Loading...
12-14-2020 ACES Governing Board Meeting Agenda Governing Board Facilitator Governing Board - Ronald J.Wasson Mayor Enid Weisman City Manager Vice Mayor Robert Shelley i Commissioner Jonathan]Evans • City Clerk Commissioner Rachel S.Friedland ]Ellllisa L.Horvath,MMC Commissioner Denise Landman Commissioner Dr.Linda Marks Muir City Attorney Connnissioner Marc Narotslky Weiss Serota Helfinan :Cole&Bierman AVENTURA CITY OF EXCELLENCE SCHOOL GOVERNING BOARD MEETING AGENDA DECEMBER 14, 2020 Following 9:00 a.m. Special Commission Meeting Via Virtual Communications Media Technology This meeting shall be held via virtual communications media technology as made necessary by the continued state and local emergency. Because of the continued COVID-19 pandemic, and the need to ensure the public health, safety and welfare, this meeting will be conducted remotely via Zoom. Due to the on-going state of emergency and the recommendations from all public health authorities, the City of Aventura recommends that all persons view and participate in the meeting through electronic means. Members of the public wishing to access the meeting, please do so as follows: Join the Zoom Meeting from your computer, tablet, or smartphone at: Zoom.us/join Meeting ID: 876 2254 9708 You can also dial in using your phone to the any of the following numbers: +1 312 626 6799 US (Chicago) +1 929 205 6099 US (New York) +1 346 248 7799 US (Houston) +1 669 900 6833 US (San Jose) +1 253 215 8782 US +1 301 715 8592 US Meeting ID: 876 2254 9708 Members of the public may be able to provide comments via audio when directed by the Mayor to do so. Please tap the screen on your cellphone or tablet, or move your mouse on your computer, to view an option to raise your hand. Tap or click on the "raise hand" icon displayed to raise your hand to speak. Callers must press *9 to raise your hand to speak. The City Clerk will notify the Mayor there are public comments and will notify you when it is your turn to speak by turning your microphone on. Speakers will be provided three minutes to provide comments. Comments can also be provided via email to the City Clerk at cityclerk@cityofaventura.com Comments received prior to the meeting will be provided to the Governing Board. Please list the item you are providing a comment for in your email. Governing Board Facilitator Governing Board - Donald J.Wasson Mayor]Enid Weisman City Manager Vice Mayor Robert Shelley Commissioner Jonathan Evans "*� .^' City Clerk Commissioner Rachel S.Friedland � Ellisa L.Horvath,lYMC Commissioner Denise Landman Commissioner Dr.Linda Marks airCity Attorney Commissioner Marc Narotsky Weiss Scrota Helfinan Cole&Bierman AVENTURA CITY OF EXCELLENCE SCHOOL GOVERNING BOARD MEETING AGENDA DECEMBER 14, 2020 Following 9:00 a.m. Special Commission Meeting Via Virtual Communications Media Technology 1. CALL TO ORDER\ROLL CALL 2. CITY COMMISSION, ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES): MOTION APPROVING THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) SPRING 2021 EDUCATION PLAN AS ATTACHED. 3. ADJOURNMENT. This meeting is open to the public.In accordance with the Americans with Disabilities Act of 1990,all persons who are disabled and who need special accommodations to participate in this meeting because of that disability should contact the Office of the City Clerk, (305) 466-8901 or cityclerk@cityofaventura.com, not later than two days prior to such proceedings. One or more members of the City of Aventura Advisory Boards may participate in the meeting. Anyone wishing to appeal any decision made by the Aventura City Commission,acting in its capacity as the Aventura City of Excellence Charter School(ACES)Governing Board,with respect to any matter considered at such meeting or hearing will need a record of the proceedings and,for such purpose,may need to ensure that a verbatim record of the proceedings is made, which record includes the testimony and evidence upon which the appeal is to be based. Agenda items are available online at cityofaventura.com for viewing and printing,or may be requested through the Office of the City Clerk at(305)466-8901 or cityclerk@cityofaventura.com. ACES AVENTURA CITY OF EXCELLENCE SCHOOL SPRING 2021 EDUCATION PLAN Aventura City of Excellence School will have a Spring 2021 Education Plan that provides the following two options for Mobile• 5-day In-Person at School model for parents who choose this option at any point in the school year • 5-day Fully •del using interactive technology that will stream to remote for -• progress Aventura City of Excellence School (ACES) will continue to operate with heightened health and security measures, following CDC guidelines, to ensure the health and safety of our students and faculty. ACES and its governing board will collaborate, as required,and will follow guidance from the state or local Department of Health regarding decisions to close and/or re-open schools. This collaboration will also include the District. Communication for these day-to-day decisions will be disseminated accordingly to all stakeholders. The school day will include a full array of courses and services for all students,inclusive of full-time,in-person instruction. Both models will include synchronous and asynchronous learning, as well as opportunities for students to interact with their teacher(s) and peers. Instructional minutes will be comparable in both models and will meet at statutory requirements. Special education services, related services and accommodations will continue to be delivered to students in both models to ensure the provision of a free and appropriate education. IEP/504/EP meetings will continue to be conducted with an option for team members to join through a web-conferencing platform, in accordance with LEA guidelines. Progress toward IEP goals will continue to be monitored and additional support will be provided to students, including compensatory services, as appropriate and in alignment with LEA procedures. Screening and evaluation of students will also continue following LEA parameters. ACES will continue to follow LEA guidelines and procedures related to registration and identification of English Language Learner (ELL) students. In both learning models, ELL students will receive instruction that is equal to the instructional quality, content and scope that native English speakers will receive. All educational programming will comply with all applicable federal, state and local laws, statutes and guidelines. The progress of our ELLs will be monitored and students who may have regressed on reading, writing, listening, or speaking skills will be identified. ELL committee meetings will be convened based on a review of the progress monitoring data to determine appropriate ESOL services and additional interventions that may be warranted,including extending services to ELLs beyond three years,if appropriate. Vulnerable populations students, including those who are economically disadvantaged, migrant, homeless,in foster care, students with disabilities, and students who are English Language Learners will be encouraged to participate in in-person learning,even if they are making adequate progress. ACES will continue to implement the Charter Schools USA FL Balanced Assessment System (provided in Appendix A), including NWEA MAP and/or iReady Diagnostic Assessments during three scheduled assessment periods during the 2020-2021 school year. This is administered for Reading Math, and Science . Standards-based instructional focus assessments, as well as continuous progress monitoring within adaptive instructional software platforms, will be implemented every four to six weeks to ensure tiered support for students. Assessment integrity plans are in place for all students, including those participating in mobile learning. This includes training parents on academic integrity, using lockdown browsers for some assessments and providing opportunities for mobile learners to come to school to assess in-person in a safe environment. 1 A Proud Member of the Charter Schools USA Family of Schools. 1. SPRING INTERVENTION PLAN The charter school or charter school network shall explain in detail a proposed 2021 Spring Intervention Plan with the following three components: a. A focus on closing achievement gaps,particularly those that have been exacerbated during the pandemic. Include the school's plan for additional instructional time including after school, weekends,and/or summer programs,and an explanation of how lost instruction time has been or will be made up. b. Targeted outreach for students who are demonstrating a decline on the district's progress monitoring system for reading and mathematics,by grade level and by learning modality. c. Specify additional interventions and supports that will be provided to students who are transitioned out of the innovative learning model. 1-a As part of the ACES'Spring 2021 Education Plan,there will be a focus on closing achievement gaps for all students,particularly those that have been exacerbated during school closures or the fall 20-21 term due to the pandemic. ACES will follow the Balanced Assessment System,provided in Appendix A.ACES will review the data from students'fall to winter benchmark and winter to winter benchmark(i.e.,iReady and/or NWEA),to identify those students who have demonstrated regression and are in need of intervention. Prioritized data includes projected learning gains/proficiencies,conditional growth percentiles and attainment of growth targets.Data reports will capture subgroup performance of all special education,English language learners and vulnerable population students.Schools may revise master schedule when data is showing the need for additional instructional minutes in reading and/or math and school budgets have allocated funding for personnel to support these additional instructional minutes(i.e.tutoring,bootcamps, academies,etc.).Throughout the spring semester schools will continue to monitor student-level data to determine summer interventions and/or course recovery for applicable students. A summer bridge program will be available for qualifying students. Additional intervention strategies will include: • Offer additional instructional time for remediation before school and/or after school,both in person and through mobile platform. • Provide targeted instructional support during Success Block-data-informed instruction focused on grade level standards for reading and/or math. • Provide Response to Intervention services to students during their assigned RtI time—data-informed instruction based on reading deficiencies. • Offer bootcamps for grade level and/or course level remediation on weekends. • Offer Spring holiday grade level and/or course level instructional programming incentives during break. • Implement small group instruction based on NWEA,iReady,instructional focus assessment,and other classroom data. 2 A Proud Member of the Charter Schools USA Family of Schools. 1-b ACES will use robust data reports that allow for schools to analyze benchmark performance of students by subgroup and instructional learning model.Targeted outreach strategies for students who are demonstrating a decline on ACES'progress monitoring system for reading and mathematics,by grade level and by learning modality,will include: • Teacher/family contact(ex.email,phone call,letter,home visits)for all students to discuss academic progress. • Scheduled conferences or documented correspondence with families of students who are demonstrating a decline on NWEA/iReady Benchmarks. • Personalized plans created in partnership with families to reduce learning loss,including flexible learning options for fully mobile students. • Recommendations for students to transition to an in-person learning model will be provided to families as needed. • Course recovery and summer academy options will be provided to students as needed. • Interventions,small group instruction,targeted instruction,and additional instructional minutes will be provided to identified students for Reading and Math,when applicable(these strategies for support will be recommended in-person as a first option,but for students that remain mobile-only,the necessary supports will be provided through that modality). • Continued parent engagement strategies such as school events,parent universities,student-conferences, curriculum nights,continuous improvement committees,etc. 1-C Additional interventions and supports will be provided to students who have transitioned out of the mobile learning model,back to full time,in-person learning. These interventions and supports may include the following: • Staff meets with transitioning student(s)and families to create a plan for success upon transition out of the innovative learning model. • Teachers will provide weekly check-ins with students and parents regarding student performance/progress and the transition back to in-person learning. • Regular check-ins will be scheduled with student(s)to ensure the student(s)are on track and transitioning successfully. • Families will be notified to attend a conference should their child not demonstrate progress after transitioning out of the innovative learning model. • Additional small group instruction will be provided weekly for students who are transitioning back to in-person learning. • Additional interventions will be provided,as appropriate,to support students'social/emotional needs. • In-person learning opportunities may be provided outside of the school day at flexible times for mobile students. 3 A Proud Member of the Charter Schools USA Family of Schools. 2. INNOVATIVE LEARNING MODALITIES The charter school or charter school network shall explain in detail its plan to: a. Offer the innovative learning modality only to students who are making adequate academic progress. b. Provide written notice to the parent/guardian that the child is not making adequate progress and describe the associated education risks.The charter school must obtain a written acknowledgement from the parent or guardian verifying the receipt of this information and their intent to have their child remain in the innovative learning modality.The school must submit a copy of the written acknowledgement form that they will provide to parents/guardians. 2-a ACES will only offer the mobile)learning modality to students who are making adequate academic progress.The 5-day Fully Mobile model uses interactive technology that will stream to remote students and devices for students making adequate academic progress.The instructional experience between both deliveries will be seamless. See page 1 for more information. The data analysis process is described throughout in this document(specifically in sections i and 4)and is also referenced in Appendix D,where we outline expectations for teaching and learning.Ongoing data reviews will be conducted to monitor student progress and provide the necessary scheduled remediation(ex.small group instruction,push-in or pull-out groups,targeted success block,instructional software support,tiered support through the MTSS process,in-person and mobile tutoring opportunities,etc.). Progress reports will be provided to parents monthly for any students who are not making adequate progress. A sample of the written notice and acknowledgement form for students not making adequate progress is included in Appendix B. A sample schedule for parent notification can be found in Appendix C.Parent/teacher/student conferences by phone,in-person or through web-conferencing platform may be requested to discuss details of academic supports that have been attempted in a mobile environment to indicate the need for a transition back to in-person instruction. 2-b If students attending school via the mobile learning modality are not making adequate progress based on a review of students'Fall and Winter benchmark assessment data,ACES will provide the parent/guardian with written notice of this that will also describe the associated educational risks. A sample schedule for parent notification can be found in Appendix C.This notice may be sent via certified mail if a response is not received from the parent/guardian. Written acknowledgement from the parent/guardian will be required if the intent of the family will be for the student to remain in the innovative learning modality as documentation that the parent/guardian is aware of the educational risks involved. A sample of the written notice and acknowledgement form is included in Appendix B. Should the school not receive the required written acknowledgement back from the family,the school may make a home visit to address this matter. If a parent/guardian chooses to transition their student to in-person learning,ACES will make timely adjustments to accommodate this request (within 7 calendar days) and adjust the student's schedule accordingly. When students transition back to in-person learning, ACES will provide additional supports such as small group instruction, push-in or pull-out groups, targeted success block, or instructional software support and options for tutoring support before and/or after school. Parents of these students will be provided with updates on academic progress and will have opportunities for teacher/administrative support during this transition period. 4 A Proud Member of the Charter Schools USA Family of Schools. 3. ENHANCED OUTREACH - TRUANCY/ ATTENDANCE OF STUDENTS The charter school or charter school network shall list strategies they are implementing to: a. Identify vulnerable students who have had limited or no contact with the school and transition them to the appropriate learning modality,including students who have yet to appear or enroll for the 2020-21 school year. b. Identify VPK-and kindergarten-eligible students with the goal of engaging students to maximize kindergarten readiness to support long-term achievement. 3-a ACES will continue to identify vulnerable students who have had limited or no contact with the school and will work with the family to transition the student to the learning modality that will result in acceptable attendance rates. The following strategies may be used to identify and transition these vulnerable students: • ACES will develop a process to: o identify students with frequent absences, o identify barriers to attendance and/or participation,and o develop intervention plans to address barriers to student participation. • Monitor student attendance,utilizing district or internal attendance tracking tools(example: PowerSchool at risk reports). • ACES may use their learning management system(or other platforms)to assess engagement/participation of students via the mobile model. • ACES may use all available data(i.e. Mobile Learning Dashboards and NWEA/iReady Summary Dashboards broken down by vulnerable population subgroups)for students who have had limited to no contact with the school as documentation for parents regarding the lack of student progress in the current modality. • ACES may also monitor the level of engagement/participation of its ESE students in their scheduled ESE sessions to determine if outreach activities targeting these specific interventions is warranted for some students. • ACES will identify students with less than a 90%attendance rate and work with families to identify barriers to attendance,developing a plan with those families to support student learning. • ACES may track parent/student contact logs to provide additional documentation for truancy/minimal school contact. • Students who have had limited or no contact with the school and are not actively participating in mobile learning,or who have performed below proficiency on tri-annual benchmark assessments and/or grade level mastery assessments will receive parent notification(see Appendix B)indicating the need for the student to return to school for full time in-person learning. • ACESwill provide families with reminders on the attendance procedures and guidelines as per the student handbook,which includes information regarding the importance of attendance on their academic success. ACES will notify families when student attendance displays a pattern of truancy or non-attendance. If improvement is not seen after the initial outreach,a meeting will be held to discuss the concern and develop strategies for meeting attendance guidelines. • ACES will be nimble and flexible in transitioning between learning models to improve student learning and engagement. 5 A Proud Member of the Charter Schools USA Family of Schools. • Family engagement strategies such as school events,parent universities,student-conferences,curriculum nights,continuous improvement committees,etc.will continue with a focus on student success in all learning modalities and will allow for mobile family and student participation. • ACES may partner with available community resources to engage parents and families. • ACES will identify a staff member that will be responsible for monitoring attendance for students who may be at risk and display a pattern of truancy or non-attendance. They will also be responsible to ensure that every student is accounted for and participating in their education. • If technical difficulties are identified as a barrier for access to their education,ACES will provide support for families to acquire the necessary resources to ensure that students have devices and connectivity. 3-b ACES will establish plans to identify VPK and kindergarten-eligible students with the goal of engaging students to maximize kindergarten readiness to support long-term achievement. This may include use of social media and community events, as some examples,to encourage families to enroll their child(ren)for in-person learning while still offering a mobile option. The schools may promote strategies for kindergarten readiness to families within the community and encourage in-person learning choices. Additionally,schools may provide opportunities for VPK students to visit kindergarten classroom(from mobile locations or in-person) and engage in activities with current kindergarten students. Once families have registered their incoming kindergarten students for the 2021-2022 school year,the school will provide families with resources for early literacy skills and strategies to do at home.Access will be also provided to instructional software platforms for early intervention,when available. Summer Bridge Academy programming for new incoming students(as well as for vulnerable populations)will also be made available. 6 A Proud Member of the Charter Schools USA Family of Schools. 4. PROFESSIONAL DEVELOPMENT The charter school or charter school network shall list professional development opportunities provided and planned to support teachers and leaders in implementing the Spring 2021 Education Plan,including: a. Innovative and virtual learning modalities; b. Interventions to support students in various learning modalities; and c. Technology needs(especially new learning management systems). 4-a Charter Schools USA FL will continue to provide comprehensive, ongoing, robust professional development to ACES to ensure that teachers and leaders are supported in implementing the Spring 2021 Education Plan and facilitating student learning. Professional development will encompass training in the areas of innovative and virtual learning modalities, interventions to support students in various learning modalities, and technology needs. The professional development facilitated will ultimately allow teachers to successfully deliver rigorous, standards-based instruction across both learning models in place. Professional development in this area may consist of the following: • ACES may implement professional development for teachers focused on high yield strategies, in all learning modalities,to support high levels of student engagement. • Charter Schools USA FL, through their partnership with Noble Education Initiative,may offer specific mobile classroom training to teachers and leaders. • ACES participates in Charter Schools USA FL's Master Schedule Analysis process which discusses the effectiveness of instructional practices and programming within all modalities of learning for students. • ACES school leaders attended a National Conference in October 2020 with a theme focused on innovative learning practices and how to navigate the two instructional models we offer. • Implementation of virtual PLCs within the new LMS focused on teacher collaboration and rigorous standards-based instruction(PLCs grouped by content area,grade band and vulnerable populations). • ACES will facilitate in-house PLCs and data chats to ensure student and classroom performance is analyzed and addressed with intentional adjustments to instructional practices. • Content training for teachers in the learning management system, focused on standards-based instruction, data analysis,and targeted instruction for all students. • Monthly Principal/Assistant Principal Leadership Academies with a focus on analyzing data and progress monitoring,as well as best practices and instructional strategies for students in both models. • Weekly Curriculum Specialist meetings focused on school support and professional development needs regarding the two learning models. • Instructional surveys may be administered to school leaders, teachers and support staff on professional development needs to best support students in both modalities. • Professional development for teachers includes, but is not limited to, both synchronous and asynchronous learning opportunities, modeling of instructional strategies, mobile and in-person coaching cycles and specialized content training as some examples. • Monthly professional development for Deans and Curriculum Resource Teachers with a focus on analyzing data and progress monitoring, as well as best practices and instructional strategies for students in both models. • ACES may engage in Edharmony, a pilot program where master teachers can partner with classrooms needing additional support,either within the school or across the Charter Schools USA FL network of schools. • ACES school leaders will provide regular feedback to teachers, developing their pedagogy and ultimately improving the quality of instruction for all students in all learning models. 7 A Proud Member of the Charter Schools USA Family of Schools. 4-b Professional development in this area may consist of the following: • Charter Schools USA FL will provide school-based curriculum support for meeting the needs of all students in the various learning models. • Charter Schools USA FL will provide leadership support to ensure appropriate interventions are available and being implemented to meet the needs of all students. • ACES will provide the necessary professional development to teachers for delivering instruction for interventions with fidelity across all learning models. • Implementation of virtual PLCs within the new LMS focused on teacher collaboration and rigorous standards-based instruction(PLCs grouped by content area,grade band and vulnerable populations). • Content training for teachers in the learning management system, focused on standards-based instruction, data analysis,and targeted instruction for all students. • ACES will facilitate in-house PLCs and data chats to ensure student and classroom performance is analyzed and addressed with intentional adjustments to instructional practices(how to effectively use the data to drive instruction and ensure academic growth for all students). • Regularly scheduled regional and/or school-based ESE team meetings with Directors of Special Populations with a focus on specially designed instruction,progress monitoring and using student data to drive instruction and student growth. • ACES school leaders will provide regular feedback to teachers, developing their pedagogy and ultimately improving the quality of instruction for all students in all learning models. 4-c Professional development in this area may consist of the following: • Charter Schools USA FL will continue to model and support the use of the current LMS for teachers and leaders during professional development opportunities. • Charter Schools USA FL will continue to model and support the use of the Owl Cam in the classroom for teachers and leaders during professional development opportunities. • Charter Schools USA FL and ACES Administration will identify training needs for specific educational platforms and coordinate,host and/or facilitate these trainings for curriculum teams and/or teachers. • Training and demonstrations on Google Apps for Education software and the Google Classroom learning management system. • Training and demonstrations on the OWL Cameras with teachers. • Parents will continue to have the opportunity for virtual and in-person training on strategies for accessing and communicating on the school's virtual learning platform. • Targeted support may also be provided to new teachers/leaders, as needed,around specific skills to support staff and student success within our innovative model. • ACES school leaders will provide regular feedback to teachers,developing their pedagogy and ultimately improving the quality of instruction for all students in all learning models. • ACES technicians will continue to receive weekly training and support on instructional technology usage, troubleshooting,etc. 8 A Proud Member of the Charter Schools USA Family of Schools. 111 FLORIDA DEPARTMENT OF E D U CAI t 0 N fldoe.org 1 T - a - a ti y Spring 2021 Education Plan and Assurances [CSUSA FLORIDA] Due: December 15, 2020 Spring 2021 Education Plan and Assurances The purpose of this document is to guide charter schools and charter school networks to plan for the continued implementation of the 2020-21 District Reopening Plan through an updated Spring 2021 Education Plan and to capture an updated agreement of assurances. The flexibility provided for in DOE Order No. 2020-EO-07 is necessary to respond to and mitigate the impact of the emergency and to promote the health, safety and welfare of persons connected with Florida's educational system. Overall, this document focuses on accomplishing the following four goals: 1. Building on the successful reopening of all public schools to in-person instruction; 2. Promoting parental choice while ensuring that every student is making adequate academic progress; 3. Providing financial continuity to enable each school district to maintain the full panoply of services for the benefit of Florida students and families, including students from vulnerable populations such as low- income families, migrant families, the homeless, English Language Learners (ELLS), students in foster care and students with disabilities; and 4. Empowering every district and charter school to maintain high-quality school choices for Florida students and families with a focus on eliminating achievement gaps, which have been exacerbated by the crisis. Charter schools and charter school networks shall complete this form and submit it to their school district sponsor no later than December 15, 2020. The subject line of the email must include the name of the charter school and Spring 2021 Education Plan and Assurances. The charter school shall complete the plan, agree to all assurances and faithfully implement the plan to receive the statutory flexibilities and financial supports that are offered in DOE Order No. 2020-EO-07. Approval of this plan will be predicated on the ability to deliver the needed resources for intervention programs to address any learning loss or lack of progress for students not on grade level, especially those students who are returning from options other than the traditional brick and mortar setting. Charter School Education Plan Assurances The charter school or charter school network must agree to ALL of the assurances by checking the corresponding boxes. Assurance 1: All schools will remain open. The charter school or charter school network agrees to the conditions set forth in section IL a. of*DOE Order No. 2020-EO-07. The charter school will continue to assure that its brick and mortar school must continue to be open at least five days per week for all students, subject to advice and orders of the Florida Department of Health, local departments of health and subsequent executive orders. 4Assurance 2: Continue the full panoply of services. The charter school or charter school network agrees to the conditions set forth in sections II.b. and Me. of*DOE Order No. 2020-EO-07. The school agrees to continue to provide the full array of services that are required by law so that families who wish to educate their children in a brick and mortar school full time will continue to have the opportunity to [District] Page 2 FLORIDA DEPARTMENT OF EDUCATION doe.org Spring 2021 Education Plan and Assurances do so. The school agrees to provide students with Individual Educational Plans (IEPs)the services necessary to ensure that they receive a free and appropriate education. The school agrees to identify students who may have regressed during school closures or during the fall term. The school must ensure that IEP teams are appropriately determining needed services, including compensatory services. If an ELL's reading, writing, listening or speaking skills have regressed during school closures, the school agrees to convene an ELL committee meeting with appropriate staff and parents to determine if additional or supplemental English for Speakers of Other Languages services are needed. Assurance 3: Continue progress monitoring and interventions. The charter school or charter school network agrees to the conditions set f orth in sections H.c. and H.d. of*DOE Order No. 2020- EO-07. The school agrees to continue to provide robust progress monitoring and requisite interventions to all students, with tiered support for students not making adequate progress. Students who are receiving instruction through innovative learning modalities must transition to another learning modality if they fail to make adequate progress. The school agrees to provide monthly progress monitoring reports to parents/guardians for students identified as performing below grade level and/or demonstrating decline on the school's progress monitoring system. The school agrees to provide the department with a detailed report, in a format prescribed by the Florida Department of Education, based on progress monitoring data that delineates the interventions provided to students and the effectiveness of each intervention at the end of the spring semester. The purpose of this report is to identify and differentiate between effective and ineffective intervention strategies provided to students not making adequate progress. The school agrees to continue to provide supplemental services (afterschool, weekend, and summer) for any student who, based upon progress monitoring or other data, has not achieved grade-level mastery or who is not on track to achieve a minimum of one year of academic growth during the 2020-21 school year. The school agrees to identify these students and provide written notice of the need and availability of these services to parents/guardians. Assurance 4: Innovative learning modality. The charter school or charter school network agrees to the conditions set f orth in sections H g. and H.h. of*DOE Order No. 2020-EO-07. The charter school agrees that if a student receiving instruction through the innovative learning modality is failing to make adequate progress, the parents/guardian must be contacted, and the student must be transitioned to face-to-face instruction. The school agrees that a student who is not making adequate progress will only be allowed to remain in the innovative learning modality if the charter school: 1)provides written notice to the parent or guardian that the child is not making adequate progress and any associated education risks; and 2) obtains written acknowledgement from the parent or guardian verifying the receipt of this information and the intent to remain in the innovative learning modality. The school agrees that students transitioned out of the innovative learning modality must be given additional interventions and supports. Charter schools must not unreasonably restrict the decision of a parent or guardian to alter the learning modality (in-person, innovative, virtual)that best suits their child's needs. Restricting when changes can be made to a certain time of the semester or requiring more than a week's notice prior to changing a student's learning modality are presumptively unreasonable. [District] Page 3 FLORIDA DEPARTMENT OF EDUCATION doe.org Spring 2021 Education Plan and Assurances 4Assurance 5: Truancy/Attendance of students. The charter school or charter school network agrees to the conditions set forth in section H i. of*DOE Order No. 2020-EO-07. The charter school agrees to continue to provide enhanced outreach to parents/guardians to ensure maximum in-person student enrollment and participation in public schools. Assurance 6: Continue professional development. The charter school or charter school network agrees to the conditions set forth in section H j. of*DOE Order No. 2020-EO-07. The charter school agrees to continue to provide professional development to teachers and leaders to become proficient in the delivery of grade-level standards within all learning modalities, as well as the utilization of progress monitoring for remediation and intervention. [District] Page 4 FLORIDA DEPARTMENT OF EDUCATION doe.org Spring 2021 Education Plan and Assurances Directions: The charter school or charter school network must address each of the following areas and their sub- components in the corresponding text box below. Please remember to clearly label the required information you are providing below accordingly, e.g., La., 2.c., 3.d., etc. Additionally,please check to make sure you have thoroughly and clearly answered each required area and sub-component below prior to submission. 1. Spring Intervention Plan. The charter school or charter school network shall explain in detail a proposed 2021 Spring Intervention Plan with the following three components: a. A focus on closing achievement gaps, particularly those that have been exacerbated during the pandemic. Include the school's plan for additional instructional time including afterschool, weekends, and/or summer programs, and an explanation of how lost instruction time has been or will be made up. b. Targeted outreach for students who are demonstrating a decline on the district's progress monitoring system for reading and mathematics, by grade level and by learning modality. c. Specify additional interventions and supports that will be provided to students who are transitioned out of the innovative learning model. Please see pages 1-3 of the FL Spring 2021 Education Plan. 2. Innovative Learning Modality. The charter school or charter school network shall explain in detail its plan to: a. Offer the innovative learning modality only to students who are making adequate academic progress. b. Provide written notice to the parent/guardian that the child is not making adequate progress and describe the associated education risks. The charter school must obtain a written acknowledgement from the parent or guardian verifying the receipt of this information and their intent to have their child remain in the innovative learning modality. The school must submit a copy of the written acknowledgement form that they will provide to parents/guardians. Please see page 4 of the FL Spring 2021 Education Plan. [District] Page 5 FLORIDA DEPARTMENT OF EDUCATION doe.org Spring 2021 Education Plan and Assurances 3. Enhanced Outreach - Truancy/Attendance of Students. The charter school or charter school network shall list strategies they are implementing to: a. Identify vulnerable students who have had limited or no contact with the school and transition them to the appropriate learning modality, including students who have yet to appear or enroll for the 2020-21 school year. b. Identify VPK- and kindergarten-eligible students with the goal of engaging students to maximize kindergarten readiness to support long-term achievement. Please see pages 5-6 of the FL Spring 2021 Education Plan. 4. Professional Development. The charter school or charter school network shall list professional development opportunities provided and planned to support teachers and leaders in implementing the Spring 2021 Education Plan, including: a. Innovative and virtual learning modalities; b. Interventions to support students in various learning modalities; and c. Technology needs (especially new learning management systems). Please see pages 7-8 of the FL Spring 2021 Education Plan. [District] Page 6 FLORIDA DEPARTMENT OF EDUCATION doe.org Spring 2021 Education Plan and Assurances The charter school or charter school network verifies that the information contained in this form that it provides to its school district sponsor is consistent with, and meets the intent of, the provisions outlined in DOE Order No. 2020-EO-07. Name and title of person responsible for completion and submission of the Spring 2021 Education Plan. Dr. Eddie Ruiz, CSUSA Florida State Director Contact information: email,phone number eruiz(i�charterschoolsusa.com Date submitted 12/15/2020 Signature of authorized representative [District] Page 7 FLORIDA DEPARTMENT OF EDUCATION doe.org APPENDIX A W -1 41 0 0 ° m w o °� o i bb m C L C-n W W °' _ w C6 L L vi o V m ° a t A o Z w � o -o E ° o C� •�, CZ cz N fLb L � v a y E c av w by N U N Z., 7-1 cz ro U o u E Q -0 u � �L bA N 41 ° L C L o E � onon � � N L ' E 41 �17 M Vl U 7 Vl 0 N Q a N Vl N 41 m E N a y C Y � N Q Q. a EL (U bA y Fr y Q Fr 41 L C W w W W w C N o 41b 41L � c a 41 N y a m ago c M o > E ° 41 ct ct 3 y N 41 41 N Fr c E �. 0 a u O N 00 m oC N � �J � .-� bA �n bA a � *�•' L 0 b0 ul _ oN q bb on `" o w o w o + a N N 3aN r14 w � -0 Q a LU *Z N —Z CA CA c Z t Z * N * * 4, N In U p O c 4y cz mmcz O U ct cz Z bA N Ln o cz .0 �czi' CZ � o � p CIA � oq W � � w � U Cl th CII w o on 3 � �la � awC7aC7 � czW 4- 4- z a w N N o 3a 4- 4- Q o v > CCU CCU � 0. � W C7 W v th y S W O U O '� � ai � a� � ai � � � ai o � a� � aoi •o O a O a Fr y c c y c ct O y � O Q a1 bA bA 5 bA U U U U O O `o 0 H N r�U � � w � ON a N r14L O\ a ems. c c V � H0 0 C) A w C an ° an v z o va QC7d M y N c ° ? czcz 0 ¢ . cz cn c o ca a o cz ca cn Ca wl Q ca cn 0 ca bi) cz ca .s u cz " cn 4., cd tip }V�;--�r-I ,pyy CZ 0 cz 0 cz cz 0 Ca p O O cz o ca m m cz w m a i c o ^zcn w ca 'O cna�i 0 cn cz ca ca U CZ CZ CZ 24 cz cz cz cz rn o y� cz t t CZ o cz cz cz CZ cz cz cz w o` 0 cca cz o czcz f0 bD C F 2 C4 Uj Q) C4 c� cl C4 O 'o oc U bfJ N cz W CZ _0 �d cn bA d bA °�° v 10 10 cn 0 cn cn i d 3 w . w . cn U, I~ o o cn r14a Q = v1 0 oN cl a3 C4 o 0 o 0 cz 00 w � O W o Q a cz cl vn cn ~a�i v N � � � cz o � � cz � � � � g cn 0 w wQw vi � d � d d� a vide z �, APPENDIX B ./ CSUSA Florida APPENDIX B Sample Parent Notification Letter and Acknowledgement Form (Date) To the parent(s)/guardian(s) of (insert student name) Name of school has been hard at work to ensure educational excellence throughout our school despite the COVID-19 pandemic. In an effort to ensure that each student's learning model is setting him/her up for the best opportunity for success, we have been analyzing the progress of our students whose families chose mobile learning as their child's instructional model to start the school year. Based on our review of your child's performance during the first semester of the 2020-2021 school year, some learning gaps were noted.As per the Florida Department of Education's Executive Order 07,your child is required to return to in-person learning no later than January 11,2021 to allow the greatest opportunity for your child to demonstrate adequate progress as we move forward. NIP M Please indicate the information below as to your intention regarding our recommendation of the change in learning model and return this form to PRINCIPAL NAME by DATE. We appreciate your support and look forward to partnering with you as we work toward student success for all students. Sincerely, (Principal Name), School Principal (School Name) ACKNOWLEDGEMENT FORM—LEARNING MODEL CHANGE Student Name: Grade: I agree to have my child transition to the full time in-person learning modality starting on the recommended date listed above. I deny the recommendation to have my child transition to the full-time in-person learning modality and understand the educational risks associated with this choice. I also agree to participate in a conference with the school. Parent Name: Today's Date: Parent Signature: Return Date (if applicable): A Proud Member of the Charter Schools USA Family of Schools. APPENDIX C rSv 0 USA d aa APPENDIX C Sample Schedule for Parent Notification M T W R F M T W R F 4 O 1 O 11 Q 8 Q 18 15 25 22 M T W R F M T W R F 1 O 5 O 8 Q 12 Q 15 19 22 26 MAY 2021 M T W R F KEY 3 O O Parent notification letters go home for all students not 10 Q making adequate progress 17 Q Parent acknowledgement forms due back to school 24 APPENDIX D ./ CSUSA Florida APPENDIX D Teaching and Learning Expectations Teaching Expectations • Follow CSUSA Employee Handbook, school health/safety procedures and Code of Ethics at all times • Engage in professional development opportunities and reflect on your instructional practice • Be open to feedback as you strive for continuous improvement • Responsibly and effectively utilize devices/online programs available to you • Plan for rigorous,standards-based instruction for students in all learning models • Challenge students to think critically at DOK levels 3 and 4 • Incorporate appropriate engagement and collaboration strategies for students in all learning models • Identify students not making adequate progress: o Not meeting growth targets on NWEA MAP/iReady benchmarks o Earning D or F in more than 1 core class • Provide parents with monthly notification when students are not demonstrating adequate progress • Facilitate student/family conferences to discuss student performance,trends and plans for continuous improvement • Implement targeted interventions for students not demonstrating adequate progress: o Utilize the NWEA Learning Continuum or iReady Instructional Groupings to target instruction for all students o Provide small group instruction during success block based on grade level data from standards-based instructional focus assessments • Manage time effectively to maximize instructional minutes Learning Expectations • Follow District Student Code of Conduct and school-wide expectations • Responsibly and effectively utilize devices/online programs provided • Be present for all classes throughout the full instructional school day • Actively engage in learning opportunities provided • Be punctual for all classes • Respectfully collaborate with peers and staff • Limit your distractions, whether you are learning in person or from a mobile location • Demonstrate ownership of your learning(with parent support as needed): o Examine your teacher feedback,grades and assessment data o Collaborate with your teacher and family to develop a plan for catch-up growth o Execute the plan and communicate with your teacher about barriers or support needed • Manage your time effectively to ensure timely assignment submission School administrators will support the teaching and learning expectations through quality professional development, regular observations and feedback, instructional coaching cycles, continued PLCs focused on student success, and progress monitoring for both academic performance and attendance. *CSUSA FL schools reserve the right to set and publish school-specific expectations for teaching and learning.