consist of special education teachers, one of whom will serve in a lead capacity to support overall ESE compliance for the school, as well as contracted service providers. The school will also employ a Student Services Coordinator who will oversee compliance over 504 processes. This team of professionals will work with the rest of the school's staff to ensure that students' IEPs and/or 504 plans are understood to allow for implementation. In addition, if the general education teachers need assistance related to designing instruction for a student, progress monitoring of IEP goals, or implementation of accommodations, this team will support the rest of the school staff to maintain compliance and ensure that students receive what they need to learn and make progress, as determined by their respective IEP/504 teams. Aventura Charter High School will implement a MTSS to ensure that its academic programs will target the needs of all learners. Through this model of support, all students will receive instruction at the Tier 1 level. The school will hold regularly scheduled, collaborative, multi-disciplinary team meetings to systematically review performance/behavioral data of all students and identify those students in need of more targeted interventions at the higher tiers (Tier 2 or Tier 3). The make-up of the multi-disciplinary team may include the Student Services Coordinator, CRT, principal, and the district-assigned school psychologist, if warranted. This team will work with teachers on implementation of these interventions with fidelity and progress monitoring. This Rtl model matches the needs of each individual student with high-quality instruction and interventions, and is adjusted as appropriate based on progress monitoring data. Both students with disabilities and their non-disabled peers will participate in the MTSS/Rtl process. F. Describe how the school will work with the sponsor and through the IEP process to determine whether a student with a disability can be provided FAPE by the school. The team at the school will work closely with the Miami-Dade County Public School staffing specialist to ensure that FAPE is provided to all students. The school recognizes that its continuum of services falls within the full continuum of services provided by Miami-Dade County Public Schools and will work with the district to determine and ensure the proper placement for students with disabilities. If a student provides a current IEP during the enrollment process that identifies the student as requiring services outside of the continuum offered by the school, the district staffing specialist will be contacted. The IEP would then be reviewed by the team and a recommendation would be made as to how the student's ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 65 required services would reasonably be delivered to the student either within Aventura Charter High School or a district managed Miami-Dade County Public School. It is important that this process occur as soon as possible to ensure that the student receives FAPE and is placed in an appropriate educational setting. G. Describe how the school will work with the sponsor and through the IEP process to determine whether a student with a disability whose education needs require a separate classroom can be provided FAPE by the school. As described above, the team at Aventura Charter High School will work closely with the Miami-Dade County Public School staffing specialist to ensure that FAPE is provided to all students. The school recognizes that its continuum of services falls within the full continuum of services provided by Miami-Dade County Public Schools and will work with the district to determine and ensure the proper placement for students with disabilities. If a student provides a current IEP during the enrollment process that identifies the student as requiring a separate placement(less than 40%of instruction occurring with non-disabled peers), the school team would follow the process described in section 6F above to ensure that the student receives FAPE and is placed in an appropriate educational setting. H. Describe the plans for monitoring and evaluating the progress and success of students with disabilities to ensure the attainment of each student's goals as set forth in the IEP or 504 plan. The school recognizes the importance of each student making reasonable progress based on the student's unique circumstances. As such, Aventura Charter High School will monitor and evaluate the progress made by its students with disabilities. Progress monitoring data will be reviewed collaboratively by the special education provider and general education teacher, and ESE teachers will work with general education teachers to support lesson planning and implementation. Aventura Charter High School will also make professional development available to its staff working with students with disabilities to ensure that teachers understand their responsibility related to each student's growth. The school will share information on student progress with the parent/guardian in accordance with district policy each quarter. I. Identify the staffing plan, based on the above projection, for the school's special education program, including the number and qualifications of staff. Aventura Charter High School's staffing plan indicates that two ESE teachers will be hired for the first year, with one of those positions serving in the role of Lead Special Education Teacher. This information if fluid, however, based on actual student enrollment. If the ESE student enrollment dictates that this number needs to be adjusted, staffing changes will be made in alignment with student need. In addition, the school will contract with related service providers (such as SLP, OT, PT) and the allocation of time will also be based on student needs. Aventura Charter High School's instructional staff will also include at least one teacher who is gifted certified/endorsed to ensure that guidelines and procedures established by Miami-Dade County Public Schools related to meeting the needs of gifted students are implemented and followed. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 66 All ESE teachers will be appropriately certified in Florida (ESE K-12) and service providers will be appropriately certified and/or professionally licensed to work in their field. J. Describe how the school's overall effectiveness in serving exceptional education students will be evaluated. Aventura Charter High School will provide a comprehensive professional development program for its teachers, but will also have staff participate in professional development offered by Miami-Dade County Public Schools to ensure that the school has clear expectations related to data systems, compliance, reporting, and implementation of ESE services. Aventura Charter High School will ensure that procedures on reporting necessary data to Miami-Dade County Public Schools and the FLDOE are in place. Performance data of all students will be reviewed, including the performance of the school's students with disabilities, as well as its gifted students. Aventura Charter High School will foster a collaborative learning environment. As described above, the ESE and general education teachers will collaborate related to lesson planning and the school's gifted teacher(s) will also collaborate with general education teachers related to differentiation of instruction for gifted students. This will allow for further enrichment in the classroom as well as implementation of the students' EPs. This ensures that the focus of all teachers who serve exceptional education students will be on each student's progress. ESE student level data will be reviewed to ensure that the entire exceptional student education program is focused on student achievement (i.e., both on learning gains as well as maintaining high levels of performance). This will include a review of internal benchmark/NWEA assessment data as well as performance data from the annual state-mandated assessment program. Aventura Charter High School will require teacher participation in professional development opportunities related specifically to the exceptional education program and needs of the students. The ESE teachers will receive training on various topics that may include writing quality IEPs/EPs, the use of research-based instructional strategies for exceptional education students, implementing accommodations for students with disabilities in the regular education classroom, and modeling how to use progress monitoring data to analyze whether students are effectively meeting their IEP/EP goals. Furthermore, all teachers will be observed throughout each school year by the school's administrative team and visiting teams through the QUEST process. Aventura Charter High School will follow the sponsor's processes related to quarterly reporting of each student's IEP goal progress as previously described, as well as progress toward EP goal attainment for its gifted students. K. Describe how the school will serve gifted and talented students. Aventura Charter High School will follow Miami-Dade County Public Schools' policies and procedures related to identifying students in need of gifted services. Students who demonstrate a majority of characteristics of gifted students based on a standard scale or checklist and possess superior intellectual development as ,,,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 67 measured by an intelligence quotient of two standard deviations or more above the mean on an individually administrated standardized test of intelligence will meet eligibility criteria for gifted services. In addition, students from underrepresented groups as defined in Rule 6A-6.03019, F.A.C. who meet the district's eligibility criteria for gifted services under Plan B will also be served by Aventura Charter High School. Students who have been identified and qualify for a Gifted Education Program and whose parents have given consent will each have an EP written at least every three years, which includes a statement of the present levels of educational performance, a statement of goals (including measurable short-term instructional objectives), identified criteria, evaluation procedures and schedules for determining whether the goals are being achieved, and a statement of the specific services to be provided to the child. The development of the EP is a process that builds parent/school relationships. It provides a forum for discussing student needs beyond the general curriculum, facilitating changes in instruction and classes, and determining appropriate service options. The EP will be reviewed during the year to determine if a goal has been met and/or should be rewritten. EPs are reviewed and rewritten as often as needed but no less than the frequency identified by Miami-Dade County Public Schools' Gifted Student Education department. Participants at an EP meeting will include the student's parents,the student, at least one teacher of the gifted, one general education teacher, an LEA representative, and an evaluation specialist if evaluation results are discussed. Aventura Charter High School's gifted students will benefit from monthly consultation with a gifted-endorsed teacher who will discuss topics of interest with the gifted learner. The gifted-endorsed teacher will also collaborate with the student's general education teacher to support the teacher in the extension of the student's learning. Aventura Charter High School will afford students the opportunity to participate in accelerated coursework where they will have the opportunity to earn college credit based on assessment outcomes following their Advanced Placement/Cambridge coursework. Students will have an opportunity to complete holistic projects that include components such as the development of advanced research skills, complex creative thinking and problem-solving, communication skills for a variety of audiences, and use of technology to promote the desire for learning on self-selected and/or teacher-selected topics. An effective gifted education program will focus on writing goals that are high but achievable, continuously reviewed, created with student and parent input, evaluated for successful completion, and build on the student's strengths and weaknesses. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 68 Section 7: English Language Learners A. Describe how the school will meet the needs of English Language Learners. The mission of the ESOL program is to prepare and successfully equip English Language Learners (ELLs) with different levels of limited English proficiency with the academic and communication skills needed to meet the same curriculum standards as non-ELLs. Mainstream/inclusion instruction provided to ELL students are equal in amount, sequence, and scope to the instruction provided to the non-ELL students at the same grade levels. Communication with families of ELL students are also equal. Staff with ESOL certification/ endorsement, in accordance with the policies and procedures of the state of Florida and Miami-Dade County, serve students identified as having limited proficiency in English. Aventura Charter High School will use the CSUSA Student Progression Plan for any references to Miami-Dade's Student Progression Plan found within the district's ELL plan. ESOL Identification and Placement Procedures ELLs are identified through the registration process. At the time of registration, parents are given a Home Language Survey (HLS) to identify potential ELLs. The three questions on the HLS include: 1. Is a language other than English spoken at home? 2. Did the student have a first language other than English? 3. Does the student most frequently speak a language other than English? Those students whose parents respond affirmatively to any of the questions are referred to the principal's designee for ESOL for language screening. The assessment instruments used follow the established guidelines and procedures of Miami-Dade County. For placement purposes, within 20 days of registration, students in grades 3 — 12 receive oral, reading, and writing language assessments using the initial assessment, which is the Idea Proficiency Test (IPT). If the student is not assessed within these 20 days, this period is extended an additional 20 days,as long as parents are notified in writing in their native language. The Date Entered a United States Schools (DEUSS) is required for all students with affirmative responses to the HLS. This includes the month, day, and year in which the student entered the United States (any of the 50 states, excluding U.S. territories and possessions). Parents are advised that the student will need an aural/oral language assessment of English proficiency to determine eligibility and placement in the ESOL program. The ESOL designee at the school is then responsible for administering the IPT, and if the assessment is delayed beyond the 20-day period, the following documentation is provided for each student: 1. Reason for the delay in assessing the student 2. Evidence that the student is being provided ELL accommodations until the assessment is complete 3. Timetable to complete the assessment within 20 days after initial enrollment 4. Notification of the above documents to parent/guardian, preferably in their primary language Students who score as English proficient do not qualify for entry into the ESOL program, unless recommended by the ELL committee. Those students who do not qualify are placed into regular mainstream classes. The initial testing documents for students who do not qualify for ESOL services are stapled to their r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 69 registration form and filed in their cumulative folders. The person responsible for ELL data entry inputs the assessment information into the district system to indicate that the appropriate language assessment has been completed. Aventura Charter High School will use the cut scores as indicated in the district's plan. Students who do not score as English proficient are classified as ESOL students and placed into the ESOL program. The scores and classification status are entered into the district system, and all respective parties are notified. The student's ELL plans are updated on the anniversary date of the student's entry into the ESOL program, and any other time updates need to be made (change in ESOL level, instructional program, assessment data, etc.) in order to ensure documentation of the student's current services. ESOL students are assessed using the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) every spring to determine the students' level of English proficiency, and appropriate services. Information that is included in the student's ELL plan includes current services, language proficiency levels, home-school communication forms, assessment results, programmatic assessment forms, ELL committee documentation, testing accommodations and interventions, and any other information pertinent to the student's ELL plan. Parent Notification The parent/guardian is notified after the assessment has been completed only if the student qualified for ESOL services. The letter includes information regarding the student's ESOL level, ESOL program information, date tested, the principal's signature, and Aventura Charter High School information should the parent have any questions or concerns. Parents are also notified of any ELL Committee meeting, official documentation of ACCESS testing, Annual Measurable Achievement Objectives (AMAO) letters, or any other appropriate documentation noted in the Miami-Dade County ELL plan. This is sent to the parents in their home language when applicable. Accommodations for State-wide Assessments ESOL students receive the necessary accommodations for all state-wide, schoolwide, and classroom assessments as mandated. Accommodations include, but are not limited to additional time for assessments, oral presentation of test directions, flexible setting, and small groups for testing. Students Entering from Other School Districts Students who enter the district from another district in Florida are required to provide appropriate ESOL documentation and ACCESS testing results to determine their ESOL status. Students who provide documentation will be placed in the ESOL program accordingly. Students who do not provide any documentation regarding their current ESOL status are assessed using the previously mentioned screenings. Interventions for ELL Students ESOL students who present academic difficulties are included in the Rtl process, previously described in Section 3. Interventions that are provided include push-in/pull-out support, tutoring, and small-group instruction. Progress Monitoring Plans are created for ELL students to properly document the type and frequency of interventions. The ELL committee takes part in monitoring these PMPs to ensure ELLs are Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 70 making adequate progress based on performance of class and benchmark assessments. See question B in this section for additional information regarding support for ELL students performing below grade level. B. Describe specific instructional programs,practices, and strategies the school will employ to ensure academic success and equitable access to the core academic program for these students, including those below, at, or above grade level. In order to promote both literacy and proficiency, the ESOL program provides ELLs with English language development instruction that is age and grade appropriate and is tailored to the student's English proficiency level. ELLs are in a climate that promotes not only listening, speaking, and reading, but also writing skills. ELLs receive comprehensible instruction for the core curriculum so that they can make academic progress comparable to that of native English speakers as documented by individual and group data. Aventura Charter High School will offer ELL students equitable access to the school's programming with instructional services through a Mainstream/Inclusion English language arts and Mainstream/Inclusion for Core/Basic subject areas model, as indicated in the Miami-Dade County ELL plan. Sheltered instruction may be offered to students in grades 9-12 as needed via English Through ESOL and Developmental Language Arts Through ESOL. Mainstream/inclusion instruction provided to ELL students are equal in amount, sequence, and scope to the instruction provided to the non-ELL students at the same grade levels. Instruction is supported through the use of differentiated ESOL instructional strategies, accommodations, materials, and assessments, which are monitored by the ELL committee and a school administrator, and then documented in lesson plans. In addition, the curriculum, textbooks, and other instructional materials used by ELL students are comparable to those used by their non-ELL counterparts. Supplemental text and materials are also provided. Materials and resources provided at the school may differ from the materials and resources indicated in Miami-Dade County's plan. Instruction is supported through the use of ESOL and UDL instructional strategies including, but not limited to: • Providing a climate of warmth and caring which nurtures a sense of comfort • Seating the student close to the front of the room • Establishing a daily routine in the classroom and preparing students for any changes Using as many of the senses (seeing, hearing, touching, smelling, and tasting) as possible to present information to students • Providing ESOL students guidelines for written work and homework assignments • Providing alternative instruction whenever the class lessons are extremely difficult for the ELL student • Arranging small discussion and talking activities that permit students to practice verbal skills • Utilizing oral techniques, such as cueing, modeling elicitation, and chunking • Utilizing graphic organizers such as webbing and semantic maps • Modifying lesson objectives according to the language level of the ELL student • Using manipulatives to help students visualize the math concepts • Allowing students to use computational aids such as number lines, counters, and computation charts • Teaching math concepts and computation procedures through games and kinesthetic activities ,,,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 71 • Giving practice in reading word problems by identifying the key words to determine the operation needed to solve the problem • Utilizing the cooperative learning approach in which the student is given the opportunity for peer instructions ELL students work with their teachers to create and maintain a PLP to track. The PLP is used to show the areas of success and growth that the student maintains. It further identifies the type of assistance needed to equip the student with the ability to achieve high standards of proficiency and to comprehensively communicate in English. In addition, all ELL students who show academic difficulties are referred to Rtl, where a team meets to discuss interventions and strategies to support the ELL student's continued academic success. The ESOL strategies are documented in the teacher's lesson plan and in the student's PLP and ELL folder. The effectiveness of these ESOL strategies are determined by the teachers' observations, administrative classroom walk-throughs, data chats, QUEST visits, and district fidelity checks. For ELLs that are performing below grade level, provisions of supplementary supports and services and/or modifications and accommodations are provided, as described below, to ensure that they benefit from the curriculum. It is understood that students who have been in the ESOL program for more than three years may need additional support, and the ELL committee convenes to make such accommodations. Students are provided with English instruction designed to develop integrated language skills through the use of specific ESOL curriculum strategies and instructional delivery models for both Basic ESOL and content subject areas such as mathematics, science, social studies, and computer literacy. Instructional time and curriculum are equal to instructional time and curriculum provided to non-ELLs in basic or categorical programs as established by Miami-Dade County, state, and/or federal guidelines appropriate to those courses. Teachers of ELLs are appropriately certified and ESOL endorsed, making use of appropriate instructional strategies in the delivery of the course or program curriculum. Teachers include designated ESOL instructional strategies and accommodations (such as visual aids and audio tools) in lesson plans and have a master list of possible ESOL instructional strategies within their lesson plan binder. For students at various levels of proficiency, ELL components are included within the Houghton Mifflin Harcourt Collections reading program (such as ELL-leveled texts) to supplement the lesson and provide differentiated support to ELL students. Students who are performing below grade level are also referred to the Rtl process as described in the Educational Program Design section of this application, and the ELL committee makes appropriate decisions based on the needs of the student. ELLs receive extra instructional minutes and proper intervention programs,which are indicated on their PMP, as necessary in order to support their growth and learning. Plato is one online program that will be utilized at the school that adjusts according to needs of ELL students. Plato offers language instruction courses and students can record their speech to be assessed. Texts can be translated into various languages and they can read definitions in both English and Spanish. Reading Plus is an adaptive program tailored to each student, and provides audio support in which students can hear words in either English or Spanish to connect oral language to written word. Additional visual supports are provided within the program to help with vocabulary acquisition and comprehension. To further provide support in math, the Imagine Math program provides live support from bilingual teachers. Additional resources are identified and provided based upon the needs of the students. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 72 Depending on the number of ELL students enrolled, ELL students are grouped in the same courses as much as possible within scheduling in order to provide an environment that is more comfortable for these students to foster communication and collaboration with each other. C. Provide plans for monitoring and evaluating the progress and success of ELL students, including exiting students from ELL services. ELL Committee Aventura Charter High School's ELL committee will help service the ESOL student population. The ELL committee reviews files and can conduct the following services: • Review instructional programs and lack of progress • Address parental/teacher concerns • Retention of ELLs7 • Review instructional program of former ELLs • Reclassification of former ELLs • Review academic progress for extension of ESOL services • Review all available data when exiting a student from the ESOL program • Request evaluations/support when needed The members of the ELL committee include a combination of four of the following: the ESOL designee/Coordinator for Aventura Charter High School, the mainstream teacher, ESOL-endorsed teacher, the parent/guardian, the principal/assistant principal, and the school's Counselor/Student Services Coordinator.As soon as an ELL meeting is scheduled, the parent/guardian is notified and invited. During the meeting, recommendations are made and recorded in each student's cumulative folder for documentation purposes. All members of the committee sign to acknowledge recommendations. A log of ELL committee meetings documenting the information on a yearly basis is maintained. Teachers view the documentation each year to ensure that proper accommodations are being made within the classroom. Programmatic Assessment Steps are taken to determine the academic levels of incoming ELL students prior to placement into the ESOL program. The school will obtain all prior ESOL program and state assessment records from other schools to review and conduct parent/student interviews, classroom assessments, and teacher observations. This information is documented in the student's ELL plan. Extension of Services and Exiting ESOL Aventura Charter High School will utilize the state-mandated ACCESS to measure the growth of students classified as ELL students on a yearly basis. The ACCESS assesses the students on four modalities: speaking, listening, reading, and writing. If the student does not show proficiency on ACCESS, the student continues to receive ESOL services. A student is considered for Extension of Instruction based on his/her third year anniversary DEUSS date. The ELL committee meets no earlier than 30 days prior to this 7 Aventura Charter High School will adhere to the promotion and retention policies for ELLs as outlined in the CSUSA Student Progression Plan. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 73 anniversary date. Criteria for extension includes performance on ACCESS,FSA, EOCs, class grades,teacher input, progress monitoring data, social skills, and other key information deemed pertinent to evaluate the child holistically. The recommendation for extension is documented in the student's ELL plan. ELL students are assessed annually at the end of the 4th, 5th, and 6th years of receiving extended services. In compliance with Fla. Admin. Code 6A-6.0903, ESOL students in grade 3 and above who show proficiency in all four modalities of the ACCESS and earn scores at or above the 50th percentile on the grade level FSA in ELA will exit the ESOL program. Post-Program Review and Re-entry of ELL Students The student's academic progress is monitored through the Post Program Review for a period of two years through the Post-Reclassification Monitoring Form. Documentation, which includes report cards, progress reports, test scores, classroom performance, and teacher/parent input, are placed in the student's ELL file. The student is reviewed after the first grading period, after the first semester, after the first year, and after the second year of exiting the program. At each review point, the review is noted in the student's ELL plan and entered into the electronic system. The language arts teacher indicates if the student is making appropriate progress or if the student is not performing due to language deficiencies, at which time an ELL committee meeting is convened. An ELL committee review is required when a former ELL student's performance is unsatisfactory. During the ELL committee meeting, recommendations regarding the student's progress are made, including whether or not the student should re-enter the ESOL program. Placement decisions for re-entry are based on the ELL committee's review and take into consideration the student's instructional needs and previous placement. Students may be provided additional support as appropriate. Students are given diagnostic assessments (as described previously in this application) to determine areas of need. Students may only re-enter the ESOL program within their 2-year monitoring period after exiting the program. D. Describe the staffing plan for the school's English Language Learner program, including the number of and proposed qualifications of staff. In compliance with Florida law, META requirements, and the META Consent Decree, Aventura Charter High School teachers will be required to participate in training when they have an ELL assigned to their class. The school will provide adequate staffing of certified ESOL-endorsed teachers based on the student population. If there are at least 15 students that speak the same native language, then the school will have at least one assistant or teacher proficient in that language and trained to assist in ESOL instruction. Teachers adhere to the following state requirements: Category I Teachers • Certification in another subject appropriate to the teaching assignment • Complete 300 in-service points or 15 semester hours of college credit through the courses listed below o Methods of Teaching ESOL o ESOL Curriculum and Materials Development o Cross-Cultural Communication and Understanding ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 74 o Testing and Evaluation of ESOL o Applied Linguistics • Experienced Teachers have 6 years for completion of ESOL Endorsement • Beginning Teachers have 6 years for completion of ESOL Endorsement Category II Teachers • Hold certification in a subject appropriate to the teaching assignment • Complete 60 in-service points or a 3-semester hour college credit ESOL Strategies course • Experienced Teachers have one year to complete • Beginning Teachers have two years to complete Category III Teachers • Hold certification in a subject appropriate to the teaching assignment • Complete 18 in-service points or a 3-semester hour college credit ESOL Strategies course • Experienced Teachers have one year to complete • Beginning Teachers have two years to complete Category IV Administrators and Student Services Coordinator • 3 semester credit hours or 60 in-service points. • Experienced school administrators and Student Services Coordinators hired prior to September 9, 2003, have three calendar years to complete from date of hire. • Beginning school administrators and Student Services Coordinators hired after September 9, 2003, have three calendar years to complete from the date hire. The school-based administrators will utilize a spreadsheet to keep track of all certification and professional development, in order to ensure that teachers are taking the necessary courses to become ESOL endorsed. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 75 Section 8: School Culture and Discipline A. Describe the culture of the proposed school. Explain how it will promote a positive academic environment and reinforce student intellectual and social development. Aventura Charter High School will actively work to establish a schoolwide culture that promotes a shared set of beliefs, values, and assumptions among teachers and staff members that promotes a safe, orderly, and positive environment for students at all times. The school's ultimate goal in implementing core fundamentals that impact school climate is to establish a school culture that brings out the best in students, teachers, and parents in a manner that motivates everyone to continually make the school environment one that academics, sense of community, and innovations flourish. According to Association of School Curriculum and Development (2017) both school culture and climate contribute to students' ability to learn. The school will leverage the focus on core fundamentals affecting climate to cultivate a school culture deeply rooted in equity, innovation, positive interactions, academic success, and the healthy development of students as well- rounded global citizens and future leaders. The school's strategic implementation of core fundamentals that impact school climate (Professional Development, Schoolwide Behavior Plan, Expectations and Procedures, and Social-Emotional Learning and Character Education) will provide an initial framework for cultivating school culture. Through thoughtful development of the school climate, Aventura Charter High School will also ensure the five areas of Marzano's research recommended to achieve a safe, orderly, and positive academic environment are addressed: 1. Establish rules and procedures for behavioral problems that might be caused by Aventura Charter High School's physical characteristics or routines 2. Establish clear schoolwide rules and procedures for general behavior 3. Establish and enforce appropriate consequences for violations of rules and procedures 4. Establish a program that teaches self-discipline and responsibility to students 5. Establish a system that allows for the early detection of students who have high potential for violence and extreme behaviors The school's culture will establish how teachers and staff react to day-to-day actions of students, as well as whether or not they are called to action when an opportunity to improve the school arises. Aventura Charter High School's professional development plan includes a focus on developing daily professional habits and classroom management that begins prior to the school's opening. Described in greater detail in Section 13, PD is a vehicle for establishing collegiality and a promoting a growth mindset in staff. PD sessions, which include reflective collaboration structures, will also serve to develop relationships among content area teachers and across disciplines as well as with site-based support staff. Teachers attend summer professional development sessions prior to the start of the school year. Parts of the professional development sessions are designed with a focus on understanding the school-wide behavior plan, discipline policy, the Code of Student Conduct, and classroom management. Teachers are also encouraged to attend professional development sessions offered by Miami-Dade County Public Schools, when applicable. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 76 New teachers participate in an annual New Teacher Induction session, as well as in various professional development sessions offered throughout the school year. Supplemental sessions are primarily designed to assist with classroom management and include modeling and coaching. Below is a sampling of professional development sessions related to classroom management and student discipline that are provided: • CHAMPs: A Proactive and Positive Approach to Classroom Management • Restorative Justice • MTSS/Rtl for behavior • Exceptional Student Education Regulations and Procedures • Positive Behavior Support Models • Social-Emotional Learning • Atittude is Altitude (Freshmen Success course) Schoolwide Behavior Plan A schoolwide behavior plan provides all school community members with clear guidelines and expectations defining appropriate school behavior both on campus and at school-sponsored events. Aventura Charter High School's schoolwide behavior plan will be rooted in equipping students,teachers, and all other members of the school community with the tools needed to secure an optimal teaching and learning environment, thus enhancing the opportunity for exemplary academic achievement and personal development. The belief is that using positive and proactive approaches to student behavior and discipline will result in fewer disciplinary incidents within the school. A Positive Behavioral Interventions and Supports (PBIS) framework will be employed to ensure evidence- based practices are selected and implemented to support the development and implementation of a schoolwide behavior plan that emphasizes prevention and improves student academic achievement and social development for every student. The school's PBIS plan will incorporate social-emotional learning and character education and MTSS/Response to Intervention. The PBIS plan will be developed by the school's leadership with support from the high school programming specialist and student services/guidance coordinator. High expectations for student behavior and community building will be facilitated through a restorative justice approach. The National Opportunity to Learn Campaign (2014) outlines the following practices as central to building healthy relationships and a sense of community that equips community members with the skills necessary to prevent and address conflict: • Address and discuss the needs of the school community • Build healthy relationships between educators and students • Resolve conflict, hold individuals and groups accountable • Reduce, prevent, and improve harmful behavior • Repair harm and restore positive relationships Aventura Charter High School will select and implement evidence-based restorative practices, such as circle process, peer jury, and peer mediation, as part of the schoolwide behavior plan. Planning for restorative justice will begin prior to the start of year one and will include training for all teachers and staff the summer prior to school opening. A schedule for ongoing structured dialogue and coaching sessions to review implementation practices will be developed as part of the planning process. The program will increase ,,,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 77 accountability for students, strengthen their relationships with peers, and allow them to make more positive choices. Based on guidelines from the program, the purpose is to provide opportunities for students to: • Become aware of the impact of their behavior • Understand the obligation to take responsibility of theiractions • Take steps toward making things right All components of the restorative justice program will foster student advocacy, leadership, empowerment, accountability, and community. They are used in conjunction with Miami-Dade County Public Schools Code of Student Conduct consequences. Components of the program may include restorative chats or conferences, which provide the opportunity for students to meet with an adult advocate at the school and possibly their parent to reflect on the actions that occurred, how the actions affected others, and how to repair the harm caused by their actions. Peer Jury is another component that may be used to determine a plan to repair harm caused by a student's misconduct. Peer Jury members go through extensive training on how to conduct hearings, maintain peace and conduct mediations. Peace circles provide the opportunity to build community in the classroom and discuss appropriate behavior choices to resolve conflict, handle grief, or address other issues adolescents may face. A mentoring program will be developed to support those students who need additional guidance in common expectations and behaviors. Prevention is key with a successful classroom management program. The School will have explicit procedures and routines for daily activities that both teachers and students will be taught on in order to minimize the opportunity for misconduct. Teachers will receive extensive training on the importance of routines and setting expectations for the students. Along with teaching subject-area content, the first two weeks of school are focused on teaching and practicing school procedures, which are highly structured routines developed by teachers in order to prevent the opportunity for misbehavior. These procedures can include arrival routines, class transitions, use of technology, and every possible action between. These procedures are taught until they are second-nature for the students, and are continuously implemented throughout the school year with fidelity in order to keep the students focused on academics and instruction instead of being distracted by poor behavior. Aventura Charter High School holds the belief that the students' social environment is just as important as the academic curriculum. Teachers will use strategies from the schoolwide citizenship program to promote social development, responsibility, and communication skills within the students. Routines and procedures set the tone for an efficient, focused classroom. The aim is to provide an environment that is safe not just in the physical sense, but also in the sense that students will feel safe to explore ideas in a new way and share their opinions, beliefs, and academic findings. To promote this environment, the school may use morning meetings, common language(i.e. "Take a Break"), and inspirational gatherings.Academy teachers with support from school leadership will determine the best strategies for implementing the philosophies of the citizenship program to develop a cooperative culture within the small learning communities and the greater school environment. The schoolwide behavior plan will be communicated to all stakeholders in a clear and ongoing manner both in the parent handbook and on the school's website, as well as discussed with students in the classroom setting to ensure full understanding. School stakeholders will be encouraged to provide feedback on the plan and its implementation throughout the school year to staff or administration. Additionally, parents, students, and teachers may use biannual satisfaction surveys to provide written feedback which is reviewed ,,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 78 by CSUSA and used by Aventura Charter High School leadership to gauge the effectiveness of its overall program. Expectations and Procedures Establishing clear expectations and procedures schoolwide is considered a core fundamental. Prevention is key with a successful classroom management program. The School will have explicit procedures and routines for daily activities that both teachers and students will be taught on in order to minimize the opportunity for misconduct. Teachers will receive extensive training included in the professional development plan on the importance of routines and setting expectations for the students. Along with teaching grade-level content as outlined in the GVC, the first two weeks of school are focused on teaching and practicing school procedures, which are highly structured routines developed by teachers in order to prevent the opportunity for misbehavior. These procedures can include arrival routines, successful transitions, handling technology, and every possible action between. These procedures are taught until they are second-nature for the students, and are continuously implemented throughout the school year with fidelity in order to keep the students focused on academics and instruction instead of being distracted by poor behavior. All classroom and schoolwide expectations and procedures will be posted in student-friendly, specific language that serve as a reference for all school community members and will take into account the students' age and classroom layout. Teachers will model the introduction of each practice and procedure, allowing students enough practice opportunities and feedback to instill the guidelines as habits. Scenarios will be used to calibrate understanding make learning more tangible. This will be on a continual basis as needed or when new guidelines are introduced. Teachers will be expected to demonstrate positive teacher language and adhere to the system for logical consequences outlined in the schoolwide behavior plan and in accordance with the code of conduct.Aventura Charter High School leaders and curriculum resource teachers, in addition to regional curriculum specialists from CSUSA, will conduct focused walkthroughs of classrooms for the purpose of providing teachers with feedback on the implementation of expectations and procedures to ensure appropriate and fair accountability. A component of the TFET addresses this area through examination of the well-managed learning environment. Social-Emotional Learning and Character Education Social emotional learning(SEL)and character education are two core fundamentals that can positively impact academic achievement as well as a school's culture. Studies confirm that students engaged in social emotional learning demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement (Durlak 2011). Working on the social and emotional behaviors of the student is critical to developing young productive citizens. Character education provides a focus on developing the whole child. Basic core values of character education include, but are not limited to, respect and responsibility of self and others, justice, community service, and citizenship. The school will reflect a focus on developing the following five SEL competencies, listed below as defined by Collaborative for Academic, Social, and Emotional Learning (2015), as part of the school's commitment to a positive school culture and meeting individual student needs: Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 79 1. Self-Awareness-The ability to accurately recognize one's emotions and thoughts and their influence on behavior. This includes accurately assessing one's strengths and limitations and possessing a well-grounded sense of confidence and optimism. 2. Self-Management - The ability to regulate one's emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals. 3. Social Awareness - The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. 4. Relationship Skills - The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed. 5. Responsible Decision-Making - The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well- being of self and others. To support students in identifying and understanding their feelings as well as the emotional states of others, the school will infuse SEL and character education as part of the schoolwide behavior plan and coordinate professional development opportunities for teachers to build their capacity to integrate SEL with instructional lesson design and student life activities and programs. The school will emphasize social-emotional learning (SEL) in two structured ways: (1) by infusing SEL and character education in the schoolwide behavior plan in a manner that makes monitoring for effectiveness viable, and (2) through a character education program such as the Freshman Academy's AIA program, described in Section 4e, or a community-service focused program. Pairing SEL with a character education program supports students in developing into moral, civic- minded, well-mannered, empathetic, respectful, healthy, critical, and socially-aware community members. This approach will directly support Aventura Charter High School's goal of nurturing each student's academic talents and leadership skills as they transition to postsecondary life. B. State whether the local school district's code of conduct policy will be used. As previously described in Section 8A, positive student behavior will be incentivized through the implementation of a positive behavior support system using an evidence-based approach. In situations when disciplinary action must be taken, Aventura Charter High School will utilize the Miami-Dade County Public Schools Code of Student Conduct (Code of Student Conduct), with the exception of: • In-School Suspension — The school will not use in-school suspension as a consequence for any infraction. The principal will determine the appropriate consequence based on level of severity, number of offenses, and situational details. Consequences used in lieu of this option will include after-school detention, lunch detention, Saturday detention, or others included in the Code of Student Conduct. • Formal Complain Procedure —Due process/grievance procedure, will be followed as outlined in our student handbook. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 80 The Code of Student Conduct referenced can be found at: http://ehandbooks.dadeschools.neVpolicies/90/ (Chapter II within the handbook). In addition, Miami-Dade County Public Schools Code of Student Conduct has been included as Attachment G. Aventura Charter High School will work collaboratively with Miami-Dade County Public Schools on severe disciplinary matters in order to ensure that the correct discipline process is followed as well as any referrals to alternative learning environments. Copies of the Code of Student Conduct are distributed to each student and parent at the beginning of the school year. Additional school-specific procedures will be published in Aventura Charter High School's parent handbook. Teachers attend summer professional development sessions prior to the start of the school year. Parts of the professional development sessions are designed with a focus on understanding the connections between social-emotional Ieanirng and character education and the schoolwide behavior plan, the school discipline policy, the Code of Student Conduct, and classroom management. Teachers are also encouraged to attend professional development sessions offered by Miami-Dade County Public Schools, when applicable. New teachers participate in an annual New Teacher Induction session, as well as in various professional development sessions offered throughout the school year. Supplemental sessions are primarily designed to assist with classroom management. Below is a sampling of professional development sessions related to classroom management and student discipline that are provided: • MTSS/Rtl for behavior • Exceptional Student Education Regulations and Procedures • Positive Behavior Support Models Aventura Charter High school will comply with the legislative requirements for charter schools that are deemed a "persistently dangerous school," and any student who is a victim of a violent criminal offense (as defined by the FLDOE) has the option to transfer from Aventura Charter High School since it is a school of choice. Students who become violent or disruptive are removed from other students when safety permits. If safety does not permit the removal of the student, staff will immediately remove the other students from the area and relocate them to a safe area. The disruptive student's parents/guardians shall be immediately notified, and the student will be counseled by Aventura Charter High School's staff when possible. In the event that a student becomes violent, law enforcement will be immediately notified and appropriate disciplinary action shall be taken. With the assistance of parents working with Aventura Charter High School, a strong bond will be created that helps stop bullying. Communication among parents, students, and teachers concerning incidents of bullying will be used to help prevent acts of violence and possible tragedies. Schools and parents must educate children about bullying behaviors to help create a safe and secure school environment. Children who bully need to be taught empathy for others' feelings in order to change their behaviors, and Aventura Charter High School will enforce a zero-tolerance policy regarding bullying. The "Jeffrey Johnston Stand Up for All Students Act" (§ 1006.147, Fla. Stat.) prohibits the bullying and/or harassment, including cyber bullying, of any public K-12 student or employee. All employees are required to report allegations of bullying and/or Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 81 harassment to the principal or the principal's designee.All other members of Aventura Charter High School's community, including students, parents/legal guardians, volunteers, and visitors are encouraged to report any act that constitutes bullying or harassment anonymously or in-person to the principal or principal's designee. This required communication among parents, students, and teachers concerning incidents of bullying mitigate risk in this area. Aventura Charter High School will follow the Miami-Dade County Public Schools policy in order to meet these required standards. In accordance with § 1002.33(7)(a)7, Fla. Stat., Aventura Charter High School will utilize the Miami-Dade County Public Schools'Code of Student Conduct as indicated above. Copies of the Code of Student Conduct will be distributed to each student and parent at the beginning of the school year. Aventura Charter High School will adhere to all federal law regarding proper handling of disciplinary action of all students, including IDEA policies and students with a 504 plan. Discipline Aventura Charter High school will follow the disciplinary action charts in the Code of Student Conduct to determine appropriate consequences for the incidents listed. When determining appropriate consequences, the principal takes into consideration the nature of the infraction, past disciplinary actions, student attitude, age and grade level, and severity of the problem. Suspension/Expulsion Aventura Charter High school will follow all of the guidelines of the Code of Student Conduct with regard to suspension and expulsion with the exception of using in-school suspension as a consequence. Dismissals Aventura Charter High School will not dismiss students based on conduct or behavioral issues outside of the reasons approved in the Code of Conduct. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 82 Section 9: Supplemental Programming A. Describe any extra- and co-curricular activities or programming the school will offer, if applicable; how often they will occur; and how they will be funded. Supplemental programming is intended to provide students with opportunities to explore interests, extend networks, and develop talents in ways that compliment Aventura Charter High School's academic program. Supplemental programs will be determined by the interests and needs of the Aventura Charter High School community, as well as the partnership opportunities available with the greater school community. The list below describes proposed programs, activities, and potential partnerships which are similar to supplemental programming that exists at other CSUSA-managed schools. The funding for these programs may derive from different sources, such as allotments in the school's future budget, stipends to staff, or student contributions. • Partnerships: Opportunities with local businesses, chambers and their members, local and state governmental entities, and local service clubs and organizations will be developed for volunteer/mentoring and citizenship opportunities. Partnership opportunities will also be cultivated to support the focus of selected academy pathways to provide demonstration, internship, and career exploration, and opportunities. • School Club and Activity Days: Planned to foster the academic and social growth of the students. Clubs are organized by interest of the students as well as the faculty advisors. Possible clubs include chess club, chorus, international club, coding club, drama club, art club, chorus, and class clubs (Freshman Club, Sophomore Club, Junior Club, Senior Club), National Honors Society, and Key Club. Club options that align with the academies offered may also be developed. For example, a Leadership and Entrepreneurship academy, students may form a social enterprise club. For a Science Academy, students may form a robotics club. For a Communications Academy, students may form a journalism or speech and debate club. • Interscholastic Competitions: Will include CSUSA's network-wide annual Science Fair and Spelling Bee to allow competition against students across the state and/or country to demonstrate skills in those areas. Math competitions, academic triathlons, robotics competitions, physics bowl, and Olympiads for biology and chemistry are examples of additional interscholastic competitions the school will pursue participation in depending on student interest and academy focus. • Interscholastic Athletics: As identified by student interest and stakeholder opportunities and partnerships, athletic clubs may be developed. Basketball, volleyball, tennis, soccer, and baseball are examples of the athletic clubs that may be offered. Additionally, per §1006.15(4), Fla. Stat., Aventura Charter High School students will be eligible to participate in interscholastic extracurricular activities at the public school to which they would be assigned according to the district school board attendance area policies. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 83 II. ORGANIZATIONAL PLAN Section 10: Governance A. Describe the school's existing legal status, including non-profit status and federal tax-exempt status. The City Commission of the City of Aventura (the City Commission) will serve as the governing board for Aventura Charter High School. The City Commission will establish a School Advisory Board that will assist and advise in governance of the school. The City Commission is a municipal corporation created pursuant to the Constitution of the State of Florida and the Home Rule Charter of Metropolitan Dade County, and possesses federal tax-exempt status.The City has a"Commission-Manager"form of government which gives the City Manager oversight authority for the City's day-to-day operations. The City Manager is appointed by the City Commission and serves as the City's Chief Executive Officer. The City Commission consists of six Commissioners and the City Mayor. Commissioners occupy seats numbered 1 —6: • City Mayor: Enid Weisman • Commissioner(Vice Mayor), Seat 3: Howard Weinberg • Commissioner, Seat 1: Dr. Linda Marks • Commissioner, Seat 2: Denise Landman • Commissioner, Seat 4: Robert Shelley • Commissioner, Seat 5: Gladys Mezrahi • Commissioner, Seat 6: Marc Narotsky Each member's resume, a signed statement of assurances, and Board Member Information form is included as Attachment L. Each member's signed Governing Board Disclosure form is also included as Exhibit E. B. Provide the following documents, if available, as attachments: o The articles of incorporation for the applicant organization (or copies of the filing form) —Attachment H o 501(c)(3) tax exempt status determination letter (or copy of the filing form) — Attachment I o Governing board by-laws—Attachment J o Governing board code of ethics and conflict of interest policy—Attachment K Since the governing board is a municipal corporation, the City's Code of Ordinance is included as Attachment H in lieu of Articles of Incoreporation. The Code of Ordinance includes the City's Charter and adopting ordinances. Evidence of the City's tax-exempt status is included as Attachment I. Since the governing board is a municipal corporation and does not have established Bylaws, the City's Code of Ordinance is included as Attachment H. The City's Code of Ethics and Conflict of Interest Policy is part of the Code of Ordinance, and is included in Attachment H. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 84 C. Describe the governance structure of the school, including the primary roles,powers, and duties of the governing board; committee structure (if applicable); and how the board will interact with the principal/head of school and any advisory bodies. The seven-member City Commission will serve as the governing board. The primary responsibility of the governing board is to lead the identification and development of broad goals and objectives to be accomplished by Aventura Charter High School. The governing board will also comply with its responsibilities as set forth in § 1002.33(9), Fla. Stat. which include, but is not limited to annual adoption of the budget; ensuring the school retains the services of a certified public accountant or auditor for the annual financial audit; reviewing the annual audit; and reporting progress annually to the Sponsor. The governing board will also approve formal bids in excess of$50,000 in accordance with the City of Aventura Code of Ordinances. The governing board will establish a School Advisory Board for Aventura Charter High School. This nine- member advisory board will act in an advisory capacity to the governing board. The governing board, in conjunction with the School Advisory Board, will be responsible for continuing oversight over the operations of Aventura Charter High School and will conduct itself in accordance with all applicable laws and regulations. The City Commission will contract with CSUSA to manage the day-to-day operations of the school. This refers to CSUSA or other management firms selected by the City Commission in accordance with the City's reservation of its right to select a management company. CSUSA will report to both the City Manager and the School Advisory Board. The principal will be an employee of CSUSA and will be responsible for managing all school staff and liaising with parent organizations, the School Advisory Board, and other community partners. The governing board will oversee the City Manager or his/her designee and will be responsible for ensuring that the terms of the management agreement between CSUSA and the City Commission are implemented in accordance with the expectations of the governing board. The City Manager will oversee the financial aspects of the school, including reviewing and approving payment requests on behalf of the school and submitting the annual budget in conjunction with CSUSA to the governing board for their approval. CSUSA will consult with the City Manager regarding the hiring of the principal. The City Manager will hold CSUSA and the principal accountable primarily through the performance expectations defined in the management agreement, and will report to the governing board regarding the performance of CSUSA and the school on a regular basis. The City Manager will act as the governing board facilitator and will be authorized to execute documents on behalf of the governing board. D. State the frequency of board meetings and describe how the board will comply with open meetings and records laws. The governing board will hold at least four regular monthly meetings in Miami-Dade County during each calendar year, at such times and places as the governing board may prescribe. The School Advisory Board will hold at least nine meetings a year during each calendar year at the school. Both the governing board and School Advisory Board meetings will be open to the public and held in accordance with Florida Sunshine Laws. The tentative meeting schedule will be provided to the district prior to school opening. All meetings will be publically noticed in advance on Aventura Charter High School's website and will be physically posted at the school. The school will provide public notice of the date, time, place, and accessibility to meetings (in accordance with FLDOE requirements and Florida Sunshine Laws) and make minutes of its Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 85 meetings available for public review in accordance with Florida's Public Records Law, Chapter 19, and Florida Statutes. Aventura Charter High School's regularly scheduled meetings will include sufficient member attendance to constitute a quorum of the governing body for the official conducting of school business. The meeting minutes will be posted on Aventura Charter High School's website. E. Describe the current and desired size and composition of the board. Identify key skills, areas of expertise, and constituencies that are or will be represented on the board. The City Commission currently consists of six Commissioners and the City Mayor. Below is background information for each Commission member. Mayor—Enid Weisman The Mayor presides at meetings of the City Commission and is also a voting member of the City Commission. Enid Weisman currently holds the position of Mayor of the City of Aventura and will serve as the Board Chair for Aventura Charter High School. Ms. Weisman retired from her position as Chief Human Capital Officer for Miami-Dade County Public Schools and was responsible for labor relations, compensation, civil rights and compliance, professional standards, and staffing and recruitment. Throughout her career in education, Ms. Weisman opened Michael M. Krop High School; served as the Exceptional Student Education Director and supervised all special needs programs, services, and the IDEA Grant for over 8,000 students; served as Regional Superintendent and supervised 47 schools with over 50,000 students and oversaw $400 Million worth of construction on new and existing schools; and served as the District Assistant Superintendent for Magnet Schools and Charter Schools, overseeing 97 charter schools and more than 350 magnet programs in 98 schools. Ms.Weisman was also recognized for many outstanding accolades during her career, including Administrator of the Year, Principal of the Year, State Master Teacher, and Social Studies Teacher of the Year. Ms. Weisman's activities within the community include being the first woman elected Chair of the Aventura Hospital and Medical Center Board of Trustees; serving on the Charter Review Committee for the City of Aventura; the 2012 Champion of the Arts and Cultural Ambassador, Citizens Interested in Arts; and Chair of the Executive Board of New World School of the Arts. Ms. Weisman's success in her career as an educator and her experience in various educational leadership roles make her well suited as Chair forAventura Charter High School's governing board. Commissioner(Vice Mayor)— Howard Weinberg During the absence or incapacity of the Mayor, the Vice-Mayor will have all the powers, authority, duties and responsibilities of the Mayor. On a semi-annual basis, the City Commission elects one of its members as Vice-Mayor. Howard Weinberg currently serves as the Seat 3 Commissioner and Vice Mayor of the City of Aventura. He received a Bachelor of Business Administration in Marketing from the University of Miami School of Business, a M.A. in Government from Georgetown University, and a J.D. from Boston University School of Law. Mr. Weinberg currently serves as Corporate Counsel for Government Relations at Hotwire Communications. Prior to his current role, he served as Director of Business Development and Attorney for Association Law Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 86 Group, Director of Business Development for First Service Residential (Continental Group), and as General Counsel for Robert M. Swedroe Architects & Planners. In addition to his professional career, Mr. Weinberg also serves in a volunteer capacity on Florida International University's Vice Provost Council and Miami-Dade County League of Cities' Board of Directors. His extensive legal background and experience serving on boards of numerous volunteer groups and organizations make him an invaluable asset to Aventura Charter High School's governing board. Commissioner— Dr. Linda Marks Dr. Linda Marks currently serves as the Seat 1 Commissioner of the City of Aventura. She received a B.S. in Elementary Education from DePaul University, an M.A. in Administration from Northeastern Illinois University, and a Ph.D. in Administration from Loyola University. Dr. Marks currently serves as Head of School for Hochberg Preparatory School, where she has brought continuity and leadership to the position, implemented a technology initiative, redefined early childhood programs, and developed numerous community partnerships. Prior to her current role, she served as a Superintendent for Golf School District 67 in Morton Grove, Illinois, where she redesigned the curriculum, established a comprehensive staff development program, implemented a long-range technology plan, expanded community outreach, and improved student performance to 92.7%of students meeting or exceeding state standards. In addition to her professional career, Dr. Marks is also involved in many professional and civic organizations, including the American Association of School Administrators, the Association for Supervision and Curriculum Development, the National Association of Secondary School Principals, the United Way, and the Aventura Marketing Council. She also previously served as the President for both the Illinois Association of School Administrators and the Niles Township Superintendents'Association. Dr. Marks'30+years of teaching experience, involvement in the community, and ability to continually innovate and improve educational programs will be an essential to ensuring Aventura Charter High School's success. Commissioner— Denise Landman Denise Landman is the Seat 2 Commissioner for the City Commission of the City of Aventura. She received a B.S. in Public Relations and a B.A. in Political Science from the University of Florida. She currently works as the Executive Director of External Communications for Miami-Dade County Public Schools. In her current role, Ms. Landman has overseen the district's social media initiatives and transformations, as well as their iChoose marketing campaign. In her previous role of Public Information Manager for MAT Concessionaire LLC, Ms. Landman effectively facilitated and communicated public relations with the community regarding the construction of the Part of Miami Access Tunnel, including its various outreach sessions, media events, and grand opening. Ms. Landman is also involved in various civic organizations, including the Greater Miami Chamber Leadership, the Silver Knight Alumni Network, and the University of Florida Alumni Association. Ms. Landman's sense of civic responsibility and proven experience in effectively communicating and facilitating public outreach will be crucial to Aventura Charter High School's ability to interact with the community. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 87 Commissioner— Robert Shelley (Will insert once resume is received) Commissioner—Gladys Mezrahi Gladys Mezrahi currently serves as the Seat 5 Commissioner for the City Commission of the City of Aventura. Ms. Mezrahi was educated at The English School in Bogota, Colombia and the prestigious University of Miami, where she studied International Finance and Marketing. She is the Founder and President of Indigo Events, Corp. Previously in her marketing career, Ms. Mezrahi founded a top-line skin and body products manufacturing company in Bogota, Colombia called Advanced Cosmetics. As President of Advanced Cosmetics, Ms. Mezrahi operated a profitable business for fifteen years. Ms. Mezrahi later worked as a Private Investment Manager for Pioneer International, an international investment company. She was responsible for managing private investment portfolios in Panama and Colombia in addition to managing public relations for the company. Before assuming her role as Founder and President of Indigo Events, Corp., Ms. Mezrahi was the co-owner/partner of The G & G Group, Inc., where she specialized in developing and executing public relations and corporate events for clients, as well as obtaining sponsorship and financing for the non-profit sector. Ms. Mezrahi is also active in numerous community and charitable organizations. She is a former member of the Leadership Forum, The Common Wealth Institute, Greater Miami Chamber of Commerce, Aventura Marketing Council, and is former chairman of Wizo—Yonit. She is also an active board member of Organization of Women in Trade(OWIT),the immediate past President of the National Association of Women Business Owners, Miami (NAWBO), and a past member of the City Commission of Aventura's Arts&Cultural Committee. Currently, she serves on the board of Focus Miami and is an active mentor of Women of Tomorrow. Ms. Mezrahi's successful experience in professional marketing and work with various civil and volunteer organizations make her an integral part of the governing board's ability to promote charter school awareness in the local community. Commissioner— Marc Narotsky Marc Narotsky currently serves as the Seat 6 Commissioner for the City Commission of the City of Aventura. Mr. Narotsky received a B.A. in Politics from Brandeis University and a J.D. from the University of Miami School of Law. He currently practices law as a Managing Member of Marc E. Narotsky, LLC, where he works as a Civil and Family Mediator and has accrued over 1,000 case experiences as a qualified arbitrator. Previously, Mr. Narotsky appeared as a guest lecturer at Nova Southeastern University and spoke to graduate and undergraduate students regarding alternate dispute resolution. Prior to that, he served as an Associate Attorney for Ben Ezra & Katz, P.A. and attended mediations throughout the state of Florida in addition to drafting settlement agreements and motions. In addition to his professional experience, Mr. Narotsky also holds numerous legal accreditations in the state of Florida, including the Florida Supreme Court Certified Circuit Civil Mediator, the Florida Supreme Court Certified Family Mediator, the Florida Department of Financial Services Certified Mediator, and the Financial Industry Regulatory Authority Arbitrator. Mr. Narotsky's legal experience and vast accreditations make him an invaluable asset to the governing board's wide range of expertise. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 88 F. Describe how board members have been and will be selected including term limits and selection of officers. Since this charter application is being submitted by a municipality, the governing board members are duly elected by the electors of the City. The City of Aventura is divided into two residential areas: the north area consisting of those portions of the City north of the William Lehman Causeway (the "Northern Area") and the south area consisting of those portions of the City south of the William Lehman Causeway(the"Southern Area"). Two Commissioners reside in the Northern Area (Seats 1 and 2), two Commissioners reside in the Southern Area (Seats 3 and 4), and two Commissioners are elected without regard to residence in any particular residential area (Seats 5 and 6). Individuals running from a particular residential area must be a resident of the area for which s/he proposes to represent on the Commission at the time of qualifying and during his/her election, and must continue to reside in the residential area during his/her term of office. No individual may serve as Mayor for more than two consecutive elected terms. No individual may serve on the Commission for more than two consecutive terms. No individual may serve as a combination of Mayor and Commissioner for more than eight consecutive years. Service will be deemed consecutive unless there is an intervening four-year period during which the individual does not serve as a Commissioner or Mayor (the "Break in Service").Any individual serving the maximum amount of time as Mayor must have a four-year Break in Service before serving as a Commissioner, and vice versa. Any individual serving the maximum amount of time as a combination of Mayor and Commissioner must have a four-year Break in Service before serving as Mayor or Commissioner. This Break in Service requirement is applicable only prospectively and applies to any individual who, after the effective date of this Break in Service provision, reaches the maximum limitation on length of service. No candidate may run for either the office of Mayor or Commissioner when, if elected, the individual would exceed the limitations on service by any length of time during the full regular term for the office sought. The office of a Commissioner becomes vacant upon his/her death, resignation, removal from office in any manner authorized by law, or by forfeiture of his/her office. A vacancy on the Commission, including the Mayor's position, is filled in accordance with the processes outlined in the City of Aventura's Code of Ordinances, which is included as Attachment H. G. Explain how this structure and composition will ensure that the school will be an academic, operational, and financial success. The City of Aventura has operated the Aventura City of Excellence School(ACES)in conjunction with CSUSA since 2003. ACES is recognized as a high-performing school and one of the top performing schools in the state.With the support of the community(School Advisory Board), commitment of the City(Governing Board), and educational expertise of CSUSA, Aventura Charter High School will have a strong foundation in place to ensure academic, operational, and financial success. The school will be accountable to its students, parents, and the community at large through a continuous cycle of planning, evaluation, and reporting as required by law. To ensure that Aventura Charter High School is on track to meet its goals for success, the school will present an annual progress report to Miami-Dade County Public Schools. This report will include: Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 89 • Aventura Charter High School's progress towards achieving the goals outlined in the charter contract. • The information required in the Charter School Annual Accountability Report, pursuant to § 1002.33(9)(k), Fla. Stat. • Financial records of Aventura Charter High School, including revenues and expenditures. • Salary and benefit levels of school employees. Table 10.1 below illustrates the goals for Aventura Charter High School: Table 10.1 • Operational policies • Academic and financial accountability Proper Management • Reporting the school's progress annually to FLDOE and Governance • Policies consistent with the school's mission • Ensuring the school's programs and operations are faithful to the terms of the charter, including compliance with statutory and regulatory requirements Oversee Operational • Adhere to board meetings in a manner compliant with Open Meeting Laws Policies • Ensure the school's operations align with operational policies and procedures • Annually adopt, maintain and amend(if necessary)the annual operating budget • Create or adopt policies for internal controls Ensure Financial • Review and approve financial statements on a consistent basis Accountability • Ensure that the school has contracted with a certified public accountant for the annual financial audit • Review and approve the audit report, including audit findings and recommendations Implement required reporting policies for CSUSA. Review the following performance reports from CSUSA on a periodic basis(monthly,quarterly,or annually as appropriate): • Financial reports Accountability for . School report(enrollment,withdrawals,staffing,facility issues,and ongoing activities) Performance . Satisfaction surveys • Strategic plan • Annual accountability report In addition, if the terms and conditions of the management agreement are not being fulfilled and the school is not making progress towards the goals as agreed, the governing board may terminate the agreement. H. Complete the table below and for each individual identified here provide 1) a completed and signed Board Member Information Sheet and 2) resume. Table 10.2 below lists the members of the City of Aventura Commission. Each member's resume and signed Board Member Information form is included as Attachment L. Table 10.2 Current or Prospective Role on :._ . . Submission Requirements Moor- Governing :._ . Enid Weisman Current Mayor/Member x Information Sheet x Resume Dr. Linda Marks Current Commissioner/Member x Information Sheet x Resume Denise Landman Current Commissioner/Member x Information Sheet 10 Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 4pkl 90 x Resume Howard Weinberg Current Commissioner/Member x Information Sheet x Resume Robert Shelley Current Commissioner/Member x Information Sheet x Resume Gladys Mezrahi Current Commissioner/Member x Information Sheet x Resume Marc Narotsky Current Commissioner/Member x Information Sheet x Resume I. Describe the plans for board member recruitment and development, including the orientation process for new members and ongoing professional development. Since the school's governing board is a municipality, the City Commission of the City of Aventura, member recruitment will not be conducted. All municipal elections are canvassed by a panel composed of the City Clerk, the Miami-Dade County Supervisor of Elections or his/her designee, and an acting County Court or Circuit Court judge (selected by the City Clerk) with preference given to a judge residing in the City of Aventura. The City Clerk shall present a certification of election results to the City Commission at the first meeting of the City Commission following the election, which shall be adopted by resolution. Canvassing of election returns is conducted under the applicable provisions of the Florida Statutes. All members of the governing board complete initial and ongoing governance training in accordance with Rule 6A-6.0784. Each governing board member completes a minimum of four hours of instruction focusing on government in the sunshine law, conflicts of interest, ethics, and financial responsibility as specified in § 1002.33(9)(j), Fla. Stat. In addition, governing board members or their designated representative will attend the New School Opening training that is provided by the FLDOE. After the four hours of initial training, each member (within the subsequent three years and for each three- year period thereafter) completes a two-hour refresher training on the four topics above in order to retain his or her position on the governing board. Any member who fails to obtain the two-hour refresher training within any three-year period will take the four hours of instruction again in order to remain eligible as a governing board member. New members complete the four-hour training within 90 days of their appointment. Covered topics, as specified in § 1002.33(9)(j)(b)4, Fla. Stat., include: • Conflicts of Interest • Models of Governance and Leadership • Charter School Law in Florida • Ethics • Basic Understanding of Parliamentary Procedures • Government in the Sunshine Law • Financial Responsibility • Guided Questions for Mission Statement and Strategic Planning • Drafting Board Policies Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 91 Each governing board member also receives a comprehensive binder containing copies of the charter contract, management agreement, minutes from previous year's meetings, contact information, and other pertinent information. J. Describe the board's ethical standards and procedures for identifying and addressing conflicts of interest. It is essential to the proper conduct and operation of government that public officials be independent and impartial and that public office not be used for private gain other than the remuneration provided by law. The public interest, therefore, requires that the law protect against any conflict of interest and establish standards for the conduct of elected officials in situations where conflicts may exist. It is the policy of the governing board that no officer of the governing board or advisory board have any interest, financial or otherwise, direct or indirect; engage in any business transaction or professional activity; or incur any obligation of any nature which is in substantial conflict with the proper discharge of his or her duties in the public interest. Please reference Attachment H — K for the City of Aventura's Code of Ethics/Conflict of Interest policy. The conduct of the governing board and advisory board will be governed by the Code of Ethics of the City of Aventura, which includes: 1. The State "Code of Ethics for Public Officers and Employees," codified in F.S. Chapter 112, as may be amended. 2. The Miami-Dade County Conflict of Interest and Code of Ethics Ordinance," codified at section 2- 11.1 et. seq., Miami-Dade County Code, as may be amended. 3. Any provisions that the City Commission of the City of Aventura may adopt from time to time, in addition to those set forth in subsections (1) and (2) above. K. Describe, if applicable, any school advisory bodies or councils that are in place. The governing board will establish a School Advisory Board for Aventura Charter High School. The nine- member advisory board will act in an advisory capacity to the governing board, and its duties will include, but not be limited to: • Assisting in the development of long-range strategic plans to establish a comprehensive vision for Aventura Charter High School's education initiatives. • Reviewing Aventura Charter High School's policies to ensure consistency with the school's mission statement and attainment of performance standards. • Reviewing and evaluating Aventura Charter High School's goals and performance and recommending performance standards to measure the school's success. • Reviewing the annual budget and providing recommendations to the City Manager and governing board. • Fulfilling the requirements of the Charter Agreement with the Miami-Dade County School Board, as amended from time to time, and abiding by its established goals and objectives. • Assisting and advising in fund raising efforts. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 92 Aventura Charter High School's advisory board will consist of nine members: • Non-voting Members o The City Manager, or his/her designee. o The principal of Aventura Charter High School. • Voting Members o One individual who possesses established experience in educational and administrative matters will be selected and appointed by a majority of the governing board for a two (2)year term. o One member, who will serve as a business representatives of the community, will also be selected and appointed by a majority of the governing board for a two (2) year term. o One member, who is a City of Aventura resident, will be selected and appointed by a majority of the governing board for a two (2) year term. o Four members will consist of parents of students enrolled in Aventura Charter High School, and will be elected by the parents of Aventura Charter High School students for a two (2) year term, provided their children continue to attend the school throughout their term. In addition, Aventura Charter High School will establish an Educational Excellence School Advisory Council (EESAC) pursuant to state law. The school will establish the EESAC by-laws, define membership, and post all meeting agenda and minutes pursuant to Florida Statues. L. Briefly explain the process that the school will follow should a parent or student have an objection to a governing board policy or decision, administrative procedure, or practice. Parents are encouraged to attend board meetings, which are open to the public and offer an excellent opportunity for parents to address any issues or concerns. The governing board believes in the just, fair, and equitable treatment of ALL students and in providing a learning environment that is free from unfair or discriminatory practices. Procedures for addressing grievances and complaints from students, parents, and teachers and resolution of discriminatory practices have been established. Below is a summary of the governing board's complaint/grievance policy, which will be in effect for parents/students who attend Aventura Charter High School. Parents or guardians of students attending Aventura Charter High School who have a concern or grievance relating to school policy or the student's teacher shall first contact the student's teacher to discuss and attempt to resolve such concern or grievance. In the event the parent cannot resolve their concern or grievance with the student's teacher, they may contact the principal to attempt to resolve their concern or grievance. Parents who cannot resolve their concern or grievance with the principal may contact the City Manager to discuss and attempt to resolve their concern or grievance. The City Manager's decision on school matters, except the expulsion of students, shall be final. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 93 Section 11: Management and Staffing A. Submit as Attachment M organization charts that show the school governance, management, and staffing structure. Aventura Charter High School's governance-level organizational chart is shown below. Additional organizational charts are available in Attachment M. Miami-Dade County Public Schools Aventura City Commission School Advisory City Manager Board 1:7cSUSA Aventura Charter High School Principal B. Discuss the process and timeline for recruiting, selecting, and hiring the school leader. Describe the criteria to be used in selecting this leader, and provide as Attachment O the position's qualification requirements. The principal is responsible for the administration of school staff.The selection criterion includes the following, at a minimum: • Educational Leadership Certification • Educational Background — Degree in Education with appropriate school grade-level background; experience as an educational leader • Teaching experience • Knowledge of the needs of Aventura Charter High School's population • Knowledge of curriculum for appropriate grades of student body • Experience in working with school governing boards • Skills in using technology as a tool for learning and monitoring student progress • Ability to work with community organizations, agencies, and resources • Motivation to establish innovative and creative learning programs r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. �� 94 • Dedication to providing supplementary programs to enhance student learning • Commitment to professional development programs for faculty and school concepts • Ability to implement staff development and training • Ability to promote a positive school climate • Commitment to enabling each student to reach his/her personal best Please see Attachment N for the school leader's job description, and Attachment 0 for a list of the school leader's qualifications. Process Used to Select the School Leaders As per the planning agreement and management agreement, CSUSA shall consult with the City Manager regarding the hiring of the school leader, and the City Manager will have the right to disapprove of any candidate, and in such event, CSUSA shall not hire said candidate for the position of principal. The school leader will be hired by September 2018. CSUSA uses a robust recruiting process called the Leadership Assessment Center. Before a candidate is invited to attend the Leadership Assessment Center, they first go through a phone screen in order to identify their background and experience and determine if they will be a viable candidate for a school leadership position. This process is used to determine if a candidate would be a good building leader and is an important component of the interview process. All candidates for dean, assistant principal, and principal participate in the 1-day event. Leadership Assessment Center activities consist of: Data Analysis Performance Task Candidates are provided a mock scenario in which they need to analyze school data as part of a charter contract renewal. Data regarding a school's historical academic performance, demographics, staff turnover, and staff survey questions are provided to the candidate. As part of the school's leadership team, the candidate must assist in summarizing the school's past three years of performance and identifying areas of improvement, then help design an action plan to address the identified challenges. During this activity, the candidate will be required to: 1. Identify two or more areas that require attention and validate their selections 2. Identify possible causes of the shortfalls that are identified 3. Develop an action plan/school improvement plan that will address the identified shortfalls Candidates are then required to present the information to the mock leadership team via an oral presentation and supplemental handouts during the Phase 2 Interview. Phase 1 Interview The Phase 1 Interview is conducted by 2 — 3 high-performing CSUSA principals. The questions during this interview phase are focused on the candidate's background, vision, knowledge of data, and their potential fit with CSUSA. While waiting to conduct the Phase 2 Interview, candidates are asked to develop career plans and goals, along with what they perceive as the potential advantages and disadvantages of working at CSUSA. Candidates also complete Character Survey/Essay. The survey is administered online by VIA Survey. Based on their survey results, candidates are then asked to answer a series of questions: Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 95 1. What are your top two strengths according to the survey? a. Do you agree with the results? b. If not, what character strengths do you believe to be your top two? 2. What are your bottom two strengths according to the survey? a. Do you agree with the results? b. If not, what do you believe to be your bottom two character strengths? 3. How have your top character strengths influenced your leadership style? 4. What challenges have you faced as a leader as a result of your bottom two character strengths? Phase 2 Interview The Phase 2 interview is conducted by 2—3 CSUSA lead principals or regional directors. During this interview phase, questions are focused on the candidate's leadership style as well as past challenges and results. The candidate will also present the action plan they developed as part of the Data Analysis Performance Task during the Phase 2 Interview. CSUSA's Talent Acquisition department then conducts an online profile assessment of candidates that progress past the Phase 2 Interview. These candidates will then visit one of CSUSA's high-performing schools and conducts a school site tour with the principal. The Talent Acquisition department then receives feedback on the visit from both the principal and the candidate. Final decisions regarding leadership hiring are made by CSUSA's CEO, VP of Education, or Lead Regional Director with input from the City Manager. Candidates that participate in the event but do not get hired as a principal may be invited into the pool of approved candidates or be considered for a different administrative position, such as assistant principal or dean. As the organizational demand for talented leaders arises, candidates in the pre-approved pool are offered positions within their preferred regional areas. Care is also given to match each school leader to the school environment that best matches his/her leadership strengths. The governing board is consulted about leadership candidates in an effort to support a positive working relationship between the principal and the governing board. CSUSA will remove the principal if the governing board is reasonably dissatisfied with his/her performance. C. Describe the management structure of the school. As Attachment P provide job descriptions for each administrative or leadership position. The City of Aventura, as the governing board of the school, will contract with CSUSA for the provision of certain management services, including personnel services. CSUSA will manage day-to-day operations of the school with governing board oversight. All administrators, teachers, and staff at Aventura Charter High School will be solely employed by CSUSA. The principal will report to both the School Advisory Board and CSUSA. The relationship between the City and CSUSA will be codified with a performance-based management agreement. The proposed management agreement will outline the duties and responsibilities of each party and the specific performance requirements of CSUSA. Please see Attachment P for the job descriptions for all administration and school leaders. CSUSA will be responsible for the day-to-day academic, financial, and operational management of Aventura Charter High School, subject to the budget and oversight of the City Manager and governing board. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 96 D. Provide a staffing plan for each year of the charter term. Provide as Attachment Q the proposed job description and qualification requirements for the school's teachers. Table 11.1 below shows the projected Staffing Matrix that's included as part of the projected budget in Attachment X. Table 11.1 Principal 1.001.00 1.00 1.00 1.00 Assistant Principal 1.00 1.00 1.00 1.00 1.00 School Operations Administrator 1.00 1.00 1.00 1.00 1.00 Administrative Assistant 1.00 1.00 2.00 2.00 2.00 Receptionist 1.00 1.00 1.00 1.00 1.00 Enrollment Manager 1.00 1.00 1.00 1.00 1.00 Student Services/Guidance 1.00 1.00 2.00 2.00 2.00 Nurse 0.50 0.50 1.00 1.00 1.00 IT Support 0.50 0.50 1.00 1.00 1.00 Food Service-Director 1.00 1.00 1.00 1.00 1.00 Food Service - 1.00 2.00 2.00 2.00 9.00 10.00 14.00 14.00 14.00 Teachers(6-12) 13.00 20.00 27.00 27.00 27.00 Teacher-Other 3.00 4.00 5.00 5.00 5.00 Teachers-Electives 4.00 5.00 7.00 7.00 7.00 PE Teacher 1.00 1.00 1.00 1.00 1.00 PE Aide 1.00 1.00 1.00 1.00 1.00 ESE/Special Education 2.00 2.00 2.00 2.00 2.00 Curriculum Resource Teacher 1.00 1.00 2.00 2.00 2.00 25.00 34.00 45.00 45.00 45.00 !t iii E. Explain the school's plan for recruitment, selection, and development of a highly qualified and appropriately certified instructional staff. Recruitment All employees must be committed to the high academic standards of Aventura Charter High School. Faculty must be able to work cooperatively and collaboratively with fellow faculty members, parents, community organizations, and the business community. Quality teaching requires energetic, creative, and knowledgeable individuals who possess a desire to make education exciting and to make a difference in the educational experience of each student. If students are to reach their maximum potential, having a quality teacher working with every student is paramount. The governing board and CSUSA are committed to recruiting, selecting, inducting, and retaining highly effective teachers. It is recognized that hiring talented people who continue to develop skills and increase their value to the school and to students is critical, and that high-performing educators are Aventura Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 97 Charter High School's most important asset. The purpose of the employment procedures and policies is to recruit employees who contribute to the school in a way that aligns with its mission and behave in a way that is consistent with its values. CSUSA provides procedural guidelines and support that enhances the likelihood of recruiting highly effective staff. The comprehensive recruitment effort is focused on identifying certified teachers who come from diverse backgrounds and uses a system of intensive screening designed to hire the most qualified applicants. Aventura Charter High School will be an equal opportunity employer and recruit quality staff throughout the year for job openings using a progressive and innovative recruiting plan. Recruitment occurs locally, state- wide, and nationally through various resources that include: • Aventura Charter High School's website and CSUSA's website • Social media • Employee Referral Program (which produces a high volume of quality candidates who have a better understanding of the corporate culture and position requirements resulting in lower turnover) • Resume database searches and social network scanning • Job Fairs held for the school approximately every two weeks prior to opening. Regional job fairs are also conducted • College Recruiting (colleges and universities, both locally and nationally, are identified in order to attract and hire newly graduated teachers) • Online Job Posting Boards (select educational and job recruitment websites are utilized to advertise teaching openings) • Minority Organizations (work in conjunction with minority referring organizations to help ensure that the work force is reflective of the diverse community served) CSUSA manages job advertising, conducts applicant screening, and refers qualified applicants to principals and administrators. A consistent process of screening, interviewing, and selecting employees is essential to Aventura Charter High School's ability to recruit qualified staff. A consistent process ensures that candidates have been provided an equal opportunity to demonstrate and/or articulate their skills and abilities. If the school identifies a candidate for hiring, CSUSA's Human Resources department will conduct a background screening and ensure that the candidate's certifications are current. Aventura Charter High School will employ a systematic approach to screen applicants to ensure that final candidates meet the qualifications for the position. Screeners ask questions of applicants that focus on their abilities, skills, and experiences in an initial screening interview. Then, as the applicant pool is narrowed, successful applicants advance toward a more in-depth, building-level interview with the principal and/or interview team. The utilization of research-based interview protocol supports interviewers in distinguishing promising teachers from those with less potential to be effective. The interview process for hiring instructional staff uses a panel or team interview approach assembled by the principal. During the first phase, candidates will be interviewed by Aventura Charter High School's lead teachers. During the second phase, candidates meet with the school's administration. Final candidates progress to an interview with the principal. Questions are consistent throughout each phase and align with the six Teacher Quality Indexes identified in Table 11.3. ,,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 98 Questions also have two versions: one for new teachers and another for veteran teachers. The interview protocol asks teacher applicants about their past performance and experience. The interviewer or interview team uses an anchored rubric to evaluate responses. Selection The selection process draws on effective teacher research and is informed by factors identified in applied psychology, such as interview structure and the phrasing of question prompts. Interview protocol focuses on job-related questions and thus is within the legal bounds of interviewing guidelines. Research-based data on interviewing and the qualities of effective teachers provides the foundation for the teacher selection process. According to research, six quality indexes of teacher effectiveness ultimately influence student achievement: 1. Pre-requisites of effective teaching 2. The teacher as a person (i.e., personal attributes) 3. Classroom management and organization 4. Planning for instruction 5. Implementing instruction (i.e., instructional delivery) 6. Monitoring student progress and potential (i.e., student assessment and student expectations) These quality indexes are explicitly linked to core qualities of effective teachers and allow interviewers to use research-informed questions that relate to core qualities for selecting the best teacher applicants, as shown in Table 11.2 below. Table 11.2 Teacher Selection Process .. Planning for Instructional Assessment In= _11_1 Instruction Delivery • .. 771� • Verbal ability • Caring • Classroom • Importance of • Instructional • Homework • Content • Fairness and Management instruction strategies • Monitoring of knowledge respect • Organization • Time allocation • Content and student • Education • Interaction • Student • Teacher expectations progress coursework with students Discipline expectation • Complexity • Response to • Teacher • Enthusiasm • Instructional • Questioning student needs certification • Motivation planning • Student and abilities • Teacher • Dedication to engagement experience teaching • Reflective practice Certification Monitoring Teachers' certification status is actively monitored throughout their career with the school. Aventura Charter High School will strive to have all teachers certified or working towards their certification and will make every effort to assist teachers in obtaining their certification. The School Operations Administrator (SOA), in conjunction with Aventura Charter High School's leadership team (principal and assistant principal), oversees and monitors teacher certifications and maintains copies of current certifications for each teacher at the school. CSUSA's Human Resources department also partners with the SOA and school leadership team to ensure that certifications remain current. Teachers who do not possess current certification are designated Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 99 as a long-term substitute until their certification becomes current. It is the responsibility of CSUSA to ensure teachers meet the requirements prior to employment and to ensure any conditional requirements are met by the educator within the required timeline. Temporary (non-renewable) certificates and 5-year renewable requirements are actively monitored for compliance by CSUSA. Most professional development is conducted internally by lead teachers, CRTs, and CSs in the form of data chats and QUEST visits. Please see Section 13 for more information regarding professional development. Employees participate in a mandatory human resource orientation geared to familiarize new employees with the school, company history, vision and mission, and key areas of the employee handbook. The first 90 days of employment are considered an orientation period, and during this period new teachers go through an induction program. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 100 Section 12: Human Resources and Employment A. Explain the relationship that will exist between the school and its employees. Discuss the school's tentative plan regarding use of employment contracts. If the school will use contracts, explain the nature and purpose of the contracts. As allowed in § 1002.33(12)(i), Fla. Stat., Aventura Charter High School will operate as a private employer and will reflect an employment practice that will seek to mirror the diversity of the community and student population. Employees will be considered "at-will" and as such, will not enter into any type of employment contract. B. Provide the performance evaluation or a general outline of the performance evaluation plan, for administrators and instructional personnel. Teacher Evaluation System (TES) The purpose of the TES is to increase student learning growth by improving the quality of instructional, administrative, and supervisory services. The TES includes Student Academic Performance Measures (40%), the Teacher Feedback and Evaluation Tool (TFET) (35%), and the Deliberate Practice Plan (DPP) (25%). All teacher evaluations are conducted by the school leadership team. Student Performance Measures For the term of 2015-2018, student academic performance is determined by the State's Value Added Model (VAM), based on students' prior performance on the FSA. Including students who met Surveys 2 and 3, Aventura Charter High School will utilize all available 3-year aggregate teacher VAM scores and the assigned quality points of 4 (Highly effective), 3 (Effective), 2 (Developing/Needs Improvement), or 1 (Unsatisfactory) to all classroom teachers of students for courses assessed by statewide, standardized assessments, including those assigned to a combination of state-assessed and non- state-assessed courses. For instructors that do not have a state-provided VAM score, historical student growth on nationally normed assessments will be utilized (Northwest Evaluation Association's Measures of Academic Progress—NWEA MAP)8. The Teacher Feedback Evaluation Tool The TFET is first organized by the strategies and behaviors observed inside and outside of the classroom. Additionally, it is aligned to CSUSA's 5 strategic priority areas – 1. Student Success, 2. Maximized Resources, 3. World-Class Team and Culture, 4. Customer-Focused Operational Excellence, and 5. Development and Innovation – which reflect a balanced approach to quality and continuous improvement based on Robert S. Kaplan and David Norton's The Balanced Scorecard(1996). In its entirety, the TFET will be used as an annual evaluative assessment of a fulltime instructional staff member's classroom and non- classroom performance and constitute 35%of the final summative evaluation. The TFET is also chunked into smaller, non-evaluative segments to be used throughout the year to provide ongoing instructor feedback. 8 When MAP growth norms are not available, improvement in student achievement will be used (mean percentile improvements from fall to spring). If NWEA data is not available for a teacher, the school leader will determine the most appropriate measure of student growth relative to the teacher's curriculum and instruction. ,,,,,.Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 101 Deliberate Practice Plan All teachers identify 3 TFET indicators to focus on and develop throughout the year. Each selected element becomes a goal in the teacher's DPP. The DPP is created, reviewed, and monitored collaboratively with the leadership team. The leadership team evaluates growth on each of the three goals. The annual baseline values are determined by the prior year TFET score, or mid-year TFET in the case of a new teacher. TES Evaluation Criteria The TES evaluation criteria is based on three years(when available)of student academic growth and current year instructional practice. The TFET and DPP comprise the Instructional Practice component. Final Evaluation Weighting The metrics used to determine the final TES rating, along with each metric's weight in the final rating, are as follows: • Student Academic Performance: o Student Performance Measure: 40% • Instructional Practice: o TFET Score: 35% o DPP Score: 25% Leader Evaluation System The Leader Evaluation System (LES) is used for all school administrators and is based on sound educational principles and contemporary research in effective educational practices. The LES contains three components:the Student Performance Measure(40%),the Leader Performance Evaluation (LPE)instrument (35%), and the Leader Growth Plan score (25%). Evaluations of administrators are conducted by the school leader, and the school leader is evaluated by the regional director of education. Performance of Students The LES bases 40 percent of the final evaluation rating on data and indicators of student academic performance and learning growth assessed annually by statewide standardized assessments. For the term of this plan (2015-2018), Aventura Charter High School will use state-adopted schoolwide VAM, which historically has considered up to three years of school-specific student growth data. CSUSA utilizes up to three years of aggregate school VAM scores and the state assigned quality ratings of 4 (Highly effective), 3 (Effective), 2 (Developing/Needs Improvement), or 1 (Unsatisfactory)for each school administrator. No more than three years of data are used in state VAM estimations. The final VAM scores are weighted by the number of students included in each estimate. At this time, the state has approved the FCAT/FSA VAM as well as the grade 9 Algebra VAM. Leader Performance Evaluation (LPE) The LPE is the first part of the instructional practice component and accounts for 35 percent of the LES. The LPE instrument is based on the research of Robert J. Marzano and clearly connects to the Florida Principal Leadership Standards and the standards of the National Association of Elementary School Principals. The LPE is designed to draw on and incorporate educational leadership practices, including the 21 responsibilities of a school leader, the precepts of continuous improvement. These educational best practices are the foundation for the 119 elements within the LPE that measure administrator proficiency on the host of skills Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 102 and tasks necessary to lead a school, its faculty, and students. The LPE's domains (CSUSA's 5 strategic priorities) are aligned to the domains of the Florida Principal Leadership Standards as follows: • Student Success: An unwavering focus on implementing CSUSA's research-based Education Model based on Marzano's research. o Domain 1: Student Achievement o Domain 2: Instructional Leadership o Domain 4: Professional and Ethical Behavior • World-Class Team and Culture: The intangible quality that inspires team members to volunteer their best every day, commits to their professional growth, and maximizes their effectiveness to increase student learning. It is also the component that supports team members in finding satisfaction and meaning in their work. o Domain 2: Instructional Leadership o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior • Maximized Resources: A commitment to sound business practices to ensure financial viability and the ability of Aventura Charter High School to invest in educational programs and resources to increase student learning growth. o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior • Development and Innovation: The unique challenges of a charter school to create and meet enrollment demands, which form the basis for Aventura Charter High School's financial health. o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior • Customer-Focused Operational Excellence: The schoolwide efforts to ensure a safe and orderly environment and the secure maintenance of student records. o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior Additionally, the LPE complies with statutory requirements of performance measures that emphasize recruiting and retaining effective teachers, improving effectiveness of teachers, removing ineffective teachers, improvement in the percentage of instructional personnel rated as highly effective and effective, and the appropriate use of evaluation criteria. Leader Growth Plan (LGP) The LGP score is the final element in the instructional practice component of the LES and accounts for 25 percent of the final rating. The LGP will be created, reviewed, and monitored in collaboration with the leader's regional director of education. All leaders will identify priority area-aligned LPE indicators to focus on and develop throughout the year. Each selected indicator will become a goal in the leader's growth plan. School leaders must set at least one goal aligned to enrollment and one to student success. Additional goals must be aligned to the leader's previous performance evaluation. If a prior score is not available, the regional director will determine the current/baseline rating. The school leader and regional director evaluate the year- long growth on each of the leader's goals. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 103 LES Evaluation Criteria The LES evaluation criteria will be based on three years (when available) of student academic growth, and current year instructional leadership. The LPE and LGP comprise the instructional leadership component. The metrics used to determine the final TES rating, along with each metric's weight in the final rating, are as follows: • Student Academic Performance: o Student Performance Measure: 40% • Instructional Leadership: o Leader Performance Evaluation (LPE) Score: 35% o Leader Growth Plan (LGP) Score: 25% C. Provide the compensation structure for all employees. How will compensation and other components factor into the staff retention plan? Table 12.1 Teachers'Starting PT Average Salary=$45,000 Min Mid Max $43,500 $45,000 $46,500 *Starting salary does not reflect merit increases,extra allocations,and schoollindividual bonuses.Baseline minimum salary Performance-based Compensation Research supports the notion that employees are motivated through achievement and growth. Research has validated that school employees believe it is very important to be eligible for pay differentiation based on performance. Moreover, studies indicate that not only does this contribute to the retention of high-quality staff, but also positively impacts student achievement. Principal and teacher performance evaluations comply with Florida's Student Success Act. Consequently, Aventura Charter High School will have a performance- based compensation plan that includes the following: • Performance bonuses for administration based on pre-determined goals. • Participation in various state-approved trainings or programs to provide incentive bonuses for teachers based on student achievement. • Schoolwide performance incentive goal provided to faculty and staff that achieves predetermined schoolwide goals such as student growth measures. As allowed in § 1002.33(12)(i), Fla. Stat., Aventura Charter High School will operate as a private employer and use an employment practice that seeks to mirror the diversity of the community and student population. The governing board believes that it is in the best interest of both Aventura Charter High School and its employees to fairly compensate its workforce for the value of the work provided, and the compensation system is structured in a way that rewards high performers based on criteria linked to student achievement. The school establishes budget criteria, incentives, and other motivating factors that attract, reward, and retain Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 104 the best employees. When determining an employee's starting salary, several factors are considered, including but not limited to: • Base pay • Years of experience the candidate brings with him/her • Higher education degree of a Masters or Ph.D. • Critical shortage area: science, math, etc. (as needed) Aventura Charter High School uses a salary worksheet to calculate starting salaries in a fair and consistent manner. Aventura Charter High School fully understands that differentiated pay is required according to the Student Success Act and each teacher's actual compensation will be based on merit pay. Once the starting salary is determined, the employee receives increases depending on how well he/she performs. Increases are assessed annually based on local market analysis, cost of living adjustments, budget, and other factors that might justify adjusting the increase amount. The above does not include additional bonus opportunities that teachers are eligible for through school and goal achievement. CSUSA works hard to provide performance incentives to supplement base pay and to reward high-performing staff. Each year, a percentage increase is built into the budget for merit increases as funding allows. The proposed budget includes a Performance Assessment Pool that will be utilized for merit increases. Incentive strategies include, but are not limited to: • Merit increases: Merit increases are built into the budget and awarded based on performance on formal evaluations. In many cases, this allows high-performing staff to meet or exceed what they might earn in the district. Merit increases are awarded in conjunction with CSUSA's annual performance evaluation period in August. • Recognition Programs: CSUSA provides network-wide recognitions such as Teacher of the Year, New Teacher of the Year, Team Member of the Year, and New American Hero. These are awarded at an individual level and to overall winners. The recognition is accompanied by a cash award. D. Outline the school's procedures for hiring and dismissing school personnel, including conducting criminal background checks. A comprehensive criminal history background check will be conducted for each applicant. CSUSA also asks legal questions on its employment application in relation to criminal convictions, probation, pleadings, and pending disciplinary actions. If a candidate misrepresents information, CSUSA reserves the right to end the hiring process or employment relationship. Upon selection, education credentials are verified by CSUSA. The verification process includes checking for clearance of disciplinary actions against education credentials. All employees are fingerprinted and have background checks conducted as required by§ 1012.56, Fla. Stat.Aventura Charter High School will contract with the district to process fingerprinting and background checks. The support staff will include cafeteria staff, custodians, paraprofessionals, administrative assistants, substitute teachers, and others approved to support the school's programs.All support staff will be required to be fingerprinted and have background checks prior to employment. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 105 Processes are in place to ensure hiring is consistent with all state and federal law, and that it supports Aventura Charter High school's budget. Approval processes that include school requirements, human resources consistency, and financial accountability will be followed. If the candidate successfully completes the pre-employment requirements and meets all the desired qualifications, an offer of employment will be extended. Aventura Charter High School will be an equal opportunity employer and will not unlawfully discriminate in its employment practices. The hiring policy is designed to offer an equal employment opportunity to all qualified employees. Aventura Charter High School's hiring policies will comply with all federal and state laws, including Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of 1973, Fair Labor Standards Act, Equal Pay for Equal Work Act of 1963, Age Discrimination Act of 1963, Title VI and VI I of the Civil Rights Act of 1964, Age Discrimination Act of 1967, Occupation and Health Act of 1970, Patsy T. Mink Equal Opportunity in Education Act, Vietnam Era and Special Disabled Veterans Readjustment Assistance of 1974, Worker's Compensation and Unemployment Compensation, and any other applicable amendments to these laws. Upon acceptance of the offer, a New-Hire Packet is presented to the new employee. The packet includes the required human resources and payroll forms, such as I-9 (to be completed within 3 days of employment), W- 2, Employee Handbook and acknowledgement page, and information related to company benefits. Employees participate in a mandatory Human Resource Orientation geared to familiarize new employees with Aventura Charter High School, its history, vision, and mission; CSUSA's history; and other key areas of the Employee Handbook (please see Attachment R for the Employee Handbook). The first 90 days of employment are considered an introductory period, and during this period new teachers participate in the New Teacher Induction Program. Since all employees will be considered "at-will," employees may resign without reason and/or notice and CSUSA may terminate employment without cause and without notice. Aventura Charter High School will comply with § 1002.33(9)(k)4, Fla. Stat. by providing descriptive information about the school's personnel, including salary and benefit levels of employees, the proportion of instructional personnel who hold professional or temporary certificates, and the proportion of instructional personnel teaching in-field or out-of-field to the authorizer. The minimum and preferred qualifications for each position applicable at Aventura Charter High School will also be available for review. Qualification information will include: degree(s) held, past teaching experience, certification, years of experience, and any other relevant information. E. If personnel policies have been developed, include as Attachment R. The CSUSA Employee Handbook is included as Attachment R. F. Explain how the governing board and school leadership would handle unsatisfactory leadership, teacher, or staff performance, as well as leadership or teacher turnover. Aventura Charter High School's academic progress and success will be evaluated as a whole by the governing board via financial and academic reports. The governing board will collaborate with CSUSA to determine if personnel actions need to be taken if the governing board feels that deficiencies in instructional Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 106 or administrative staff are the cause of any perceived shortfalls, especially with regard to the principal. If the governing board feels that Aventura Charter High School's inability to meet financial or academic performance goals is directly related to inadequate school leadership, the governing board can advocate for the termination of the principal. In instances of teacher turnover, CSUSA will hire daily or permanent substitute teachers to compensate for the loss of staff until permanent certified teachers are hired to fill the positions. In addition, CSUSA will keep a pool of approved teacher applicants to expedite the hiring process for cases of unexpected teacher turnover. In instances of leadership turnover, CSUSA will make all attempts to hire a replacement from within the CSUSA network. If a suitable replacement cannot be found internally, CSUSA can draw from a pool of approved candidates that have completed the Leadership Assessment Center, which is the process used to select school leaders. Details regarding the Leadership Assessment Center are included in Section 11. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 107 Section 13: Professional Development A. Describe the school's professional development (PD) expectations and opportunities for administrators and instructional personnel. Professional development(PD) consists of learning opportunities provided to improve professional practices. PD requires intensive and collaborative work toward learning goals, ideally leading to than evaluation of applying newfound knowledge. A model of continuous growth and improvement drives the governing board and CSUSA to strive for teachers and administrators continuously reflecting on and improving their craft. To ensure that teachers and administrators are using the most current research-based practices, Aventura Charter High School is supported through ongoing professional development to improve student learning and academic achievement. Professional development is overseen by the principal, working in conjunction with the CSUSA high school programming manager for planning, and the school-based curriculum resource teacher and CSUSA curriculum specialist for implementation. In compliance with educator certification requirements, all professional development opportunities are aligned with Florida's Educator Accomplished Practices. The regional director oversees professional development for the principal, as described further in this section. Even experienced teachers confront great challenges each year. These challenges include changes in subject content, new instructional methods, advances in technology, changes in laws and procedures, and student learning needs. Professional development will be a strategic tool for Aventura Charter High School's continued growth, productivity, and ability to attract and retain valuable employees. Supporting teachers in becoming classroom innovators and leaders in 21St century learning directly supports the school's mission and adds value to the greater school community and teaching profession. In support of this goal, the school will develop and implement short-term plans based on specific projects; long-term plans for the organization; career development plans for the employee; and skill-building for immediate improvement in employee performance in areas of deficiency. Professional development will be delivered through the FLDOE, Just Read, Florida!, foundations, the district, textbook and publishing companies, and CSUSA. Additionally, efforts will be made to partner or work with colleges and universities for professional development opportunities, teacher internships, and/or educational research. The Center for Public Education (2013) concluded that effective professional development should focus on practices that grow teacher ability to develop students' critical thinking and problem-solving skills, and affirmed the following research-based best practices in providing professional development: • Allow time for teachers to grapple with new learning and plan ongoing PD of sufficient duration. • During the PD implementation phase, provide support that specifically addresses teacher-identified challenges. • Ensure the first exposure to new learning is active and engaging. • Use modeling as an effective way to introduce a new concept. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 108 • Ground PD in teacher disciplines, rather than a generic approach,to create relevant and meaningful learning experiences. During the school year, needs and opportunities for staff training are identified according to analysis of student performance data, administrator and CRT observations, QUEST visit data, and teacher requests. Aventura Charter High School will design or select professional development programs based on the school's needs with input from administrators and staff, and in accordance with the best practices outlined above. Professional development will be held in various formats including consultation, modeling, coaching, learning communities, observation and feedback, lesson studies, mentoring, content training sessions, reflective collaboration, and technical assistance. Sessions may be led by mentor or lead teachers, administration, school-based CRT, the high school programming manager, regional CS, or outside experts. The daily school schedule is designed to accommodate common grade and academy team collaborative planning periods. For example, academy teachers across disciplines will have a common planning period devoted to instructional planning and to discuss student progress and brainstorm ways to capitalize on identified student strengths. See Attachment B for sample daily schedules. One schoolwide meeting per month is devoted to topics associated with Professional Standards. This time is also used for targeted professional development sessions based on specific needs identified through professional learning communities and monthly data chats. The sample school calendar submitted as Attachment B identifies the specific days throughout the school year that are planned for professional development. Table 13.1 below shows a sampling of professional development that will be available.Aventura Charter High School may also participate in district offerings for professional development as needed. Table 13.1 School PD Plan • CSUSA Core Fundamentals Aventura Charter High School's Professional Development plan will be developed . Curriculum Maps—Understanding the prior to the start of the school year and periodically monitored and revised.The PD GVC Plan is tiered to meet teacher and student need based on data in addition to CSUSA . Lesson Planning &Delivery required PD. PD is regular and ongoing and aligned to the sixteen core . Balanced Assessment System fundamentals that support effective implementation of the Education Model. . Schoolwide Behavior Plan • Instructional Focus Plans New Teacher Induction(NTI) . Instructional Software Two-week seminar that includes training on the CSUSA Education Model, CSUSA . Grading core fundamentals that impact School Climate, Curriculum & Instruction, and Data . Personalized Learning Plans Literacy, as well as instructional methods for addressing social emotional learning , Social Emotional Learning and 21st century skills,among other topics. . Differentiated Instruction—Extending New Teacher Onboarding(After NTI) student learning and closing gaps Aventura Charter High School leadership will develop a plan for transitioning new • Expectations and Procedures teachers have the start of the school year. The school leader will work with the • Innovations—Integrating technology curriculum specialist to schedule mid-year NTI for teachers hired prior to winter • Cross-Curricular Instruction break. • Explicit Vocabulary Instruction • Data Analysis for Data Chats Returning Teacher Orientation • Targeted/Differentiated Instruction A minimum five-day seminar that includes training on new school initiatives,safety • Writing Strategies Across Subjects and procedural protocols,curriculum,and other pertinent information for the school . Action Steps and Monitoring year. Effectiveness • Student Engagement Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 109 0 1111111111111111117=11 -ROM Teacher Learning Community(TLC) • Incorporating Test Specifications TLCs support teachers throughout the year by focusing on research-based teaching • Student-to-Student Interaction methods. A designated school-based employee ensures compliance with • Reading:A Core Skill state/district requirements and the school leader determines the process for • Standards-Based Centers monitoring attendance and assessing content mastery. CSUSA provides PD topics . Critical Thinking Strategies and resources that may be used to satisfy requirements. PD is provided for teachers . Investigating Thinking in Math who are new to teaching and/or new to the network. • Maximizing Instructional Minutes Curriculum Resource Teacher Bootcamp and Cadre • English for Speakers of Other Languages Regulations and CRTs from the CSUSA network meet with the regional CS team in the summer to Procedures prepare for teacher coaching and support in implementing the core fundamentals Exceptional Student Education and increasing student achievement throughout the school year. CRTs then meet Regulations and Procedures once a month to discuss innovative classroom strategies that support student Research-Based Innovative achievement,as well as to monitor the success of past strategies, in order to share and implement the most effective strategies within their schools. Each year, the Learning Methods focus of the Curriculum Cadre will change to meet Aventura Charter High School's • Content-based Professional current educational needs. Development • Restorative Practices Professional Learning Community(PLC) PLCs provide all teachers with research-based professional development based on school improvement goals. Teachers meet regularly by grade-level teams to analyze student data, design units, and create accompanying lessons. Based on administrative walk-throughs, QUEST visit feedback, and student performance, teachers are provided with specific, differentiated professional development from mentor teachers,administration, CSs,or CRTs. Core Fundamental Plan New schools expand upon the sixteen core fundamentals throughout the first semester with PD provided by members of CSUSA's Education Team. Aventura Charter High School leaders will work with the high school programming manager and curriculum specialist to outline the sequence of the PD topics throughout the first 18 weeks. Quality Education for Students and Teachers (QUEST) A unique advantage of being a part of the CSUSA network of schools is having the opportunity to participate in the QUEST process. The purpose of periodic QUEST visits is to support Aventura Charter High School teachers with the implementation and monitoring of recommended actions from What Works in Schools and The New Art and Science of Teaching. This non-evaluative tool allows teachers to receive feedback from a qualified CSUSA colleague who teaches or has taught that specific grade level or subject area. This helps foster relationship building among colleagues outside of Aventura Charter High School and encourages an exchange of resources and professional dialogue. After visiting all classrooms, the QUEST Team reflects on their day and reviews the data collected. Recommendations and commendations, derived from trends in the data, are then shared. Based on the recommendations and commendations, the leadership team may refine its professional development plan. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 4FWAI 110 Leading Edge Program The Leading Edge program provides an opportunity to pursue advancement and is offered to the top percentile of staff within CSUSA-managed schools. Employees are made aware of the program during orientation to ensure understanding of the career paths available and increase meaningful participation in professional development and training sessions designed to prepare them for future roles such as CRT, curriculum specialist, dean, assistant principal, or principal. The governing board and CSUSA value promoting top talent within the network to maintain fidelity of the Education Model and support the mission of Aventura Charter High School and are excited to grow talent at all levels from within for both formal and informal leadership roles. School Surveys Aventura Charter High School's plan for identifying professional development needs and gathering staff input, includes the use of surveys and ongoing collection of feedback through regularly scheduled PLCs and data chats. At the beginning and end of the school year, administrators and faculty will complete a professional development needs survey.Additionally, in fall and spring all staff are asked to complete a satisfaction survey which includes information on current learning programs, resources, workforce engagement, professional development, and more. Throughout the year, teachers can voice their opinions on resources and professional development to ensure that student needs are addressed, in particular during CRT facilitated PLCs and administrator facilitated data chats. This combined information from surveys and teacher feedback, helps shape and evaluate the professional development plan for effectiveness. The professional development schedule is created upon completion of data and needs assessment analysis. If analyzing different sources of student and teacher data throughout the year presents a need for additional professional development, the schedule is revised to include in-service to meet those training needs. New Teacher Induction (NTI)/Returning Teacher Orientation (RTO) Aventura Charter High School will be responsible for conducting a formal orientation in the summer prior to the beginning of the school year. The program is provided and supported by CSUSA's education team. CRTs attend summer training boot camp sessions each year, facilitated by regional curriculum specialists, to provide training on how to deliver trainings. In year one, NTI/RTO will be conducted over fifteen days (10 days for NTI and 5 days for RTO) and include all teachers, including teachers who are new to the CSUSA network and experienced teachers. Teachers will first receive comprehensive training that ensures understanding of the Education Model and core fundamentals, prior to receiving training that includes reviewing the works The New Art and Science of Teaching and What Works in Schools, classroom management, curriculum mapping, lesson planning, differentiated instruction, formative and summative assessments, grading philosophy, tracking progress, the code of ethics, exceptional student education, and much more. NTI/RTO is modified annually after year one based upon the needs of Aventura Charter High School and to reflect new strategies and innovations in effective teacher preparation. The governing board acts as the monitor for this program, which is provided by CSUSA. Principals' Institute CSUSA provides principals with their own professional development institutes each summer to best prepare for the upcoming year. Principals within the network are provided with a four-day Principals' Institute (PI) Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 111 where leaders of CSUSA schools develop professional networks, share best practices, and calibrate understanding of regulations. Additionally, the event serves to celebrate successes, drive planning for the upcoming school year, and motivate school leader accountability. PI sessions prepare the leaders with key initiatives to increase student achievement and allow for regional planning. Leaders who are new to the CSUSA network will also benefit from New Principals' Institute (NPI), which provides an introductory training on school and network systems, expectations, and programs. Post NPI and PI, monthly support occurs for principals and assistant principals throughout the school year and is overseen by regional directors. In addition, any principal or assistant principal needing extra support in order to be effective in their schools will be given increased professional development to continue to impact student achievement with positive results. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 112 Section 14: Student Recruitment and Enrollment A. Describe the plan for recruiting students. Understanding that Aventura Charter High School will be a"school of choice"and open to all eligible students in the state of Florida, the governing board recognizes the importance of marketing and recruiting to parents and students of Miami-Dade County, specifically the City of Aventura. Aventura Charter High School will comply with the Controlled Open Enrollment statute (F.S. 1002.31(2)(a)), which allows a parent from any school district in the state whose child is not subject to a current expulsion or suspension to enroll his or her child in and transport his or her child to Aventura Charter High School, as long as the school has not reached capacity. However, the school will include an enrollment preference for students whose parents are residents of the City of Aventura, and we anticipate that the majority or all of the student population will consist of Aventura residents. Although students may enroll from any district in the state, marketing to residents in Miami-Dade County, and specifically the City of Aventura, is the primary focus. In order to ensure strong demand and create a "wait- list" applicant pool, marketing will be done for all appropriate populations (i.e. geographic area, age). Applicants will be tracked and ordered appropriately utilizing CSUSA's application management system. This tool provides ongoing tracking of applicant information and volume. CSUSA will conduct a 3-phase marketing campaign for Aventura Charter High School, which includes Identification, Awareness, and Recruitment. The efforts of this campaign will help the school achieve enrollment capacity. Phase I: Identification First, CSUSA will identify the anticipated population as outlined in the charter contract. Second, CSUSA will identify the anticipated recruitment area based on a thorough analysis and compliance with the charter contract. Some of the indicators to identify a recruitment area include: • Community demographics • Local school capacity • Local school academic performance • Performing scientific surveys for interest areas (e.g. programs, transportation, etc.) Phase II: Awareness CSUSA will conduct a broad marketing campaign to educate parents throughout the identified areas and publicize information in the community about the charter school movement, more specifically, the opportunities and benefits available at Aventura Charter High School. Publications and media clips are produced as needed to match the demographics of the community. These efforts may include, but are not be limited to: • A school website accessible via the Internet with email options • Distribution of brochures and flyers about Aventura Charter High School and the programs offered • Information session for parents and local organizations • Social media and digital marketing campaigns • Local print media Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 113 • Grassroots marketing efforts Phase III: Recruitment Student recruiting will continue until Aventura Charter High School is fully enrolled. In addition to the above marketing efforts, CSUSA will also deploy additional marketing support as needed. These efforts may include, but are not limited to: • Targeted email campaigns • Presentations/information sessions to the local community, neighborhood clubs, libraries, and other organizations • Display signs and flyers throughout the immediate and surrounding communities • Participation in targeted community events • Appropriate sponsorships of community activities Marketing strategies to market Aventura Charter High School's"hard-to-reach" populations may include, but not limited to: • Production of marketing materials in multiple languages • Availability of bilingual staff to answer questions • Online enrollment applications in multiple languages on Aventura Charter High School's website • Radio public service announcements in multiple languages • Posting of information (in appropriate languages for the community) in local public areas (i.e., libraries, grocery stores, YMCA, centers, etc.) • Advertising in magazines and newspapers, including free community publications • Distribution of information to local businesses' human resources departments • Advertise Open House Information Sessions in a variety of locations and languages throughout the community Aventura Charter High School's enrollment team will make every effort to allow those with limited technology or internet access to submit applications by offering the ability to utilize the resources available at the school. If they cannot travel to the school, they will have the option to call the school and allow a staff member to complete an application on their behalf. In addition, students with disabilities and students served in ESOL programs have an equal opportunity of being selected for enrollment in Aventura Charter High School per § 1002.33(10)(f), Fla. Stat. Aventura Charter High School's enrollment application will not request information regarding disability status or academic performance. Furthermore, the school's marketing materials will reflect that it is a "tuition-free" public charter school and that it serves students with "exceptional ities," "disabilities," and "limited English proficiency." Please see Attachment S for a sample enrollment application. B. Explain how the school will achieve a racial/ethnic balance reflective of the community. Aventura Charter High School is committed to enrolling a diverse student population and will abide by the provisions in the Florida Educational Equity Act, § 1000.05(2)(a), Fla. Stat., and Florida Statutes that forbid Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 114 discrimination on the basis of race, national origin, gender, marital status, ethnicity, or disability. The lottery process, if necessary, is entirely random and nondiscriminatory. In compliance with § 1002.33(7)(a)8, Fla. Stat., Aventura Charter High School will endeavor to achieve racial/ethnic balance through the comprehensive marketing plan. In order to achieve a racial/ethnic balance reflective of the community it serves or within the racial/ethnic range of other public schools in the district, Aventura Charter High School will focus its efforts on recruiting students within a 15-mile radius of the school. This effort includes marketing to underrepresented populations with direct mail, community postings, public service announcements, and the availability of bilingual staff. However, due to Aventura Charter High School's compliance with § 1002.31(2)(a), Fla. Stat. (which states that students are eligible to attend any public school in the state of Florida subject to maximum class size requirements, capacity, and other specified provisions), the student population may consist of children that are from outside Miami-Dade County, which would impact the school population's alignment to the racial/ethnic balance of the community. C. Describe the school's proposed enrollment policies and procedures. Provide proposed enrollment application as Attachment S. Aventura Charter High School will admit students of any race, color, nationality and ethnic origin, religion, sexual orientation, or gender. Pursuant to § 1002.33(10)(b), Fla. Stat., Aventura Charter High School will enroll an eligible student who submits a timely application unless the number of applications exceed the capacity of a program, class, grade level, or building. In such cases, all applicants who submit an application by the enrollment deadline will have an equal chance of being admitted through a random selection process. In addition, all applicants will need to submit the required documentation listed in the Student Progression Plan, which is included as Attachment E. Enrollment also follows§ 1002.33(7)(a)8, Fla. Stat., which includes enrolling students according to racial/ethnic balance provisions. However, Aventura Charter High School will comply with the Controlled Open Enrollment statute (F.S. 1002.31(2)(a)), which allows a parent from any school district in the state whose child is not subject to a current expulsion or suspension to enroll his or her child in and transport his or her child to the school, as long as the school has not reached capacity. In accordance with § 1002.33(10)(d), Fla. Stat., Aventura Charter High School may give enrollment preference to the following populations: • Students who are the children of an active-duty member of any branch of the US Armed Forces. • Students who are siblings of a student enrolled in Aventura Charter High School. If siblings apply together and one sibling receives an offer, the other sibling will also receive an offer as long as there is room in their grade level. If there is no room in the sibling's grade level, they will be given preference on the waiting list. Sibling is defined as individuals who share both guardianship and residency. • Students who reside in the City of Aventura. • Students who reside in Miami-Dade County. • Students who are the children of a CSUSA employee that is employed at Aventura Charter High School. All preference categories are published prior to conducting the lottery, and applicants entitled to receive a placement preference are identified prior to the lottery. Preferences granted are subject to review and Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 115 verification, and Aventura Charter High School reserves the right to rescind acceptance offers if the preference status is not verified or validated. Siblings who are applying for the first time receive preference only after one of the siblings has been selected in the lottery and accepts their offered seat. Student applications are made available online through the enrollment management system (accessible on Aventura Charter High School's website). The enrollment management system accepts student applications and monitors the number of applications submitted for each grade level. The enrollment management system manages all aspects of the enrollment process, including online applications, application verification, sibling applicant record linking, admission preference management, manual and computerized lottery options, wait- list management, data exports, and statistical reporting. Parents with limited technology or internet access will be given the opportunity to use the resources available at Aventura Charter High School to submit an application. If they cannot travel to Aventura Charter High School, they will have the option to call the school and allow a staff member to assist them with completing an application. Upon submission of an application, the applicant's age, sibling linking (if applicable), and preferences are verified. At each phase of the admission process, the appropriate correspondence is generated and communicated to each applicant either via email, phone, or mail if necessary. The data is monitored and reports are created to determine the need for a lottery, waitlists, and letters of acceptance. If at the end of the open enrollment period there is an over subscription for any grade level, a lottery is conducted. The number of seats available is determined by the capacity minus the number of students who re-commit. This is in compliance with § 1002.33(10)(b), Fla. Stat. The lottery is system generated and will be conducted for all grades in which the number of applicants exceed the number of available seats. Once all open seats have been randomly filled, the remaining applicants are placed on the waitlist in order of the lottery results and in accordance with assigned preferences. All offers of enrollment are made in the order of the lottery results and the established waitlist. Offers are not made to a student who is not properly entitled to the next available seat. Applicants who submit an application after the enrollment deadline are placed on the waitlist in order of preference and submission date. If an accepted applicant decides not to attend Aventura Charter High School, the slot is given to the first eligible applicant on the waiting list. All accepted applicants are provided with registration requirements. Documentation required by Miami-Dade County Public Schools will be collected for review and verification. In the event that an applicant was not included in the lottery but should have been, an adjustment will be made in placement on the waitlist or an offer of an enrollment. In the event an applicant was offered a seat in the lottery and provided incorrect information that led to a selection, the applicant's offer is rescinded and the applicant is placed on the waitlist according to the lottery pool number. Application submissions are accepted on an ongoing basis and a confirmation of the submission is sent to parents within 24 hours. Communication with prospective students is generated as appropriate. In addition, Aventura Charter High School will conduct entrance interviews with students after enrollment and registration is completed, details of which are available in Section 3. The tentative timetable below is used for registering and admitting students, including a plan for the admission lottery if the number of applicants exceeds the program capacity. A sample application can be found in Attachment S. Table 14.1 shows a proposed enrollment schedule timeline. Table 14.1 Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 116 Open Enrollment August 208—October 2018 Application Verification August 2018—October 2018 Notification of Lottery October 2018 Lottery October 2018 Registration October 2018—Ongoing r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 4FWAI 117 Section 15: Parent and Community Involvement A. Briefly explain the general plan to engage parents in the life of the school as well as plans for regular communication with parents about school matters. To further Aventura Charter High School's mission and purpose, active parental participation will be required. Active parental participation is essential to the delivery of our educational goals and is key to the success of the overall program. Parents will be required to volunteer a minimum of 20 hours per school year. When two or more children from the same family are enrolled, parents will be asked to volunteer a total of 30 hours per school year. The principal or other designee verifies the completion of the hours and credit is applied to the family's account. At the time of recommitment(usually January)for the following school year, parents are sent a letter notifying them of their progress toward completion of their volunteer hours. Parents are provided with numerous volunteer opportunities which can be completed at school or at their home, thereby alleviating any possible hardship that may be created for parents that may not be able to complete volunteer hours at Aventura Charter High School. Many opportunities are provided to families that have a limited schedule and school personnel will work closely with each family to design volunteer opportunities that meet their needs. Parental participation in Aventura Charter High School's operations and governance will be fostered by a parent's obligation between the parent, student, and the school. Parental involvement is a combination of commitment and active participation on the part of the parent to the school and to the student. A School Advisory Board and EESAC will be established to provide an opportunity for parent and community input that can be used in the development of new school programs. The School Advisory Board and EESAC will include parents of enrolled students in their memberships and will provide input for fundraising, volunteering, and operations. Annual surveys will be distributed to parents to receive input for Aventura Charter High School's improvement and satisfaction. The student information system supports continual and meaningful parental involvement in each student's education. Parents have real-time access to their child's gradebook to monitor progress in class. Daily communication with the teacher is encouraged through use of the agenda book in which students track homework assignments for each day and messages are sent home. Aventura Charter High School will also implement the use of Edmodo, which is a closed, private learning network that allows teachers, students, parents, and the greater school community to share information, ideas, reminders, and opportunities to make connections that foster a sense of community outside of the classroom. Edmodo allows students and parents to interact with the classroom teacher and school in a seamless manner that blends social networking tools with traditional school communications tools. Progress reports and report cards are distributed every quarter, and parents are encouraged to schedule conferences to discuss student performance and progress toward mastery of grade-level standards. Aventura Charter High School will offer Curriculum Nights for parents to attend and learn about various educational topics, such as state assessment information or home-reading strategies. We believe that parent involvement in a child's education is crucial for his or her success and will make every effort to keep parents engaged and informed. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 118 Parents will be notified via routine postings regarding the time and place of governing board meetings and will be invited to attend and participate. The principal and CSUSA will be represented at the governing board meetings to discuss all issues pertaining to the management of Aventura Charter High School. Issues discussed will include finance, student achievement, benchmark results, institutional focus, personnel matters, facility issues, and/or ancillary services issues. Parental participation in Aventura Charter High School's operations and governance will be fostered by: • Attendance and participation in governing board and school advisory board meetings that will be open to the public and notification disseminated per Sunshine Law. • Parent/teacher conferences held to provide a forum for open discussion and to build parent/teacher understanding and support. • Semi-annual surveys distributed to parents to receive input for school improvement and satisfaction. • A parental obligation between the parent, student, and Aventura Charter High School. Aventura Charter High School will appoint a parent representative to facilitate parental involvement, provide access to information, assist parents and others with questions and concerns, and help resolve disputes. The parent representative will reside in Miami-Dade County and their contact information will be provided to parents in addition to being posted on the school's website. The governing board will hold at least two meetings per school year in Miami-Dade County with the parent representative present and may hold additional meetings at its discretion. B. Discuss established community resources that will be available to students and parents. Upon approval of this charter application, Aventura Charter High School will work to develop community partnerships that are in the best interest of both the school and the community. These community partnerships will enhance the integration of public entities that are charged with the welfare of our children and increase the quality of services provided at Aventura Charter High School. Examples of the type of partnerships we expect to develop include: • Law Enforcement Agencies • Other Public Safety Entities • Health & Human Services Agencies • Not-for-Profit Organizations with Child Focused Missions • The Aventura Marketing Council • Local Businesses Aventura Charter High School will also have access to the City's Arts & Cultural Center located on NE 1881h Street for preforming arts and other events. In addition, the City is proposing to build a gym on park property that it owns next to the 2-acre school site currently under contract by the City. This facility will accommodate gym classes, athletic clubs, and the school's assembly needs. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 119 C. Provide, as Attachment T, any existing evidence of demand for the school or support from intended community partners, if available. On June 7,2017, The City of Aventura and CSUSA held a community information session in the Commission Chambers with over 100 Aventura residents to provide information about Aventura Charter High School and its proposed educational program.Attendees were also given an opportunity to provide input on the school's mission, vision, and academic offerings. Copies of the flyers distributed prior to the information session have been included in Attachment T. A community petition was also established on the City of Aventura's website, which has garnered over 250 signatures, copies of which are also available in Attachment T. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. WWAI 120 III. BUSINESS PLAN Section 16: Facilities If the site is not yet acquired: A. Explain the school's facility needs, including desired location, size, and layout of space. The Aventura City Commission has entered into an agreement with Gulfstream Park Racing Association, Inc. to purchase two acres of property next to Waterways Park on NE 213th Street. The City is in the planning stages of developing a charter high school that is approximately 50,000 square feet in size with capacity for 800 students on this site. Due to the site limitations, it is anticipated that the facility will be four stories with limited parking. A gymnasium that will located adjacent to the school on property located in Waterways Park will also be included as part of this project. The layout will include adequate resource rooms for enrichment programs, common areas for gathering (lunch, assemblies, etc.), and space for administration. The school site plan will also include appropriate outdoor recreational areas and designated pick-up and drop-off zones. The district shall not be responsible for costs in the areas of facility construction or maintenance. B. Provide an estimate of the costs of the anticipated facility needs and describe how such estimates have been derived. It's estimated that the school and related gym, including FF&E, will cost approximately$12 million: • School Construction: $9,500,000 • FF&E: $500,000 • Gym Construction: $2,000,000 C. Explain the strategy and schedule that will be employed to secure an adequate facility. The City will assume responsibility for acquiring the property and construction of the school facility. The City will utilize its reserve funds and a long-term bank loan to fund capital improvements, including FF&E. A charter school fund for Aventura Charter High School has been established by the City to account for all revenues and expenditures associated with the school. This fund will be utilized to reimburse the City for its annual debt service costs and the startup costs, which will be paid from the City's general fund. The City will contract with a qualified Architecture and Construction Management Company to design and build the Aventura Charter High School facility. It is the City's intention to have firms who specialize in Architecture and Construction Management submit proposals as a team. The City will accept only one proposal from each team. Upon award, the City will enter into separate contracts with the Architect and Construction Manager. The selected Architect and Construction Manager will provide design, construction documents, and construction administration services for the project. The City will close on property by September of 2017. The RFQ to obtain an architect and construction managemanet company was issued by the City prior to application submission. The facility deisign is Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 121 scheduled to be completed by January of 2018. Construction is scheduled to begin in May of 2018. It is anticpipated that the completion of construction and acquisition of the Certificate of Occupancy will be completed by June of 2019. The facility will meet all applicable building codes, including the Americans with Disabilities Accessibility Guidelines for new building construction. The facility will comply with all building codes and standards adopted by the state of Florida. D. Describe the back-up facilities plan. In the rare event that issuance of the Certificate of Occupancy is not delivered in a timely fashion, the governing board will locate short-term alternative facilities options.Any such alternate facility shall be suitable for Aventura Charter High School's use until such time as the primary facility is able to open. The temporary facility would fully meet the programmatic and educational needs of students and staff. In the unfortunate event that an adequate school facility or alternative short-term facility cannot be secured, the governing board will request an additional planning year by January of 2019 to provide time for the facility plan to be carried out, fully ensuring safety and compliance in all areas. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 122 Section 17: Transportation Service Describe the school's plan for transportation to ensure that transportation is not a barrier to equal access for all students residing within a reasonable distance of the school. Aventura Charter High School will provide transportation through an agreement or contract with a district- approved and licensed private provider. The provider will furnish proof that it meets or exceeds all applicable rules and regulations governing student transportation. Aventura Charter High School agrees to provide transportation to students consistent with the requirements of chapter 1006.23, Florida Statutes. Aventura Charter High School may also provide transportation outside of the reasonable distance for students with disabilities as required by the students' IEPs, and at the request of the parent, Aventura Charter High School will also provide transportation pursuant to the McKinney-Vento Homeless Assistance Action (42 U.S.C. Section 11431, et. seq.) for each child of a homeless individual and each homeless youth. Aventura Charter High School and/or CSUSA will work collaboratively with parents and community partners to develop alternative transportation options, such as the City of Aventura shuttle bus (within a 0 — 2 mile radius of the school). The City funds the shuttle bus via allocations in its transportation budget. Two buses have been included in the budget at an average rate of$300 per day per bus for Year 1. A 2% increase has been budgeted each year thereafter. Aventura Charter High School shall receive its portion of categorical funds relating specifically to transportation of students. If necessary, Aventura Charter High School will budget for additional buses to meet the needs of the student population. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 123 Section 18: Food Service Describe the school's plan for food services, including any plans for contracting services or plans to participate in the National School Lunch Program. Explain how the school's food service plan will ensure healthy,well-rounded meals for students. Aventura Charter High School will comply with the Healthy Hunger-Free Kids Act, which requires school cafeterias to meet federal nutrition standards for school lunches and breakfasts. If offered and available, Aventura Charter High School would be willing to pursue a contract with Miami-Dade County Public School's Department of Food and Nutrition to become an additional site under their National School Lunch Program (NSLP) sponsorship. Under this type of agreement,Aventura Charter High School would rely on Miami-Dade County Public School's Department of Food and Nutrition for staffing and resources for their food service program and would not retain any of the NSLP reimbursements or student payments. In the event that the district does not provide vended meals to charter schools, the governing board will appoint a person, usually the NSLP director, to be responsible for completing all necessary NSLP paperwork and/or applications on behalf of Aventura Charter High School in advance of the school year. If for any reason Aventura Charter High School's application for participation in this program is not accepted, then the school will amend its operating budget to reflect the reduction in revenues associated with reimbursement from the NSLP. As required, CSUSA will requests proposals and/or bids for food service. Once a vendor is selected, their contract can be renewed for four additional years. Aventura Charter High School will require vendors to provide a quality unitized meal program that includes all the "components" of a full service operation. The "component meal system"consists of entrees, side dishes, fresh fruits, vegetables, fresh bread, condiments, plastic wear, trays, and liners. In addition to providing these items, the chosen vendor shall also provide the following services to Aventura Charter High School: delivery of all items to the school; menu planning; nutritional analysis; all necessary kitchen equipment (ovens, refrigeration, freezers, milk coolers, etc.); equipment maintenance; commodity utilization; food service training; and marketing and promotions. Prior to the beginning of each school year, training personnel will be sent to Aventura Charter High School to work with the food service staff on how to properly run the food service program, including ordering, inventory, food preparation, serving procedures, and clean up. During the school year, the cafeteria staff will prepare all of the required meal components following the directions provided by the vendor. Depending on the size of Aventura Charter High School's enrollment, there will be up to two serving lines for the students. The serving lines are set up with the point of service station at the end. This set up ensures that the cafeteria personnel can see students are receiving all of the required components to make up a reimbursable meal. Aventura Charter High School will utilize a computerized point of sale system that will track meals and provide a reporting function for accountability and NSLP claiming. All students will be assigned an account number at the beginning of the school year and can add funds to their account either at school or online. Regardless of account balance, no child is ever denied a meal. If a child does not have the funds to purchase a meal, he/she is given a meal which consists of a sandwich, fruit, and milk. At the end of each month, the cafeteria staff will be responsible for sending the monthly historical edit check report to the NSLP director which will be used in the submission of the NSLP reimbursement claim. The facility plan will include a multipurpose room which will mainly be used as a spacious cafeteria. All students will eat meals in the cafeteria. The room will also be used for student gatherings and schoolwide assemblies. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 124 Section 19: School Safety and Security A. Outline the plan for school safety and security for students, staff, the facility, and property. Aventura Charter High School will have a comprehensive safety plan that will be distributed and explained to staff prior to the start of the school year. Colored emergency codes will indicate the level of severity of the emergency and the protocol that must be followed in the event of the emergency. Types of emergencies that will be covered in the plan include bomb threats, weather-related emergencies, fires, intruders, use of firearms/weapons, and others. Emergency drills are practiced with students at the beginning of the year to ensure they understand the seriousness of these emergencies and the actions they must take if one were to happen. Aventura Charter High School will have a dedicated, full-time School Resource Officer (SRO) who will be paid independently of the school's budget by the City of Aventura. The school will also use all available personnel to aid in safety and security, including the hiring of additional security staff if necessary and financially feasible. Every school staff member will have a duty during fire drills and other emergencies. Most teachers will stay with whichever class they have at the moment, but other staff members will have posts that will involve directing students to appropriate locations and making sure all students exit the building (if appropriate in that particular emergency). Day-to-day operations will also include staff member responsibility for ensuring students transition safely to and from classes throughout the day. Each staff member will have a post at arrival and dismissal, and explicit procedures will be developed to ensure those times of the day run smoothly. During the day, staff will be available to monitor the hallways, the cafeteria, outside of bathrooms, and any other necessary areas. In addition, administrators and CRTs will consistently conduct walkthroughs each day to monitor safety within the classroom. A camera system will also be installed to further monitor security. Aventura Charter High School's facility will meet all commercial and life safety codes required for a school. All local and state policies related to health and safety will be met through rigorous oversight of facility maintenance by a CSUSA Facilities Maintenance Supervisor based at the school, with additional oversight from the principal and the CSUSA Facilities Superintendent. Preventative maintenance and inspection calendars will be developed using CSUSA's tools and templates and all facility repair items will be tracked via CSUSA's web-based facility help ticket system. Aventura Charter High School will meet state and federal requirements for student immunization, food inspections, hazardous chemicals, and other health and safety issues. Technology Security is vital in a school environment both for safety and privacy. To accomplish these two goals, CSUSA will employ hardware-, software- and procedural-based security including the following: • Application-aware perimeter security firewall system to protect networks from external threats (Layer 1). • Content filtering to protect students against inappropriate websites (Layer 2). • An Enterprise-wide Anti-Virus security software with constant updates to prevent malicious code to tamper with computing assets (Layer 3). Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 125 • Network intrusion detection software that detects any other threats that may have evaded the other three layers of protection (Layer 4). • SSL encryption on all CSUSA-based Internet services. • WPA2 encryption on all wireless access points. • Individualized accounts with passwords. • Network-based permissions assigned to individuals and/or groups. • Computer- and network-based configurations to minimize alterations that could lead to security compromises and/or loss of functionality. • Limited physical access to network equipment and servers. • HD Security cameras throughout the school with search and playback capabilities. • Visitor screening and pass equipment or services located in the front office. • Strict policies and procedures for accessing accounts and information. Visitors To provide for the safety and security of students, employees, and the facilities, only authorized visitors are allowed inside the school building. Restricting unauthorized visitors helps maintain safety standards; ensures the security of our students, confidential information, and equipment; protects against theft; safeguards employee welfare; and avoids potential distractions and disturbances. The front doors remain locked at all times from the outside. Per the Jessica Lunsford Act, all visitors must have photo identification and will be scanned using the Raptor system. All visitors must enter the office through the reception area, and must check in with the receptionist or front office. Authorized visitors will receive directions or be escorted to their destination. Employees are responsible for the conduct and safety of their visitors. If an unauthorized individual is observed on school premises, employees should immediately direct the individual to the reception area, or if necessary notify their administrator. Compliance with these guidelines gives Aventura Charter High School the ability to provide a safe and orderly learning environment for all students. Operations School operations are conducted in a manner that eliminates or minimizes all potential hazards and avoids accidents involving injury to students, staff, and property. Aventura Charter High School will follow all applicable federal and/or state run occupational safety and health programs. All staff will be charged with personal responsibility for constant adherence to safety procedures and safe practices. To achieve and maintain a safe environment, each staff member must take an active interest in safe work practices and must take responsibility for following any safety rules or recommendations. Student Discipline To ensure that students understand their role in keeping the school safe, each student will receive a copy of the Student Code of Conduct, which will clearly outline the behavior expectations of students. Students who become violent or disruptive will, when safety permits, be removed from other students. If safety does not permit the removal of the student, staff will immediately remove the other students from the area and relocate them to a safe area. The student's parents/guardians will be notified immediately, and when possible, the student will be counseled by school staff. In the event that a student becomes violent, the SRO will immediately be notified and the appropriate disciplinary action shall be taken. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 126 Section 20: Budget A. Provide as Attachment X, an operating budget covering each year of the charter term. The operating budget has been provided as Attachment X, and the Florida charter school revenue estimate worksheet has been provided as Attachment W. B. Provide a start-up budget as Attachment Y. The start-up budget has been provided as Attachment Y. C. If the budget is contingent upon sources of funding beyond those typically provided by local, state, and federal governments provide evidence of such funding as Attachment Z. Attachment Z includes evidence of additional funding sources provided by the City. D. Provide a detailed narrative description of the line-item revenue and expenditure assumptions on which the operating and start-up budget are based. (Will insert once budget is finalized) E. Discuss the school's contingency approach and plan to meet financial needs if anticipated revenues are not received or are lower than estimated. In the event that revenue shortfalls occur due to lower than expected enrollment, a revised budget will be created and submitted to the district. Variable expenses will be adjusted to compensate for the revenue shortfall. For example, staff and associated expenses will be reduced as required comparable to the reduced enrollment. Budgets are revised as necessary to achieve balance and align costs with revenue in a manner that is least disruptive to the learning environment. CSUSA will stand behind Aventura Charter High School to ensure its viability, up to and including reducing its compensation to zero. In addition, Attachment X includes contingency budgets that are calculated using 50% of projected enrollment. F. Explain in detail the year one cash flow contingency plan, in the event that revenue projections are not met (or not met on time). Budget management is a 3-part process that will ensure Aventura Charter High School achieves the desired positive financial results: (1) financial statement preparation, (2) regular review of actual results, (3) continuous forecasting of future results. Conservative assumptions have been made on the financial budget,especially during the first year,to ensure financial health. As part of the mitigation process, the City Manager or his/her designee and CSUSA will r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 4FWAI 127 closely monitor enrollment during the first year to spend appropriately on enrollment-based expenses; particularly compensation, which is the biggest expense in the budget. Alternative outcomes will be contemplated before opening the school to safeguard against potential shortfalls. In situations where expectations are not met, Aventura Charter High School will engage in a mitigation process that entails the reduction of controllable expenses while maintaining the basic necessities for the education of students. In rare, but possible cases, Aventura Charter High School can turn to alternate sources of funding, such as the management company, if absolutely necessary. As budget variances arise and are managed, new forecasts will be developed each month to ensure Aventura Charter High School stays on track financially throughout the year. These forecasts will allow school leadership to make timely management decisions and will be presented to the governing board on at least a quarterly basis to maintain visibility. G. Provide monthly cash flow projections for the school's start-up period through the first year of operation. Aventura Charter High School's start-up budget is included as Attachment Y. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 128 Section 21: Financial Management and Oversight A. Describe who will manage the school's finances and how the school will ensure strong internal controls and compliance with all financial reporting requirements. Aventura Charter High School's financial management and internal accounting controls will be managed by CSUSA. The governing board will oversee the City Manager or his/her designee who will be responsible for ensuring that the terms of the management agreement between CSUSA and the governing board are implemented in accordance with the expectations of the governing board. The City Manager will also oversee the financial aspects of the school, which includes reviewing and approving payment requests on behalf of the school and submitting the annual budget in conjunction with CSUSA to the governing board for their approval. CSUSA will provide monthly financial reports to the City Manager. CSUSA manages the day-to-day accounting and financial reporting function for Aventura Charter High School. There are several layers of oversight internally between employees performing finance-related tasks at Aventura Charter High School and CSUSA's support center. CSUSA's Finance Department consists of several CPAs, including the Chief Financial Officer, Vice President of Finance, Controller, and a Senior Accountant. This sets the tone for the control environment to ensure that financial resources are properly managed. Aventura Charter High School will employ a school-based SOA who will act as a liaison to CSUSA for human resource, payroll, and financial matters relating to cash collection. The SOA also works with the principal to ensure adherence to the approved budget. Below is a summary of the finance and accounting functions that the SOA performs: • Deposits funds received from food service sales, aftercare programs, and fundraising into proper bank accounts according to company policy • Submits documentation for all receipts and disbursements made at the school level • Follows up and collects returned checks from parents • Prepares and submits instructional related purchase orders according to company policy • Prepares and submits check requests for certain invoices • Reviews and approves expenditure invoices with the principal • Maintains reconciliation of internal funds account CSUSA's financial management services include: • Processing of accounts payable • Preparation of the monthly and quarterly financial statements • Processing of payroll • Budget preparation, maintenance, and forecasting • Financial reporting to internal and external parties • Audit management CSUSA's financial management team includes: • Accounts Payable Coordinator: Pays the school's approved expenditures Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 129 • Staff Accountant: Prepares the school's monthly financial statements for internal review and quarterly financial statements • Senior Accountant: Prepares the school's monthly financial statements for internal review and quarterly financial statements • Accounting Supervisor: Oversees the work of the Staff and Senior Accountants • Assistant Controller: Oversees the work of the Accounting Supervisor and Senior/Staff Accountants • Controller: CPA; Oversees the Accounting Team • VP of Finance: CPA; Oversees the Accounting Department • Financial Analyst: Prepares the school's annual budgets; reviews the school's financial performance on a monthly and quarterly basis, focusing on budget variances; and conducts dashboard reviews with the school's leadership at least quarterly • Senior Financial Analyst: Oversees the work of the Financial Analyst; prepares the school's annual budgets; reviews the financial performance of the school on a monthly and quarterly basis, focusing on budget variances; and conducts dashboard reviews with the school's leadership at least quarterly • Manager of Financial Planning and Analysis: Oversees the work of the Financial Analyst and Senior Financial Analyst • Vice President of Financial Planning and Analysis: Oversees the Financial Planning and Analysis team B. Explain the mechanisms the governing board will use to monitor the school's financial health and compliance. CSUSA maintains internal control policies, including General Governmental Accounting Policies, Financial Reporting, Budgeting, Cash Receipts and Deposits, Purchasing and Cash Disbursements, Capital Assets, and Payroll. Internal controls are viewed as a means to reduce risk of asset loss and ensure reliability of financial statements as well as compliance with laws and regulations. There are several components to internal control which include: control environment, risk assessment, control activities information and communication, and monitoring. These components are used to establish the internal control policies and procedures. Budget management and control will be accomplished throughout the year using a 3-part process: (1) review and approval of financial statements, (2) review of budget vs. actual variances, and (3) forecasting of future results. The first part of the process is the preparation of Aventura Charter High School's monthly financial statements. These financial statements are prepared by CSUSA and are distributed electronically to both school leadership and the City Manager. Monthly financial statements are prepared using Generally Accepted Accounting Principles specific to governmental entities. Aventura Charter High School will also follow the guidelines in the"Financial and Program Cost Accounting and Reporting for Florida Schools" (Red Book). Monthly financial statements include a comparison of actual results to the approved budget to facilitate the second part of the process. Through forecasting, the third part of the process, the City Manager will provide the governing board with the necessary information to make timely decisions to ensure the financial health of the school. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 130 In addition to the process described above, Aventura Charter High School will be provided with dashboard reports from CSUSA at least quarterly. The dashboard report summarizes the school's monthly activity, compares the results to the budget, and identifies significant budget variances. As budget variances arise and are managed, new forecasts are developed each month to ensure the school stays on track financially throughout the year. C. Describe the school's plans and procedures for conducting an annual audit of the financial operations of the school. In compliance with § 1002.33(9)(j)(1), Fla. Stat., the governing board, on behalf of Aventura Charter High School, will obtain an annual financial audit performed by an independent certified public accounting firm.. The governing board will use the auditor selection procedures as outlined in § 218.391, Fla. Stat. if an audit committee is utilized. The audit is performed in accordance with Generally Accepted Auditing Standards; Government Auditing Standards, issued by the Comptroller General of the United States; and Chapter 10.850, Rules of the Auditor General, State of Florida. Audited statements are submitted to the Sponsor no later than September 30th of each year. D. Describe the method by which accounting records will be maintained. Accounting records are stored in the accounting information system utilizing Microsoft Dynamics SL accounting software. In addition, journal entries and appropriate back-up documentation is printed out and maintained in a school file by month. All files are maintained in a secured environment. Information system backups are completed daily in order to ensure data is secured and minimize risk of loss. E. Describe how the school will ensure financial transparency. CSUSA provides the City Manager and/or governing board with: • The projected annual budget for governing board approval. • Detailed statements of all revenues received, and detailed statements of all expenditures for services and or expenses rendered or incurred to or on behalf of Aventura Charter High School, whether incurred on-site or off-site, upon request. • Monthly financial statements, including a balance sheet, statement of revenues, and expenditures. • Other information on a periodic basis to enable the City Manager and governing board to (i) monitor CSUSA's performance and the efficiency of its operation of Aventura Charter High School, and (ii) furnish reports and information which the school is required to provide pursuant to its Charter Contract and/or applicable laws. CSUSA will retain financial records for a period of time as may be required by the Charter Contract and/or applicable state laws. CSUSA and Aventura Charter High School will maintain the proper confidentiality of personnel, students, and other records as required by law. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 131 F. Describe any key back-office services to be outsourced via contract. Include the anticipated costs of such services and criteria for selecting such services. Financial audits will be outsourced, as they are conducted annually by an independent certified public accountant. The governing board determines the auditing firm. The 5-year operating budget included as Attachment X outlines the costs for auditing services, which are estimated at$13,000 In Year 1. G. Describe how the school will store financial records. Financial records are maintained at CSUSA's corporate support center in a secured environment with limited access to pertinent staff. However, should the district request or require an examination of financial records, CSUSA will either accommodate the district at its Fort Lauderdale location or arrange to bring the documentation to Aventura Charter High School for the district's review. H. Describe the insurance coverage the school will obtain. Aventura Charter High School will maintain the following insurance coverage: Table 21.1 Commercial General Liability Each Occurrence $1,000,000 Aggregate $3,000,000 Commercial Automobile Liability Each Accident(combined single Limit) $1,000,000 Educators Professional Liability Each Claim $2,000,000 Aggregate $2,000,000 Directors&Officers Liability* Aggregate Limit for Loss $1,000,000 Additional Aggregate for all Loss $2,000,000 Aggregate Limit for Loss $1,000,000 Employment Practices Liability* Additional Aggregate for all Costs, Charges,and $2,000,000 Expenses Fiduciary Liability Policy Aggregate $1,000,000 Fidelity(Crime) Single Loss $1,000,000 Workers'Compensation Statutory Limits Workers'Compensation and Bodily Injury by Accident-Each Accident $1,000,000 Employer Liability Bodily Injury by Disease—Each Employee $1,000,000 Bodily Injury by Disease- Policy Limit $1,000,000 Student Accident Basic Each Occurrence(out of pocket expense) $25,000 Catastrophic $5,000,000 *Shared limit between Directors&Officers Liability and Employment Practices Liability Employees are also provided health benefits with various levels of coverage and premiums to meet their needs. Eligible employees (those working a minimum average of 36 hours/week) are able to participate in r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 4FWAI 132 the benefits plan on their 60th day of employment. Once employees are eligible for benefits, they can add, change, or opt out of any benefit plan during the year for qualifying events (i.e. birth of child, marriage, divorce). Some benefits available include medical, dental, disability, life, and vision insurance. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 133 Section 22: Start-Up Plan A. Present a projected timetable for the school's start-up. A model project timeline for Aventura Charter High School's opening includes, but is not limited to the milestones/benchmarks outlined in Table 22.1 below. Each represents broad areas of activity. Detailed project plans will be built for each phase of the project. CSUSA has developed a proprietary comprehensive checklist detailing over 1,000 items to be completed to ensure a successful and safe school opening. CSUSA's New School Opening Team (NSOT) consists of a team of professionals representing each functional area within the company who are focused on ensuring all tasks that are required to open a brand- new school are completed on time and correctly. A project manager who is responsible for planning, implementing, and directing the operational procedures of all new CSUSA schools leads the team. The project manager: • Facilitates weekly or bi-weekly (depending on time of year) meetings for the purpose of identifying issues, developing recommendations, and ensuring oversight of project status • Implements systems for quality assurance, support, oversight, and accountability • Develops full-scale project plans • Tracks project deliverables using appropriate tools • Consistently monitors and reports the progress of the projects to department heads and CSUSA's Executive Team Meetings are attended by all departments and the new school leadership team (principal, assistant principal, SOA, etc.) once hired. Meetings are tailored to the corresponding timeline in the project plan. Each department is responsible for providing updates/information on their respective tasks and alerting the team of any potential issues. Any deficiencies or delays noticed by the project manager are also addressed in these meetings. The NSOT commences as soon as projects are given a green light and runs through October after school has opened, ending with an after-action review of each project. Suggestions and/or project revisions from the after-action review are added to the NSOT project plan template and implemented the following school year. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 134 Table 22.1 Projected Timetable for Key Project Tasks�� • Approval of Charter Application • Construction Drawings/Plans Approval • Approval of Charter Contract • Obtain/Secure Necessary Legal Status for SMCA • Finalize Architectural Design • Management Agreement Executed • Acquisition of Property 10/17-9/18 • Site Review o Facilities—Use for Programs(e.g.Athletics, Sciences,etc.) o Site Plan—Ingress/Egress,Transportation, Fields, Parking, Signage o Zoning • Construction Financing • Site Plan Approval • Land Development Permit • Apply for General Building Permit • Land Development • Facility Construction • Open Enrollment Period • Enrollment—Finalize SMCA's Budgets/Forecasts 10/18-5/19 ' General Community Awareness/Information Marketing • Technology Planning • Identify Potential Leadership Candidates • Lottery, if Necessary • Hire School Leadership • Establish/Adopt Financial Procedures • Finalize Curriculum and Other Instructional Materials • RFP's for Vendors o Services; FF&E;Technology; Instructional Materials o Contracted Special Education Services • Community Activities • Facility Lease Executed • Construction(Ongoing) 5/19-8/19 • Faculty Recruiting and Hiring • Faculty and Staff Training • Direct Marketing for Student Enrollment • Student Enrollment/Registration(Ongoing) • Complete Construction • Finalize Transportation and Food Service Plans • School Leadership Professional Development • Certificate of Occupancy • Governing Board Training • Installation of FF&E • Technology Installation 6/19-8/19 • Staff Move-in • Teacher Professional Development(NTI/RTO) • "Open House"Sessions for Parents/Students • Student Enrollment/Registration(Ongoing) • First Day of School • Direct Marketing for Student Enrollment r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. WWAI 135 Addendum A: Replications A. Identify the existing schools to be replicated and provide evidence that the existing design has been effective in raising student achievement. The governing board has chosen to partner with CSUSA as the EMO for Aventura Charter High School due to CSUSA's proven performance and success. The CSUSA network, as of the 2016-17 school year, includes 84 schools and approximately 70,000 students across 7 states. Fifty-five of these schools are in the state of Florida. CSUSA's network of schools reach a broad spectrum of student demographics, from schools with both low FRL and low minority rates to schools that serve both high FRL and minority communities. Student performance and grade-level mastery increases the longer students and schools are part of the CSUSA network, demonstrating that the existing design employed by CSUSA is effective at raising student achievement. While proficiency increases with school tenure, as shown in Table A.1, annual growth is elevated in developing schools. The diversity of CSUSA's Florida schools and their success with all student populations illustrates that regardless of student demographics, the CSUSA Education Model works. The key factor is time. Table A.1 FSA Math FSA ELA ■2015 ■2016 ■2017 ■2015 1 2016 ■2017 ® I ll I III III Ma i Florida CSUSA FL New 2-5 years 6+years Florida CSUSA FL New 2-5 years 6+years Network Network As of the most recent comparison years (2016 to 2017), consistent growth in ELA is evidenced from year to year and proficiency increases with school tenure. CSUSA opened two schools in the 2016-17 school year that were on average higher performing in their first year than years past. The developing schools (open 2— 5 years) have accelerated gains of 3% points from 2016 to 2017, while veteran schools (open 6+ years) increased annual proficiency growth. As a network of diverse new, developing, and veteran schools, CSUSA exceeded both the proficiency and rate of growth of students statewide from 2016 to 2017. Florida math results further support the fidelity of the CSUSA Education Model with similar achievement trends and proficiency gains. CSUSA's school performance provides evidence that the continuous and consistent growth over time within CSUSA's network leads to lasting student achievement, evidenced by the increased proficiency at CSUSA's most tenured schools. The growth necessary to close the achievement gap can be seen in the year-to-year proficiency gains in developing schools (2—5 years). Many of CSUSA's Florida schools are still developing, and their growth from 2016 to 2017 represents one of many steps in closing the achievement gap. Aventura Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 136 Charter High School students, like all CSUSA students, will benefit from the same unwavering dedication to student achievement and growth that has made CSUSA's network so successful at empowering students and accelerating performance. As of the most recent grade release, CSUSA schools' average performance met or exceeded the State of Florida's average proficiency in ELA and social studies, as well as learning gains in ELA and learning gains among the lowest quartile in ELA and math. CSUSA schools also made gains in every category of the school grade exceeding those of the state from 2016 to 2017. B. Discuss the key components or non-negotiable elements of the educational program. The CSUSA GVC Education Model,and Core Fundamentals are key components to the educational program that must be followed by all instructional staff with fidelity. Teachers have the ability to determine the best methods of instruction via various instructional strategies and teaching methods, but the core components of the GVC and Education Model must followed with fidelity to ensure that the school achieves its mission of providing a rigorous, college preparatory high school for the community that ensures each student develops their individual academic talents and leadership skills to become well rounded citizens primed for excellence. C. Describe how the target population for the proposed school compares with the populations currently being served. Among CSUSA's 55 Florida schools, two-thirds of students receive free or reduced price lunch and 75%of students are classified as minority populations. The CSUSA family of schools spans a broad spectrum of communities, from schools with both low FRL and low minority rates to schools that serve high FRL and minority communities.The diversity of CSUSA's Florida schools and their success with all student populations illustrates that regardless of student demographics, the CSUSA Education Model works. The key factor is time. By comparison,the results from the most recent school grades(2016-17)at the City of Coral Springs Charter School (CSCS), CSUSA's school with a population most similar to Aventura Charter High School's expected population, are telling. Table A.2 shows that achievement at CSCS, on average, exceeds that of the the average state high school as well as the average Miami-Dade County high school.9. Regardless of student proficiency rates, school learning gains and gains among the lowest 25%of students are critically important. CSCS met or exceeded the state and Miami-Dade County high schools in all learning gains categories. In ELA proficiency, CSCS students exceeded the state by 16% points and Miami-Dade Ccounty by 13% points, and in math by 10% and 12% points respectively. Learning gains exceeded both the state and Miami-Dade County high schools by approximately 10 points in ELA and approximately 3 points in math.Among the lowest quartile of students, 9 City of Coral Springs Charter School is located in Broward County. The average Miami-Dade County high school is used for comparision,as opposed to Broward County,first because Aventura Charter High School is located in Miami- Dade County,additionally the average Miami-Dade County high school's performance exceeds that of Broward County on every school grade metric aside from graduation rate. The more rigorous comparison of the two was chosen. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 137 CSCS had 15% points more students make gains in ELA, which was 10% points more than Miami-Dade County high schools. Table A.2 2016-17 School Grade Comparison to Replication School and Projected Goals 100 90 85 80 � gp 4 70 f 4 60 .+ 50 t, 40 30 20 10 0 FRL Minority ELA Math Science Soc.Studies ELA Math ELA Math Grad Rate HS Acceleration Demographics Proficiency Learning Gains Lowest 25%Gains High School Components ■C5C5 ■Florida HS ■Dade HS *ACES HS-Simulated 2nd yr Performance D. Explain any anticipated modifications and adjustments to the educational program. The diversity of CSUSA's network of schools and their success with all student populations illustrates that regardless of student demographics, the CSUSA Education Model works. Since CSUSA's GVC, Education Model, and Core Fundamentals are designed to allow the teacher to tailor instruction towards the needs of each individual student, it is not expected that the Education Program will need to be adjusted. E. Describe any other ways in which features of the proposed school's educational program will differ from that of the school(s) to be replicated. The CSUSA GVC and Education Model will not differ for Aventura Charter High School. However,the school will offer curricular path academies that are not available in other CSUSA schools. For details regarding these academies, please see Section 3. F. Discuss the plan for replication. 0 Copyright©2017 by Charter Schools USA,Inc.All rights reserved. Awk, 138 In managing the replication and start-up plan, the first step will be the mobilization of the New School Opening Team (NSOT). The NSOT is a team of professionals representing each functional area within the company (finance, education, human resources, technology, operations, facilities, marketing, enrollment, development, and governance) who are focused on ensuring all tasks that are required to open a brand new school are completed on time and correctly. The NSOT takes responsibility for the full range of tasks required to open a new school. This includes recruiting, hiring, and training school staff; marketing; enrollment of students; facility planning, acquisition, and construction; school operations infrastructure (food service, uniforms, FF&E, etc.); establishing financial processes; managing governing board relations; and compliance with authorizer requirements. As the team is completing the above tasks, CSUSA(with input from NSOT and the governing board)identifies the additional resources and staffing required in each functional department based on planned growth, and acquires these resources with the expectation to be able to continually support a growing network of schools. Once the pre-opening tasks are complete and the staff is hired, the staff development process begins. CSUSA's staff development process significantly contributes to our ability to expand our model to new sites. CSUSA has realigned the hiring timeline so that school leadership positions are hired and on-boarded three months prior to school opening. This enables the school leadership team to participate in the new school opening process. The school leadership team participates in professional development by working with their assigned mentors from other schools and attending functional meetings across the company to learn CSUSA's standard operating procedures and the CSUSA culture. All new teacher hires attend New Teacher Induction for two weeks prior to the opening of a new school. G. Discuss the results of any past replication efforts, and lessons learned; how you have addressed them; and how you will avoid/minimize such challenges. CSUSA has successfully replicated the proposed school model throughout Florida. Experience, by way of growth and replication, has provided many important lessons. Each year after new schools have opened and are in progress, the governing board, Support Center New Schools Operating Team, regional staff, and school leaders perform an "after action"analysis where strengths and weaknesses are evaluated throughout the most recent new school opening process. Areas for improvement are documented and incorporated into the project plan and Standard Operating Procedures are refined to better support effective operations. Three key lessons CSUSA has learned from past replication efforts are described below. Key Lesson 1: Importance of Scaling Quickly — This allows getting to critical mass faster than with a slower growth trajectory where only one new school is opened in a region per year. CSUSA understands that it is more efficient to support a network of schools and deploy the appropriate resources when schools are clustered in a region. This also enables schools to be resources for one another as opposed to having single sites that may not have network schools within close proximity. Key Lesson 2: Regional Support Structures are Necessary — Historically, CSUSA has been a very centralized organization from an operations and implementation standpoint. However, growth has shown the importance of having resources both in the field and at the corporate headquarters. The recent reorganization Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 139 at the corporate level includes enhanced regional support across the education, business operations, development, and human resource verticals. Key Lesson 3: Hire Leadership Teams Earlier — This includes hiring the principal, assistant principal, deans, curriculum specialists and resource teachers, school operations administrators, and enrollment managers earlier so that they can participate and fully engage in the new school opening process. This challenge has been addressed by accelerating the hiring timelines to achieve the goal of earlier onboarding. In addition to hiring earlier, the implementation of a talent pipeline provides a system for identifying the most capable school leaders. This allows CSUSA's Department of Talent Acquisition and Development, who oversee employee recruitment, professional development, compensation, and employee relations, to ensure the hiring of quality leaders and educators. The department operates in conjunction with the education team and is responsible for both talent acquisition and development. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 140 Addendum B: Education Service Providers ESP Selection A. Explain why the applicant is seeking to contract with an ESP rather than operate the school(s) directly. Due to the complexity of operating a high school, the City has opted to retain the services of a well qualified ESP with which it has a long, successful track record of operating the City Commission's existing school, Aventura City of Excellence School. CSUSA's knowledge and proven experience in managing day-to-day charter school operations will help support the school through the start-up year and ensure Aventura Charter High School's subsequent success by providing the best possible educational experience to our students and their families. B. Explain how and why the ESP was selected. The City Commisson has opted to retain the services of a well qualified ESP with which it has a long, successful track record of operating the City's existing school, Aventura City of Excellence School. We also selected CSUSA due to their experience, success, capacity, AdvancED accreditation, and Education Model that aligns with our mission to provide a rigorous, college preparatory high school for the community that ensures each student develops their individual academic talents and leadership skills. CSUSA's AdvancED accreditation through SACS, which was recently reaccredited in 2015, is for a 5-year term with regular monitoring of progress and reporting. CSUSA was the first education management organization in the nation to receive the AdvancED accreditation seal at the corporate level, meaning that all of their current schools are accredited and new schools are immediately eligible for accreditation in their first year. Please see Attachment FF for the Letter and Certificate of Accreditation. C. For applicants working with an ESP for the first time,provide summary information from reference checks conducted by the applicant. Since this is not the first time that the governing board is working with CSUSA,this question is not applicable. D. Describe whether and how the school's board has assessed the capacity of the ESP to successfully carry out the functions necessary to operate a high-quality charter school. The City Commission has met with CSUSA for various workshops throughout the planning process to discuss and ensure CSUSA's capacity to successfully manage Aventura Charter High School. In addition, CSUSA's successful track record operating Aventura City of Excellence School and its other schools throughout Florida shows that they have the capacity to successfully manage Aventura Charter High School. ESP Background A. Provide the mission of the ESP and an overview of the organization's strategic vision, including, if applicable, a five-year growth plan, and rationale for managing new schools. r Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 141 CSUSA provides world class educational solutions with: an unwavering dedication to student success, an unyielding commitment to ethical and sound business practices, providing a choice for our stakeholders that fosters and promotes educational excellence. CSUSA's strategic vision is to have a dramatic impact on the world's next generation — changing lives, leaving a legacy, and setting the standard by which quality is measured in education. CSUSA plans to grow its network of schools incrementally over the next five years. We are submitting four applications in the state of Florida this year. Over the next five years, CSUSA expects to submit a similar number of applications each year both in and outside the state of Florida. In addition, we are currently scheduled to open four new schools in the state of Florida for the upcoming 2017-2018 year, and one new school in other states where we operate. Over the course of the next five years, CSUSA plans to open 5—8 schools per year. B. Identify the ESP's leadership team and their specific roles and responsibilities. Include as Attachment BB an organization chart for the ESP. Jon Hage— Founder and CEO From his service in the U.S.Army to his creation of CSUSA, Jon Hage's personal life and professional career have been dedicated to service, leadership, and creating systemic change. Mr. Hage founded CSUSA in 1997 as a concept designed to impact the nation's education system. Today, CSUSA is one of the fastest growing and largest school management companies in the United States. CSUSA employs approximately 9,000 employees, educates approximately 70,000 students, and is responsible for 84 schools in 7 states. Mr. Hage is recognized by many in the education field as an innovator who is on the forefront of educational reform. In 2012, Mr. Hage was named the Floridian of the Year by Florida Trend Magazine. This recognition stems from his unique approach to education that is based on choice, student achievement, and parental involvement. At every CSUSA school, parent involvement is required, active citizenship is emphasized, and high performing teachers are rewarded. Mr. Hage formerly served honorably in the United States Army,Army National Guard, and Army Reserves as a commissioned officer in the U.S. Special Forces. Mr. Hage earned his Bachelor's degree from the University of Colorado and his Master's Degree from Georgetown University. Debbie Von Behren— Executive Vice President of Strategy Debbie Von Behren's professional career spans three decades and includes elementary, secondary, and post-secondary education; as well as strategic planning, organizational development, and executive leadership. Prior to joining CSUSA, she was co-founder and president of a successful strategic planning and organizational development consulting company. As president, she led her firm in many successful engagements in the US, Canada, South and Central America, Europe, and Asia. Clients included Dell; Hewlett Packard; Nike Global Retail; Disney; Sun Trust Banks; The City of Coral Springs, Florida; Florida Division of State Parks; and many other world-class organizations. Ms. Von Behren received her Bachelor's degree in Education from Florida Bible College and subsequently taught elementary, middle, and high school. After completing advanced degree work at the University of Central Florida in Organizational Development and at Rollins College's Master of Liberal studies, Ms. Von Behren became an adjunct professor at Valencia Community College's School of Business and Industry. Richard Garcia—Chief Financial Officer Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 142 Mr. Garcia has more than 20 years of domestic and international experience with established and entrepreneurial companies. Before joining CSUSA, Mr. Garcia was the Chief Financial Officer of Todobebe Inc. of Miami, a privately held global media company providing family entertainment and expert advice to millions of Spanish speakers worldwide through national broadcast TV, radio, digital community and content websites, promotions, and licensing. He previously served as the CFO of ION Media Networks Inc. of West Palm Beach. ION owns and operates the nation's largest broadcast television station group reaching more than 94 million U.S. television households. Prior to ION, Mr. Garcia served as Senior Director and Controller of DirecTV Latin America LLC, a multi-national digital satellite television provider based in Fort Lauderdale, Florida that is an affiliate of the Cisneros Group of Companies. He has also served as Vice President, Chief Accounting Officer, and Controller with Claxson Interactive Group Inc. of Miami, which is another Cisneros Group affiliate and is a multi-national, publicly traded media enterprise primarily engaged in the operation of pay-television channels and radio stations in Latin America. Mr. Garcia previously served with the international accounting and auditing firm, Deloitte & Touche LLP of Miami, as Senior Manager with a client base including a range of companies from multi-national organizations and governmental enterprises to various small to medium-sized businesses. He is a Certified Public Accountant and a graduate of Florida International University. Richard Page—Chief Impact Officer As Chief Impact Officer, Mr. Page drives the company's growth strategy by identifying markets and working with stakeholders to develop new schools across the United States. In addition to development, he also oversees board governance, government relations, marketing, and enrollment. Under his leadership, CSUSA has grown from 1 state (Florida) with little national presence to currently operating in 7 states (Florida, Georgia, Louisiana, North Carolina, Indiana, Illinois, and Michigan) as a national industry leader. Mr. Page has also been the Vice President of Operations for CSUSA, overseeing school facilities, maintenance, contract management, enrollment and marketing, information technology, governance, and planning and communications. Prior to joining CSUSA, Mr. Page was the Chief Operating Officer and CFO for a land development/resort operations company in the Florida panhandle. He also spent six years in the management consulting industry working for Bearing Point (formerly KPMG Consulting) as a Manager in the State of Florida government practice with lead responsibility for Health and Human Services. Mr. Page started his career as an employee with the State of Florida, performing various roles primarily related to economic forecasting and health care reform. Mr. Page holds Bachelor's and Master's degrees in Economics from Florida State University and is a Certified Public Accountant. William Poirier—Chief Information Officer Prior to joining CSUSA, Mr. Poirier spent over 25 years in the United States Air Force (USAF) providing leadership in key information technology and cyber security positions in both peacetime and combat environments. He rose to the executive level, culminating as the commander of the USAF's premier offensive, defensive, and network operations cyber units. In this position, he guided a global force operating and securing the Air Force's$6 billion information environment and supporting 800,000 customers worldwide. He also built & trained units with the nation's most advanced skills to conduct network exploitation / attack operations in support of U.S. combat and national intelligence priorities. He retired at the rank of Colonel. He received his MBA from Strayer University, an MS in National Security Studies from National War College, and is a graduate of the University of Massachusetts with a BS in electrical engineering. Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 143 ESP Track Record A. Provide evidence of organizational capacity to open and operate high-quality schools in Florida and, if applicable, elsewhere in accordance with the overall growth plan. CSUSA has unparalleled experience and qualifications in charter school management, including team members with direct oversight to plan, design, develop, staff, operate, equip, and maintain the facility and programs. CSUSA has an experienced and talented management team led by Jonathan K. Hage, President and Chief Executive Officer. Under Mr. Hage's leadership, CSUSA started the nation's first charter school in the workplace and the first municipal charter school. CSUSA currently educates approximately 70,000 students in 84 schools across 7 states. For the past 18 years, CSUSA has been a leader in education reform. Since its inception, its mission has been to put students first. CSUSA's commitment to providing parents and students choice drives their thinking and day-to-day decisions. Every one of the schools managed by CSUSA has increased its academic performance over time and closed the achievement gap. CSUSA has clearly defined high standards for academic excellence, personal growth, and social development incorporated into the curriculum across all grades. The strong overall performance in CSUSA's Florida network can be attributed to a commitment to raising student achievement by teachers and administrators and the implementation of several academic components of CSUSA's Education Model, including differentiated instruction, tutoring, push-in/pull-out support, blended learning, and research-based instructional materials. Between the 2012-13 and 2014-15 school years, CSUSA expanded into communities across the state of Florida that had, on average, higher at-risk populations (schools open 3-5 years). As such, the cohort of schools opened during this three-year time period have student populations significantly below grade level. Table B.1 below shows that proficiency rates increase the longer schools and students are part of the CSUSA network: • Regardless of tenure, CSUSA schools, on average, had higher learning gains and higher gains among the lowest 25%of students in ELA • The most veteran schools (6+) also met or exceeded the state's gains and gains among the lowest 25%in math Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 144 Table B.1 Comparison: State vs. CSUSA Tenure State Average ■CSUSA 1-2 years CSUSA 3-5 years ■CSUSA 6+years C: E 49 5452 cn5149 494847 0 c W U L L AL d Proficiency Learning Gains Lowest 25% Proficiency Learning Gains Lowest 25% Learning Gains Learning Gains ELA Math Please see Form IEPC-M1A in Attachment DD for CSUSA's network of schools' grades and economically disadvantaged percentages, as reported by the Florida Department of Education. Aventura Charter High School, like all CSUSA schools, will administer the nationally normed and adaptive NWEA MAP assessments. The results of these assessments will allow the school to compare and track progress against both national normative trends and other CSUSA schools across the country. As shown in Table B.2 below, after the most recent year of results, CSUSA students are not only achieving and performing at levels above their grade level peers nationally, but they are growing at or slightly above the rate of students nationally. Approximately 55% of students met their growth targets in math and 56% in ELA, when the nationwide average (national norm) is 50%. Critically, among those students the furthest behind (those scoring the lowest quartile at the beginning of the year), over 58% met or exceeded the average growth of students nationwide in math and ELA. r Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 145 Table 13.2 CSUSA FL Growth: Math and Reading 60 50 40 30 20 10 0 Math Reading CSUSA FL ■ Lowest Quartile National Norm As CSUSA's number of schools grows, we will make additions to our staff and key personnel positions to meet the needs of our expanding network. In the past we have had to increase our staff in order to effectively operate our growing number of schools, but personnel expansion will not ordinarily change the members of our key leadership or their roles in the company's day-to-day operations. B. Provide a comprehensive listing of ESP-operated charter schools (current and past) by completing form IEPC-M1A and attach as Attachment DD. Form IEPC-M1A is included as Attachment DD. C. Explain the ESP's success in serving student populations similar to the target population of the school. Describe the ESP's demonstrated academic track record. Please see the response in question C of Addendum A. D. List and explain any management contract terminations, charter revocations, non- renewals,withdrawals or non-openings that the ESP has experienced in the past five years. Form IEPC-M1A, included as Attachment DD, lists the schools once managed by CSUSA that they no longer operate, and each instance is explained below. iVirtual League Academy, a CSUSA virtual charter school located in Osceola County, had its charter contract voluntarily terminated by the governing board at the end of the 2013-14 school year. In December 2016, the Louisiana Board of Elementary and Secondary Education voted to not extend the charter contract for Baton Rouge Charter School at Mid-City. The school served one of the lowest socio- 10 Copyright©2017 by Charter Schools USA,Inc.All rights reserved. WWAI 146 economic communities in the country and despite improving its performance each year, it was unable to surpass the threshold (driven primarily by proficiency rates) in Louisiana for extension. Louisiana also changed its state testing content each year of the school's operation and did not make any accommodations for schools serving the most at-risk populations, which created a further disadvantage for the school to achieve the proficiency-based standards. In April 2017, CSUSA and the Success Mile CharterAcademy mutually agreed to terminate the management agreement effective starting June 30, 2017. Success Mile Charter Academy is a K-8 start-up charter school in Warren, Michigan that has been operated by CSUSA since its inception in 2013. Academically, the school has performed well and will continue to operate. In four years of operations, the school suffered substantial under enrollment, never achieving 35% of capacity and generating over $5 million of losses. An existing, mature K-12 charter school system in the area proposed to move its school into the facility for the 2017-18 school year. To ensure consistency of programming across the K-12 spectrum on the campus, that operator will assume the management of Success Mile Charter Academy. There have also been instances where CSUSA was planning to manage a charter school that did not open due to the third-party construction developer's inability to obtain the necessary site plan approvals for the proposed school. This necessitated the governing board's requirement to return the charter contracts to the district. Legal Relationships A. Describe how the governing board is independent from the ESP and self-governing. The City is a municipal corporation created pursuant to the Constitution of the State of Florida and the Home Rule Charter of Metropolitan Dade County. Each Commissioner and the Mayor will be elected at-large for four-year terms by the electors of the City. The City Commission already has appropriate ethics and conflict of interest polices in place (Attachment H — K) that are consistent with state statute. The Commission is represented by independent legal counsel. The City Manager or his/her designee negotiates the management agreement and all other relevant agreements with CSUSA. B. Explain whether the school has or will have any legal or contractual relationships with any subsidiaries or other entities or individuals that are affiliated the ESP. The governing board already has appropriate ethics and conflict of interest polices in place that are consistent with state statute. When in its best interest, the governing board may decide to enter into contractual relationships it believes are required to accomplish its mission. All such contract relationships, including and especially those that are related entities of CSUSA, shall be dealt with in an arm's length manner, separate from the management agreement. Any such agreements will not hinder the ability of the governing board to terminate the management agreement or otherwise hold CSUSA accountable, by and through independent counsel and in compliance with the governing board's policy as well as state and federal law. C. Explain the supervisory responsibilities of the ESP. The governing board has ultimate authority over school operations pursuant to the charter agreement. The City of Aventura will contract with CSUSA to implement and manage employment policies and procedures ,,,,,,Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 147 for the governing board. This includes supervision of all staff. CSUSA has conducted extensive internal and external research to determine the most important elements in designing a work environment and culture to support employee performance, morale, and student achievement. As allowed in § 1002.33(12)(i), Fla. Stat., Aventura Charter High School will operate as a private employer and will reflect an employment practice that will seek to mirror the diversity of the community and student population. The governing board oversees CSUSA's supervisory responsibilities through the adoption of formal policies and procedures with which CSUSA is required to comply within statutory requirements, such as regular board meetings, evaluation of staff surveys, staff turnover and retention metrics, etc. D. Will the governing board intend to enter into a financing agreement with the ESP? The governing board will not be entering into a financing agreement with CSUSA. Organizational Structure A. Provide a description of the roles and responsibilities of the ESP. Table B.3 Setting Performance Goals Provides both student-level and school-level goals designed to meet national, state, and local standards. Provides a customized curriculum designed to meet national,state,and local standards,including Selecting Curriculum continuous program evaluation,curriculum material selection,student data analysis,and student individual education plans,assessments, records,etc. Selecting Professional Provides professional/school development and implements teacher instructional support, Development ••rams coaching,and mentoring. Ensures Government compliance and reporting with regard to teacher certifications. Data Management&Selecting Provides accountability standards and sustainable performance measures designed to meet Interim Assessments national,state,and local standards. Determining Promotion Provides compensation planning &performance evaluations. Criteria Setting a School Culture Implements the school's mission and vision via the curriculum and disciplinary policies and standards. Provides assistance in coordinating parent,teacher,and student organizations. StudentAssesses demographic and market needs and develops the enrollment marketing plan. School Staff Recruitment& Provides personnel administration: hire principals, teachers and other staff and implements Hiring personnel procedures and ongoing staffing assistance. ProvidingProvides employee benefits, Worker's Compensation and 401(k) management services, and (HR)services(payroll, directly manages the school's payroll. Managingbenefits,etc.) Provides assistance in coordinating parent,teacher,and student organizations and manages the Relationsschool's community partnerships. Selecting and Providing Designs and develops technology labs and student stations.Provides local and wide area network Information Technology installation; remote access and software integration; email hosting; and technology support. Maintains the student information system and the school's websites. Provides strategic financing and construction partnerships.Assists in site acquisition and/or lease negotiations, and liaisons with building and/or renovation team to ensure quality and design Managingstandards are met. Provides operational design of classrooms and school space and programmatic input for functionality purposes. Procures furniture, fixtures, equipment, and supplies,and secures basic utility services(phone,water,electric, and disposal service). • •• Negotiate contracted services with vendors(food,transportation,security,custodial,etc.). Copyright©2017 by Charter Schools USA,Inc.All rights reserved. 148 B. Describe the oversight and evaluation methods that the board will use to oversee the ESP. The governing board and School Advisory Board will oversee CSUSA via the performance-based management agreement, a draft of which is available as Attachment EE. In addition,the School Advisory Board will monitor and evaluate the school's progress in achieving its agreed upon goals using the school's financial, academic, and operational reports, which will be submitted by the school monthly. If there are any recurring shortfalls or perceived distresses in the school's financial, academic, or operational aspects;then the governing board, City Manager, School Advisory Board,Aventura Charter High School, and CSUSA will work collaboratively and proactively to correct the identified shortfalls and ensure that the school is in a position to meet its goals in the future. C. Describe the payment schedule, including all fees, bonuses, early termination penalties, and any other compensation to be paid to the ESP. (Will add once budget is finalized) D. Describe the types of spending decisions the management organization can make without obtaining board approval? The governing board will approve the school's budget on an annual basis and all spending must be in line with the approved budget. On behalf of the governing board, the City Manager or his/her designee will also receive the school's financial reports on a monthly basis. E. What is the term of the management agreement? Explain the conditions and procedures for renewal and termination of the contract? Describe the conditions that must be satisfied for the management agreement to be renewed. On what grounds may the management agreement be terminated for cause? List any indemnification provisions. The term of the management agreement between the City of Aventura and CSUSA will align with the term of the school's charter contract. Once CSUSA's performance reporting requirements in the last contract year are submitted to the governing board and it is determined that the terms and conditions of the agreement were fulfilled, the management agreement may be renewed for the term of the renewed charter contract. If the terms and conditions of the management agreement are not being fulfilled and the school is not making progress towards the goals agreed upon by the governing board, City Manager, School Advisory Board, principal, and CSUSA, the governing board may terminate the agreement. Please see Article VIII of the proposed management agreement included as Attachment EE for indemnification provisions. F. Provide as Attachment EE, a draft of the proposed management agreement with the ESP. Please see Attachment EE for a draft of the proposed management agreement. Copyright©2017 by Charter Schools USA,Inc.All rights reserved. ,'kt 149 IV. STATEMENT OF ASSURANCES This form must be signed by a duly authorized representative of the applicant group and submitted with the application for a charter school. As the authorized representative of the applicant group,I hereby certify that the information submitted in this application for a charter for Aventura Charter High School is accurate and true to the best of my knowledge and belief,and further,I certify that,if awarded a charter,the school: • Will be nonsectarian in its programs,admission policies,employment practices and operations. • Will enroll any eligible student who submits a timely application,unless the school receives a greater number of applications than there are spaces for students,in which case students will be admitted through a random selection process. • Will adhere to the antidiscrimination provisions of section 1000.05,F.S. • Will adhere to all applicable provision of state and federal law relating to the education of students with disabilities,including the Individuals with Disabilities Education Act;section 504 of the Rehabilitation Act of 1974; and Title II of the Americans with Disabilities Act of 1990. • Will adhere to all applicable provisions of federal law relating to students who are limited English proficient,including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974. • Will participate in the statewide assessment program created under section 1008.22,F.S. • Will comply with Florida statutes relating to public records and public meetings,including Chapter 119,Florida Statutes,and section 286.011,F.S.,which are applicable to applicants even prior to being granted a charter. • Will obtain and keep current all necessary permits,licenses,and certifications related to fire,health, and safety within the building and on school property. • Will provide for an annual financial audit in accordance with section 218.39,F.S. The governing board,at its discretion,allows Eric Soroka,City Manager,to sign as the legal correspondent for the school. Signature Date Printed Name 0 Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 1111101k, 150 Chart of Attachments Please tab or separate attachments as noted below A. Evidence of teacher and parental support for conversion,if applicable. (N/A) B. Sample daily school schedule and annual school calendar C. Sample curriculum scope and sequence D. Reading curriculum E. Student Progression plan,if applicable F. Assessment Schedule G. Proposed discipline policy or student code of conduct,if applicable H. Articles of incorporation I. 501(c)(3) tax-exempt status determination letter (or copy of the filing form) J. Governing board by-laws K. Governing board code of ethics and conflict of interest policy L. For each board member, a Board Member Information Sheet, resume, and Statement of Assurances (templates provided) M. Organization charts that show the school governance, management, and staffing structure in 1) the pre-operational year;2) the first year of operation;3) at the end of the charter term;and 4) when the school reaches full capacity,if in a year beyond the first charter term N. Job description for the school leader and,if this person is already identified,his or her resume O. If the school leader is not yet identified, the qualifications the school will look for in a school leader P. Job descriptions) and qualification requirements for each administrative or leadership position other than the school leader Q. Job descriptions) and qualification requirements for the school's teachers R. Personnel policies,if developed S. Student enrollment application T. Evidence of demand for the school (e.g. petitions or intent to apply forms) or support from intended community partners (e.g. letters of intent/commitment, memoranda of understanding, or contracts),if applicable U. Evidence of facility funding sources,if applicable (N/A) V. Draft rental agreement or lease for facility,if applicable (N/A) W. Florida Charter School Revenue Estimating Worksheet X. Proposed Operating Budget Y. Proposed Startup Budget Z. Evidence of external funding (e.g. foundations,donors,grants),if applicable (N/A) Addendum (as applicable) AA. Commissioner's letter(s) of verification of high-performing status BB. ESP's organization chart CC. ESP's organization chart after any anticipated growth (N/A) DD. Applicant history worksheet (Form IEPGMIA, found at: http://www.fldoe.org/schools/school-choice/charter-schools/charter-school-reference) EE. Draft contract between school and ESP FF. Applicant may attach up to an additional ten pages of supplemental material 10 Copyright©2017 by Charter Schools USA, Inc.All rights reserved. 4pkl 151