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5-22-2025 ACES and DSAHS Governing Board Meeting AgendaAVENTURA CITY OF EXCELLENCE SCHOOL AND DON SOFFER AVENTURA HIGH SCHOOL v-1. DON SOFFEP A VENTURA HIGH SCHOOL REGULAR MEETING AGENDA May 22, 2025 9:00 a.m. Aventura Government Center 19200 W. Country Club Drive • Aventura, FL 33180 51h Floor Executive Conference Room Governing Board AVENTURA CITY COMMISSION ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) AND THE DON SOFFER AVENTURA HIGH SCHOOL (DSAHS) Mayor Howard S. Weinberg, Esq. Vice Mayor Cindy Orlinsky Commissioner Clifford B. Ain Commissioner Gustavo Blachman Commissioner Amit Bloom Commissioner Rachel S. Friedland, Esq. Commissioner Paul A. Kruss City Manager Bryan Pegues — Governing Board Facilitator City Clerk Ellisa L. Horvath, MMC City Attorneys Weiss Serota Helfman Cole & Bierman Aventura Governing Board Meeting Agenda May 22, 2025 Aventura City of Excellence School and Don Soffer Aventura High School AVENTURA CITY COMMISSION ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES) AND THE DON SOFFER AVENTURA HIGH SCHOOL (DSAHS): CALL TO ORDER/ROLL CALL 2. PLEDGE OF ALLEGIANCE 3. APPROVAL OF MINUTES: April 17, 2025 Regular Meeting 4. SCHOOL UPDATES: • ACES Principal Ana Melhuish • DSAHS Principal Dr. Geoff McKee 5. ORDINANCES — SECOND READING/PUBLIC HEARING: A. AVENTURA CITY COMMISSION, ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES): AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE ATTACHED AVENTURA CITY OF EXCELLENCE SCHOOL OPERATING AND CAPITAL BUDGET FOR FISCAL YEAR 2025/2026 (JULY 1 — JUNE 30), PURSUANT TO SECTION 4.05 OF THE CITY CHARTER; AUTHORIZING EXPENDITURE OF FUNDS ESTABLISHED BY THE BUDGET; PROVIDING FOR BUDGETARY CONTROL; PROVIDING FOR PERSONNEL AUTHORIZATION; PROVIDING FOR GIFTS AND GRANTS; PROVIDING FOR AMENDMENTS; PROVIDING FOR ENCUMBRANCES; PROVIDING FOR SEVERABILITY; AND PROVIDING FOR AN EFFECTIVE DATE. B. AVENTURA CITY COMMISSION, ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE DON SOFFER AVENTURA HIGH SCHOOL (DSAHS): AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE ATTACHED DON SOFFER AVENTURA HIGH SCHOOL OPERATING AND CAPITAL BUDGET FOR FISCAL YEAR 2025/2026 (JULY 1 — JUNE 30), PURSUANT TO SECTION 4.05 OF THE CITY CHARTER; AUTHORIZING EXPENDITURE OF FUNDS ESTABLISHED BY THE BUDGET; PROVIDING FOR BUDGETARY CONTROL; PROVIDING FOR PERSONNEL AUTHORIZATION; PROVIDING FOR GIFTS AND GRANTS; PROVIDING FOR AMENDMENTS; PROVIDING FOR ENCUMBRANCES; PROVIDING FOR SEVERABILITY; AND PROVIDING FOR AN EFFECTIVE DATE. 6. APPROVAL OF AMENDED 2025-2026 SCHOOL CALENDAR FOR DSAHS 7. APPROVAL OF THE ACES PARENT/STUDENT HANDBOOK 2025-2026 AND THE DSAHS FAMILY HANDBOOK 2025-2026 8. APPROVAL OF CHARTER SCHOOLS USA SCHOOL ADMINISTRATOR EVALUATION SYSTEM 9. APPROVAL OF CHARTER SCHOOLS USA INSTRUCTIONAL PERSONNEL EVALUATION SYSTEM Page 1 of 2 Aventura Governing Board Meeting Agenda May 22, 2025 Aventura City of Excellence School and Don Soffer Aventura High School 10. OTHER BUSINESS 11. PUBLIC COMMENT 12. 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 Governing Board for the Aventura City of Excellence School (ACES) and the Don Soffer Aventura High School (DSAHS), 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. Page 2 of 2 DON SOFFER $AVENTURA HIGH CHOOL AVENTURA GOVERNING BOARD AVENTURA CITY OF EXCELLENCE SCHOOL AND DON SOFFER AVENTURA HIGH SCHOOL REGULAR MEETING MINUTES APRIL 17, 2025 9:00 a.m. Aventura Government Center 19200 West Country Club Drive Aventura, FL 33180 Aventura City Commission acting in its capacity as the Governing Board for the Aventura City of Excellence School (ACES) and the Don Soffer Aventura High School (DSAHS): 1. CALL TO ORDER/ROLL CALL: The meeting was called to order by Mayor Howard Weinberg at 9.06 a.m. The roll was called and the following were present: Mayor Howard S. Weinberg, Vice Mayor Rachel S. Friedland, Commissioner Clifford B. Ain, Commissioner Gustavo Blachman, Commissioner Amit Bloom, Commissioner Paul A. Kruss, Commissioner Cindy Orlinsky, City Manager Bryan Pegues, City Clerk Ellisa L. Horvath, and City Attorney Robert Meyers. Also present were ACES Principal Ana Melhuish, DSAHS Principal Dr. Geoff McKee, Jonathan Hage — Charter Schools USA, and Rachel Windler-Freitag — Charter Schools USA Area 2 Florida Deputy Director. As a quorum was determined to be present, the meeting commenced. 2. PLEDGE OF ALLEGIANCE: The Pledge was led by Mayor Weinberg. 3. APPROVAL OF MINUTES: A motion for approval of the January 23, 2025 Aventura Governing Board Regular Meeting Minutes was offered by Vice Mayor Friedland, seconded by Commissioner Kruss, and passed unanimously by roll call vote. 4. SCHOOL UPDATES: • DSAHS Principal Dr. Geoff McKee: Principal Dr. McKee provided updates including the following items: teacher appreciation week, student art exhibit and some of those items displayed at museums, SAT and PSAT testing, college acceptances and scholarships, end of year testing, National Honor Society, sports update, and appreciation of the Board's support. The City Commission provided input on the items discussed. No comments were provided by members of the public. Aventura Governing Board Regular Meeting Minutes Aventura City of Excellence School and Don Soffer Aventura High School April 17, 2025 • ACES Principal Ana Melhuish: Principal Melhuish provided updates including the following items: teacher appreciation week, enrollment, kindergarten assessments, academics and testing, tutoring, Career Day, Coffee Connection, garden, fundraisers, model UN competition and awards, boys' volleyball, girls' flag football, life skill class, annual awards including teacher of the year, field trips, upcoming events, and student tile wall. The City Commission provided input on the items discussed including the following: recognizing awarded teachers and the spelling bee second place winner at the next Commission Meeting, the City helping to promote school fundraisers via social media, and the number of students on the waitlist. No comments were provided by members of the public. 5. NEW SCHOOL DISCUSSION — JONATHAN HAGE, CHARTER SCHOOLS USA: Mayor Weinberg introduced the item. Mr. Pegues and Mr. Meyers reported on the upcoming anticipated closing on 3.7 acres of land for a new school, the items for Gulfstream to address within 90 days, and anticipated construction thereafter in July/August. Mr. Hage, accompanied by Ms. Windler-Freitag, reviewed the item. Ms. Windler-Freitag reviewed the number of students on the waitlists for both schools, anticipated enrollment, adding 1,000 seats over the next five years, and the plans for the number of students in K-12. Mr. Hage reviewed options to expand the school system, with the goal of a top performing K-12 program, and recommended that the City move forward with Option A for a new high school on the new site. The City Commission discussed the item including the following: difference in the options provided, a total of 5.7 acres for both the high school and middle school, future plans for the K-5 school at the current ACES site, the possibility of obtaining additional land from Gulfstream, green space, an exclusive school system for residents, phase one to include a new high school and middle school, designing the school properly with piling to allow for future vertical expansion, and changes in the birth rates. The following members of the public provided comments: Diane Gleit, former Commissioner Luz Weinberg, and former Mayor Enid Weisman. A motion for Mr. Pegues to move forward with Option A was offered by Commissioner Bloom, seconded by Commissioner Orlinsky, and passed unanimously by roll call vote. 6. ORDINANCES — FIRST READING/PUBLIC INPUT: Mrs. Horvath read the following Ordinance title: A. AVENTURA CITY COMMISSION, ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE AVENTURA CITY OF EXCELLENCE SCHOOL (ACES): Page 2 of 5 Aventura Governing Board Regular Meeting Minutes Aventura City of Excellence School and Don Soffer Aventura High School April 17, 2025 AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE ATTACHED AVENTURA CITY OF EXCELLENCE SCHOOL OPERATING AND CAPITAL BUDGET FOR FISCAL YEAR 2025/2026 (JULY 1 — JUNE 30), PURSUANT TO SECTION 4.05 OF THE CITY CHARTER; AUTHORIZING EXPENDITURE OF FUNDS ESTABLISHED BY THE BUDGET; PROVIDING FOR BUDGETARY CONTROL; PROVIDING FOR PERSONNEL AUTHORIZATION; PROVIDING FOR GIFTS AND GRANTS; PROVIDING FOR AMENDMENTS; PROVIDING FOR ENCUMBRANCES; PROVIDING FOR SEVERABILITY; AND PROVIDING FOR AN EFFECTIVE DATE. A motion for approval was offered by Commissioner Blachman and seconded by Commissioner Kruss. Ayanna Jeffrey, Senior Accounting Analyst - Charter Schools USA, presented the budget. The City Commission discussed the item including the following: adding buses, positions eliminated, assistants in kindergarten class, number of teachers per student, the elimination of the dance teacher, retention rates, increasing contract mental health, past surplus employees, marketing/advertising, business expenditure items, subscriptions, text books, other miscellaneous expenditures, and finding funding to include a dance teacher. Mr. Pegues was directed to work with Charter Schools USA for further review of the budget to allow for the addition of one dance teacher and any additional reductions deemed appropriate. Mr. Hage, Ms. Windler-Freitag, and Ms. Jeffrey addressed items raised by the City Commission. A motion to amend the budget by increasing the money that the City contributed to the school was offered by Vice Mayor Friedland. The motion died due to the lack of a second. The following members of the public provided comments: former Mayor Enid Weisman. The motion for approval of the Ordinance on first reading passed unanimously by roll call vote. Mrs. Horvath read the following Ordinance title: B. AVENTURA CITY COMMISSION, ACTING IN ITS CAPACITY AS THE GOVERNING BOARD FOR THE DON SOFFER AVENTURA HIGH SCHOOL (DSAHS): AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE ATTACHED DON SOFFER AVENTURA HIGH SCHOOL OPERATING AND CAPITAL BUDGET FOR FISCAL YEAR 2025/2026 (JULY 1 — JUNE 30), PURSUANT TO SECTION 4.05 OF THE CITY CHARTER; AUTHORIZING EXPENDITURE OF FUNDS ESTABLISHED BY THE BUDGET; PROVIDING FOR BUDGETARY CONTROL; PROVIDING FOR PERSONNEL AUTHORIZATION; PROVIDING FOR GIFTS AND GRANTS; PROVIDING FOR AMENDMENTS; PROVIDING FOR ENCUMBRANCES; PROVIDING FOR SEVERABILITY; AND PROVIDING FOR AN EFFECTIVE DATE. Page 3 of 5 Aventura Governing Board Regular Meeting Minutes Aventura City of Excellence School and Don Soffer Aventura High School April 17, 2025 A motion for approval was offered by Vice Mayor Friedland and seconded by Commissioner Blachman. Ayanna Jeffrey, Senior Accounting Analyst - Charter Schools USA, presented the budget. The City Commission discussed the item including the following: dean of students, title/job codes, providing for any needed positions, clarification on any Advanced Placement classes taken elsewhere, importance of mental health services, and revenues. Mr. Hage, Ms. Windler-Freitag, Ms. Jeffrey, and Principal Dr. McKee addressed items raised by the City Commission. No comments were provided by members of the public. The motion for approval of the Ordinance on first reading passed unanimously by roll call vote. 7. APPROVAL OF THE ACES PARENT/STUDENT HANDBOOK 2025-2026 AND THE DSAHS FAMILY HANDBOOK 2025-2026: Mr. Pegues removed this item from the agenda and advised that it would be presented for approval at the May 22, 2025 meeting. 8. APPROVAL OF 2025-2026 SCHOOL CALENDAR FOR ACES AND DSAHS: Mayor Weinberg introduced the item. A motion for approval was offered by Commissioner Kruss and seconded by Commissioner Ain. Mr. Pegues, accompanied by Ms. Windler-Freitag reviewed the item noting that both school calendars were aligned. No comments were provided by members of the public. No comments were provided by the City Commission. The motion for approval passed unanimously by roll call vote (6-0), with Vice Mayor Friedland absent. 9. APPROVAL OF 2025-2026 GOVERNING BOARD MEETING SCHEDULE: Mayor Weinberg introduced the item. A motion for approval was offered by Commissioner Ain and seconded by Commissioner Blachman. Mr. Pegues reviewed the item. No comments were provided by members of the public. The City Commission noted a clerical error for the year in April to be corrected to 2026. Page 4 of 5 Aventura Governing Board Regular Meeting Minutes Aventura City of Excellence School and Don Soffer Aventura High School April 17, 2025 The motion for approval passed unanimously (6-0) by roll call vote, with Vice Mayor Friedland absent. 10. REVIEW AND APPROVAL OF 2025 AUDIT ENGAGEMENT LETTERS WITH CITRIN COOPERMAN & COMPANY LLC FOR ACES AND DSAHS: Mayor Weinberg introduced the item. A motion for approval was offered by Commissioner Blachman and seconded by Commissioner Ain. Mr. Pegues reviewed the item. The City Commission discussed the item. No comments were provided by members of the public. The motion for approval passed unanimously by roll call vote. 11. OTHER BUSINESS: None. 12. PUBLIC COMMENT: The following members of the public provided comments: Nira Loszynski (19195 Mystic Pointe Drive #2207, Aventura). 13. ADJOURNMENT: There being no further business to come before the Commission as the Governing Board, a motion to adjourn was offered by Commissioner Ain, seconded by Commissioner Blachman, and unanimously approved; thus, adjourning the meeting at 11:23 a.m. Ellisa L. Horvath, MMC, City Clerk Approved by the City Commission, acting in its capacity as the Governing Board for ACES and DSAHS, on May 22, 2025. Page 5 of 5 CITY OF AVENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission, acting in its capacity as the Governing Board for the Aventura City of Excellence School (ACES) F FROM- Bryan Pegues, City Manager, BY: Melissa Cruz, Finance Director DATE: May 16, 2025 SUBJECT: Ordinance Adopting Fiscal Year 2025/2026 Aventura City of Excellence School (ACES) Charter School Fund Budget April 17, 2025 ACES Governing Board Meeting Agenda (First Reading) May 22, 2025 ACES Governing Board Meeting Agenda (Second Reading) RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board for ACES, approve the attached Ordinance adopting the 2025/2026 Aventura City of Excellence School (ACES) Charter School Fund Budget. The ACES budget document has been updated from the version that was presented at the April 17, 2025 ACES Governing Board Meeting. All changes are outlined below- - Addition of one (1) Dance Teacher, increasing headcount from 98 to 99. o The salary for the additional Teacher is offset by savings from five (5) Teachers not returning. Those positions will be filled by new hires at a lower new hire salary rate. Total Compensation is increasing by $11,446, from $8,851,025 to $8,862,471. - Reduction in the Dues and Subscriptions line item by $16,000, from $26,550 to $10,550. - Increase in Electricity by $4,554, from $150,111 to $154,665. - The total net change to the budget from first reading to second reading is $0. If you have any questions, please feel free to contact me. CITY OF AVENTURA ORDINANCE NO. 2025- AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE ATTACHED AVENTURA CITY OF EXCELLENCE SCHOOL OPERATING AND CAPITAL BUDGET FOR FISCAL YEAR 2025/2026 (JULY 1 — JUNE 30), PURSUANT TO SECTION 4.05 OF THE CITY CHARTER; AUTHORIZING EXPENDITURE OF FUNDS ESTABLISHED BY THE BUDGET; PROVIDING FOR BUDGETARY CONTROL; PROVIDING FOR PERSONNEL AUTHORIZATION; PROVIDING FOR GIFTS AND GRANTS; PROVIDING FOR AMENDMENTS; PROVIDING FOR ENCUMBRANCES; PROVIDING FOR SEVERABILITY; AND PROVIDING FOR AN EFFECTIVE DATE. NOW, THEREFORE, BE IT ORDAINED BY THE CITY COMMISSION OF THE CITY OF AVENTURA, FLORIDA, AS FOLLOWS: Section 1. The 2025/2026 Operating and Capital Improvement Program Budget for the Aventura City of Excellence School, a copy of said budget being attached hereto and made a part hereof as specifically as if set forth at length herein, be and the same is hereby established and adopted. Section 2. Expenditure of Funds Appropriated in the Budget Authorized. Funds appropriated in the Budget may be expended by and with the approval of the City Manager in accordance with the provisions of the City Charter and applicable law. Funds of the City shall be expended in accordance with the appropriations provided in the Budget adopted by this Ordinance and shall constitute an appropriation of the amounts specified therein. Supplemental appropriations or the reduction of appropriations, if any, shall be made in accordance with Section 4.07 of the City Charter. Section 3. Budgetary Control. The Budget establishes a limitation on expenditures by department total. Said limitation requires that the total sum allocated to the Charter School Fund may not be increased or decreased without specific authorization by a duly -enacted Resolution affecting such amendment or transfer. Therefore, if requested by the Principal of the Aventura City of Excellence School, the City Manager may authorize transfers from one individual line item account to another, so long as the line item accounts are within the same department and fund. Section 4. Personnel Authorization. The "Personnel Allocation Summary" enumerates all authorized budgeted positions. However, if requested by the Principal of the City of Aventura Ordinance No. 2025- Aventura City of Excellence School, the City Manager may amend said authorized budgeted positions in order to address the operating needs of the department so long as sufficient budgeted funds are available. Section 5. Grants and Gifts. When the City of Aventura receives monies from any source, be it private or governmental, by Grant, Gift, or otherwise, to which there is attached as a condition of acceptance any limitation regarding the use or expenditures of the monies received, the funds so received need not be shown in the Operating Budget nor shall said budget be subject to amendment of expenditures as a result of the receipt of said monies, but said monies shall only be disbursed and applied toward the purposes for which the said funds were received. To ensure the integrity of the Operating Budget, and the integrity of the monies received by the City under Grants or Gifts, all monies received as contemplated above must, upon receipt, be segregated and accounted for based upon generally accepted accounting principles and where appropriate, placed into separate and individual trust and/or escrow accounts from which any money drawn may only be disbursed and applied within the limitations placed upon the Gift or Grant as aforesaid. Section 6. Amendments. Upon the passage and adoption of the Charter School Fund Budget for the City of Aventura, if the City Manager determines that the Department Total will exceed its original appropriation, the City Manager is hereby authorized and directed to prepare such Ordinances as may be necessary and proper to modify any line item from the Budget hereby. Section 7. Encumbrances. All outstanding encumbrances on June 30, 2025 shall lapse at that time; and all capital outlay encumbrances and/or capital outlay expenditures not spent during the fiscal year may be re -appropriated in the 2025/2026 fiscal year. Section 8. Severability. The provisions of this Ordinance are declared to be severable and if any section, sentence, clause or phrase of this Ordinance shall for any reason be held to be invalid or unconstitutional, such decision shall not affect the validity of the remaining sections, sentences, clauses, and phrases of this Ordinance but they shall remain in effect, it being the legislative intent that this Ordinance shall stand notwithstanding the invalidity of any part. Section 9. Effective Date. This Ordinance shall be effective immediately upon adoption on second reading. Page 2 of 4 City of Aventura Ordinance No. 2025- The foregoing Ordinance was offered by Commissioner Blachman, who moved its adoption on first reading. This motion was seconded by Commissioner Kruss, and upon being put to a vote, the vote was as follows: Commissioner Clifford B. Ain Yes Commissioner Gustavo Blachman Yes Commissioner Amit Bloom Yes Commissioner Paul A. Kruss Yes Commissioner Cindy Orlinsky Yes Vice Mayor Rachel S. Friedland Yes Mayor Howard S. Weinberg Yes The foregoing Ordinance was offered by Commissioner , who moved its adoption on second reading. This motion was seconded by Commissioner and upon being put to a vote, the vote was as follows: Commissioner Clifford B. Ain Commissioner Gustavo Blachman Commissioner Amit Bloom Commissioner Rachel S. Friedland Commissioner Paul A. Kruss Vice Mayor Cindy Orlinsky Mayor Howard S. Weinberg PASSED on first reading this 17t" day of April, 2025. PASSED AND ADOPTED on second reading this 22nd day of May, 2025. Page 3 of 4 City of Aventura Ordinance No. 2025- HOWARD S. WEINBERG, ESQ. MAYOR ATTEST: ELLISA L. HORVATH, MMC CITY CLERK APPROVED AS TO LEGAL SUFFICIENCY: ROBERT MEYERS CITY ATTORNEY WEISS SEROTA HELFMAN COLE + BIERMAN, P.L. Page 4 of 4 City of Aventura Aventura City of Excellence School Budget Fiscal Year 2025/2026 %N CHARTER SCHOOLS:, A City of Aventura Aventura City of Excellence School Operating and Capital Budget Fiscal Year 2025/2026 City Commission/Governing Board Mayor Howard S. Weinberg, Esq. Commissioner Clifford B. Ain Commissioner Gustavo Blachman Commissioner Amit Bloom Commissioner Rachel S. Friedland, Esq Commissioner Paul A. Kruss Commissioner Cindy Orlinsky City Manager Bryan Pegues Principal Ana Melhuish Planning/Management Services Provided Charter Schools USA This page has intentionally been left blank City of Aventura Aventura City of Excellence School Operating and Capital Budget Fiscal Year 2025/2026 Table of Contents Charter Schools USA's Budget Message................................................................................................................. i-v Comparative Personnel Allocation Summary......................................................................................................... ii Full -Time Staff Comparison Chart............................................................................................................................... iii Introduction............................................................................................................................................1-3 Mission Statement, Vision Statement, and Commitment Statement..................................................... 2 Organization and Operations................................................................................................................................. 3 Fund Description & Summary..........................................................................................................5-6 Revenue Projection & Rationale......................................................................................................7-9 Budgetary Account Summary by Expenditure Function .................................................... 11-14 ACES Instructional Pay -for -Performance Pay Plan.............................................................. 15-17 This page has intentionally been left blank MEMORANDUM TO: City Commission/Governing Board Bryan Pegues, City Manager FROM: Ana Melhuish, Principal, Aventura City of Excellence School Ayanna Jeffrey, Sr. Accounting Analyst, Charter Schools USA DATE: May 16, 2025 SUBJECT: Proposed 2025/2026 Aventura City of Excellence School Budget Attached is the proposed 2025/2026 Aventura City of Excellence School ("ACES") Budget (Fund 190) which will be effective from July 1, 2025 — June 30, 2026, for review and consideration. Our goal in preparing the budget was to ensure continued delivery of high - quality educational services to the students. The budget was prepared in a collaborative effort by CSUSA, including staff members from several different divisions, and the ACES Principal. In addition, the budget has also been reviewed by the City Manager and the Finance Director and will appear on first and second reading on April 17t" and May 22nd, 2025, respectively. The following are the major highlights of the 2025/2026 budget: • The school budget is based on a projected enrollment of 1,032 Kindergarten through 8t" grade students. • At the time of preparation, the Florida Legislative Session had not approved an increase of Florida Education Financial Program (FEFP) funding for Miami -Dade. However, the estimate of the projected increase in these revenues is included using the District's latest FEFP statement for the school as the starting point. • Includes 99 full-time equivalent employees at a projected cost of $8,862,471 and is summarized by class and category below: Job Class Category 2024-25 Projected 2025-26 Proposed Change Administrative Staff Full-time 18.0 18.0 Part-time - - Subtotal 18.0 18.0 Instructional Staff Full-time 84.0 81.0 (3.0) Part-time - - Subtotal 84.0 81.0 (3.0) Total Employees 102.0 99.0 (3.0) Vendor Services include contracted pupil transportation for four (4) buses to transport students that live two (2) miles or more from the School at a cost of $458,316. To continue enhancing students' instructional experience, $254,884 has been budgeted for textbooks, reference books and instructional licenses under Instructional Expenditures. Capital expenditures of $286,470 are budgeted for costs associated with Computer Hardware, IT Infrastructure and FF&E (i.e. Classroom Furniture). Compensation for Personnel Services Total Compensation for Personnel Services is budgeted at $8,862,471 or 63.3% of the total budget expenses and 67.4% of total operating revenue. This category includes 99 full-time equivalent employees, including 18 administrative staff positions and 81 instructional staff positions, detailed below. To maintain, attract, and retain highly qualified teachers, salaries reflect the school's proposed Pay Plan and stipends of $1,202,325 funded by the Miami -Dade County Referendum. All employees are under contract with CSUSA. Aventura City School of Excellence Comparative Personnel Allocation Summary 3 - Year Presentation 2023-24 2024-25 2025-26 Actual Projected Proposed Full- Part- Full- Part- Full- Part - Job Class Time Time Total Time Time Total Time Time Total Administrative Staff Principal 1.0 1.0 1.0 1.0 1.0 1.0 Assistant Principal 2.0 2.0 2.0 2.0 2.0 2.0 School Operations Administrator 1.0 1.0 1.0 1.0 1.0 1.0 Administrative Assistant 3.0 2.0 5.0 3.0 3.0 3.0 3.0 Receptionist 1.0 - 1.0 1.0 1.0 1.0 1.0 Enrollment Management 1.0 1.0 1.0 1.0 1.0 1.0 Guidance Counselor 1.0 1.0 2.0 2.0 2.0 2.0 Dean of Curriculum/Dean of Students 1.0 1.0 2.0 2.0 2.0 2.0 IT Support 1.0 1.0 1.0 1.0 1.0 1.0 Other Support 2.0 2.0 - - - - HaII Monitor 4.0 4.0 4.0 4.0 4.0 4.0 Subtotal 18.0 2.0 20.0 18.0 18.0 18.0 18.0 Instructional Staff Teachers 71.0 - 71.0 67.0 67.0 68.0 68.0 ESE/Special Education Teachers 4.0 4.0 6.0 6.0 6.0 6.0 Curriculum Resource Teacher 1.0 1.0 3.0 3.0 3.0 3.0 Instructional Aides 6.0 8.0 14.0 6.0 6.0 3.0 3.0 Subs 2.0 - 2.0 2.0 2.0 1.0 1.0 Subtotal 84.0 8.0 92.0 84.0 84.0 81.0 81.0 Total 102.0 10.0 112.0 102.0 102.0 99.0 99.0 Full -Time Staff Comparison 102.0 101.5 101.0 100.5 100.0 99.5 99.0 98.5 98.0 97.5 2023/24 - 2024/25 - 2025/26 - Actual Projected Proposed The remainder of this page has been intentionally left blank The total proposed budget for 2025/2026 is $14,001,902 broken down into the following categories: Category Amount % Compensation $ 8,862,471 63.3% Professional Services 1,327,095 9.5% Vendor Services 1,479,201 10.6% Administrative Expenditures 100,142 0.7% Instructional Expenditures 254,884 1.8% Other Operating Expenditures 1,031,225 7.4% Fixed Expenditures 604,059 4.3% Capital Outlay 286,470 2.0% Repayment of Debt 56,355 0.4% Total $ 14,001,902 100.0% Instructional Expenditures 1.8% Administrative Expenditures 0.7% Ve n d o r Se ry i ce s 10.6% Professional Services 9.5% Expenditures by Category Fixed Expenditures OtherOperating 4.3% Capital Outlay Expenditures 2.0% 7.4% Repaymentof Debt 0.4% Compensation 63.3% Summary We are pleased to submit the detailed budget contained within this document and its related funding levels representing the City's continued commitment to support the Mission and Vision for Aventura City of Excellence School as outlined on page 2. The City Commission, acting in its capacity as the Aventura City of Excellence School Governing Board will meet during a Governing Board Meeting on May 22, 2025 to review the proposed budget document in detail. Please refer any questions relating to the enclosed budget to the City Manager's attention. Respectfully submitted, Ana Melhuish Ayanna Jeffrey Principal, Aventura City of Excellence Schools Sr. Accounting Analyst, CSUSA This page has intentionally been left blank City of Aventura Aventura City of Excellence School Operating and Capital Budget Fiscal Year 2025/2026 Introduction City of Aventura Aventura City of Excellence School Mission Statement Aventura City School of Excellence will develop future leaders by providing a world -class education with unwavering commitment to the Whole Child, and unyielding dedication to Student Success. Excellence is the expectation, not the exception! Vision Statement To join with our community to become the premier charter school in the nation, where academic excellence coexists with the promotion of innovation and exploration grounded in an atmosphere of social responsibility. K City of Aventura Aventura City of Excellence School Organization and Operations The School is a special revenue fund found within the City's financial statements. The School commenced operations in the City in August 2003 and offers classes for Kindergarten through 8th grades with a projected enrollment of 1,032 students. The School is funded by public funds based on enrollment and may be eligible for grants in accordance with state and federal guidelines, including food service and capital outlay. The School can accept private donations, and the City can incur debt for its operations. Reporting Entity The School operates under a charter granted by the sponsoring school district, the Miami -Dade County Public School District (the "District"). The current charter is effective until June 30, 2033, but provides for a renewal of up to 15 years by mutual agreement of both parties. In 2005, the School amended the charter to include grades sixth through eighth. In 2012, the School amended the charter to increase the School capacity from 972 to 1,032 over five (5) years commencing with fiscal year 2012/13. The School is owned and operated by the City, is part of the City's government and is not a separate legal entity or otherwise organized apart from the City. The City was incorporated in November 1995 and operates under a Commission -Manager form of government. Management Agreement The City previously has a contract with Charter Schools USA, Inc. ("CSUSA") to provide those services necessary to organize, manage, staff, operate and maintain the School. The agreement expires on June 30, 2029, with a five-year renewal option by mutual agreement of both parties and provided that the District extends the charter granted to the City. Total management fees projected to be paid to the management company for fiscal year 2025/2026 are $977,116. The other expenditures that are reimbursed to CSUSA from the City relate to teachers' salaries, benefits and all related operational costs. Q This page has intentionally been left blank City of Aventura Aventura City School of Excellence Operating and Capital Budget Fiscal Year 2025/2026 Fund Description 0 Summary ventura City of Excellence School Fund - 190 Fiscal Year 2025/2026 (July 1 -June 30) Budget Category Summary Fund Description This fund accounts for operating and capital revenues and expenditures associated with the Aventura City of Excellence School. In accordance with their Management Agreement with the City, Charter Schools USA, is responsible for the School's budgetary, accounting, auditing and financial reporting functions. Revenue Projections Operating Revenue $ 14,295,259 $ 12,606,710 $ 12,862,693 $ 13,148,207 Proceeds from Long Term Debt- Lease - - - 153,695 City Subsidy (Advance from the City's General Fund) 4,501,495 1,108,552 1,108,552 700,000 $ 13,715,262 $ 13,971,24 Expenditures Operating Expenditures $ 14,810,433 $ 13,393,512 $ 13,608,503 $ 13,659,077 Capital Expenditures 931,791 321,750 353,279 286,470 Repayment of Debt - - - 56,355 01 Total Expenditures $ 15,742,224 $ 13,715,262 $ 13,4161,782 $ 14R1,902 Revenues over/(under) Expenditures $ 3,054,530 $ 0 $ 9,463 $ 0 The remainder of this page has intentionally been left blank AA City of Aventura Aventura City of Excellence School Operating and Capital Budget Fiscal Year 2025/2026 Revenue Projection Rationale ADOPTED PROJECTED PROPOSED Aventura City of Excellence School BUDGET FORECAST BUDGET Proposed Budget Total Number of Students 1,032 1,032 1,032 Forecasted Average FTE per Student $ 8,750.00 $ 8,744.51 $ 8,963.12 REVENUE: Operating Revenue FTE $ 9,030,082 $ 9,024,334 $ 9,249,943 Capital Outlay 963,888 1,146,318 1,720,344 NSLP Revenue 90,000 78,022 78,022 Food Services 140,000 140,000 140,000 Before and Aftercare Revenue 145,000 103,910 175,000 Miscellaneous Revenue 561,500 564,837 123,337 Other Program Revenue: A+ Bonus 180,500 142,906 - Referendum Stipends 1,495,740 1,662,367 1,661,561 Total Operating Revenue $ 12,606,710 $ 12,862,693 $ 13,148,207 Other Non -Revenue Proceeds from Long Term Debt- Lease $ - $ - $ 153,695 City Subsidy Advance from the City's General Fund $ 1,108,552 $ 1,108,552 $ 700,000 Total Revenues $ 13,715,262 $ 13,971,245 $ 14,001,902 The remainder of this page has intentionally been left blank E:3 Revenue Projection Rationale Fiscal Year 2025/2026 Revenues The total revenues available for allocation in the 2025/2026 proposed budget are anticipated to be $14,001,902. This is a net increase of $286,640 or 2.1% compared to the prior year's budget primarily due to the estimated increase in capital outlay allocation. The estimate is based on previous guidance from FLDOE on increases to this funding program. Operating Revenue FTE - totals $9,249,943 and is based on an average of $8,963.12/student, which includes the transportation reimbursement component. This revenue category is anticipated to be higher than the prior year's adopted budget and represents the estimate of the projected increase in Florida Education Finance Program (FEFP) revenues using the District's latest FEFP statement for the school. Capital Outlay - totals $1,720,344, an increase of 78.5% over the previous budget. This is based on previous guidance from FLDOE on increases to this funding program. NSLP Revenue - totals $78,022 and represents an estimate for reimbursement by the National School Lunch Program ("NSLP") for low-cost or free meals that are provided to students who qualify for the federally assisted meal program. This revenue category is projected based on current year reimbursement rates and assumes consistent eligibility year -over -year in the student population. Food Services - totals $140,000 and represents an estimate for unsubsidized meals purchased by students. This revenue category remained the same year -over -year in line with enrollment on a per capita basis using the current year student participation rate. Miscellaneous Revenue -is $123,337 and comprises of $120,000 derived from revenue sharing agreements for leases that generate billboard advertising revenue and $3,337 for estimated bank account interest revenue. Other Program Revenue - totals $1,661,561 consisting of Miami -Dade County Referendum revenue that will be used for security personnel and teacher stipends. Other Non -Revenue City Subsidy (Advance from the City's General Fund) - is $700,000 and is required to balance the budget. This is a decrease of $408,552 when compared with the prior year's budget amount. Proceeds from Long Term Debt. Lease - the school will obtain finance lease funding to purchase the computer hardware needed for this year. 01 This page has intentionally been left blank 10 City of Aventura Aventura City of Excellence School Operating and Capital Budget Fiscal Year 2025/2026 Budgetary Account Summary by Expenditure Function 11 ADOPTED PROJECTED PROPOSED Don Soffer Aventura High School BUDGET FORECAST BUDGET Proposed Budget EXPENDITURES Administrative Staff Principal 1.0 1.0 1.0 Assistant Principal 2.0 2.0 2.0 School Operations Administrator 1.0 1.0 1.0 Administrative Assistant 3.0 3.0 3.0 Receptionist 1.0 1.0 1.0 Enrollment Management 1.0 1.0 1.0 Guidance Counselor 1.0 2.0 2.0 Dean of Curriculum/Dean of Students 1.0 2.0 2.0 IT Support 1.0 1.0 1.0 Other Support 2.0 - - Aftercare - - - Hall Monitor 4.0 4.0 4.0 Subtotal Administrative Staff 18.0 $ 932,266 18.0 $ 1,177,170 18.0 $ 1,215,670 Instructional Staff Teachers 71.0 67.0 68.0 ESE/Special Education Teachers 4.0 6.0 6.0 Curriculum Resource Teacher 1.0 3.0 3.0 Instructional Aides 6.0 6.0 3.0 Subs 2.0 2.0 1.0 Subtotal Instructional Staff 84.0 $ 5,004,380 84.0 $ 4,750,796 81.0 $ 4,741,836 Tutoring $ - $ 9,278 $ 16,625 Bonuses 150,906 147,722 52,911 Stipends 1,168,194 1,423,072 1,358, 267 Benefits 1,024,431 730,159 890,514 Payroll Taxes 1,040,525 604,788 586,647 Subtotal $ 3,384,056 $ 2,915,019 $ 2,904,965 Total Compensation 102.0 $ 9,320,702 102.0 $ 8,842,985 99.0 $ 8,862,471 The remainder of this page has intentionally been left blank 12 ADOPTED PROJECTED PROPOSED Aventura City of Excellence School BUDGET FORECAST BUDGET Proposed Budget - Continued Professional Services Management Fee $ 749,203 $ 749,203 $ 977,116 Legal Fees - 2,289 9,900 Fee to County Board 41,824 42,714 44,816 Outside Staff Development 44,750 45,050 45,050 Accounting Services - Audit 11,000 11,000 11,000 Professional Fees- Other 8,650 8,650 21,637 Computer Services Fees 158,082 158,082 207,432 Advertising/Marketing Expenditure - 7,033 10,144 Subtotal Professional Services $ 1,013,508 $ 1,024,021 $ 1,327,095 Vendor Services Contracted Pupil Transportation $ 296,000 $ 386,265 $ 458,316 Contracted Mental Health 75,000 75,000 106,510 Extra -Curricular Activity Events & Transportation 480,000 480,000 44,450 Contracted Food Services 230,000 230,000 230,000 Drug Testing Fees - 1,926 21000 Licenses & Permits - 2,364 2,365 Contracted Custodial Services 349,359 392,085 416,325 Contracted Security 134,902 134,902 219,235 Subtotal Vendor Services $ 1,565,261 $ 1,702,543 $ 1,479,201 Administration Expenditures Travel $ 10,400 $ 10,400 $ 7,750 Meals 250 250 250 Lodging 5,000 5,000 51000 Business Expenditure - Other - 10,442 11,892 Dues & Subscriptions 16,500 9,273 10,550 Printing 50,000 50,000 52,500 Office Supplies 15,000 15,000 12,200 Medical Supplies - - - Subtotal Administrative Expenditures $ 97,150 $ 100,365 $ 100,142 Instructional Expenditures Textbooks & Reference Books $ 113,000 $ 23,645 $ 57,275 Consumable Instructional (Student) - 10,315 11,000 Consumable Instructional (Teacher) - - 350 Instructional Licenses 60,000 116,711 109,609 Testing Materials 29,972 29,972 1,650 Florida Teacher Lead Program - 22,200 - Contracted SPED Instruction 75,000 75,000 75,000 Subtotal Instructional Expenditures $ 277,972 $ 277,844 $ 254,884 13 ADOPTED PROJECTED PROPOSED Aventura City of Excellence School BUDGET FORECAST BUDGET Proposed Budget - Continued Other Operating Expenditures Telephone & Internet $ 75,840 $ 59,095 $ 57,194 Postage - 4,741 5,258 Electricity 175,000 175,000 154,665 Water & Sewer 84,286 64,956 47,940 Waste Disposal - 15,977 19,173 Pest Control 9,600 9,600 8,865 Cleaning Supplies - 105,107 88,417 Building Repairs & Maintenance 176,393 581,511 600,789 Equipment Repairs & Maintenance - 413 - Miscellaneous Expenditures 5,500 52,046 48,924 Subtotal Other Operating Expenditures $ 526,619 $ 1,068,445 $ 1,031,225 Fixed Expenditures Office Equipment- Leasing Expenditures $ 31,000 $ 31,000 $ 24,624 Professional Liability & Other Insurance 117,300 117,300 135,435 Subtotal Fixed Expenditures $ 148,300 $ 148,299 $ 160,059 Rent Expense $ 444,000 $ 444,000 $ 444,000 Total Operating Expenditures $ 13,393,512 $ 13,608,503 $ 13,659,077 Capital Expenditures Computers - Hardware $ 277,750 $ 278,093 $ 185,415 Audio Visual Equipment - 11,924 36,900 IT Infrastructure 44,000 44,000 25,000 FF&E - 381 12,500 Other - 18,881 26,655 Total Capital Expenditures $ 321,750 $ 353,279 $ 286,470 Total Unadjusted Operating and Capital Expenditures $ 13,715,262 $ 13,961,782 $ 13,945,547 Unadjusted Revenue over/(under) Expenditures $ 0 $ 9,463 $ 56,355 Debt Repayments Long term Debt Repayment $ - $ - $ 51,232 Interest Payment $ $ $ 5,123 Total Debt Repayments $ - $ $ 56,355 Total Adjusted Operating and Capital Expenditures and Debt Repayments $ 13,715,262 $ 13,961,782 $ 14,001,902 Total Revenues $ 13,715,262 $ 13,971,245 $ 14,001,902 Projected Addition to Fund Balance/(Deficit) $ 0 $ 9,463 $ 0 14 City of Aventura Aventura City of Excellence School Operating and Capital Budget Fiscal Year 2025/2026 ACES Instructional Pay -For -Performance Plan 40*41, CHARTER SCHOOLS USA 15 INDEX •ap%k, CHARTER SCHOOLS USA ACES INSTRUCTIONAL PAY -FOR -PERFORMANCE PLAN A. CSUSA PAY PRACTICES B. PERFORMANCE BASED COMPENSATION c. MERIT INCREASE SCHEDULE A. CSUSA PAY PRACTICES CSUSA salaries are competitive with the surrounding area schools but structured differently, with a greater emphasis on performance -based pay. For base salaries, pay bands have been established to a minimum, midpoint, and maximum scale by which job families can grow with merit increases. CSUSA will budget criteria, incentives, and other motivating factors to attract, reward and retain the best employees. A salary worksheet will be used to calculate starting salaries in a fair & consistent manner. Below are the basic criteria utilized to determine starting salaries. Base Salary for Teachers in their initial year (10 Month) • Base Pay $50,500 • Positive Adjustments to base for Education Credentials o $3,100 for Masters o $5,150 for Specialist o $7,200 for Doctorate • Other Compensation: (to be reevaluated annually and subject to funding availability) o Miami -Dade County Referendum will be added as a stipend to Teacher base pay • Teachers whose certification expires and those who have not received their statement of eligibility from the FLDOE will be classified as "Permanent Substitutes," with a base pay of $47,500 and no eligibility for advanced degree supplements. Permanent substitutes are not eligible for referendum pay. B. PERFORMANCE BASED COMPENSATION Research supports the notion that people are motivated through achievement, recognition, and growth opportunities. Moreover, studies indicate that not only does this contribute to the retention of high quality staff, but also positively impacts student achievement. Consequently, the School will adopt a performance - based compensation plan that includes: • Merit increases for faculty and staff are determined by a robust evaluation tool based on the research of Robert Marzano, in alignment with statutory requirements • A "Cost of Living" adjustment option may be included in the schedule I[: • Participation in various programs to provide incentive bonuses for teachers • Performance bonuses for Administration based on Academic Performance, Enrollment/Growth and Culture metrics • School wide performance incentive goal- provided to faculty and staff at schools that achieve predetermined school wide academic improvement goals • Stipends (supplements) are offered separately from base pay for Additional Academic Responsibilities, Title 1 Schools, Critical Teacher Shortage Areas etc. c. MERIT INCREASE SCHEDULE Final Level Instructional staff member scores are calculated by combining the Instructional Practice and Student Performance components of the final evaluation. Please see the school's approved evaluation plan. Budget will determine the Effective teacher's percent increase. This percent increase will fall between 50%-75% of the percent increase that Highly Effective teachers receive per statutory requirements. CSUSA PERFORMANCE EVALUATION RESULTS INSTRUCTIONAL INCREASE* Level 1: UNSATISFACTORY/DEVELOPING/NEEDS0% IMPROVEMENT Level 2: DEVELOPING/ NEEDS IMPROVEMENT 0% Level 3: APPLYING / EFFECTIVE 2.0% Level 4: INNOVATIVE / HIGHLY EFFECTIVE 2.67 - 4% *Merit increases are subject to budget allocation • A "Cost of Living" adjustment option may be included in the schedule, budget permitting • Stipends (supplements) are offered separately from base pay for Additional Academic Responsibilities, including teaching extra periods and student supervision during planning, lunch, before and after school. 17 Aventura City of Excellence School 3333 NE 188th Street Aventura, Florida 33180 Office Telephone: (305) 466-1499 Website: www.aventuracharter.org CITY OF AVENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission, acting in its capacity as the Governing Board for the Don Soffer Aventura High School (DSAHS) FROM: Bryan Pegues, City Manager r BY: Melissa Cruz, Finance Director ML DATE: May 16, 2025 SUBJECT: Ordinance Adopting 2025/2026 Don Soffer Aventura High School Budget April 17, 2025 DSAHS Governing Board Meeting Agenda (First Reading) May 22, 2025 DSAHS Governing Board Meeting Agenda (Second Reading) RECOMMENDATION It is recommended that the City Commission, acting in its capacity as the Governing Board for the DSAHS, approve the attached Ordinance adopting the 2025/2026 Don Soffer Aventura High School Budget. There have been no updates to the DSAHS budget document from the version that was presented at the April 17, 2025 DSAHS Governing Board Meeting. If you have any questions, please feel free to contact me. CITY OF AVENTURA ORDINANCE NO. 2025- AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE ATTACHED DON SOFFER AVENTURA HIGH SCHOOL OPERATING AND CAPITAL BUDGET FOR FISCAL YEAR 2025/2026 (JULY 1 — JUNE 30), PURSUANT TO SECTION 4.05 OF THE CITY CHARTER; AUTHORIZING EXPENDITURE OF FUNDS ESTABLISHED BY THE BUDGET; PROVIDING FOR BUDGETARY CONTROL; PROVIDING FOR PERSONNEL AUTHORIZATION; PROVIDING FOR GIFTS AND GRANTS; PROVIDING FOR AMENDMENTS; PROVIDING FOR ENCUMBRANCES; PROVIDING FOR SEVERABILITY; AND PROVIDING FOR AN EFFECTIVE DATE. NOW, THEREFORE, BE IT ORDAINED BY THE CITY COMMISSION OF THE CITY OF AVENTURA, FLORIDA, AS FOLLOWS: Section 1. The 2025/2026 Operating and Capital Improvement Program Budget for the Don Soffer Aventura High School, a copy of said budget being attached hereto and made a part hereof as specifically as if set forth at length herein, be and the same is hereby established and adopted. Section 2. Expenditure of Funds Appropriated in the Budget Authorized. Funds appropriated in the Budget may be expended by and with the approval of the City Manager in accordance with the provisions of the City Charter and applicable law. Funds of the City shall be expended in accordance with the appropriations provided in the Budget adopted by this Ordinance and shall constitute an appropriation of the amounts specified therein. Supplemental appropriations or the reduction of appropriations, if any, shall be made in accordance with Section 4.07 of the City Charter. Section 3. Budgetary Control. The Budget establishes a limitation on expenditures by department total. Said limitation requires that the total sum allocated to the Don Soffer Aventura High School Fund may not be increased or decreased without specific authorization by a duly -enacted Resolution affecting such amendment or transfer. Therefore, if requested by the Principal of Don Soffer Aventura High School, the City Manager may authorize transfers from one individual line item account to another, so long as the line item accounts are within the same department and fund. City of Aventura Ordinance No. 2025- Section 4. Personnel Authorization. The "Personnel Allocation Summary" enumerates all authorized budgeted positions. However, if requested by the Principal of Don Soffer Aventura High School, the City Manager may amend said authorized budgeted positions in order to address the operating needs of the department so long as sufficient budgeted funds are available. Section 5. Grants and Gifts. When the City of Aventura receives monies from any source, be it private or governmental, by Grant, Gift, or otherwise, to which there is attached as a condition of acceptance any limitation regarding the use or expenditures of the monies received, the funds so received need not be shown in the Operating Budget nor shall said budget be subject to amendment of expenditures as a result of the receipt of said monies, but said monies shall only be disbursed and applied toward the purposes for which the said funds were received. To ensure the integrity of the Operating Budget, and the integrity of the monies received by the City under Grants or Gifts, all monies received as contemplated above must, upon receipt, be segregated and accounted for based upon generally accepted accounting principles and where appropriate, placed into separate and individual trust and/or escrow accounts from which any money drawn may only be disbursed and applied within the limitations placed upon the Gift or Grant as aforesaid. Section 6. Amendments. Upon the passage and adoption of the Don Soffer Aventura High School Fund Budget for the City of Aventura, if the City Manager determines that the Department Total will exceed its original appropriation, the City Manager is hereby authorized and directed to prepare such Ordinances as may be necessary and proper to modify any line item from the Budget hereby. Section 7. Encumbrances. All outstanding encumbrances on June 30, 2025 shall lapse at that time; and all capital outlay encumbrances and/or capital outlay expenditures not spent during the fiscal year may be re -appropriated in the 2025/2026 fiscal year. Section 8. Severability. The provisions of this Ordinance are declared to be severable and if any section, sentence, clause or phrase of this Ordinance shall for any reason be held to be invalid or unconstitutional, such decision shall not affect the validity of the remaining sections, sentences, clauses, and phrases of this Ordinance but they shall remain in effect, it being the legislative intent that this Ordinance shall stand notwithstanding the invalidity of any part. Page 2 of 4 City of Aventura Ordinance No. 2025- Section 9. Effective Date. This Ordinance shall be effective immediately upon adoption on second reading. The foregoing Ordinance was offered by Vice Mayor Friedland, who moved its adoption on first reading. This motion was seconded by Commissioner Blachman, and upon being put to a vote, the vote was as follows: Commissioner Clifford B. Ain Yes Commissioner Gustavo Blachman Yes Commissioner Amit Bloom Yes Commissioner Paul A. Kruss Yes Commissioner Cindy Orlinsky Yes Vice Mayor Rachel S. Friedland Yes Mayor Howard S. Weinberg Yes The foregoing Ordinance was offered by Commissioner , who moved its adoption on second reading. This motion was seconded by Commissioner and upon being put to a vote, the vote was as follows: Commissioner Clifford B. Ain Commissioner Gustavo Blachman Commissioner Amit Bloom Commissioner Rachel S. Friedland Commissioner Paul A. Kruss Vice Mayor Cindy Orlinsky Mayor Howard S. Weinberg PASSED on first reading this 17t" day of April, 2025. PASSED AND ADOPTED on second reading this 22nd day of May, 2025. Page 3 of 4 City of Aventura Ordinance No. 2025- HOWARD S. WEINBERG, ESQ. MAYOR ATTEST: ELLISA L. HORVATH, MMC CITY CLERK APPROVED AS TO LEGAL SUFFICIENCY: ROBERT MEYERS CITY ATTORNEY WEISS SEROTA HELFMAN COLE + BIERMAN, P.L. Page 4 of 4 City of Aventura Don Soffer Aventura High School Budget Fiscal Year 2025/2026 CHARTER SCHOOLS. k SA City of Aventura Don Soffer Aventura High School Operating and Capital Budget Fiscal Year 2025/2026 City Commission/Governing Board Mayor Howard S. Weinberg, Esq. Commissioner Rachel S. Friedland, Esq. Commissioner Clifford B. Ain Commissioner Gustavo Blachman Commissioner Amit Bloom Commissioner Paul A. Kruss Commissioner Cindy Orlinsky City Manager Bryan Pegues Principal Dr. Geoffrey McKee Planning/Management Services Provided by - Charter Schools USA OOr1 SOF�� J G,, O c2 �O Rq HIGH This page has intentionally been left blank City of Aventura Don Soffer Aventura High School Operating and Capital Budget Fiscal Year 2025/2026 Table of Contents Charter Schools USA's Budget Message................................................................................................................. i-v Comparative Personnel Allocation Summary......................................................................................................... ii Full -Time Staff Comparison Chart............................................................................................................................... iii Introduction............................................................................................................................................1-3 Mission Statement, Vision Statement, and Commitment Statement..................................................... 2 Organization and Operations................................................................................................................................. 3 Fund Description & Summary..........................................................................................................5-6 Revenue Projection & Rationale......................................................................................................7-9 Budgetary Account Summary by Expenditure Function .................................................... 11-14 DSAHS Instructional Pay -for -Performance Pay Plan........................................................... 15-17 QpN SOFF�� G O �2 �O Rq HIGH This page has intentionally been left blank MEMORANDUM TO: City Commission/Governing Board Bryan Pegues, City Manager FROM: Dr. Geoffrey McKee, Principal, Don Soffer Aventura High School Ayanna Jeffrey, Sr. Accounting Analyst, Charter Schools USA DATE: April 11, 2025 SUBJECT: Proposed 2025/2026 Don Soffer Aventura High School Budget Attached is the proposed 2025/2026 Don Soffer Aventura High School ("DSAHS") Budget (Fund 191) which will be effective from July 1, 2025 — June 30, 2026. This represents DSAHS' 7t" full year of operations. The budget was designed to meet the educational requirements that accommodate 9t" through 12t" grade students, while continuing to retain and employ staff who possess best in class qualifications and skills. The budget was prepared in a collaborative effort by CSUSA, including their Sr. Accounting Analyst, staff members from several different divisions, and the DSAHS Principal. In addition, the budget has also been reviewed by the City Manager and the Finance Director. The budget will appear on first and second reading on April 17t" and May 22nd , 2025, respectively. The following are the major highlights of the 2025/2026 budget: • The school budget is based on a projected enrollment of 800 9t", 10t", 11t", and 12t" grade students, which represents full enrollment as per the charter granted by the Miami -Dade District. At the time of preparation, the Florida Legislative Session had not approved an increase of Florida Education Financial Program (FEFP) funding for Miami -Dade. However, the estimate of the projected increase in these revenues is included using the District's latest FEFP statement for the school as the starting point. Includes 63 full-time equivalent employees at a projected cost of $6,597,000 and is summarized by class and category below: Job Class Category 2024/26 Projected 2026/26 Proposed Change Administrative Staff Full-time 13.0 14.0 1.0 Part-time - - - Subtotal 13.0 14.0 1.0 Instructional Staff Full-time 50.0 49.0 (1.0) Part-time - - Subtotal 60.0 49.0 Total Employees 63.0 63.0 Vendor Services includes contracted pupil transportation for two (2) buses to transport students that live two (2) miles or more from the School at a cost of $199,595. To continue enhancing the instructional experience designed to prepare the students for the future, $737,078 has been budgeted for textbooks, reference books, testing materials and instructional licenses under Instructional Expenditures. Capital expenditures of $139,124 is budgeted for costs associated with Computer Hardware, IT Infrastructure and FF&E (i.e., Classroom Furniture). Compensation for Personnel Services Total Compensation for Personnel Services is budgeted at $6,597,000 or 61.1 % of the total budget or 58.3% of total operating revenue. Personnel includes 63 full-time equivalent employees, consisting of 14 administrative staff positions and 49 instructional staff positions as detailed below. To maintain, attract, and retain highly qualified teachers, salaries reflect the school's proposed Pay Plan and stipends of $1,003,827 as a result of the Miami -Dade County Referendum. All employees are under contract with CSUSA. Don Soffer Aventura High School Comparative Personnel Allocation Summary 3 - Year Presentation 2023-24 1 2024-25 1 2026-26 Actual Projected Proposed Full- Part- Full- Part- Full- Part - Job Class Time Time Total Time Time Total Time Time Total Administrative Staff Principal 1.0 1.0 1.0 1.0 1.0 1.0 Assistant Principal 2.0 2.0 3.0 3.0 3.0 3.0 Senior Community Relations Specialist 1.0 1.0 - - - - School Operations Administrator 1.0 1.0 1.0 1.0 1.0 1.0 Office Manager 1.0 1.0 1.0 1.0 1.0 1.0 Administrative Assistant 1.0 1.0 1.0 1.0 1.0 1.0 Receptionist 1.0 1.0 1.0 1.0 1.0 1.0 Enrollment Manager 1.0 1.0 1.0 1.0 1.0 1.0 Guidance Counselor 3.0 3.0 2.0 2.0 2.0 2.0 Dean of Students - - - - 1.0 1.0 IT Support 1.0 1.0 1.0 1.0 1.0 1.0 Nurse 1.0 1.0 1.0 1.0 1.0 1.0 Subtotal 14.0 14.0 13.0 13.0 14.0 14.0 Instructional Staff Teachers (9-12) 38.0 38.0 43.0 43.0 43.0 43.0 ESE/Special Education Teachers 3.0 3.0 2.0 2.0 2.0 2.0 Curriculum Resource Teacher 1.0 1.0 1.0 1.0 1.0 1.0 Athletic Director 1.0 1.0 1.0 1.0 1.0 1.0 Subs 4.0 4.0 3.0 3.0 2.0 2.0 Subtotal 47.0 47.0 50.0 50.0 49.0 49.0 Total 61.0 61.0 63.0 63.0 63.0 63.0 Comparative Personnel Allocation Summary 3 - Year Presentation Full -Time Staff Comparison 63.0 62.5 62.0 61.5 61.0 60.5 60.0 2023/24 - 2024/25 - 2025/26 - Actual Projected Proposed III The total proposed budget for 2025/2026, is $10,804,916 and is broken down into the following categories: Compensation Professional Services Vendor Services Administrative Expenditures Instructional Expenditures Other Operating Expenditures Fixed Expenditures Capital Outlay Total Instructional Expenditures 6.8% Administrative Expenditures 0.5% Vendor Services 10.3 % Professional Services 12.0% Amount % $ 6,597,000 61.1 % 1,298,926 12.0% 1,116,013 10.3% 53,837 0.5% 737,078 6.8% 509,041 4.7% 353,898 3.3% 139,124 1.3% $ 10,804,916 100.0% Expenditures by Category OtherOperating Expenditures Fixed Expenditures A 70/� 3.3% UI Capital Outlay Compensation 61.1 % Summary We are pleased to submit the detailed budget contained within this document and its related funding levels representing the City's continued commitment to support the Mission and Vision for Don Soffer Aventura High School as outlined on page 2. The City Commission, acting in its capacity as the Don Soffer Aventura High School Governing Board will meet during a Governing Board Meeting on April 171", 2025 to review the proposed budget document in detail. Please refer any questions relating to the enclosed budget to the City Manager's attention. Respectfully submitted, A� ?I , e et� Dr. Geoffrey McKee Principal, Don Soffer Aventura High School ►•j Ayanna Jeffrey Sr. Accounting Analyst, CSUSA SON SOFP4 r D � A GN 5 HI This page has intentionally been left blank vi City of Aventura Don Soffer Aventura High School Operating and Capital Budget Fiscal Year 2025/2026 ON SOP D j G O Rq H1GN Introduction 1 City of Aventura Don Soffer Aventura High School Mission Statement Don Soffer Aventura High School will provide a rigorous, college preparatory curriculum for the community that ensures each student develops their individual academic talents and leadership skills to become well-rounded citizens primed for excellence. Vision Statement Don Soffer Aventura High School will continually adopt innovative instructional methods and technology designed for the digital native learning styles of the 215t century students. The School will revolutionize instruction and be recognized as a pioneer in modern high school education. Commitment Statement At Don Soffer Aventura High School, students will be empowered to discover their passion, choose their path and define their future. K City of Aventura Don Soffer Aventura High School Organization and Operations The School is a special revenue fund found within the City's financial statements. The School commenced operations in the City in August 2019 and for the 2025/2026 school year will offer classes for 9ththrough 12th grades with a projected enrollment of 800 students. The School is funded by public funds based on enrollment and may be eligible for grants in accordance with state and federal guidelines, including food service and capital outlay. The School can accept private donations, and the City can incur debt for its operations. Reporting Entity The School operates under a charter granted by the sponsoring school district, the Miami -Dade County Public School District (the "District"). The current charter is effective until June 30, 2034 but provides for a renewal of up to 15 years by mutual agreement of both parties. In August 2019, the School opened its doors to 200 9th graders. In August 2 02 0, the School expanded its enrollment to 415 students to include 10th grade. In August 2 02 1, the school expanded its enrollment to 620 to include 11th grade and in August 2022, expanded its enrollment to 800 to include 12th grade with approximately 200 students for each grade level. The School is owned by the City and is operated through a management agreement as described below. The School is part of the City's government and is not a separate legal entity or otherwise organized apart from the City. The City was incorporated in November 1995 and operates under a Commission -Manager form of government Management Agreement The City previously entered into a management agreement with Charter Schools USA, Inc. ("CSUSA") to provide those services necessary to organize, manage, staff, operate and maintain the School. The agreement expires on June 30, 2029, with a five-year renewal option by mutual agreement of both parties and provided that the District extends the charter granted to the City. Total management fees projected to be paid to the management company for fiscal year 2025/2026 are $905,005. The other expenditures that are reimbursed to CSUSA from the City relate to teachers' salaries, benefits and all related operational costs. Q OOr1 SOF�� J G,, O c2 �O Rq HIGH This page has intentionally been left blank 4 City of Aventura Don Soffer Aventura High School Operating and Capital Budget Fiscal Year 2025/2026 ON SOP D j G O Rq H1GN Fund Description Summary 5 Fiscal Year 2025/2026 (July 1 -June 30) Budget Category Summary Fund Description This fund accounts for operating and capital revenues and expenditures associated with the Don Soffer Aventura High School. In accordance with their Management Agreement with the City, Charter Schools USA, is responsible for the School's budgetary, accounting, auditing and financial reporting functions. Operating Revenue Total Revenues Operating Expenditures Capital Expenditures Revenues over/(under) Expenditures 2024/25 2024125 2025/26 2023/24 Adopted Projected Proposed Actual Budqet Forecast Budqet Revenue Projections $ 12, 663, 397 $ 10, 068, 692 $ 11, 387, 869 $ 11, 312, 557 $ 12,663,397 $ 10,068,692 $ 11,387,869 $ 11,312,557 Expenditures $ 10,178, 550 $ 9,912,038 $ 10, 513, 353 $ 10, 665, 792 283,689 117,907 157,552 139,124 $ 10,462,239 $ , $ 2,201,158 $ 38,747 $ 716,964 $ 507,640 AA City of Aventura Don Soffer Aventura High School Operating and Capital Budget Fiscal Year 2025/2026 ON SOP D J G O Rq H1GN Revenue Projection Rationale 7 ADOPTED PROJECTED PROPOSED Don Soffer Aventura High School BUDGET FORECAST BUDGET Proposed Budget Total Number of Students 800 819 800 Forecasted Average FTE per Student $ 7,949.07 $ 7,896.59 $ 8,094.00 REVENUE: Operating Revenue FTE $ 6,359,258 $ 6,463,359 $ 6,475,204 Capital Outlay 747,200 901,873 1,333,600 NSLP Revenue 72,130 138,577 140,000 Food Services 115,816 53,715 47,945 Grants - 71,521 - Florida Teacher Lead revenue - - - Miscellaneous Revenue 14,800 27,656 27,760 Other Program Revenue: - 113,250 - AP/AICE 1,600,000 2,300,000 2,000,000 Refrendum Stipends 1,159,488 1,317,918 1,288,048 Total Operating Revenue $ 10,068,692 $ 11,387,869 $ 11,312,557 Other Non -Revenue City Subsidy Advance from the City's General Fund $ - $ - $ - Total Revenues $ 10,068,692 $ 11,387,869 $ 11,312,557 The remainder of this page has intentionally been left blank E:3 Revenue Projection Rationale Fiscal Year 2025/2026 Revenues The total revenues available for allocation in the 2025/2026 proposed budget are anticipated to be $11,312,557. This is a net increase of $1,243,865 or 12.4% compared to the prior year's budget primarily due to the estimated increase in capital outlay allocation. The estimate is based on previous guidance from FLDOE on increases to this funding program. Revenues from the AP/RICE program are also expected to increase as well as the Miami -Dade County Referendum funds which are both included under Other Program Revenue. Referendum Stipends will be used for security personnel and teacher stipends. Operating Revenue FTE- totals $6,475,204 and is based on an average of $8,094.00/student and includes the transportation reimbursement component. This revenue category is anticipated to be higher than the prior year's adopted budget and represents an estimate of the projected increase in Florida Education Finance Program (FEFP) revenues using the District's latest FEFP statement for the school. Capital Outlay - totals $1,333,600 representing an increase of 78.5% over the previous budget. This is based on previous guidance from FLDOE on increases to this funding program. NSLP Revenue - totals $140,000 and represents an estimate for reimbursement by the National School Lunch Program ("NSLP") for low-cost or free meals that are provided to students who qualify for the federally assisted meal program. This revenue category is projected based on current year reimbursement rates and assumes consistent eligibility year -over -year in the student population. Food Services - totals $47,945 and represents an estimate for unsubsidized meals purchased by students. This revenue category decreased year -over -year in line with enrollment on a per capita basis using the current year student participation rate. Other Program Revenue - totals $3,288,048 consisting of $2,000,000 in additional FTE Revenue that is expected be awarded to the DSAHS from students passing the Cambridge and Advanced Placement Exams and $1,288,048 in Miami -Dade County Referendum revenue that will be used for security personnel and teacher stipends. 01 OOr1 SOF�� J G,, O c2 �O Rq HIGH This page has intentionally been left blank 10 City of Aventura Don Soffer Aventura High School Operating and Capital Budget Fiscal Year 2025/2026 ON SOP D j G O Rq H1GN Budgetary Account Summary by Expenditure Function 11 ADOPTED PROJECTED PROPOSED Don Soffer Aventura High School BUDGET FORECAST BUDGET Proposed Budget EXPENDITURES Administrative Staff Principal 1.0 1.0 1.0 Assistant Principal 2.0 3.0 3.0 Senior Community Relations Specialist 1.0 - - School Operations Administrator 1.0 1.0 1.0 Office Manager 1.0 1.0 1.0 Administrative Assistant 0.5 1.0 1.0 Receptionist 1.0 1.0 1.0 Enrollment Manager 1.0 1.0 1.0 Guidance Counselor 3.0 2.0 2.0 Dean of Students - - 1.0 IT Support 1.0 1.0 1.0 Nurse 1.0 1.0 1.0 Subtotal Administrative Staff 13.5 $ 990,518 13.0 $ 929,470 14.0 $ 1,021,788 Instructional Staff Teachers(9-12) 41.0 43.0 43.0 ESE/Special Education Teachers 3.0 2.0 2.0 Curriculum Resource Teacher 1.0 1.0 1.0 Athletic Director 1.0 1.0 1.0 Subs 3.0 3.0 2.0 Subtotal Instructional Staff 49.0 $ 3,146,447 50.0 $ 3,286,945 49.0 $ 3,226,083 Tutoring $ 76,862 $ 76,862 $ 76,862 Bonuses 127,870 217,970 132,270 Stipends 1,101,171 1,312,816 1,220,533 Benefits 398,065 470,683 450,425 Workers' Compensation 16,522 - 23,368 Payroll Taxes 404,541 461,792 445,670 Subtotal $ 2,125,031 $ 2,540,124 $ 2,349,129 Total Compensation 62.5 $ 6,261,996 63.0 $ 6,756,539 63.0 $ 6,597,000 12 ADOPTED PROJECTED PROPOSED Don Soffer Aventura High School BUDGET FORECAST BUDGET Proposed Budget - Continued Professional Services Management Fee $ 604,122 $ 604,122 $ 905,005 Legal Fees 11,529 11,529 11,529 Fee to County Board 99,363 94,999 101,175 Outside Staff Development 53,160 53,160 73,854 Accounting Services - Audit 11,900 11,900 11,900 Professional Fees - Other 7,311 7,272 18,300 Computer Services Fees 118,400 121,138 160,800 Advertising/Marketing Expenditure 19,007 19,007 16,363 Subtotal Professional Services $ 924,792 $ 923,126 $ 1,298,926 Vendor Services Contracted Pupil Transportation $ 187,063 $ 186,024 $ 199,595 Contracted Mental Health 80,158 80,158 68,385 Extra -Curricular Activities & Transportation 166,234 166,234 195,234 Contracted Food Services 163,809 167,085 163,809 Drug Testing Fees 245 769 665 Licenses & Permits 2,012 2,012 2,012 Contracted Custodial Services 256,701 259,023 269,536 Contracted Security 199,398 199,397 216,777 Subtotal Vendor Services $ 1,055,620 $ 1,060,701 $ 1,116,013 Administration Expenditures Travel $ 10,083 $ 10,546 $ 14,871 Meals 1,034 948 1,034 Lodging 8,486 8,486 3,000 Business Expenditure - Other 1,287 1,333 1,287 Dues & Subscriptions 4,379 51650 4,379 Printing 9,463 9,463 9,463 Office Supplies 20,267 10,493 17,194 Medical Supplies 2,610 2,610 2,610 Subtotal Administrative Expenditures $ 57,608 $ 49,527 $ 53,837 Instructional Expenditures Textbooks & Reference Books $ 117,411 $ 126,211 $ 44,084 Consumable Instructional (Student) 127,056 114,748 45,087 Consumable Instructional (Teacher) 914 1,842 - Instructional Licenses 8,400 33,684 57,548 Testing Materials 501,959 531,357 563,600 Florida Teacher Lead program - 13,200 - Contracted SPED Instruction 27,462 25,539 26,760 Subtotal Instructional Expenditures $ 783,202 $ 846,582 $ 737,078 13 ADOPTED PROJECTED PROPOSED Don Soffer Aventura High School BUDGET FORECAST BUDGET Proposed Budget - Continued Other Operating Expenditures Telephone & Internet $ 32,943 $ 32,942 $ 33,963 Postage 2,402 2,402 2,476 Electricity 128,947 128,947 132,944 Water & Sewer 13,056 13,056 13,461 Waste Disposal 44,685 44,685 46,919 Pest Control 3,747 3,747 3,935 Cleaning Supplies 25,503 25,503 26,778 Building Repairs & Maintenance 193,388 272,598 211,489 Equipment Repairs & Maintenance - - - Property Tax - - - Miscellaneous Expenditures 7,703 37,074 37,075 Subtotal Other Operating Expenditures $ 452,373 $ 560,954 $ 509,041 Fixed Expenditures Office Equipment- Leasing Expenditures $ 73,560 $ 13,560 $ 13,560 Professional Liability & Other Insurance 302,888 302,364 340,338 Subtotal Fixed Expenditures $ 376,449 $ 315,924 $ 353,898 Total Operating Expenditures $ 9,912,039 $ 10,513,353 $ 10,665,792 Capital Expenditures Computers - Hardware $ 61,050 $ 65,477 $ 90,673 Computers - Software 915 31,818 - IT Infrastructure 25,000 25,000 25,000 FF&E 12,500 16,815 14,564 Other 18,441 18,441 8,887 Total Capital Expenditures $ 117,906 $ 157,552 $ 139,124 Total Unadjusted Operating and Capital Expenditures $ 10,029,945 $ 10,670,905 $ 10,804,916 Unadjusted Revenue over/(under) Expenditures $ 38,747 $ 716,964 $ 507,640 Projected Addition to Fund Balance/(Deficit) $ 38,747 $ 716,964 $ 507,640 14 City of Aventura Don Soffer Aventura High School Operating and Capital Budget Fiscal Year 2025/2026 ON SOFA r D j G O �40P 5G Rq H1G� i� CHARTER SCHOOLS kS A DSAHS Instructional Pay -For -Performance Plan 15 INDEX ON1 C H A R'I'ER SCHOOLS ` USA DSAHS INSTRUCTIONAL PAY -FOR -PERFORMANCE PLAN A. CSUSA PAY PRACTICES B. PERFORMANCE BASED COMPENSATION c. MERIT INCREASE SCHEDULE D. SCHOOL WIDE PERFORMANCE AND RETENTION BONUS A. CSUSA PAY PRACTICES CSUSA salaries are competitive with the surrounding area schools but structured differently, with a greater emphasis on performance -based pay. For base salaries, pay bands have been established to a minimum, midpoint, and maximum scale by which job families can grow with merit increases. CSUSA will budget criteria, incentives, and other motivating factors to attract, reward and retain the best employees. A salary worksheet will be used to calculate starting salaries in a fair & consistent manner. Below are the basic criteria utilized to determine starting salaries. Base Salary for Teachers in their initial year (10 Month) • Base Pay: $54,000 • Positive Adjustments for proven expertise and critical shortage subjects or courses o $3,000 for proven expertise field. o $3,000 for critical shortage subject area/course. • Positive Adjustments to base for Education Credentials o $3,000 for Masters o $5,000 for Specialist o $7,000 for Doctorate • Other Compensation: (to be reevaluated annually and subject to funding availability) o Miami -Dade County Referendum will be added as a stipend to Teacher base pay. • Teachers whose certification expires and those who have not received their statement of eligibility from the FLDOE will be classified as "Permanent Substitutes," with a base pay of $47,000 and no eligibility for advanced degree supplements. Permanent substitutes are eligible for referendum pay if they carry a full teaching load. B.PERFORMANCE BASED COMPENSATION Research supports the notion that people are motivated through achievement, recognition, and growth opportunities. Moreover, studies indicate that not only does this contribute to the retention of high quality staff, but also positively impacts student achievement. Consequently, the School will adopt a performance -based compensation plan that includes: • Merit increases for faculty and staff are determined by a robust evaluation tool based on the research of Robert Marzano, in alignment with statutory requirements. • A "Cost of Living" adjustment option may be included in the schedule. • Participation in various programs to provide incentive bonuses for teachers. • Performance bonuses for Administration based on Academic Performance, Enrollment/Growth and Culture metrics. I[: • School wide performance incentive goal- provided to faculty and staff at schools that achieve predetermined school wide academic improvement goals • Stipends (supplements) are offered separately from base pay for Additional Academic Responsibilities, Critical Teacher Shortage Areas, etc. C.MERIT INCREASE SCHEDULE Final Level Instructional staff member scores are calculated by combining the Instructional Practice and Student Performance components of the final evaluation. Please see the school's approved evaluation plan. Budget will determine the Effective teacher's percent increase. This percent increase will fall between 50%-75% of the percent increase that Highly Effective teachers receive per statutory requirements. CSUSA PERFORMANCE EVALUATION RESULTS INSTRUCTIONAL INCREASE* Level 1: UNSATISFACTORY/DEVELOPING/NEEDS IMPROVEMENT 0% Level 2: DEVELOPING/ NEEDS IMPROVEMENT 0% Level 3: APPLYING / EFFECTIVE 2.0% Level 4: INNOVATIVE / HIGHLY EFFECTIVE 2.67 - 4% *Merit increases are subject to budget allocation • A "Cost of Living" adjustment option may be included in the schedule, budget permitting. •Stipends (supplements) are offered separately from base pay for Additional Academic Responsibilities, including teaching extra periods and student supervision during planning, lunch, before and after school. • Cambridge AICE and College Board AP teachers earn $50 for every passing score earned by their students in alignment with statute. • State recognition funds are voted upon yearly in alignment with statute. 17 SON SOFA c,� �i,4A GN 5 HI Don Soffer Aventura High School 3151 NE 213th Street Aventura, Florida 33180 Office Telephone: (786) 481-3032 Website: https://aventuracharterhs.org/ AUGUST 31-NTI 1 4 5-RTO 6 7 8 11 12 13 14 15 18 19 20 21 22 25 1 26 1 27 28 29 M DECEMBER T W TH F M T APRIL W TH F First day of school Last day of 1st, 2nd, 3rd, 4th quarter Graduation, 11:15 dismissal Late start, 10:30am for2nd period Legal holiday orvacation Teacher Workday, No School Don Soffer Aventura High School Academic Calendar, 2025-2026 M SEPTEMBER T W TH F M T JANUARY W TH F M T MAY W TH F Legal Holidays Labor Day -Sept. 1 Veteran's Day - Nov. 11 Thanksgiving - Nov. 27 Dr. Martin Luther King Day -Jan. 19 President's Day- Feb. 16 Memorial Day - May 25 M T OCTOBER W TH F M FEBRUARY T W TH F M T I__■ M T NOVEMBER W TH F M T MARCH W TH F Revised 04/30/25 DON SOFFER AV NTU A ti- HIGH SCHOOL FAMILY HANDBOOK 2025-2026 �hk CSUSA Strong Minds Good Hearts The most enriching growth period of our students' lives begins the first day of school. The Charter Schools USA family of schools is proud to offer you and your family a magnificent educational experience until the caps and gowns are donned. Our schools require no tuition and offer a rigorous curriculum, safe learning environment, family atmosphere, and robust extracurricular opportunities. Productive parental involvement powerfully impacts student performance. This handbook provides essential information regarding your student's learning experience. If you would like additional information, please call our main office. CSUSA Mission: Relentless commitment to student greatness in school and in life. CSUSA Values: Purpose, Passion, Integrity, Grit CSUSA Promise: Strong minds and good hearts. Letter from the Principal Dear Members of the Don Soffer Aventura High School Community, Welcome to Don Soffer Aventura High School! I am honored to join you and all members of our school community to accomplish a two-part mission. Part one is to help our students make these high school years the most wonderful years of their lives to date. Part two is to equip our students to make each future year even better. Here are some essential elements of this mission: • Students experience TOP excellence, found at the intersection of each student's greatest "T" for talent, "O" for opportunity, and "P" for purpose. • Support is provided for each student to take every course on the most challenging, manageable level. • Students have the opportunity to complete course requirements for the University of Cambridge Advanced International Certificate of Education (AICE) diploma, as well as the College Board AP Capstone diploma. • Extracurricular and athletic involvement is celebrated for student growth, to experience the fulfillment of selfless service, and to develop resumes that impress college admission officers and scholarship judges. • Students learn to formulate and clearly communicate sophisticated, personal perspectives verbally and in writing; and students learn to understand the perspectives of others. • Students develop the preparation and execution strategies necessary generate a peak performance when it matters most in all areas of life, including standardized testing. • Students advocate for themselves and others if ever support is needed or injustice is perceived, and all members of our community listen. Considering what an amazing school community we have, it is reasonable to anticipate magnificent outcomes: The DSAHS target graduation rate is 100%; DSAHS will earn elite national ranking and maintain the current "A" rating from the Florida Department of Education; the percent of students earning Cambridge AICE diplomas and AP College Board Capstone diplomas will rival top high schools throughout the world; and our graduates will be prepared to succeed at elite universities, thrive in their careers, and become global leaders. Thank you for joining our school community in empowering our students to achieve their greatest potential, while affirming they are worthy of our complete respect, kindness, and devotion just as they are. Gratefully, Principal Geoff McKee, Ph.D. AVENTURA C uSA CAMBRIDc �1►T7 Capstone School FL Department of = i H i G H S C H O O L Strong Minds Good Hearts International School �CTRaseach, Academic Rigor, Distiacuoo Education School Grade: A Academics Academic recognition: Here are the academic distinctions based on the cumulative weighted grade point average rounded to the one -hundredth's place for all classes taken at DSAHS will be notified: • Summa Cum Laude distinction is earned by the top 5% of the graduating class. • Magna Cum Laude distinction is earned by students ranked in the 6%-10% of the senior class. • Cum Laude distinction is earned by students ranked in the 11%-15% of the senior class, as well as any student with a weighted GPA of 4.0 or higher. Students do not receive an individual rank. Students who have earned these honors, as well as those who are on track to becoming the Valedictorian or Salutatorian will be notified at the start of senior year. The final determination for these honors will be done at the end of the third quarter, senior year, and will include the averaged grade for quarters one, two, and three. These averaged quarter grades will receive the same weight as the annual grades earned during 9t1i, 10'1i, and 11'1i grade. Only high school and college level classes taken at DSAHS will be included. Grades for classes taken virtually, in middle school, through dual enrollment, and through external academic programs, will not be included in this calculation. Don Soffer Aventura High School diploma: Students earn a DSAHS diploma through either successfully passing the courses required for a Cambridge AICE diploma; or through earning at least 24 credits, including 16 core academic credits and eight elective credits. Whether students earn the AICE diploma or 24-credit standard diploma, to earn a DSAHS diploma, students must earn the following credits during high school: four credits in English, four annual credits in mathematics; four annual credits in science; three annual credits in social science taken during high school; two years of a foreign language taken during high school - competitive colleges will require students to earn three high school credits in a foreign language. Students who earn the AICE diploma are not required to earn an annual physical education/health credit or a fine art/performing art requirement. Cambridge Advanced International Certificate of Education Diploma: The Advanced International Certificate of Education (AICE) is an international diploma students earn from the University of Cambridge in England. Cambridge courses teach students to think independently, collaborate with peers, synthesize information, apply knowledge, and present logical and persuasive arguments. The AICE diploma requires students to earn seven credits in specified subjects. Through earning an AICE diploma and documenting 100 hours of community service, students qualify for the Florida Bright Futures Academic Scholars Scholarship. The AICE curriculum requirement includes AICE Global Perspectives, at least one class in the AICE Arts and Humanities category, at least one class in the Math and Science category, at least one class in the Language category, and any three additional AICE classes. Students who complete these requirements are not required to meet the PE, performing or expressive arts, or online requirement for graduation. Advanced Placement (AP) Capstone Diploma: AP Capstone is an innovative program that equips students with the independent research, collaborative teamwork, and communication skills that are increasingly valued by colleges. AP Capstone is built on the foundation of two courses, AP Seminar and AP Research, and is designed to enhance the discipline -specific learning gained through other AP courses. The AP Capstone curriculum fosters inquiry, research, collaboration, and writing skills through the intensive investigation of topics from multiple perspectives. AP courses are rigorous college level courses. The AP Diploma requires students to earn scores of three on the five -point scale in AP Seminar and AP Research and on any four additional AP exams. Florida Scholar Diploma Designation: Pass the Geometry, Biology 1, and U.S. History End of Course exams; earn 1 credit in Algebra 2; statistics or an equally rigorous mathematics course; chemistry or physics or an equally rigorous course; 2 credits in the same world language; and at least 1 credit in AP, AICE, or dual enrollment. Superintendent's Diploma of Distinction: Meet the standard high school diploma requirements and earn credit in at least 4 Honors, AP, AICE, or dual enrollment courses; complete at least 75 hours of community service; earn a GPA of 3.5 or above by the end of the first semester of senior year with no final grades of a "C" or lower on their transcripts. Florida Seal of Biliteracy Requirements is established to recognize a high school graduate who has attained a high level of competency in listening, speaking, reading, and writing in one or more languages in addition to English by the award of a silver or gold seal on a standard high school diploma. 3 Don SofferAventura High School, Charter Schools USA — Family Handbook Florida Gold Seal of Biliteracy is awarded to a student who has earned a standard high school diploma and who has satisfied one of the following criteria for eligibility: Has earned four foreign language course credits in the same foreign language with a cumulative 3.0 grade point average or higher and level 4 or higher on the grade 10 English Language Arts (ELA) Florida Standards Assessment (FSA); or has earned a score or performance level on any of the state approved examinations; or has satisfied alternative requirements as determined by the FL Board of Education. Florida Silver Seal of Biliteracy is awarded to a student who has earned a standard high school diploma and who has satisfied one of these criteria: Has earned four foreign language credits in the same language with a cumulative 3.0 grade point average or higher on a 4.0 scale; or has earned a score or performance level on any of the state approved examinations; or has satisfied alternative requirements as determined by the FL Board of Education. For languages which are not tested on the nationally recognized examinations, students may demonstrate language proficiency through maintenance of a portfolio of language performance meeting the ACTFL Proficiency Guidelines of 2012 in the modes of communication appropriate for that language. Visit this link for additional information: diplomapathways.dadeschools.net. Academic Honor Quality education, ethical conduct, and social responsibility are prioritized at DSAHS. All students are expected to exhibit academic honor. Every graded assignment provides an opportunity success in two categories, one for academic proficiency, and the other for integrity. The more important category is integrity. Violations of academic honor generally fall within these two categories: 1) Receiving or giving information that provides an unfair advantage on a graded assignment. a. Only the information the teacher has availed to all students for all graded assignments. b. An example of an Academic Honor Code violation would be to take a test, then share information with one or more individuals who will take the test later. 2) Submitting work, whether completed in class or elsewhere, that is not original work of the student seeking credit for the submission. a. Assistance from any artificial intelligence (Al) source and any other source must be reported to the teacher in accordance with the teacher's rules. Those who do not demonstrate academic honor will be subject to disciplinary consequences, including probation or dismissal from honor societies and leadership positions. Violations include lying, cheating, stealing, or assisting others in doing so. Such acts damage trust and undermine our school's honorable reputation, of which we are all stewards. Administrative Support Team Ms. Bartley, School Office Manager Dr. Beck, Assistant Principal, Dean for students whose last names begin with G, H, I, J, K, L, M, N, O Ms. Clappier, Assistant Principal Ms. Cordero, Administrative Assistant and Receptionist Ms. Garzon, School Enrollment and Marketing Administrator Ms. Hernandez, Assistant Principal, Dean for students whose last names begin with P, Q, R, S, T, U, V, W, X, Y, Z Dr. McKee, Principal Ms. Montes, School Counselor, Dean for students whose last names begin with A, B, C, D, E, F Ms. Nicholson, College and Career Specialist Ms. Norris, Athletic Director TBA, School Operations Administrator Arrival Students need to learn the importance of regular and prompt school attendance. All students must be dropped off in the school driveway. The early start drop-off time is from 7:OOam-7:15am to ensure students are in class by 7:24am. The standard start drop off is from 8:00-8:20am to ensure students are in class by 8:30am. The school is not responsible for 4 Don SofferAventura High School, Charter Schools USA — Family Handbook supervision before 7:OOam or after 3:45pm, unless students are involved in school -sponsored activities. Breakfast is available from 7:00-7:20am for early start and 8:00-8:25am for standard start students. For drop off and pickup, vehicles enter through 3301 NE 213t1' Street, the Waterways Park main entrance. Athletics Students are encouraged to participate in intramural and interscholastic athletics. Athletic packets must be submitted prior to participation and all Florida High School Athletic Association (FHSAA) requirements must be met prior to participation. Here is the link for additional information; https:Haventuracharterhs.org/athletics/ Attendance Please email Attendance&AventuraCharterHS.Org for all attendance matters. Don Soffer Aventura High School has developed the following attendance policy to comply with Miami -Dade County Public Schools. One of the most significant factors impacting achievement is punctual attendance. It is our obligation to record attendance accurately and ensure that it is taken and recorded for each period, inform parents/guardians of student absences, and to see that the compulsory attendance laws are enforced as mandated by Florida Statutes. We encourage the commitment of students, parents, and staff to work together to accomplish this. Students are responsible to be present and on time to school, turn in proper documentation explaining all absences, make-up missed assignments, and turn in assigned work on time. Documentation regarding an absence must be received within 48-hours following the student's return to school. If documentation is not received within that timeframe, the absence will not be excused. A. Excused Absences a. Student illness: Students missing 5 or more consecutive days of school due to illness or injury are required to provide a written statement from a health care provider. The written statements must include all days of absence. b. Medical Appointment: If a student is absent from school due to a medical appointment, documentation from a health care provider indicating the date and time of the appointment must be submitted to the front office staff. c. Death of a family member. d. Observance of a religious holiday or service when it is mandated for all members of a faith that such a holiday or service be observed. e. School -sponsored event or educational enrichment activity that is not a school -sponsored event, as determined and approved by the principal or principal's designee. The student must receive advance written permission from the principal or the principal's designee. Examples of special events include student performances and presentations at public functions, conferences, and regional, state and national competition. f. Subpoena by law enforcement agency or mandatory court appearance. g. Out of school suspension B. Unexcused Absences a. Absences for vacations, personal services, job interview or orientation, and non -school athletic or club activities. b. Absences to assist with family responsibilities, including supervision of children. c. Absences due to illness of others. d. Absences due to non-compliance with immunization requirements. Tardies: Students disrupt the learning environment if they are not -in their assigned classroom and ready to learn when the late bell rings. • Students will receive three grace tardies per quarter. These are for unavoidable tardies, including tardies due to health issues. • Additional tardies earn consequences. For the fourth, fifth, and sixth tardier, student phones will be collected and returned to the student after students serve a supervised lunch assignment that day. 5 Don Soffer A ventura High School, Charter Schools USA — Family Handbook Beginning with the seventh tardy in a quarter, the student's cell phone will be confiscated and returned after the student serves a supervised lunch and after -school detention that ends one hour after the student's dismissal time. In addition to the consequences listed above, the tenth tardy and every additional tardy will be evaluated by administration to determine if a disciplinary referral for insubordination is appropriate. Early Release: Students may not leave campus between 2:35pm and 3:25pm. Students will only be permitted to leave before 2:35pm if one of the following criteria are met: 1) A parent/guardian picks up the student in person; or 2) the parent provides documentation to confirm the early release qualifies as an excused absence. In either case, the departure must be approved by an administrator and processed in the front office. Students who leave campus without administrative approval will receive disciplinary consequences. Planned Extended Absences: Parents are urged to plan family trips during school vacations. Absences due a vacation are unexcused. If an extended absence is unavoidable, please email AttendancekAventuraCharterHS.Org at least one week before the anticipated absence or as soon as the need for the absence is known. Book Bats, Folders, Personal Items Book bags, backpacks, folders, or any other personal items must not display patches, entertainment insignias, drawings, obscene words, gang related paraphernalia, or any other item that would be deemed inappropriate, offensive, promote alcohol or drug use, or reflect negatively on Don Soffer Aventura High School. Failure to comply will constitute a disciplinary consequence and parent notification. Bookbags and all personal belongings are subject to search if there is reasonable suspicion the search will uncover an illicit item or evidence of an illicit act. Bus Transportation Don Soffer Aventura High School does provide bus transportation to students who reside two or more miles from school, as determined by the school's contracted bus company, AIA Transportation. If the number of requesting riders is greater than the number of available bus seats, a waitlist will be created. All reasonable provisions will be made to add qualifying waitlisted students to a bus roster. Cafeteria Aviands is our food services provider. Lunch items may be purchased through MySchoolBucks accounts. Students with negative balances are prohibited from participating in extracurricular activities and events until the negative balance is paid. Only students who qualify for free lunch and free breakfast will receive breakfast or lunch without having to pay. Those interested in free or reduced -price meals may apply on www.MySchoolApps.com. Lunch costs must be paid through MySchoolBucks.Com. During lunch, students must remain in the cafeteria or another supervised area on campus. Care of School Property Students are expected to respect the school buildings and property. Receptacles are provided throughout the buildings and grounds for proper disposal of waste. Marking or defacing school property is a serious offense and will result in disciplinary action and will be reported to law enforcement. Any student who damages/vandalizes school property will be required to make full restitution for damages. Chewing gum in the school building is forbidden. All food must be consumed in the cafeteria or area designated by Administration. Any student who disregards rules pertaining to the care of school property will be subject to disciplinary action. Cell Phones and Electronic Devices Cell phones must be turned off and placed in the teacher's cell phone holding box at the start of every class unless the teacher makes an exception for instructional purposes. Students may not leave the room during class time with their cell phones. Cell phones and other electronic devices are subject to search by an administrator if there is reasonable suspicion the cell phone contains evidence regarding a disciplinary infraction, threat to any member of our school community, or criminal offense. Unauthorized use of cell phones or other electronic devices may result in the device being confiscated. Failure to surrender items will result in a disciplinary consequence. If confiscated, the parent may pick up the device when 6 Don SofferAventura High School, Charter Schools USA — Family Handbook the administrator is available. Furthermore, as per Florida statute 1006.07(2)(f), "Notice that use of a wireless communications device includes the possibility of the imposition of disciplinary action by the school or criminal penalties if the device is used in a criminal act. A student may possess a wireless communications device while the student is on school property or in attendance at a school function; however, a student may not use a wireless communications device during instructional time, except when expressly directed by a teacher solely for educational purposes. Character, Citizenship, and Virtues Students at Don Soffer Aventura High School are expected to demonstrate superior character and citizenship. We encourage students to always do the right thing and seek the assistance of staff members when a troublesome situation arises. Follow the golden rule: Do unto others, as you would have them do unto you. Lend a helping hand whenever possible. Readily share gratitude. Make good choices and act responsibly. Child Abuse State law requires that teachers, administrators, and other school personnel report suspected cases of abuse, abandonment, or neglect to the DCF Hotline at 800-96-ABUSE. Communication Between Home and School Communication is essential for parents and staff members to promote outstanding student achievement. Report cards are printed for students at the end of the 1", 2"d, and 31d quarter. Teachers will email progress reports to parents at the midpoint of each quarter. Throughout the year, parents and students are encouraged to check grades and attendance through PowerSchool, our online academic platform. Parents in need of PowerSchool login information or any other PowerSchool assistance should contact the main office. Parent satisfaction surveys are emailed to parents during the first quarter and fourth quarter. Through completing surveys, parents earn volunteer time and help identify areas where praise is deserved and areas where improvement is needed. Contagious Conditions, Includine Pediculosis (HEAD LICE) and Eve Infections Students with contagious ailments or conditions will be quarantined on campus until the parent is able to arrange for the student's departure from school. Prior to returning to class, the school nurse must clear the student. Deliveries to Students Maintaining a safe, uninterrupted learning environment is a priority. All deliveries, including food deliveries for students will be accepted during the school day only from those who are on the student's emergency contact list. Food deliveries will be held in the main office until the student picks up the delivery during lunch. All other items may be picked up by the student during class change. Deliveries from restaurants or delivery services will not be accepted for students. Discipline Procedures The DSAHS disciplinary program is designed to protect the rights of all DSAHS community members and to establish a safe, well -ordered environment where students and teachers can attain peak academic, extracurricular, and athletic success. Mutual respect, law-abiding conduct, good manners, and positive interactions are essential. School authorities will hold students and parents accountable for any action that interferes with the learning process, creates a disruption, or contributes to a hostile environment for any member of the DSAHS community. All students are required to follow all discipline procedures, including those relating to cell phone and electronic device usage. DSAHS must have documentation that every student and parent/guardian has had a chance to read the Code of Student Conduct. All parents/guardians must return the page acknowledging the Miami -Dade County Public School's Code of 7 Don Soffer Aventura High School, Charter Schools USA — Family Handbook Student Conduct manual, which requires a signature. In addition to the M-DCPS manual, we at DSAHS have created this addendum. Parent & Student Contracts: Included in each student's registration packet are a Parental Contract and a Student Contract. A parent/guardian must sign the Parental Contract agreeing to the terms therein. Each student is required to sign the Student Contract agreeing to the terms therein, including the Miami -Dade County Code of Student Conduct, the DSAHS Addendum to the M-DCPS Code of Student Conduct and the DSAHS Dress Code. Failure to comply with the terms of the Student Contract may result in the following: A. Lunch Detention B. After School Detention C. Suspension D. Recommendation for Expulsion Each teacher will establish appropriate procedures for discipline in his/her classroom based on these guidelines. The following list is not all-inclusive: A. Students are expected to respect the authority of school personnel which includes but is not limited to administration, teachers, staff, and substitutes. B. Malicious or careless destruction of school property results in the replacement, repair or payment for damages by the student or his/her parents. The placement of stickers on school property is forbidden. C. No items that may disrupt the learning environment, including but not limited to water pistols, matches, lighters, vape pens, vape cartridges, vape chargers, weapons, look -alike weapons, or items that could be used as weapons are not permitted at school. D. No items that display images, words, or slogans deemed by school administration to be inappropriate. E. There is zero tolerance for threats, aggression, drugs, or alcohol at school. Students that push, hit, bite, kick, harass, bully or use the internet in a negative way will receive discipline referrals and consequences up to and including suspension, referral to law enforcement, and recommendation for dismissal from the school. F. Each teacher may take disciplinary action to correct a student who disrupts a normal classroom activity, who is disrespectful, disobedient, uses abusive or foul language, violates school rules, or interferes with the learning of any student. G. Disciplinary action taken at DSAHS shall be in accordance with the regulations and procedures established by the school and the Miami -Dade County Public School's Code of Student Conduct. Teacher and Staff Interventions: Severe offenses will result in administrative referrals and consequences. Interventions that may be utilized by school staff include verbal warning, phone call to parent, behavioral contract, referral to administration, mediation/conflict resolution, and a parent conference. Administrative Interventions and Definitions; The following list provides a written description of the disciplinary interventions that may be assigned to a student who is repeatedly tardy to class or commits a behavior infraction. A. After -School Detention or Lunch Detention B. Confiscation of cell phones, electronics, or any items that may cause damage or disruption. C. Loss of Privilege(s): revocation of the right to participate in school activities. D. Suspension: In School Suspension (ISS) requires students to report to a supervised location other than class. E. Out of School Suspension (OSS) is the exclusion of a student from school attendance and school activities. F. Parent Contact/Conference: Phone calls, letters, meetings, emails. G. Referral to Student Services and/or Mental Health Professional: school -based counseling aimed at improving student behavior. H. Restitution or Repair: payment or repair for damages to property. L Threat Assessment: multidisciplinary assessment used to validate a verbal, nonverbal or written threat by a student. Student and parent interviews are conducted, if necessary. J. Time out: a disciplinary action that allows the student time to reflect and refocus. It can be given in the classroom, in the office or in another classroom. Levels of Disciplinary Action: The Don Soffer Aventura High School staff works diligently to provide an appropriate learning environment for all students. Nonetheless, at times students may become disruptive, talkative, disrespectful, etc. Don Soffer Aventura High School, Charter Schools USA — Family Handbook To manage minor offenses, teachers and administrators will work collaboratively to implement a Progressive Discipline Plan and continue to implement the following alternatives to suspensions. The seriousness of the offense, academic placement, attitude, pattern of misconduct, and degree of student cooperation, and any other circumstances will be considered in determining actions. The levels of behaviors are listed below: A. Level I Behaviors: Acts that disrupt the orderly operation of the classroom, school function, extra -curricular activities or approved transportation. B. Level II Behaviors: More serious than Level I because they significantly interfere with learning and/or the well- being of others. C. Level III Behaviors: More serious that Level II because they endanger health and safety, damage property, and/or cause serious discipline to the learning environment. These behaviors require School Police involvement. D. Level IV Behaviors: More serious acts of unacceptable behavior than Level III. They seriously endanger health and well-being of others and/or damage property. These behaviors require School Police involvement. E. Level V Behaviors: The most serious acts of misconduct and violent actions that threaten life. These behaviors require School Police involvement. Please refer to the Miami -Dade County Public School's Code of Student Conduct regarding the Range of Corrective Strategies for Level I — Level V behaviors. Dismissal Students must leave school grounds at dismissal unless participating in an approved after school activity (athletics, clubs, detention). Parents must wait for their student(s) in the parking lot and must comply with the established traffic pattern. As a reminder, there is no supervision for students after 3:45pm, unless the students are involved in a school -sponsored activity while on campus. Dress Code/School Attire/Uniforms Many studies have linked productivity and conduct to attire. Our Dress Code requires that students wear DSAHS polos or sweatshirts, as well as uniform joggers, pants, skorts, or shorts purchased from Chai Tees, the DSAHS uniform vendor; attire earned as an honor roll gift; or approved official DSAHS team or club attire. Students are invited to participate in Dress -Down Fridays. On these days, school -appropriate attire is required: Undergarments may not be visible; hoodies, tank tops, and ripped jeans are prohibited; tops must cover the belly and back; shorts and skirts must be hemmed and within 8" of knee; human images on clothing must be appropriately clothed; clothing with words, pictures or symbols that are offensive or promote the use of drugs, alcohol, tobacco, or any prohibited activity may not be worn on campus or at school activities. Dress code violations must be corrected before students may attend class. Absences due to dress code violations are unexcused. Additional disciplinary consequences will be assigned to egregious offenders. Here are additional guidelines regarding attire and appearance: • Hair must be neat, clean, and may not be a distraction to learning based on the perception of school administration. • No hats, hoodies, headbands, scarves, or bandanas may be worn. Exceptions required for religious observance may be approved by school administration. • Students must wear closed shoes (toe and heel) at all times. No sandals, flip flops, slippers, slides, and shoes with pointed or steel toes, metal tips, cleats, or wheels, may be worn. • Students may not wear apparel that is immodest or offensive on campus or at any school function. • Spiked accessories or other accessories deemed by administration as potentially injurious or inappropriate may not be worn. Please Note: There may be additional dress code issues, according to the judgement of DSAHS administration, which require attention and earn disciplinary action. 9 Don Soffer A ventura High School, Charter Schools USA — Family Handbook Dual Enrollment Students are encouraged to enroll in dual enrollment, a cost-free opportunity to earn college credit at Florida International University or Miami Dade College during summer sessions. This is especially worthwhile for students to earn credit in a language or in technology classes not offered at DSAHS. Interested students must see Ms. Nicholson in February. Emereencies Emergency situations and communications: As we go through the school day, there could be a number of reasons to limit hallway movement within our school building or even restrict all access into or out of the building. A lock down does not automatically mean your student is in danger. Lock downs are used in an abundance of caution to assure our staff and students are secure. Our first priority during a lock down of any type is to secure the building and make sure all everyone is safe. As we are assessing the situation, we are not able to immediately call parents during this time. Law enforcement is immediately involved when placing the school on a Code Red lockdown. We must follow all directions from the local police at that time and they may ask us not to share any information to be sure we do not hinder the investigation. During a lockdown, no one is permitted in or out of the building, so parents should not come to the school to pick up their children unless they are advised to do so. Possible reasons for lock downs: Power outage; plumbing/water issues; weather issues (such as severe lightning and thunderstorms, tornado watches and warnings); facility/maintenance issues; potentially threatening community issue; medical issue requiring emergency transportation; potential on -campus threat; any actual emergency. This list is not all-inclusive. We understand lock downs can be troubling, especially to students. Although we know students may text you during a lock down with inaccurate information. Please trust that we will give you accurate and up- to-date information as quickly as possible. Family Rights and Privacy Act The revised Family Rights and Privacy Act became a Federal law in November 1974. The intent of this law is to protect the accuracy and privacy of student educational records. Without your prior consent, only you and authorized individuals having legitimate educational interests will have access to your student's educational records. In special instances, you may waive this right of access to allow other agencies working with your student to have access to those records. Field Trigs As a learning experience, teachers may plan field trips. Parents may be asked to assist the teacher as chaperones. Parents serving in this capacity may not have other students accompany them. Parents who are officially selected to be chaperones may count their hours on the field trip as volunteer hours. All chaperones must go through the Chaperones approval process as per M-DCPS. Parents serving as chaperones for students on overnight field trips must also be fingerprinted and background checked per the Jessica Lunsford Act. Participation in field trips is a privilege. Students may be excluded from participation in any trip for reasons relating to behavior or conduct, or if they have a negative balance in any school -related account. Students who fail to follow instructions will be given an appropriate consequence upon return to school. If a student is suspended, that student may be excluded from participating in field trips and other school events for an extended time period. Suspended students may not attend a field trip or participate in a school -related activity during the suspension. Students participating on the field trip are required to ride on the charter bus with classmates. Parents attending the field trip may not sign their own student(s) out from the school at the end of the scheduled field trip. Students who do not ride the bus to the field trip location will be marked absent from school for that day. Early dismissal from a field trip site is not permitted. Field trips must be paid through the MySchoolBucks.Com app. Only DSAHS students and approved chaperones will be able to attend DSAHS field trips. 10 Don Soffer A ventura High School, Charter Schools USA — Family Handbook Fortify FL (GetFortifvFL.com) All members of our school community are encouraged to report any potential threat or criminal activity. GetFortifyFL.com provides an online, anonymous reporting option that will immediately alert law enforcement and DSAHS administration. Intentionally false reports will be reviewed by school administration and law enforcement to determine appropriate consequences. Governing Board The DSAHS Governing Board is comprised of the Aventura Mayor, Commissioners, and the City Manager. Communication to the Board should be conducted through the City Manager. For additional information regarding our Governing Board, click the link on our school website. Grading Teachers use a variety of assessments to record an average of at least one grade per week. Grades, progress updates in PowerSchool, reports on state assessments, standardized testing results, parent conferences, and student conferences serve as the primary means of communicating progress and achievement. A student's academic grade reflects the teacher's assessment of the student's mastery of taught standards. Cheating and plagiarism: Students who cheat or plagiarize will receive a behavioral consequence. The student will be required to complete graded activity to replace the zero earned as a result of the cheating or plagiarism. To receive credit for the makeup assignment, the student will be required to take a different assessment or redo the assignment during a supervised after school study hall session within five days of the offense. Late submissions, makeup tests, and exam retakes for honors and regular classes. Students will not be academically penalized for turning in an assignment or making up a quiz or test within a reasonable time (generally before the on -time assignments are graded and returned to students). Here are additional guidelines: • Assignments for which extended time is allotted may be lengthened and the requirements increased due to the extra preparation time allotted. • The teacher may require student to complete the makeup assignment under supervision after school. • A behavioral consequence may be assigned for not submitting the assignment on time. Punctuality will impact citizenship grades. • If a student seeks to retake an exam or quiz, the teacher may require the student to attend a study session or complete a preparation assignment prior to the retake. • Late submissions, makeup tests, and exam retakes should be completed within five school days from the time the grade on the original assessment was communicated to the student. • Assignments fully completed with fidelity should receive no less than 50% credit if submitted prior to the final date work is due each quarter, established as the fifth school day before the quarter ends. • If a student fails to submit an assignment or make up a test more than five days before the final day of the quarter, the student will earn a zero for that graded assignment or test. Late submissions, makeup tests, and exam retakes for AICE and AP classes: To reflect the academic rigor and standard required by AICE and AP classes, the late work and makeup requirements are aligned to match the collegiate expectations: Mastery work for AP and AICE classes will have a firm due date, published on Schoology at least three school days in advance. Late assignments should be made up as soon as possible, with a 10% drop in the grade each day after the initial due date, or due date that is reestablished due to absence(s). Absent students should be permitted two makeup days for every day of excused absence to take missed tests or submit assignments. For assignments and tests made up after the reestablished date, the grade reduction should be applied as detailed in the above bullet. 11 Don Soffer A ventura High School, Charter Schools USA — Family Handbook • Students with avoidable unexcused absences must take missed tests and make up assignments within two days of returning to school. After two school days, the grade will be reduced as detailed in the second bullet, above. • Assignments fully completed with fidelity should receive no less than 50% credit if submitted prior to the final date work is due each quarter, established as the fifth school day before the quarter ends. • If a student fails to submit an assignment or make up a test more than five days before the final day of the quarter, the student will earn a zero for that graded assignment or test. • Teachers may allow extra time, retake opportunities, and more flexible grading for students experiencing extreme setbacks due to severe health issues, a family or personal crisis, etc... Any such cases should be brought to the attention of the teacher as early as possible. Here are guidelines for grading performance and reporting student progress: Grade and Percentage Point Value Honors Course Point Value AICE, AP, Dual Enrollment Course Point Value* A - 89.5-100% 4 5 6 B - 79.5-89.4% 3 4 5 C - 69.5-79.4% 2 3 4 D - 59.5-69.4% 1 1 1 F— 0-59.4% 0 0 0 Note that the point value for each class is used to calculate each student's weighted grade point average and rank. For instance, if Nicholas has straight A's in unweighted courses, Sophia has straight B's in all Honors courses, and Daniel has all C's in AICE classes, Nicholas, Sophia, and Daniel will each have a cumulative grade point average of 4.0, and the same rank. *Students who do not take or, based on administrative judgement, do not make a reasonable effort to pass an AICE or AP exam will not receive the unwei hted point value. Determining annual grades for high school students: In authorized annual courses, the final grade is determined by assigning the "Point Value" see above chart, to every quarter score, dividing by 4, and rounding up if the value ends in a .5. In secondary courses with mandatory Florida End of Course (EOC) assessments, the EOC score is 30% of the final course grade. To pass an annual course, students in grades 9-12 must earn a minimum of 4 grade points for the year, and 2 of these points must be earned in the second semester. If the average annual grade would have been a D or better, the principal may overrule the second semester four -point rule and approve for the average grade to be awarded. Grade Point Average (GPA): Guidelines for interpreting students' grades with respect to grade point average are provided in School Board Rule 6Gx-13-S5B-1.061. Grade point averages (GPA) impact high school graduation status; eligibility to participate in interscholastic extracurricular activities; awards and recognition program participation; membership in honor societies; college admissions and scholarship opportunities. Grievance Procedure If a student or his/her parents feel they have a grievance or complaint, they should do the following: • The student should set an appointment with the teacher to discuss. • If not resolved, the student should address with the student's dean. • The next step towards resolution would be to address the concern with the principal. • It the issue needs additional attention, the student and parent should email Rachel Windler Freitag, the CSUSA South Florida Deputy Director, rwindlerfreitaggcharterschoolsusa.com. • If still unresolved, the parent and student should contact Ms. Merchant, Governing Board Liaison, (305) 466-8008. If Ms. Merchant does not resolve the concern, she will provide guidance regarding the next step. Homework Regular, purposeful homework is an essential component of the instructional process in school. Homework assignments 12 Don Soffer A ventura High School, Charter Schools USA — Family Handbook should be reflected in the gradebook as practice, not mastery. Honor Roll Students who make the honor roll will be celebrated each quarter at a recognition ceremony during the school day the week report cards are distributed. The following criteria must be met to achieve honor roll status at DSAHS. • Principal's Honor Roll: Academic Grades: > 5.5 weighted GPA or straight A's • Superior Honor Roll: Academic Average: > 3.5 weighted GPA, no grade lower than a C Illness The importance of regular attendance cannot be over -emphasized, but students should not be sent to school when they are ill. Students will be sent home if they have symptoms of any contagious ailment. In order for a student to return to school, he/she should be fever -free without fever reducing medication, and without diarrhea, nausea, congestion, or a productive cough for at least 24 hours. The school nurse must be notified in writing of any student's chronic illness (i.e., asthma, diabetes, heart conditions, or seizures, etc.). Please update Emergency Contact Information when changes occur. Immunizations Florida law requires that all students meet requirements for immunizations or have an exemption on file prior to attending classes. Please contact our school nurse if you have any questions regarding immunizations. Iniury An accident report will be completed and filed for everyday accidents in accordance with these guidelines: • Teachers will send the student to the office if the injury is minor. • Teachers will notify the office if the student is unable to be moved. • School personnel will administer basic first aid. • The parent(s) will be notified. • Emergency Services will be called for critical injuries, and the parent or emergency contact will be notified. Instructional Books, Equipment, Materials, and Supplies All textbooks and technology needed by students for school and home learning assignments are furnished by the school. The items issued for student -use are the responsibility of the student and/or parent and must be returned at the end of the year in the without damage or excessive wear. Failure to do so will result in financial obligations being assigned to the student to cover the replacement cost. Any student who has not paid for a lost book, or any other financial obligation(s), will have the unpaid expenses added to the cost of non-academic activities such as the prom or homecoming, and to participate in any special activities, including graduation. Laptops and Tablets Each student will have an approved laptop or tablet, which must be brought to school every day. Students may register a personal device if the device is approved and prepared by the DSAHS Technology Specialist. Students who do not register a personal device will receive an Wad or upgraded device for students taking a qualifying class. Personal devices that are not approved and prepared by our Technology Specialist will not be permitted on campus during school. All electronic devices and cell phones on campus are subject to search by an administrator if there is reasonable suspicion the device contains evidence regarding a disciplinary infraction, threat to any member of our school community, or criminal offense. All users will be expected to follow the Acceptable Use Policy when utilizing a device and/or when using the school's network. Disciplinary measures will be implemented in accordance with the Miami -Dade County Public School's Code of Student Conduct for any student who fails to abide by the Acceptable Use Policy. 13 Don Soffer A ventura High School, Charter Schools USA — Family Handbook Medication The administering or dispensing of any medicines (including non-prescription medication) to students by school employees without specific written authorization by the physician & parents of the student is forbidden. If it is absolutely necessary that the student take medication in school, a completed Physician's Form must be submitted to the school nurse. The parent may come to the school to administer medication personally. A Physician's Form may be obtained from the main office. Students are not allowed to have any medication (not even over the counter medication) in their possession while at school or any school event. Parents must pick-up and drop-off medicine in the office. Students are responsible to come to the office at the appropriate time to ask for their medication. Parent Teacher Cooperative (PTC) The partnership between the student's home and school support network is essential for student success. The PTC goal is to enhance engagement of all school community members. This will be done through supporting student clubs, committees, and team participants, club sponsors, and team coaches in recruiting community member participation in specific activities. Parent Volunteer Hours Parents/guardians, in accordance with the enrollment agreement, are required to volunteer for 20 hours per household for the 1st student and 30 volunteer hours for two or more students. These hours should be entered by parents through PowerSchool. For assistance with this process, please call the main office. Attending athletic games, participating in school events (i.e. theater shows, art exhibits, community events), joining Parent University learning sessions, helping with club initiatives, completing school -related tasks including CSUSA surveys, responding to wish lists for the school and classrooms, activities to show appreciation for staff members such as purchasing class -enhancing items and writing or emailing supportive notes to school staff. In accordance with our charter and with state policy, we may not accept money in lieu of monetary donations or any other parental obligations. However, parents will receive volunteer hours for time spent shopping, preparing, and delivering donations or supportive cards that benefit members of our school community. Creating a safe environment for students to learn and succeed is our top priority. The School Volunteer Program at DSAHS is responsible for electronic registration, background checks, and the training of volunteers. Any individual interested in volunteering at DSAHS must present a current driver's license. Charter Schools USA has elected to use the Safe Schools Online Training Program to train Professionals, Support Staff, and Volunteers on school -related issues. All volunteers MUST have ALL assigned safety courses completed prior to any volunteer interactions with staff and students on campus and at school -sponsored events. The completed certificates MUST be printed and submitted to the school office before volunteering. Parents are not permitted to volunteer in classrooms. Parents must be under the direct supervision of a staff member when volunteering on campus or at events with students in attendance. Parking on Campus for Students Only students with current DSAHS parking permits are allowed to park in the DSAHS or Waterways Park parking lot 7:30am-4:OOpm on school days. Students who park on campus without a parking pass will earn disciplinary consequences, and unauthorized cars may be towed at the owner's expense. The cost of an annual parking pass is $95. Parking passes will be issued based on a random selection process in order of seniority by grade. Having a parking pass is a privilege. To qualify for the parking pass lottery, students must be on track to graduate (have a minimum unweighted GPA of 2.0) and, for the preceding or current quarter, meet the following criteria: 1) No more than 5 absences in any one class 2) No more than 5 tardies in any one class 3) No more than one in -school suspension 14 Don SofferAventura High School, Charter Schools USA — Family Handbook 4) No out -of -school suspension It is anticipated that parking permit holders will demonstrate appropriate responsibility and judgement. However, this privilege will be revoked or suspended for lack of adherence to the following guidelines: 1) Students operating a vehicle on school grounds must possess a valid Florida Driver's License. 2) The student's vehicle must have a valid Florida Registration and be covered by the insurance required by Florida law. Proof of valid insurance and registration must be provided for the application to be accepted. 3) Vehicles operated on school grounds must be in safe operating condition. 4) Denial or revocation of a parking permit may result if students exhibit one or more of the following: a. Having more than 5 class absences, more than 5 class tardies, more than one in -school suspension, or one out -of -school suspension during the current or previous quarter. b. Unpaid fees or obligations. c. Parking in a spot that does not match the decal. d. Leaving school grounds without permission. e. Allowing use of the permit by a driver other than the driver to whom the pass is assigned. £ Failure to abide by traffic patterns, driving in a careless or unsafe manner. g. Failure to have a decal properly displayed on the windshield. h. All cars are subject to search and seizure while parked on campus if there is reasonable suspicion that the car contains any of the illicit items listed below. Failure to comply will result in immediate loss of driving privilege, additional consequences, and a referral to law enforcement. i. Having any of the following items in the car: drug, alcohol, intoxicant, tobacco -related product, paraphernalia, vape device, vape cartridge, rolling papers, pipes, matches, alcoholic beverage containers (empty or full), weapon or item that may be used as a weapon including bat, blade, brass knuckles, knife, chain, tear gas, pepper spray; a gun of any sort including, but not limited to air gun, bb gun, paintball gun, pellet gun, staple gun, spear gun, or toy gun. j. Transporting a non -student, (any person, other than a guardian or parent, who is not an active DSAHS student) to school during the school day without administrative pre -approval. k. Leaving campus during the school day without administrative pre -approval. 1. Having a student in the registered car during that student's school day. in. Using a phone while driving on campus, driving over 10 mph on campus, driving in a manner that could jeopardize safety, create a disruption, or damage property. n. Displaying a flag, banner, poster, sticker, or other item that is deemed by administration as inappropriate or potentially disruptive. 5) Students are not permitted to remain in their vehicles or in the parking area after arriving on campus. 6) Students may not enter the parking area during the school day unless pre -approved by an administrator. 7) Don Soffer Aventura High School, the City of Aventura, and the School Board of Miami -Dade shall not be held responsible for damage to vehicles or theft of valuables in cars on school property. This form must be accompanied by three documents. 1) a photocopy of your driver's license, 2) a photocopy of the valid and up-to-date Florida Registration for the vehicle listed on this application, and 3) a photocopy of the valid and up-to- date Insurance Card for the vehicle listed on this application. Please attach all three documents to this signed agreement. Positive School Culture All students and school employees deserve an educational setting that is safe, orderly, and free from harassment and bullying. Bullying and harassment, as defined below are prohibited. Our school complies with the Jeffrey Johnston Stand Up for All Students Act, and Florida Statute 1006.13, the policy of zero tolerance for crime and victimization. Bullying, including cyberbullying, is the systematic and chronic inflicting of physical hurt or psychological distress on one or more people. This may be done through a pattern of unwanted and repeated written, verbal, or physical behaviors, including threatening, insulting, dehumanizing gestures, that are severe or pervasive enough to create an intimidating, hostile, or offensive environment; cause discomfort or humiliation; unreasonably interfere with the individual's school performance or participation; and may include a power differential. 15 Don Soffer A ventura High School, Charter Schools USA — Family Handbook Pupil Progression Plan Don Soffer Aventura High School abides by the Student Progression Plan for Miami -Dade County Public Schools regarding academic support and enrichment opportunities for our students. For further information, please reference our Program of Study on the DSAHS website. Registration Requirements All enrolled students have been randomly selected for admission in an automated lottery process conducted through the Charter Schools USA enrollment portal. Top priority is given to students who have lived in Aventura for at least one full year during the open enrollment period at the start of the calendar year. Here is the link for interested families: https://csusa.schoolmint.net/welcome Report Cards Report cards are printed for students at the end of the 1st, 2" d, and 3,d quarter. Teachers will email progress reports to parents at the midpoint of each quarter. Throughout the year, parents and students are encouraged to check grades and attendance through PowerSchool, our online academic platform. Parents in need of PowerSchool login information or any other PowerSchool assistance should contact the main office. School Activities and Clubs Students at Don Soffer Aventura High School have the opportunity to participate in a wide variety of activities, including student government, clubs, honor societies, service clubs, school publications, and class activities. Club meetings are scheduled at times when instruction is not taking place, before or after school, or during lunch. There will be a club rush event during lunch in September for students to learn about club activities. Club information is also included in the daily morning announcements and family bulletins. Students may not be officers or captains of more than three clubs or sports teams simultaneously. Club sponsors interested in waiving this limitation should consult the principal. School Hours • Main Office: 7:00am — 4:OOpm • Early Start Student Arrival: 7:1 Oam — 7:25am; students must be seated and ready to learn by 7:35am. • Regular Start Student Arrival: 8:OOam — 8:25am; students should arrive by 8:25am to be in the classroom and ready to learn by 8:30am. • Student Supervision: 7:OOam — 3:45pm School Safety and Security Safety and security are of paramount importance to the CSUSA and DSAHS faculty and staff. As part of DSAHS's commitment to being a premier school, it is our priority to provide a safe and secure learning environment free of distractions. Students powerfully impact school safety through respecting and valuing differences; through not promoting or participating in violent interactions; and through not bullying, teasing, gossiping, or sharing negative information about others. Any student who feels threatened or endangered or who knows of a student who feels threatened or endangered must report these concerns to a teacher, administrator, or our school resource officer immediately. Any student with knowledge of another student or visitor in possession of a weapon, planning to harm someone else or harm oneself, must share this information with a teacher, administrator, or the school resource officer immediately. Though the terms "snitch" and "tattle" have negative connotations, all members of our community must commit to sharing information that may protect others from life -ending and life -scarring events. Breaking the "code of silence" is the first step in creating a safe and healthy school culture. If any student is concerned that sharing such information will result 16 Don Soffer A ventura High School, Charter Schools USA — Family Handbook in retaliation, the student may leave an anonymous note in the office or report anonymously through GetFortifyFL.Com. Emergency Operations Plans: Student and employee safety are a primary concern of the Miami -Dade County Public School (M-DCPS) System and Don Soffer Aventura High School. The Emergency Operations Plan (EOP) was created to provide school personnel with the necessary leadership skills and knowledge needed to respond to critical incidents or other related emergencies that may occur in our schools/community. DSAHS has a site -specific plan to address all types of critical incidents. This plan addresses the individual needs of the school and provides guidelines for devising communication methods with staff, students, parents/guardians, and the media during a critical incident or an emergency. Some protective action procedures include the evacuation of students/staff from the building(s), evacuation of the disabled and, if necessary, the relocation of students/staff from the school campus, lockdown procedures and holding/dismissing students during school and community emergencies. Here are some important tips for parents/guardians to remember during a Critical Incident: • Monitor media outlets for updates and official messages from DSAHS. • Know that school personnel will be addressing the issue and not able to answer calls. An email will be sent via School Messenger as soon as possible. • If the school is on lockdown, wait until the lockdown is lifted before going to the school. All DSAHS administrators and Aventura Police officers have been adequately trained in the school EOP and are prepared to respond immediately during a critical incident or emergency to provide safety for all students. Safety Drills: We will ensure students and staff are prepared to make their way to safety in the event of an emergency by conducting required safety drills, including evacuation drills, extreme weather responses, and lock -down drills. Should we need to evacuate the building, law enforcement officials will assist in determining the reunification site. Students will be released to parents when law enforcement officials confirm the threat is mitigated, and administrators confirm conditions allow for safe departure. Students will only be released to those who present proper identification confirming they are on the Emergency Contact Form. For information during such an emergency, including the student pickup reunification plan, you may contact CSUSA at 954-202-3500. Local news stations may also be helpful is always helpful with disseminating information regarding evacuations and procedures as well. Screenings In accordance with Florida Statute 381.0056 (4), students participate in the following required health screenings: Growth and development screening shall be provided, at a minimum, to students in grades 1, 3 and 6 and optionally to students in grade 9. In addition, annual screening for at -risk indicators of social emotional concerns is conducted for newly enrolled students and students in grades 1, 4, 7, and 10. Any parents who desire to opt out of the screenings, indicated above, for their student shall notify the school in writing. Senior Privilege Students qualify for a senior privilege period, allowing them to take six classes during senior year if they meet the following criteria: Weighted GPA of 3.5 or higher or unweighted GPA of 3.0; Florida Department of Education testing requirements for graduation met; 20 high school credits have been earned; AICE Diploma coursework completed or on track to be completed prior to graduation. Seniors who select Senior Privilege will be assigned to a no -credit study hall class during the privilege period, either at the beginning or end of the day. During the privilege period, students are not required to be on campus. Students who choose to be on campus during the privilege period must be in the main office or under the supervision of a staff member. Student Identification Cards Student ID's will be distributed once student photos are completed. Students must always have their ID's available for any 17 Don Soffer A ventura High School, Charter Schools USA — Family Handbook requesting staff member when on campus and when attending school events. Failure to accurately identify oneself will result in disciplinary action. Student Information System All parents will have access to the web -based PowerSchool to access student information, including real-time grades, attendance. If assistance is needed to access PowerSchool, parents should call the main office. Student Scheduling The administrative team schedules students based on a seven -step scheduling process designed to maximize achievement and accommodate students' academic talents and interests. These additional factors will be taken into consideration: Teacher -assigned grades, standardized and formative assessments, as well as requirements for a Florida high school diploma, Cambridge AICE diploma, AP Capstone diploma, college admission, NCAA participation, and building an impressive academic resume. Students should share scheduling input and questions with their deans or with the principal. Student Records Parents, guardians and students are protected by The Family Educational Rights and Privacy Act and the Florida Statutes from individuals' access to information in students' educational records, and are provided the right to challenge the accuracy of these records. These laws provide that without the prior consent of the parent, guardian or eligible student, a student's records may not be released, except in accordance with the provisions listed in the above -cited laws. The laws provide certain exceptions to the prior consent requirement, which include, but are not limited to, school officials with a legitimate educational interest and lawfully issued subpoenas and court orders. Parents, guardians, or eligible students have the right to inspect and review student records annually. Please contact the Main Office for more information about this. Once a student reaches 18 years of age or is attending an institution of post -secondary education, the consent is required from the student only, unless the student qualifies as a dependent under the law. Student Rights Students have the right to feel safe from hostile acts or threats. Threatening conduct, slurs, inappropriate innuendoes, violent acts, or any conduct that contributes to a hostile environment will result in exclusion from participation in class and school activities and disciplinary action. All students and employees will be treated with respect. All such offenses will be reported to law enforcement. If any parent has a conflict with a student other than their own student, the parent should request to have a DSAHS staff member address the matter. Parents and all other DSAHS community members may not engage in an adversarial interaction with a student or other member of our campus or at any school event. Suspension and/or Expulsion In accordance with the Miami Dade County Public School's Code of Conduct, the principal may recommend student expulsion to the Miami Dade County Superintendent of Schools for any expellable offense. Prior to suspension or expulsion, the student has the right to a fair hearing as outlined by the Code of Conduct. Teacher Conferences Parents may request a conference by emailing the teacher directly. In the event you do not receive a response by the next workday, please contact the main office and ask that the teacher be notified of your request for a conference. Trespassing Students may be on the school campus after school hours only if properly supervised. Violators, including students who come to campus after having been suspended or expelled, will be subject to disciplinary action and legal action for trespassing. Please note that general supervision is not permitted before 7:OOam or after 3:45pm. 18 Don SofferAventura High School, Charter Schools USA — Family Handbook If anyone is seen in the building without a visitor sticker or appears as if they do not belong on campus, this should be reported immediately to the nearest faculty or staff member. Unless directed to do so by an administrator, students and approved visitors may not open the doors to the school for anyone. All visitors must be screened through the Main Office. Severe Weather Weather conditions such as lightening alerts, tornado warnings, and severe storm advisories may impact the school schedule. If weather conditions result in school being closed or the arrival or dismissal schedule being altered, an alert will be sent to parents through the School Messenger email system. Valedictorian and Salutatorian Recognition The valedictorian and salutatorian will have the privilege of presenting the valedictory and salutatory speeches at commencement if they meet the DSAHS National Honor Society meritorious requirements to be in good standing. Students must attend DSAHS all four years to be eligible for valedictorian or salutatorian recognition. The cumulative weighted grade point average rounded to the one -hundredth's place for all classes taken at DSAHS will determine the valedictorian and salutatorian after third quarter grades are entered senior year. A preliminary calculation for these honors will be done at the start of senior year, allowing students to report in college and scholarship applications that they are on track to earn these honors. Here are additional considerations impacting valedictorian and salutatorian calculations: • In the event a student takes more than seven classes at DSAHS in a year, the top seven grades earned will be used to determine the valedictorian and salutatorian. • Grades earned during the first three quarters of senior year will be averaged and factored as annual grades, equal to the value of annual grades earned in grades nine, ten, and eleven. • Only grades for classes taken at DSAHS will be included in this calculation. Grades for classes taken virtually, in middle school, through dual enrollment, and through external academic programs will not be included. • If there is a tie for valedictorian, no salutatorian will be named. If there is no tie for valedictorian, and more than one student ties for the honor of salutatorian, co -salutatorians will be recognized. Visitors All visitors, including parents, must report to the office upon arrival during school. For the safety and protection of students, parents and visitors must present a valid driver's license at the front desk. Parents will also sign in and out, state whom they are visiting, state the purpose of the visit, and obtain administrative approval before proceeding to any location other than the main office during school hours. The School Resource Officer will address any concerns regarding this requirement. 19 Don Soffer A ventura High School, Charter Schools USA — Family Handbook 01 C USA AVENTURA HIGH SCHOOL Strong Minds Good Hearts PARENT OBLIGATION I (We) the parent(s)/guardian(s) of Conduct and the Dress Code of Don Soffer Aventura High School (DSAHS) County student. have read and agree to abide by the Code of I (We) understand that my (our) child is a Miami Dade WHEREAS, in order to provide my (our) student with a unique educational opportunity; WHEREAS, by enrolling my (our) student at DSHAS is a decision of my (our) personal choice and not a privilege; WHEREAS, my (our) desire to enroll my (our) child DSAHS is premised upon my (our) desire to become an active partner in the education of my (our) child; NOW, THEREFORE, in consideration of the foregoing: As a parent of a student at Don Soffer Aventura High School, my (our) commitment is to abide by the following resolutions: A. To recognize and embrace my role as the primary educator of my child. B. To participate in the parenting workshops provided by the school. C. To attend all conferences scheduled with any member of the Don Soffer Aventura High School staff. D. To participate in the Parent Volunteer Program for 20 hours for the first child and 10 additional hours for any other children in the family who attend DSAHS. Parents must record their volunteer hours on PowerSchool for administrative review. The goal is for '/2 of the hours must be completed before Winter Break and the second''/2 by May 1 st E. To provide transportation to and from school for my child. I understand that if I am late picking up my child, Don Soffer Aventura High School is not responsible for my child's safety. If my child is continually tardy or absent, I understand that for the benefit of my child's education, he/she may be required to transfer to a more accessible. F. To purchase uniforms for my child from the Don Soffer Aventura High School approved supplier and ensure that my child is wearing the approved uniform daily. G. To supply lunch, brought from home or purchased from the DSAHS cafeteria, each school day. H. To be responsible for timely payment of any fees accrued to my account at the school. A negative balance will result in a requirement to pay an invoice prior to participation in extracurricular activities or school events. I. To participate in at least one of the many parent groups such as PTC, School Advisory Board, club or team booster. 2. To enhance my (our) child's academic growth, I (we) agree to do the following: A. To read and use the information sent home to keep parents informed of the academic topics to be studied in the classroom. B. To provide a suitable time and place within the home for homework. C. D. To limit television and video games and phone usage during the week and allow more time for reading, studying and family time. E. To check my child's homework nightly. As proud members of the Charter Schools USA family, we believe all parents should have a choice for their child's education, and all children deserve access to a quality education. We look forward to sharing information with you regarding changes in legislation, or other factors that could impact the educational environment or a parent's right to choose. We may call upon you to help us communicate the importance of putting students first. To assist with the advocacy of school choice, you agree, by indicating below, to allow for the licensing of your school related demographic data. You may opt out by checking: No I do not want to participate. Thank you in advance for your support. I (we) understand that participation in the school, as defined above, fulfills the mission of the school by enhancing my child's education and the school community as a whole. I (we) understand that such participation is a contractual obligation to the school and to my (our) child, and that failure or refusal to fulfill this obligation is incompatible with the school's mission. Therefore, a breach of this obligation by you may impact your child's status with the school. Signature of Parent(s)/Guardian(s) Oate Once this document is completed, please sign, scan, and email to kareema.bartleykaventuracharterhs.org. 20 Don Soffer A ventura High School, Charter Schools USA — Family Handbook T CSUSA AVENURA� HIGH SCHOOL Strong Minds Good Hearts Handbook Acknowledeement Dear Parent, Please complete, sign, scan, and email to kareema.bartley@aventuracharterhs.org at your earliest convenience. Student Name I acknowledge that I have read the parent handbook. I agree to comply with the policies set forth in this handbook. Parent/Guardian Signature Parent/Guardian Signature Date Date Once this document is completed, please sign, scan, and email to at your earliest convenience. 21 Don Soffer Aventura High School, Charter Schools USA — Family Handbook �(7N S(7�FFR $AVENTURA HIGH SCHOOL � \ CSUSA Strong Minds Good Hearts DON SOFFER AVENTURA HIGH SCHOOL POLICY PROHIBITING DISCRIMINATION, SEXUAL HARRASSMENT, AND OTHER FORMS OF HARASSMENT Policy Against Discrimination A. No person shall, on the basis of race, color, religion, gender, age, marital status, disability, political or religious beliefs, national or ethnic origin, or sexual orientation be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity, or in any employment conditions or practices conducted by this School, except as provided by law. B. The School shall comply with all state and federal laws, which prohibit discrimination and are designed to protect the civil rights of applicants, employees, and/or students, or other persons protected by applicable law. C. The School shall admit students to programs and classes without regard to race, color, religion, gender, age, national or ethnic origin, marital status, disability or handicap or sexual orientation. IL Policy Against Sexual Harassment or Other Forms of Harassment Prohibited by Law A. The School desires to maintain an academic and work environment in which all employees, volunteers, and students are treated with respect and dignity. A vital element of this atmosphere is the School's commitment to equal opportunities and the prohibition of discriminatory practices. The School's prohibition against discriminatory practices includes prohibitions against sexual harassment, or any other form of harassment based upon a person's membership in a protected class and specifically prohibited by applicable state or federal law. The School forbids sexual harassment, or any other form of illegal harassment, of any employee, student, volunteer, or visitor. The School will not tolerate sexual harassment or any form of illegal harassment by any of its employees, students, volunteers or agents. B. The prohibition against discrimination including sexual and other forms of illegal harassment shall also apply to non -employee volunteers who work subject to the control of school authorities, and to all vendors or service providers who have access to School facilities. III. Definition of Sexual Harassment A. Prohibited sexual harassment includes, but is not limited to, requests for sexual favors, and other verbal, visual or physical conduct of a sexual nature when: 1. Submission to the conduct is explicitly or implicitly made a term or condition of an individual's employment, academic status, or progress. 2. Submission to or rejection of the conduct by an individual is used as the basis for employment or academic decisions affecting the individual. 3. The conduct has the purpose or effect of having a negative impact on the individual's academic performance or employment, unreasonably interfering with the individual's education or employment, or creating an intimidating, hostile, or offensive educational or employment environment. 4. Submission to or rejection of the conduct by the individual is used as the basis for any decision affecting the individual regarding any term or condition of employment, employment or academic benefits, or services, honors, programs, or activities available at or through the school. B. Types of conduct which are prohibited in the School and which may constitute sexual harassment include, but are not limited to: 1. Graphic verbal comments about an individual's body or appearance. 2. Sexual jokes, notes, stories, drawings, pictures or gestures. 3. Sexual slurs, leering, threats, abusive words, derogatory comments or sexually degrading descriptions. 4. Unwelcome sexual flirtations or propositions for sexual activity or unwelcome demands for sexual favors, including but not limited to repeated unwelcome requests for dates. 22 Don Soffer A ventura High School, Charter Schools USA — Family Handbook Spreading sexual rumors. Touching an individual's body or clothes (including one's own) in a sexual way, including, but not limited to, grabbing, brushing against, patting, pinching, bumping, rubbing, kissing, and fondling. Cornering or blocking normal movements. Displaying sexually suggestive drawings, pictures, written materials, and objects in the educational environment. IV. Definition of Other Forms of Prohibited Harassment A. Illegal harassment on the basis of any other characteristic protected by state or federal law is strictly prohibited. This includes verbal or physical conduct that denigrates or shows hostility or aversion toward an individual because of his/her race, color, religion, gender, national origin, age, disability, marital status, citizenship or sexual orientation or any other characteristic protected by law and that: 1. Has the purpose or effect of creating an intimidating, hostile or offensive work or academic environment; 2. Has the purpose or effect of interfering with an individual's work or academic performance; or 3. Otherwise, adversely affects an individual's employment or academic performance. B. Examples of prohibited actions, which may constitute harassment include, but are not limited to, the following: 1. Epithets, slurs or negative stereotypes; 2. Threatening, intimidating or hostile acts, such as stalking; or 3. Written or graphic material that denigrates or shows hostility or aversion toward an individual or group and that is placed on walls or elsewhere on the school premises or circulated in the workplace or academic environment. V. Retaliation Prohibited A. Any act of retaliation against an individual who files a complaint alleging a violation of the School's anti- discrimination policy and/or sexual or illegal harassment policy or who participates in the investigation of a discrimination complaint is prohibited. B. Retaliation may include, but is not limited to, any form of intimidation, reprisal or harassment based upon participation in the investigation if, or filing a complaint of, discrimination. VL Procedures for Filing Complaint of Discrimination, Sexual Harassment, or Other Form of Illegal Harassment A. Procedures for Filing Complaints 1. Any person who believes that he or she has been discriminated against, or placed in a hostile environment based on gender, marital status, sexual orientation, race, national origin, religion, age or disability by an employee, volunteer, agent or student of the school should within sixty (60) days of alleged occurrence file a written or oral complaint. The complaint should set forth a description of the alleged discriminatory actions/harassment, the time frame in which the alleged discrimination occurred, the person or persons involved in the alleged discriminatory actions, and any witnesses or other evidence relevant to the allegations in the complaint. 2. The complaint should be filed with the school Principal. Complaints filed with the Principal must be forwarded to CSUSA Employee Services within five (5) days of the filing of the complaint. If the complaint is against the principal, the complaint may be filed directly with CSUSA Employee Services. 3. If the complaint is against CSUSA Employee Services, the Chief of Schools, or other member of the School's Board, the complaint may be filed with the School Attorney. B. Procedures for Processing Complaints 1. Complaints filed against persons other than the Chief of Schools or member of the School's Board: a. Upon receipt of the written complaint by CSUSA Employee Services, CSUSA Employee Services shall investigate or appoint an investigator to conduct an investigation of the allegations in the complaint. The investigator shall interview the complainant and the accused; interview any witnesses identified by the complainant, accused, or by other sources; take statements from all witnesses; and review any relevant documents or other evidence. Upon completing a review of all evidence relevant to the complaint, the investigator shall prepare a written summary of the investigation and make a recommendation to CSUSA Employee Services as to whether there is reasonable cause to believe a 23 Don SofferAventura High School, Charter Schools USA — Family Handbook violation of the School's anti -discrimination policy has occurred. Copies of documents, evidence and witness statements which were considered in the investigation must be sent to CSUSA Employee Services along with the summary and recommendation. b. If the complaint is against CSUSA Employee Services, the School Attorney shall appoint an investigator, who shall conduct an investigation in the manner set forth in section VLB. La. (above). c. The investigation, summary, relevant documents, witnesses' statements and recommendation should be completed and forwarded to CSUSA Employee Services within thirty (30) days, or to the School Attorney within thirty (30) days, if the complaint is against CSUSA Employee Services. CSUSA Employee Services, or School Attorney, respectively, shall review the investigation summary, evidence and recommendation, and determine within ten (10) days whether there is reasonable cause to believe a discriminatory practice occurred. d. If CSUSA Employee Services or School Attorney determines there is reasonable cause to believe a violation of the nondiscriminatory policy occurred, he or she shall within ten (10) days provide notice of the reasonable cause finding to the complainant and the accused. CSUSA Employee Services or School Attorney shall then review the investigatory file, reasonable cause determination, and all related documents and evidence, to the Chief of Schools. e. If CSUSA Employee Services or School Attorney determines, after a review of the investigation, summary, recommendation and other evidence, that there is no reasonable cause to believe a discriminatory practice occurred, he or she shall provide within ten (10) days' notice of the finding of no reasonable cause to the complainant and accused. f. The complainant may request a no reasonable cause finding by CSUSA Employee Services or School Attorney be reviewed by the Chief of Schools within ten (10) days of receipt of this notice. The complainant shall provide a written statement detailing facts in support of his or her disagreement with the determination. The complainant will also be given an opportunity to meet with the Chief of Schools and CSUSA Employee Services/School Attorney to present his or her position. The Chief of Schools and CSUSA Employee Services/School Attorney shall prepare a written memorandum summarizing the content of the conference to be included in the complaint file. The Chief of Schools shall within ten (10) days of receipt of the notice make a final determination as to whether there is reasonable cause to believe a discriminatory practice occurred. g. If review by the Chief of Schools is not timely requested, CSUSA Employee Services or School Attorney's determination of no reasonable cause shall be final. h. The accused may request, within ten (10) days of receipt of a notice of a finding of reasonable cause, that the determination be reviewed by the Chief of Schools. The request must include a written statement expressing the accused's position on the complaint and findings, and address any facts, statements or evidence which he or she submits are inaccurate. The accused will be given an opportunity to meet with the Chief of Schools and CSUSA Employee Services/School Attorney to present his or her position. The Chief of Schools and CSUSA Employee Services/School Attorney must within ten (10) days of receipt of the notice prepare a memorandum summarizing the content of the meeting to be included in the complaint file. i. After providing the opportunity for an informal hearing as referenced in section VLB.I.h. (above), the Chief of Schools shall evaluate all the evidence, the investigation summary, recommendations and findings, along with any input by the accused and complainant, and make a final determination as to whether there is reasonable cause to support the complainant's allegations. He or she shall then determine any necessary disciplinary, remedial, or other action. Notice of the final disposition of the complaint and any disciplinary and/or remedial action shall within twenty (20) days of the informal hearing be forwarded to the accused and the complainant and the Chairman of the School's Board, and a copy of will be filed with and maintained in the office of Charter Schools USA Senior Director of Human Resources. 2. Complaints against School Board Members. a. Complaints against the School's Board Members shall be filed with the School Attorney. The School Attorney will within twenty (20) days appoint an outside, independent investigator to conduct an investigation and make a recommendation as to whether a discriminatory practice has occurred. It is recommended, but not mandatory, that the investigator be an attorney familiar with federal and state law prohibiting discrimination on the basis of a protected status. 24 Don Soffer A ventura High School, Charter Schools USA — Family Handbook b. The complainant and accused shall be interviewed by the outside investigator. Both shall provide written lists of witnesses to be interviewed, and documents or other evidence to be reviewed as relevant to the complaint. The investigator shall interview all witnesses identified by the complainant or accused, in addition to witnesses with relevant knowledge which the investigator may discover from other sources. The investigator shall also review relevant documents and other evidence. The investigator shall within twenty (20) days of receiving the complaint prepare a written summary of his or her investigation, and a recommendation to the School Attorney as to whether there is reasonable cause to believe that a discriminatory practice may have occurred. c. If reasonable cause is recommended by the investigator against a School's Board Member, the recommendation shall within twenty (20) days be forwarded to the Chairman of the DSAHS Governing Board to determine if there is evidence that a misfeasance or malfeasance of office occurred. The DSAHS Governing Board will be responsible for taking any necessary action in accordance with applicable law with reference to an elected official. d. A finding of no reasonable cause by the outside investigator, which is reviewed and confirmed by the School Attorney, shall be final and a copy will be forwarded to the Chairman of the DSAHS Governing Board. In compliance with Florida Statute, the investigation file shall become public record and the School's Board Member shall answer to their constituency. 3. Penalties for confirmed Discrimination or Harassment a. Student - A substantiated allegation of discrimination or harassment against a student shall subject that student to disciplinary action consistent with the Code of Student Conduct. b. Employee or Volunteer - A substantiated allegation of discrimination or harassment against an employee may result in disciplinary actions including termination and referral to appropriate law enforcement authorities. A volunteer shall be removed from service and a referral may be made to appropriate law enforcement authorities. 4. Limited Exemption from Public Records Act and Notification of Parents of Minors a. To the extent possible, complaints will be treated as confidential and in accordance with Florida Statutes and the Family Educational Rights and Privacy Act (FERPA). Limited disclosure may be necessary to complete a thorough investigation as described above. The School's obligation to investigation and take corrective action may supersede an individual's right to privacy. b. The parents of a person under the age of 18 who has filed a complaint of discrimination and/or harassment shall be notified within three (3) days of receipt of a complaint. DSAHS shall conspicuously post its Notice of Non -Discrimination and Non -Harassment and the name and telephone number, Assistant Principal Pam Clappier, 786-481-3032, of the employee responsible for compliance with such policies at its facilities subject to its discretion regarding placement. CSUSA Employee Services Charter Schools USA 800 Corporate Drive, Suite 700 Ft. Lauderdale, FL 33334 (954) 202-3500 25 Don Soffer A ventura High School, Charter Schools USA — Family Handbook CSUSA AVENTURA HIGH SCHOOL Strong Minds Good Hearts Digital Device Agreement (collected during device distribution) Thanks to generous supplemental funding from the City of Aventura and Charter Schools USA (CSUSA), we are able to loan a device to each student. These devices remain the property of CSUSA, and are to be used strictly for schoolwork, enhancing productivity, providing access to learning opportunities beyond the classroom, broadening research, and fostering communication. Prior to receiving a device, students and their parents/guardians must sign the mandatory Equipment Borrower Responsibility Form. School rules apply to students when they are using the device. As students are responsible for their behavior in class and on school grounds, they must also be responsible when using a CSUSA-owned device, regardless of the location. The information and procedures found within this document apply to all digital devices used at DSAHS. Our teachers may also set additional requirements for use in their respective classrooms. Responsibility: As it states in the Equipment Borrower Responsibility Form, "In the event of loss or damage of any kind to any item of equipment, the parent/guardian and student shall pay the cost to replace the same in good repair, condition, and working order; or, if Charter Schools USA determines the equipment to be lost, stolen, destroyed, or damaged beyond repair, you shall pay Charter Schools USA the book value of the equipment." Safety and Security: Security and safety are a priority when using CSUSA-owned devices. It is important to note the specific security/safety and acceptable use concerns that could exist and how those situations will be handled since the device is being accessed both at on and off school grounds. DSAHS provides a secure, filtered and monitored environment while students are in school and using the CSUSA computer network. Software Licensing: The CSUSA-owned device will be configured with a standard -suite of applications and programs that are appropriate for student use along with State mandated safety applications. Software or applications for personal use, such as entertainment and games, may not be installed on this device or any CSUSA-owned device. Consequences of Misuse and/or Violation of the Provision of the Agreement: Inappropriate use of CSUSA-owned devices on or around school property, in school vehicles and buses, and at school -sponsored activities may result in disciplinary action. DSAHS jurisdiction to enforce student behavior and discipline policies shall apply whether the inappropriate use or violation is at school or away from school. Limitation of Liability: DSAHS shall not be responsible for and shall be held harmless from any damages suffered by the student, including those arising from service interruptions, unauthorized use, loss of data, and exposure to potentially harmful or inappropriate material or people. Use of the digital device and accessing the Internet or communication technologies with this device is done at the Parent/Guardian/student's own risk. DSAHS specifically denies any responsibility for the accuracy or quality of information obtained through the Internet. Compliance with Children's Internet Protection Act 2001 (CIPA): In accordance with the Children's Internet Protection Act (CIPA, updated 2011) parent permission is required for students under 13 to use some online tools. Any programs will be used for educational purposes only and all educational data will remain private. Terms of use for CSUSA-owned devices: The device is the property of CSUSA. The device shall only be used to access educational information and to promote learning activities both at school and at home. Additionally, students shall 26 Don Soffer A ventura High School, Charter Schools USA — Family Handbook not transmit or knowingly post their own or other's personal information such as telephone numbers, home addresses, last name, email addresses, photos, or other personal identifying information using CSUSA-owned devices. The CSUSA-owned device is only for the use of the student to whom it is assigned. 2. Physical and virtual vandalism will not be tolerated. Any intentional act by a student that damages or interferes with the appearance or performance of the CSUSA-owned device will be considered vandalism and will be subject to school discipline and appropriate criminal or civil action. Students will be responsible for keeping their devices clear of stickers or other items that might deface or damage the devices finish, screen, or other necessary components. 3. Cyber bullying is specifically prohibited. Students agree not to access, submit, send, publish, display, or print inappropriate material, including ay impolite, abusive, defamatory, obscene, profane, abusive, threatening, offensive, sexually oriented, or illegal material over the internet or CSUSA network. Any recipient of cyber bullying should report the incident immediately to an administrator, teacher, or other staff member. 4. Any attempt to load and/or use software on the or to modify the software image loaded on the CSUSA-owned device is strictly prohibited. 5. The use of CSUSA-owned devices is not private; students should not expect that files stored on or transmitted via this device will be confidential. All digital transmissions are subject to inspecting and/or monitoring by DSAHS employees and other officials. 6. This device has been set up specifically to be used on the CSUSA wireless network. 7. Students and their parent/guardians are financially responsible for the device in case of loss, theft, or damage from the time the device is checked out until it is returned. 8. Students shall immediately report all malfunctions, damage, theft, or loss of a device to a classroom teacher or school administrator at the school. Please enter the information requested below and sign to acknowledge that you have read and understood the terms of this Digital Device Agreement. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature: Student ID Date: Date: 27 Don Soffer A ventura High School, Charter Schools USA — Family Handbook C USA AVENTURA HIGH SCHOOL Strong Minds Good Hearts Contract for Borrowed Equipment (collected durinE device distribution) Student Information Student(print) Parent/Guardian (print) Homeroom Teacher Grade Level Address Telephone Number Items Checked Out Item # Description Replacement Price, Lost/Damaged Serial Number Date Wad $550 Dell Latitude $700 Macbook AIR $900 Charger $40 Protective Case $50 I acknowledge that I am financially responsible for the items assigned to my student in case of loss, theft, or damage from the time the item is assigned to my student until my student returns the item. I also agree to return said materials immediately upon request. The term "financial responsibility" means that the student shall use the equipment in a careful and proper manner, and shall comply with all laws, Charter Schools USA policies, rules and regulations related to the possession, proper use, and maintenance of the equipment, and all requirements of this form; and that the parent/guardian and student assume and bear the entire risk of loss and damage to the equipment from any and every cause, unless confirmed by a school technology specialist, the such loss or damage was not caused, in whole or in part, by misuse, carelessness, or neglect. In the event of loss or damage of any kind to any item of equipment, the parent/guardian and student shall pay the cost to place the same in good repair, condition, and working order; or, if Charter Schools USA determines the equipment to be lost, stolen, destroyed, or damaged beyond repair, you shall pay Charter Schools USA the book value of the equipment. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature: Date: Date: For Administration Use Only Authorized By Name Signature Date Date to be Returned: Date Returned. - 28 Don Soffer A ventura High School, Charter Schools USA — Family Handbook ,401 _ R CSUSA �AVENTURA HIGH SCHOOL Strong � Good Hearts Parental Rights in Education Policv WHEREAS, The 2022 Florida Legislature passed House Bill 1557, Parental Rights in Education which Governor Ron DeSantis signed into law on March 28, 2022, with an effective date of July 1, 2022. WHEREAS, This Policy is to ensure the charter school governing board (the "Governing Board") will comply with the newly amended Section 1001.42, Florida Statutes, relating to student welfare and procedures for notifying a student's parent if there is a change in the student's services or monitoring related to the student's mental, emotional, or physical health or well-being and the school's ability to provide a safe and supportive learning environment for the student. WHEREAS, This Policy also provides the procedural requirements for the Governing Board and the relationship/duties of the School Board which serves as the Governing Board's sponsor in relation to the parents' fundamental right of parents to make decisions regarding the upbringing and control of their children. Nothing in this Policy is intended to prohibit parents from accessing any of their student's education and health records created, maintained, or used by the Governing Board, as required by Section 1002.22(2), Florida Statutes. NOW THEREFORE, The Governing Board, respecting and reinforcing the fundamental rights of parents to make decisions and control of their children and as required by Section 1001.42, Florida Statutes and further enumerated in Sections 1002.20 and 1014.04, Florida Statutes provides the following: I. Notification Requirements The Governing Board shall notify and provide parents/guardians of the following information and services offered at the School at the beginning of each academic school year: a. That classroom instruction by school personnel or third parties on sexual orientation or gender identity may not occur in kindergarten through grade 3 or in a manner that is not age -appropriate or developmentally appropriate for students in accordance with state standards. b. Each health care service offered at their student's school and the option to withhold consent or decline any specific service. c. Provide an option that parental consent to a health care service does not waive a parent's right to access his or her student's educational or health records or to be notified about a change in his or her student's services or monitoring. d. Require consent from the parent/guardian before administering a student well-being questionnaire or health screening form to a student in kindergarten through grade 3. II. Parent Grievance Procedures In the event a parent/guardian feels that any of the above actions in Section I (a-d) of this Policy has or has not occurred, the parent shall first email the principal or his or her designee regarding concerns. Upon receipt of the email and/or written correspondence from the student's parent/guardian, the principal or his or her designee shall investigate whether a violation of Section 1001.42, Florida Statutes has occurred. The principal or his or her designee shall, within seven calendar days after notification by the parent, provide a written summary of the investigative findings and any steps to be taken and available to both the School and the parent. If the parent/guardian, within thirty (30) days after notification to the principal or his or her designee of the alleged violation of Section 1001.42, Florida Statutes, by the parent that the concern remains unresolved, the Governing Board shall appoint a third party (other than the principal or his or her designee) to investigate whether a violation of Section 1001.42, Florida Statutes has occurred or if there is a change in the student's services or monitoring related to the student's mental, emotional, or physical health or well-being and/or the school's ability to provide a safe and supportive learning environment for the student and such change has not been properly communicated to the Parent. The Governing Board shall receive the summary of findings from the third party and report the findings to the School Board for the School Board to make a final determination of whether a violation of Section 1001.42, Florida Statutes has occurred or if there is a change in the student's services or monitoring related to the student's mental, emotional, or physical health or well-being and/or the school's ability to provide a safe and supportive learning environment for the student and such change has not been properly communicated to the Parent. 29 Don Soffer A ventura High School, Charter Schools USA — Family Handbook If a concern is not resolved by the School Board, a parent may: a. Request the Commissioner of Education to appoint a special magistrate who is a member of The Florida Bar in good standing and who has at least 5 years' experience in administrative law; or i. The special magistrate shall determine facts relating to the dispute over the School's and School Board's procedure or practice, consider information provided by the school, and render a recommended decision for resolution to the State Board of Education within 30 days after receipt of the request by the parent. ii. The State Board of Education must approve or reject the recommended decision at its next regularly scheduled meeting that is more than 7 calendar days and no more than 30 days after the date the recommended decision is transmitted. iii. The costs of the special magistrate shall be home by the school district. b. Bring an action against the school district to obtain a declaratory judgment that the school district procedure or practice violates this paragraph and seek injunctive relief. A court may award damages and shall award reasonable attorney fees and court costs to a parent who receives declaratory or injunctive relief. M. Required Communication from Charter School In the event a charter school principal or the principal's designee is directed to notify a parent by the Governing Board pursuant to this Policy, the charter school principal or the principal's designee shall make a reasonable attempt to meet and with the student have the student discuss the issues relating to their upbringing with their parents prior to the formal written notification to the student's parent/guardian. For purposes of this policy, "a reasonable attempt to notify" means the exercise of reasonable diligence and care by the principal or the principal's designee to make contact with the student's parent, guardian, or other known contact whom the student's parent or guardian has authorized to receive notifications. At a minimum, the principal or the principal's designee must take the following actions: a. Use available methods of communication to contact the student's parent, guardian, or other known emergency contact, including but not limited to, telephone calls, text messages, e-mails, and voice mail messages following the notification of a when there is a change in the student's services or monitoring related to the student's mental, emotional, or physical health or well-being and/or the school's ability to provide a safe and supportive learning environment for the student. b. Document the method and number of attempts made to contact the student's parent, guardian, or other known emergency contact, and the outcome of each attempt. A principal or his or her designee who successfully notifies any other known emergency contact may share only the information necessary to alert such contact that the parent or caregiver must be contacted. All such information must be in compliance with federal and state law. IV. Delayed Communication from Charter School The principal or the principal's designee may delay notification pursuant to this Policy if: a. The principal or the principal's designee deems the delay to be in the student's best interest and if there is knowledge, suspicion, or reason to suspect that such notification may result in abuse, abandonment, or neglect; or b. The principal or the principal's designee reasonably believes that such delay is necessary to avoid jeopardizing the health and safety of the student. V. Conflict of Law This policy is intended to supplement Sections 1001.41, 1002.20 and 1014.04, Florida Statutes. If there is any provision of this policy which conflicts with and Florida Statute, the Florida Statute shall control. In the event the Department of Education updates, as necessary, school counseling frameworks and standards; educator practices and professional conduct principles; and any other student services personnel guidelines, standards, or frameworks in accordance with the requirements of this act, the Governing Board shall adopt and incorporate such updated frameworks and standards in compliance with this Policy, Florida Administrative Code, and Florida Statutes. VL Effective Date This policy became effective July 1, 2022. The Governing Board reserves the right to change provisions of this Policy at any time in the future. 30 Don Soffer A ventura High School, Charter Schools USA — Family Handbook School Administrator Evaluation System Updated [Month Day, Year] 2 Purpose The purpose of this document is to provide the district with a template for its school administrator evaluation system that addresses the requirements of Section 1012.34, Florida Statutes (F.S.), and Rule 6A-5.030, Florida Administrative Code (F.A.C.). This template, Form AEST-2017, is incorporated by reference in Rule 6A-5.030, F.A.C., effective April 2018. Instructions Each of the sections within the evaluation system template provides specific directions, but does not limit the amount of space or information that can be added to fit the needs of the district. Where documentation or evidence is required, copies of the source documents (e.g., rubrics, policies and procedures, observation instruments) shall be provided at the end of the document as appendices in accordance with the Table of Contents. Before submitting, ensure the document is titled and paginated. Submission Upon completion, the district shall email this form and any required supporting documentation as a Microsoft Word document for submission to DistrictEvalSysEQ@fldoe.org. Modifications to an approved evaluation system may be made by the district at any time. Substantial revisions shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 3 Table of Contents Part I: Evaluation System Overview......................................................................................... 4 Part II: Evaluation System Requirements................................................................................ 4 PartIII: Evaluation Procedures................................................................................................ 6 PartIV: Evaluation Criteria...................................................................................................... 7 A. Instructional Leadership............................................................................................... 7 B. Other Indicators of Performance................................................................................ 13 C. Performance of Students............................................................................................ 13 D. Summative Rating Calculation.................................................................................. 15 Appendices................................................................................................................................. 17 Appendix A — Evaluation Framework Crosswalk.......................................................... 17 Appendix B — Observation Instruments for School Administrators ............................... 21 Appendix C — Student Performance Measures................................................................ 29 Appendix D — Summative Evaluation Forms................................................................. 30 Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 M Part I: Evaluation System Overview In Part I, the district shall describe the purpose and provide a high-level summary of the school administrator evaluation system. The Charter Schools USA Administrator Evaluation System is a comprehensive, multi - component assessment of a Leader's instructional leadership and the academic growth of their School. Instructional Leadership has the largest impact on a Leader's score- 55%, with Student performance (growth) accounting for 45% of the final evaluation. Part II: Evaluation System Requirements In Part 11,, the district shall provide assurance that its school administrator evaluation system meets each requirement established in section 1012.34, F.S., below by checking the respective box. School districts should be prepared to provide evidence of these assurances upon request. System Framework ❑ The evaluation system framework is based on sound educational principles and contemporary research in effective educational practices. ❑ The observation instrument(s) to be used for school administrators include indicators based on each of the Florida Principal Leadership Standards (FPLSs) adopted by the State Board of Education. Training ❑ The district provides training programs and has processes that ensure: ➢ Employees subject to an evaluation system are informed of the evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place; and ➢ Individuals with evaluation responsibilities and those who provide input toward evaluations understand the proper use of the evaluation criteria and procedures. Data Inclusion and Reporting ❑ The district may provide opportunities for parents and instructional personnel to provide input into performance evaluations, when the district determines such input is appropriate. Evaluation Procedures ❑ The district's system ensures all school administrators are evaluated at least once a year. ❑ The district's evaluation procedures comply with the following statutory requirements in accordance with section 1012.34, F. S.: ➢ The evaluator must be the individual responsible for supervising the employee; the evaluator may consider input from other personnel trained on the evaluation system. ➢ The evaluator must provide timely feedback to the employee that supports the improvement of professional skills. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 ➢ The evaluator must submit a written report to the employee no later than 10 days after the evaluation takes place. ➢ The evaluator must discuss the written evaluation report with the employee. ➢ The employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file. ➢ The evaluator must submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee's contract. ➢ The evaluator may amend an evaluation based upon assessment data from the current school year if the data becomes available within 90 days of the end of the school year. Use of Results ❑ The district has procedures for how evaluation results will be used to inform the ➢ Planning of professional development; and ➢ Development of school and district improvement plans. ❑ The district's system ensures school administrators who have been evaluated as less than effective are required to participate in specific professional development programs, pursuant to section 1012.98(10), F.S. Notifications ❑ The district has procedures for the notification of unsatisfactory performance that comply with the requirements outlined in Section 1012.34(4), F. S. ❑ The district school superintendent shall annually notify the Department of Education of any school administrators who ➢ Receive two consecutive unsatisfactory evaluation ratings; or ➢ Are given written notice by the district of intent to terminate or not renew their employment, as outlined in section 1012.34(5), F.S. District Self -Monitoring ❑ The district has a process for monitoring implementation of its evaluation system that enables it to determine the following: ➢ Compliance with the requirements of section 1012.34, F.S., and Rule 6A-5.030, F.A.C.; ➢ Evaluators' understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter -rater reliability; ➢ Evaluators provide necessary and timely feedback to employees being evaluated; ➢ Evaluators follow district policies and procedures in the implementation of evaluation system(s); ➢ Use of evaluation data to identify individual professional development; and, ➢ Use of evaluation data to inform school and district improvement plans. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 Part III: Evaluation Procedures In Partlll, the district shall provide the following information regarding the observation and evaluation of school administrators. The following tables are provided for convenience and may be customized to accommodate local evaluation procedures. Pursuant to section 1012.34(3)(b), F.S., all personnel must be fully informed of the criteria, data sources, methodologies, and procedures associated with the evaluation process before the evaluation takes place. In the table below, describe when and how school administrators are informed of the criteria, data sources, methodologies, and procedures associated with the evaluation process. When Personnel Personnel Group are Infonned Method(s) of Infonning Administrators will be informed of the criteria, data Annually in June sources, methodologies, and procedures associated School and October. As with the evaluation process during the annual Administrators well as ongoing leadership conferences held in June and in October. training monthly. There will be ongoing maintenance training throughout the year at monthly leadership meetings. New and Late hires will be informed of the criteria, New and Late data sources, methodologies, and procedures Hires: October, associated with the evaluation process at the New and Late Hires January, June. National Leadership Conference in October or Or as needed via onboarding training in January or at the National online training. Leadership Conference in June. Online training will be available as needed. 2. Pursuant to section 1012.34(3)(a)3., F.S., evaluation criteria for instructional leadership must include indicators based upon each of the FPLSs adopted by the State Board of Education. In the table below, describe when and how evidence of demonstration of the FPLSs is collected. Frequency can range from weekly to a minimum of quarterly. Leaders Existing School are differentiated Administrators as well as New by needs as and Late Hires determined by deliberate practice plans, student data and other informal observations. Ongoing observations and feedback through formal notification and face to face follow-up. Acceptable forms of communication include, but are not limited to —Personnel Action Form, Improvement Plans, LPE tool, email, verbal feedback or one on one professional development. 3. Pursuant to section 1012.34(3)(a), F.S., a performance evaluation must be conducted for each employee at least once a year. In the table below, describe when and how many summative evaluations are conducted for school administrators. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 7 Part IV: Evaluation Criteria A. Instructional Leadership In this section, the district shall provide the following information regarding the instructional leadership data that will be included for school administrator evaluations. 1. Pursuant to section 1012.34(3)(a)3., F.S., at least one-third of the evaluation must be based upon instructional leadership. In County, instructional leadership accounts for % of the school administrator performance evaluation. 2. Description of the step-by-step calculation for determining the instructional leadership rating for school administrators, including cut points for differentiating performance. Leadership Performance Evaluation The Charter Schools USA family of schools has developed the Principal Evaluation System for 2015-16 and beyond with the ultimate goal of increasing student learning growth by improving the quality of instructional, administrative and supervisory services. Fifty-five percent (55%) of the LES will be comprised of the Leader Performance Evaluation (LPE) instrument which 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. Specifically, the research base for the LPE includes: Leadership Assessment • Marzano, Robert J. et.al. School Leadership that Works. Arlington, Virginia: Association for Supervision and Curriculum Development, 2005 • Marzano, Robert J. and Timothy Waters. District Leadership that Works. Bloomington, Indiana: Solution Tree Press, 2009 • Maxwell, John The 21 Irrefutable Laws of Leadership. Nashville, Tennessee: Thomas Nelson, Inc.2007 Leading Faculty Development for Instructional Improvement • Marzano, Robert J. Arlington, Virginia 2003 What Works in Schools: Translating Research into Action. Association for Supervision and Curriculum Development, Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 3 • Marzano, Robert J. The Art and Science of Teaching. Arlington, Virginia: Association for Supervision and Curriculum Development, 2007 • Marzano, Robert J. et.al. Classroom Instruction that Works: Research -Based Strategies for Increasing Student Achievement. Upper Saddle River, New Jersey: Prentice Hall, 2004 • Marzano, Robert J. et.al. Classroom Management That Works: Research -Based Strategies for Every Teacher. Upper Saddle River, New Jersey: Prentice Hall, 2008 • Marzano, Robert J. Classroom Assessment & Grading that Work. Arlington, Virginia: Association for Supervision and Curriculum Development, 2006 The Leader Evaluation System (LES) for all school administrators is based on sound educational principles and contemporary research in effective educational practices. (See the reference list previously cited.) Primarily consisting of the research of Robert J. Marzano and aligned to the Florida Leadership Principal Standards, 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 and others developed from Marzano's 35 years of research. These educational best practices are the foundation for the 119 elements within the LPE that measure administrator proficiency on the host of skills and tasks necessary to lead a school, its faculty and students, to success in improving student performance. Instructional Leadership Evaluation Framework Leader Performance Evaluation With domains organized according to the 5 strategic priorities1. Student Success, 2. Maximized Resources, 3. Development and Innovation, 4. Customer Focused Operational Performance and 5. World Class Team and Culture — the LPE's evaluation criteria reflect the comprehensive range of instructional leadership practices expected of each CSUSA principal and a balanced approach to quality and continuous improvement based on Robert S. Kaplan and David P. Norton's The Balanced Scorecard (1996). The 5 strategic priorities represent CSUSA's approach to addressing the unique challenges of charter schools, and to ensuring that the energies, abilities, and specific knowledge of all employees throughout the school and the organization are focused on improving the quality of services needed to increase student learning growth. These priorities are also aligned to the domains of the Marzano Teacher Evaluation Model, recognizing that school leaders are the drivers of effective instruction in a building: • Academic Excellence/ Student Success (29 Elements 24% of LPE): An unwavering focus on implementing CSUSA's research -based Educational Model based on Marzano's research. o Domain 1: Student Achievement* o Domain 2: Instructional Leadership o Domain 4: Professional and Ethical Behavior* • Culture of Excellence/ World Class Team and Culture (41 Elements 35% of LPE): 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. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 9 o Domain 2: Instructional Leadership o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior • Financial Health/ Maximized Resources (11 Elements 9% of LPE): A commitment to sound business practices to ensure financial viability and the ability of the 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 • Growth/ Development and Innovation (5 Elements 4% of LPE): The unique challenges of a charter school to create and meet enrollment demands, which form the basis for the school's financial health. o Domain 3: Organizational Leadership o Domain 4: Professional and Ethical Behavior • Customer Focused ODerational Performance (33 Elements 28% of LPE): The school wide 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 Included in the alignment with CSUSA 5 strategic priority areas, the LPE addresses the statutory requirement that performance measures emphasize principal proficiency in recruiting and retaining effective teachers, improving the effectiveness of teachers, removing ineffective teachers, measures related to the effectiveness of classroom teachers in the school, the administrator's appropriate use of evaluation criteria and procedures, and other leadership practices that result in student learning growth. The indicators are based on evidence of leadership practice and include the following: • Recruiting and Retention of* Effective and Highly Effective Teachers: The indicators that address these areas follow, along with a description of what each leader will be rated on: o 67-70 — These indicators address following hiring guidelines that include: ■ Using salary worksheets, requisitions and approval process for staffing positions, as well as ensuring proper certifications and education before extending offers ■ Working with Charter Schools USA's Education Team to ensure the best staffing configuration to support school success ■ Working within budget constraints ■ Helping recruit for other schools in the network o 76-81 — These indicators focus on following guidelines for Compensation Management and Staff Recognition, including: ■ Supporting and advocating pay for performance ■ Facilitating staff understanding of benefits ■ Finding ways to make staff feel appreciated ■ Fairly allocates incentive bonuses based on performance Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 10 o 87 - Looking to encourage and develop people. ■ The latter is evidenced by the leader's use of recognition programs within the school, as well as programs to build up staff — such as staff meals, celebrations and the encouragement to participate in the Leading Edge leadership development program o 97-98 — These indicators rate the leader on Followership and positive relations with staff. ■ Staff s public support of school leaders ■ The leader's understanding that good leaders require good followers ■ Staff does not criticize school leadership to peers, parents or students ■ Staff raises concerns to appropriate leaders at appropriate times • Addressing Ineffective Teachers: Leader practices in addressing ineffective teachers are targeted by the following indicators: o 63-66 — These indicators rate the leader on following guidelines for Human Resources as follows: ■ Adherence to Human Resources policies ■ Following progressive discipline guidelines, including maintaining appropriate documentation ■ Reaching out to HR appropriately to address sensitive HR matters ■ Ability to be called on to help support peers in sensitive or difficult HR matters ■ These elements include evidence that when requesting to dismiss an employee, the leader has appropriate documentation in place; and that the leader does not terminate without HR involvement and contacts HR on sensitive matters prior to taking action • Improvement in the Percentage of* Instructional Personnel Rated as Highly Effective and Effective Indicators rate on the leaders' as follows: o 72-74 These indicators rate the leader on the following criteria: ■ Conducting regular classroom and building walk through ■ Maintenance of appropriate performance documentation ■ Ensuring bi —annual TFET for all new teaching hires, annual for returning teachers and evaluations are completed for all staff in a timely manner • *High Effect Size Indicators: High Effect Size indicators focus on feedback practices, facilitating professional learning, clear goals and expectations, instructional resources, high effect size strategies and instructional initiatives. They are incorporated in the Leader Performance Evaluation (LPE) in the following indicators: Feedback Practices: 3, 4, 6, 9-11, 15, 20, 95, 96 o Facilitating Professional Learning: 23-29, 71, 96, 104-118 o Clear Goals and Expectations: 7, 8, 71, 76, 77, 83, 96, 115 o Instructional Resources: 85, 88, 96, 104-109 o High Effect Size Strategies: 10, 79-81, 87, 91- 96 o Instructional Initiatives Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 11 ■ Monitoring Text Complexity: 1, 4, 5, 29, 96 ■ Interventions: 1, 4, 6, 29, 96 ■ Instructional Adaptations: 3, 8, 9, 55, 59, 93, 96 ■ ESOL Strategies: 3, 9, 11, 20, 31 The LPE is also 100% in alignment with the Florida Principal Leadership Standards and includes indicators that reflect the following: • The Effectiveness of* Classroom Teachers in the School. All the elements within the Academic Excellence section address effectiveness of teachers. The indicator numbers and what each leader is rated on follows: o 1-29 - A range of performance, including: ■ Involvement in the design and implementation of curriculum and instruction ■ Ensuring colleagues, faculty and staff are aware of the most current theories and practices and making the discussion of these a regular aspect of the school's culture ■ Establishing clear academic goals for the entire school and keeping those goals in the forefront of the school's attention ■ Monitoring and evaluating the effectiveness of teacher instructional practices and their impact on student learning ■ Designing improvement plans based on benchmark data ■ Providing timely and specific feedback to teachers, including on high effect size strategies ■ Managing the organization, operations and facilities to provide faculty with quality resources and time for professional learning • The administrator's appropriate use of* evaluation criteria procedures. Elements in the Performance Planning and Review section. rate a leader's evaluation of staff members, including: o 71-75 -These indicators address the following criteria: ■ Ensuring that staff Deliberate Practice Plans are completed and align to school wide goals ■ Performance of regular classroom and building walkthroughs ■ Maintenance of appropriate performance documentation ■ Conducting bi-annual evaluative Teacher Feedback Evaluation Tool (TFET) reviews for all new teaching hires and annual for returning teachers Evaluation Rating Criteria - Rating Labels The evaluator will utilize four comprehensive rating labels that will ultimately translate to the four labels required by Florida statutes. The scale is as follows: • Level 4: Innovating (example: The leader has a deep understanding of instruction and assessment and innovates school wide strategies. The leader recognizes accomplishments and acknowledges failures while motivating continuous improvement) Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 12 • Level 3: Applying (example: The leader has a solid understanding of instruction and assessment and regularly monitors and evaluates effective instructional school practices and ensures it impacts student achievement.) • Level 2: Developing (example: The leader has been in a leadership role for more than three years and has a basic understanding of instruction and assessment but struggles with implementation and monitoring the effectiveness of academic goals.) • Level 1: Beginning (example: The leader has been in a leadership role for three years or less and has a basic understanding of instruction and assessment but struggles with implementation and monitoring the effectiveness of academic goals.) • Level 0: Not Using (ex. Leader demonstrates little or no evidence of involvement in instruction and assessment) Rubrics and weighting scales The 119 elements in the LPE have been grouped by CSUSA's 5 strategic priority areas: 1. Student Success, 2. Maximized Resources, 3. Development and Innovation, 4. Customer Focused Operational Performance and 5. World Class Team and Culture to ensure a balanced approach to continuous improvement throughout the School. To summarize, the Domains of the 5 strategic priorities align to the 4 Domains of the Florida Principal Leadership Standards (FPLS) as follows: • Student Success (29 elements, 24% of LPE) 4 EPLS Domains 1, 2 & 4 • World Class team and Culture (41 elements, 35% of LPE) 4FPLS Domains 2, 3 & 4 • Maximized Resources (11 elements, 9% of LPE) 4 FPLS Domain 3 & 4 • Development and Innovation (5 elements, 4% of LPE) 4 FPLS Domain 3 & 4 • Customer Focused Operational Performance (33 elements, 28% of LPE) 4FPLS Domain3 & 4 The LPE elements are weighted by the percentage shown above and incorporate the wide range of responsibilities that fall within the principal's realm that are ultimately calculated to measure the instructional leadership portion of the evaluation. Final weights will be determined by the number of elements receiving a score of 0-4, Not Observed ratings will be excluded from the weighting determination. Computation of Final LPE Score: • Step 1: Rate observed elements at each of the following levels: Innovating (4), Applying (3), Developing (2), Beginning (1), Not Using (0) or Not Observed (no value given). • Step 2: Find the average score for each of the 5 LPE Priority Area segments. *These segment ratings will range from I to 4. • Step 3: Calculate the weighted average of the 5 LPE segment scores and place the resulting score, ranging from one to four, on the LPE scale below. Please see Rubrics and weighting scales of the LPE above for segment weights. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 13 The final LPE rating scale is as follows: Needs Improvement/ Highly Effective Effective Unsatisfactory Developing 3.5 — 4.0 2.5 — 3.49 1.5 — 2.49 1.0 — 1.49 All observation results will be calculated and overseen by Charter Schools USA's Human Resources Department, and with final approval by the leader's Area Director. CSUSA Area Directors are responsible for completing all Principal Evaluations, the principal will complete assistant principal evaluations and the principal and assistant principal will complete all other leadership evaluations in the building. The LPE tool's final rating scale is designed to maintain a high level of rigor in a leader's instructional leadership evaluation. The scale used for the final combined evaluation is more aligned with state staff evaluation trends. Additional details of the evaluation process and evaluation protocols can be found below in subsequent sections. B. Other Indicators of Performance In this section, the district shall provide the following information regarding any other indicators of performance that will be included for school administrator evaluations. 1. Pursuant to section 1012.34(3)(a)4., F.S., up to one-third of the evaluation may be based upon other indicators of performance. At Charter Schools USA, other indicators of performance account for 0% of the school administrator performance evaluation. 2. Description of additional performance indicators, if applicable. 3. Description of the step-by-step calculation for determining the other indicators of performance rating for school administrators, including cut points for differentiating performance. C. Performance of Students In this section, the district shallprovide the following information regarding the student performance data that will be included for school administrator evaluations. 1. Pursuant to section 1012.34(3)(a)l., F.S., at least one-third of the performance evaluation must be based upon data and indicators of student performance, as determined by each school district. This portion of the evaluation must include growth or achievement data of the administrator's school(s) over the course of at least three years. If less than three years of data are available, the years for which data are available must be used. Additionally, this proportion may be determined by administrative responsibilities. At Charter Schools USA, performance of students accounts for 45% of the school administrator performance evaluation. 2. Description of the step-by-step calculation for determining the student performance rating for school administrators, including cut points for differentiating performance. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 14 Student Performance Measures For the term of this plan (2018-2021), historical student growth on nationally normed assessments will be utilized (Northwest Evaluation Association's Measures of Academic Progress—NWEA MAP) as a measure of Student Performance. The school will base 45 percent of the performance rating on data and indicators of student academic performance and learning growth assessed annually by internal, nationally normed MAP assessments. Growth for students with disabilities and English language learners are incorporated when scores are available. Growth ratings will be assigned according to normative growth trends and across both math and ELA for all tested students in the school building. All students K-10 are monitored and assessed at least two times per year with MAP; students in grades 11 and 12 at least once per year. These nationally normed, interim assessments, measure student achievement and growth in ELA and mathematics. MAP assessments are aligned to the Florida Standards Assessment as well as college and career readiness standards (ACT/SAT). At all grade levels MAP assessments are adaptive and computer -based. They also provide audio support for beginning readers. After each MAP administration, each student receives a RIT (scale score) growth target. These targets are provided by NWEA and represent the status (percentile) and growth norms drawn from over 10 million students' assessment results nationwide annually. A student's grade and instructional level impact their projected growth target. Students in the same grade, but at different achievement percentiles, receive growth targets tailored to their ability level and the average growth achieved nationwide by students in the same grade and scoring at the same percentile at the beginning of the year. Each spring, on the Achievement Status and Growth Report, NWEA calculates the total percentage of students meeting their RIT growth targets school -wide and for each class, grade level and subject using the following equation: Percentage of Students who Met or Exceeded their Projected RIT = Count of Students who Met or Exceeded their Projected RIT Count of Students with Available Growth Projections and Scores When this value exceeds 50%, average student growth, exceeds that of typical students nationwide.' Three years of ratings will be used when available, with the most recent year carrying the most weight. Preliminary value ratings associated with performance on this metric are presented in the table below. These values are subject to change pending the schools' distribution of growth scores and updates to the normative distributions from NWEA. % of Students Meeting RIT Growth Targets' 1401036111 <20% 2 - Needs Improvement 20% - 40% 41% - 54% >_ 55% 1 If NWEA growth data is not available for a teacher, the school leader will determine the most appropriate measure of student achievement or growth relative to the teacher's curriculum and instruction. Kindergarten teachers will be evaluated using winter to spring growth norms, per the recommendation of the Northwest Evaluation Association. Teachers of I I' and 12' grade students will be evaluated on the progress their students make on College and Career Readiness benchmarks —progress on MAP relative to NWEA's ACT and SAT linking studies. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 15 Roster Validation Procedures —Each school will use the processes and procedures required by CSUSA as well as the district procedure to verify and align class rosters with district systems for the analysis of VAM scores. D. Summative Rating Calculation In this section, the district shall provide the following information regarding the calculation ofsummative evaluation ratings for school administrators. 1. Description of the step-by-step calculation for determining the summative rating for school administrators. 2. Pursuant to section 1012.34(2)(e), F. S., the evaluation system for school administrators must differentiate across four levels of performance. Using the district's calculation methods and cut scores described above in sections A — C, illustrate how an elementary principal and a high school principal can earn a highly effective and an unsatisfactory summative performance rating respectively. LES Evaluation Criteria The LES evaluation criteria will be based on three years (when available 2) of student academic growth, and current year instructional practice. The Leader Performance Evaluation (LPE) and Leader Growth Plan (LGP) comprise the Instructional Practice component. Final Evaluation weighting 3 The metrics used to determine the final LES rating, along with each metric's weight in the final rating, are as follows: • Student Academic Performance: o Student Performance Measure: 45% • Instructional Practice: o Leader Performance Evaluation (LPE) Score: 55% Details of the scoring and evaluation of leader performance on Student Performance Measures and the LPE are presented above in sections 1, and 2 respectively. Once Student Performance and LPE scores (1-4) are determined, they are combined according to the weighting above and assigned a final rating based on the scale below: All evaluation results will be calculated and overseen by Charter Schools USA's Human For leaders with less than 3 years of data, years available will be used. Please see section C. Performance of Students, for details. a Pursuant to Florida statute 10 12.0 1(3)(a). Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 16 Resources Department, and with final determination by the leader's State Director, Area Director, Charter Schools USA's Senior Vice President of Education and Chief of schools, all of whom supervise school leaders. CSUSA State and Area Directors of Education are responsible for completing all Principal Evaluations, the principal will complete assistant principal evaluations and the principal and assistant principal will complete all other leadership evaluations in the building. Per rule 6A-5.030.(3).(d).l.c.(VII) the school may amend an evaluation based upon assessment data from the current school year if the data becomes available within ninety(90) days after the close of the school year. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 17 Appendix A - Evaluation Framework Crosswalk In Appendix A, the district shall include a crosswalk of the district's evaluation framework to each of the Florida Principal Leadership Standards (FPLSs). The abbreviations used are as follows: • SS - Student Success • OP - Customer Focused Operational Performance • WC - World Class Team and Culture • MR - Maximized Resources • DI - Development and Innovation Alignment to the Florida Principal Leadership Standards Practice Evaluation Indicators Domain 1: Student Achievement 1. Student Learning Results Effective school leaders achieve results on the school's student learning goals. a. The school's learning goals are based on the state's adopted student academic SS - 1, 4, 6-8, 29 standards and the district's adopted curricula, and, b. Student learning results are evidenced by the student performance and growth on SS - 7, 8, 29 statewide assessments; district -determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state. 2. Student Learning as a Priority Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. SS - 2, 16, 23, 24, 28 a. Enables faculty and staff to work as a system focused on student learning, WC - 83; MR - 110 b. Maintains a school climate that supports student engagement in learning, SS - 2, 10, 16, 22, 23, 28 WC - 82, 86, 89 c. Generates high expectations for learning growth by all students; and, WC - 83 d. Engages faculty and staff in efforts to close learning performance gaps among student SS - 6-9, 20 subgroups within the school. Domain 2: Instructional Leadership 3. Instructional Plan Implementation Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum and state standards, effective instructional practices, student learning needs and assessments. a. Implements the Florida Educator Accomplished Practices as described in Rule 6A- SS-5 5.065, F.A.C., through a common language of instruction, b. Engages in data analysis for instructional planning and improvement; SS - 3, 8, 9, 11, 20 OP - 55, 56, 59, 60 c. Communicates the relationships among academic standards, effective instruction, and SS - 1, 4-8,10, 11, 26, 27, 29; student performance, WC - 83 d. Implements the district's adopted curricula and state's adopted academic standards in a SS - 1, 5, 8, 27 manner that is rigorous and culturally relevant to the students and school; and, OP - 47, 48 e. Ensures the appropriate use of high quality formative and interim assessments aligned SS - 1, 6, 8 with the adopted standards and curricula. 4. Faculty Development Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 Alignment to the Florida Principal Leadership Standards Practice Evaluation Indicators Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. a. Generates a focus on student and professional learning in the school that is clearly SS — 3, 7, 8, 10, 16, 22, 23, 28, 29; linked to the system -wide strategic objectives and the school improvement plan; WC-87 b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of SS — 3, 8, 9, 11, 20 instruction, WC - 87 c. Employs a faculty with the instructional proficiencies needed for the school population WC - 87 served, d. Identifies faculty instructional proficiency needs, including standards -based content, SS — 3, 9, 11 research -based pedagogy, data analysis for instructional planning and improvement, WC - 87 and the use of instructional technology, e. Implements professional learning that enables faculty to deliver culturally relevant and WC - 87 differentiated instruction; and, f. Provides resources and time and engages faculty in effective individual and SS — 5, 9, 27 collaborative professional learning throughout the school year. WC - 87 5. Learning Environment Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida's diverse studentpopulation. a. Maintains a safe, respectful and inclusive student -centered learning environment that SS — 17-19, 22, 29 is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy, b. Recognizes and uses diversity as an asset in the development and implementation of SS-1 procedures and practices that motivate all students and improve student learning, c. Promotes school and classroom practices that validate and value similarities and SS-3 differences among students, d. Provides recurring monitoring and feedback on the quality of the learning SS-3 environment, OP — 47, 48, 49 e. Initiates and supports continuous improvement processes focused on the students' SS-5 opportunities for success and well-being; and, f. Engages faculty in recognizing and understanding cultural and developmental issues SS — 27 related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps. Domain 3: Organizational Leadership Am u 6. Decision Making Effective school leaders employ and monitor a decision -making process that is based on vision, mission and improvement priorities using facts and data. a. Gives priority attention to decisions that impact the quality of student learning and WC — 94 teacher proficiency, MR - 114 b. Uses critical thinking and problem solving techniques to define problems and identify SS — 17; OP - 37 solutions; WC — 93 c. Evaluates decisions for effectiveness, equity, intended and actual outcome, SS-3, implements follow-up actions; and revises as needed, WC — 92, d. Empowers others and distributes leadership when appropriate; and, SS — 15, 16, 23, 26, 28 e. Uses effective technology integration to enhance decision making and efficiency WC — 63 throughout the school. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 19 7. Leadership Development Effective school leaders actively cultivate, support and develop other leaders within the organization. a. Identifies and cultivates potential and emerging leaders, WC - 67, 71 b. Provides evidence of delegation and trust in subordinate leaders, SS - 26, 29 c. Plans for succession management in key positions, WC - 69,70 d. Promotes teacher -leadership functions focused on instructional proficiency and student SS - 5, 26, 29 learning; and, e. Develops sustainable and supportive relationships between school leaders, parents, SS SS- WC 12, 25, - 69, 70 community, higher education and business leaders. MR - 113 8. School Management Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. SS - 15; OP - 30, 32, 35, 39, a. Organizes time, tasks and projects effectively with clear objectives and coherent plans, 44, 51, 52, 53, 55, 56, 57, 59, 60 WC - 91, 100, 101 b. Establishes appropriate deadlines for him/herself and the entire organization, OP - WC 30, 40, 62 - 64, 90, 91, 101 c. Manages schedules, delegates, and allocates resources to promote collegial efforts in OP - WC 33, 34 - 68, 91, 98, 99 school improvement and faculty development, and, MR - 104, 107, 109 OP - 31, 54 d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional WC - 76-78, 85, 91, 94 priorities. MR - 104 - 106, 108, 111, 112, 114, 115, 117, 118 9. Communication Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. SS-12, 13 a. Actively listens to and learns from students, staff, parents, and community OP - 43, 55, 56, 58, 61, 62; stakeholders, WC - 66, 81; MR- III b. Recognizes individuals for effective performance, SS - WC 10; - 79-81, 97 c. Communicates student expectations and performance information to students, parents, SS SS - - 12,21 36, 41, 55; and community; WC - 82, 95 SS - 12, 13, 14, d. Maintains high visibility at school and in the community and regularly engages OP - 35-38, 59 stakeholders in the work of the school, WC - 72, 88, 96; MR - 113 e. Creates opportunities within the school to engage students, faculty, parents, and SS - OP - 12, 13, 14, 15 , 26 42, 55, 56,15 61 community stakeholders in constructive conversations about important school issues. WC - 74, 95, 96, 99, 95 SS-12, 13 f. Utilizes appropriate technologies for communication and collaboration; and, OP - 43, 45, 46; WC - 75 g. Ensures faculty receives timely information about student learning requirements, OP - 41, 46 academic standards, and all other local state and federal administrative requirements WC - 65, 73, 84 and decisions. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 20 Domain 4: Professional and Ethical Behavior 10. Professional and Ethical Behavior Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the OP — 50; Education Profession in Florida, pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C.; DI -102, 103 b. Demonstrates resiliency by staying focused on the school vision and reacting SS — 16, 23, 28 constructively to the barriers to success that include disagreement and dissent with leadership; c. Demonstrates a commitment to the success of all students, identifying barriers and SS — 12, 13; their impact on the well-being of the school, families, and local community; DI - 116 d. Engages in professional learning that improves professional practice in alignment with OP — 47; the needs of the school system; G - 119 e. Demonstrates willingness to admit error and learn from it; and, SS — 10; DI — 103 f. Demonstrates explicit improvement in specific performance areas based on previous DI - 119 evaluations and formative feedback. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 Appendix B — Observation Instruments for School Administrators In Appendix B, the district shall include the observation rubric(s) to be used for collecting instructional leadership data for school administrators. Observation Rubric by Domain for the Leader Performance Evaluation CSUSA Leader Performance Evaluation (LPE) ACADEMIC Guaranteed and Viable Curriculum: Directly involved in the design and implementation of curriculum and instruction as evidenced by implementing the practices of involvement, monitoring, and intellectual stimulation. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal has a deep Principal has a solid understanding Principal has a basic Principal demonstrates little or no understanding of curriculum of curriculum design and regularly understanding of curriculum evidence of involvement in design design and innovates school monitors effective school practices design but struggles with of curriculum. wide practices in instruction, and ensures it is part of the school implementation and monitoring with continuous improvement culture. the effectiveness of school within all school stakeholders practices. and network of CSUSA schools. Challenging Goals and Effective Feedback: Directly involved in the design and implementation of curriculum and instruction identified by implementing the practices of instruction and assessment, focus, monitoring/evaluating and affirmation. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal has a deep understanding Principal has a solid understanding Principal has a basic Principal demonstrates little or no of instruction and assessment and of instruction and assessment and understanding of instruction and evidence of involvement in innovates school wide strategies in regularly monitors and evaluates assessment but struggles with instruction and assessment. effective instructional practices. effective instructional school implementation and monitoring Principal recognizes practices and ensures it impacts the effectiveness of academic accomplishments and acknowledges student achievement. goals. failures while motivating continuous improvement on areas of growth and network of CSUSA schools. 22 Parent and Community Involvement: Directly involved in establishing strong communication with parents and all stakeholders by developing relationships and reaching out to the community. Innovati Principal has a deep understanding of establishing strong lines of communication with parents and community members. Principal has well established procedures and routines for all stakeholders. Continues to develop strong relationships with all community members and network of CSUSA schools. Safe and Orderly Environment: environment by monitorinE and evalu Principal has a solid understanding of establishing strong lines of communication with parents and community members. Principal provides opportunities for community involvement and school activities/projects. Developina/Beain Principal has a basic understanding of establishing strong lines of communication with parents and community members but struggles with developing opportunities with community involvement and school activities/projects. Not Observed (1) Principal demonstrates little or no evidence of involvement in developing strong lines of communication or community involvement. Directly involved in the design and implementation of operating procedures and maintaining a safe and orderly atiniz effective school practices. Innovating (4) Principal has a deep understanding of design and implementation of operating procedures and maintains a safe and orderly environment and monitors and evaluates the effectiveness of school practices anc student discipline. Principal continuously communicates clear expectations for all stake holders involved as evidenced by the school culture. Collegiality and Professionalism: Principal has a solid understanding of design and implementation of operating procedures and maintains a safe and orderly environment and regularly monitors and evaluates effective student discipline. Developing/Beginning (2) Principal has a basic understanding of design of school operational procedures and maintains an orderly environment but struggles with implementation and monitoring the effectiveness of a safe and orderly environment. Not Observed (1) Principal demonstrates little or no evidence of involvement of design and implementation of operating procedures and maintaining a safe and orderly environment. Directly establishes the norms of conduct that develops collegiality and professionalism among staff as evidenced by monitoring and evaluating school policies and allowing input from staff. Innovati Principal has a deep understanding of establishing norms that foster collegiality and professionalism and innovates school wide practices of collaboration regarding important policies and network of CSUSA schools. Principal has a solid understanding of establishing norms that foster collegiality and professionalism and regularly monitors and fosters discussion amongst teachers about policies. Developina/Beain Principal has a basic understanding of establishing norms that foster collegiality and professionalism but struggles with monitoring and involving teachers in important decisions. Not Observed (1) Principal demonstrates little or no evidence of involvement in development of a collegiate and professional school culture. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 23 OPERATIONAL PERFORMANCE Reg istration/Student Records: Ensures a smooth running registration process with secure maintenance of school records. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is a recognized leader in Principal is aware of the CSUSA Principal is aware of the CSUSA Principal makes not attempt to helping others with these activities. and school rules and procedures and school rules and procedures monitor and evaluate these and adheres to them. but does not adhere to them or activities does not actually complete or follow through with attempts to monitor and evaluate these activities Governing Board Relations: Works to establish and maintain positive relations with the school's governing board. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is a recognized leader in Principal is aware of the Principal is aware of the Principal makes no attempt to establishing and maintaining positive responsibilities with the governing responsibilities with the engage with governing board. relations with the governing board board and adheres to them. governing board but does not and helps others with these adhere to them or does not activities. actually complete or follow through with them. Facilities: Follows CSUSA guidelines for facilities. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal coordinates and Principal coordinates and Principal is aware of the Principal makes no attempt to communicates with the facilities communicates with the facilities responsibilities to communicate coordinate or communicate with department to ensure repair and department to ensure repair and and coordinate with the facilities the facilities department to ensure maintenance of the building while maintenance of the building. department but not follow repair and maintenance of the taking into consideration the needs through with the department to building. of other schools and does not ensure repair and maintenance demand more than his/her share of of the building. resources. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 24 Communications: Supports CSUSA Communications Function Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is a recognized leader in Principal supports the CSUSA Principal is aware of the Principal makes no attempt to helping others with these activities. communications function. responsibilities to support support the communication CSUSA communication functions of CSUSA. functions but does not adhere to them or follow through with attempts to meet these functions. District/State Rules: Complies with all Federal, State and District rules. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is a recognized leader in Principal complies with Federal, Principal is aware of Federal, Principal makes no attempt to helping others to comply with State, and District rules. State, and District rules but does comply with Federal, State, and Federal, State, and District rules. not adhere to them or does not District rules. actually complete them or follow through with attempts to adhere to them. Vendors: Effectively manages vendors and coordinates with CSUSA liaison Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal not only manages vendors Principal manages vendors and Principal attempts to manage Principal makes no attempt to with coordination with CSUSA but coordinates vendor services with vendors and coordinate vendor neither manage vendors nor seeks out and creates new vendor CSUSA. service with CSUSA. coordinate vendor service with partnerships. CSUSA. Strategic Planning: Ensure that the school is involved in the Strategic Planning process Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is a recognized leader in Principal engages in the strategic Principal engages in the Principal makes no attempt to the strategic planning process and planning process where the plan is strategic planning process but engage in the strategic planning leads the strategic planning process completed on time, is aligned to the plan is not completed on process. for others. the CSUSA plan, and addresses time, is not aligned to the all strategic planning priorities. CSUSA plan, and does not address all strategic planning priorities. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 25 Professional Protocols: Red Carpet Customer Service Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is a recognized leader in Principal is aware of and Principal is aware of professional Principal makes no attempt to helping others demonstrate demonstrates professional protocols but does not perform these activities. professional protocols. protocols. demonstrate them or follow through with them. CULTURE OF EXCELLENCE Human Resources Policy: Follows CSUSA guidelines for Human Resources Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is seen as the leader in Principal is aware and adheres to Principal is aware of CSUSA HR Principal makes no attempt to helping others adhere to CSUSA HR CSUSA HR policy. policy but does not adhere to or adhere to CSUSA HR Policy. Policy. follow through with attempts to do so. Hiring: Follows CSUSA guidelines for Hiring Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is seen as the leader in Principal is aware and adheres to Principal is aware of CSUSA Principal makes no attempt to helping others adhere to CSUSA CSUSA Hiring policy. Hiring policy but does not adhere adhere to CSUSA Hiring Policy. Hiring Policy. to or follow through with attempts to do so. Performance Planning and Review: Follows CSUSA guidelines for Performance Planning and Review Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is the recognized leader Principal is aware of CSUSA's Principal is aware of CSUSA's Principal makes no attempts to and helps others in meeting these performance expectations and performance expectations but perform these activities. expectations. adheres to them. not completing these activities. Compensation Management: Follows CSUSA guidelines for Compensation Management Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is recognized as the leader Principal is aware of CSUSA's pay Principal is aware of CSUSA's Principal does not openly support in the support and implementation of for performance initiatives, pay for performance initiatives, CSUSA's pay for performance pay for performance initiatives and understanding of benefits and understanding of benefits but initiatives and/or understands understanding of benefits. successfully implements them. does not follow through with benefits. expecations. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 26 Staff Recognition: Directly involveld in the design and implementation of Staff Recognition activities Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is recognized as the leader Principal successfully implements Principal attempts to perform Principal makes no attempts to in implementing in staff recognition staff recognition activities. staff recognition activities but perform these activities. programs. unsuccessfully. CSUSA Values: Supports CSUSA Values Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) The Principal is the recognized The Principal is aware of and The Principal is aware of Principal makes no attempt to leader in helping others demonstrate demonstrates CSUSA's values. CSUSA's values but does not perform these activities related to CSUSA's Values. demonstrate them or follow CSUSA's Values through with attempts to do so. Leadership: Follows CSUSA guidelines for Leadership Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is seen as a leader in Principal exhibits Marzano's 21 Principal attempts to exhibit Principal does not perform any of demonstrating Marzano's 21 responsibilities of a leader. Marzano's 21 responsibilities of Marzano's 21 responsibilities of a responsibilities. a leader. leader Followership: Ensures positive relations with staff. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is the recognized leader in Principal is aware of and Principal is aware of CSUSA's Principal makes no attempt to helping others demonstrate demonstrates CSUSA's expectations in regards to perform these activities. followership. expectations in regards to followership but does not followership. demonstrate them or follow through with attempts to do so. Professional Protocols - Attendance: Follows CSUSA guidelines for Professional Protocols Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is the recognized leader in Principal is aware of and Principal is aware of CSUSA's Principal makes no attempt to helping others demonstrate demonstrates CSUSA's professional protocols but does perform these activities related to CSUSA's professional protocols. professional protocols. not demonstrate them or follow professional protocols. through with attempts to do so. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 27 Professional Protocols - Dress: Follows CSUSA guidelines for Professional Protocols - Dress Ethics: Follows CSUSA guidelines for Code of Ethics Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is the recognized leader in Principal is aware and adheres to Principal is aware of the Code of Principal makes no attempt to helping others adhere to the Code of the Code of Ethics/CSUSA Ethics Ethics/CSUSA Ethics adhere to the Code of Ethics/CSUSA Ethics Agreement. Agreement. Agreement. but does not Ethics/CSUSA Ethics Agreement. demonstrate them. Budget Development and Management: FINANCIAL Complies with all budget policies and HEALTH procedures. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is a recognized leader in Principal is aware of the CSUSA Principal is aware of the CSUSA Principal makes no attempt to helping others with these financial and school financial rules and and school financial rules and perform these financial activities. activities. procedures and adheres to them. procedures but does not adhere to them or does not complete or follow through with attempts to meet them. Business Administrator Relations: Works to establish and maintain positive relations. Innovating (4) Applying (3) Developing/Beginning (2) Not Observed (1) Principal is a recognized leader in Principal establishes a collegial Principal is aware of the Principal makes no attempt to helping others with these activities. working relationship with the responsibilities to establish a perform these activities. Bookkeeper, Business collegial working relationship Administrator, Business Manager, with the Bookkeeper, Business Regional Business Administrator, Administrator, Business and/or VP of School Finance and Manager, Regional Business collaborates with business Administrator, and/or VP of personnel. School Finance but does not establish a collegial working relationship or collaborate with business personnel. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 Fundraising: Directly involved in the design and implementation of fundraising initiatives. Innovating (4) Principal is a recognized leader in helping others with these activities Applying (3) Principal is aware of CSUSA and the school's grants and fundraising initiatives and participates in them in accordance with his/her talents. Developing/Beginning (2) Principal is aware of CSUSA and the school's grants and fundraising initiatives but does not participate in them in accordance with his/her talents. Not Observed (1) Principal makes no attempt to perform these activities. Growth/Enrollment: Directly involved with the process of student enrollment, waiting list, recomital process and retention of students among all stakeholders involved. Monitors the registration and lottery process while making sure that it is aligned with CSUSA and all state requirements. Innovating (4) Principal has a deep understanding of the process of student enrollment, recommittal, waiting list and regularly monitors the registration process on SIS and District mainframe. Principal shares best practices and state policies for enrollment and retention within the network of CSUSA schools. Applying (3) Principal has a solid understanding of the process of student enrollment, recommittal, and waiting list, and regularly monitors the registration process on SIS and District mainframe. Developing/Beginning (2) Principal has a basic understanding of the process of student enrollment, recommittal, and waiting list. but struggles with monitoring the registration process on SIS and District mainframe. Professional Growth: Ensures alignment among CSUSA, school and professional goals. Innovating (4) Principal has a deep understanding of the development of Professional Growth Plan and meets all goals. Applying (3) Principal has a solid understanding of the development of Professional Growth Plan and mostly meets all goals. Developing/Beginning (2) Principal has a basic understanding of the development of Professional Growth Plan and partially meets goals. Not Observed (1) Principal demonstrates little or no evidence of involvement in the process of student enrollment, recommittal, and waiting list procedures. Not Observed (1) Principal demonstrates little or no evidence of development of Professional Growth Plan or attainment of goals. Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 Appendix C — Student Performance Measures In Appendix C, the district shallprovide the student performance measures to be used for calculating the performance of students for school administrators. Student Performance Measure Assessments) Performance Standards) Grades K-10 Northwest Evaluation The percent of the school's Association's Measures of students meeting their customized Academic Progress: Math and normative growth targets in Math ELA and ELA from the fall to the spring. Grades 11-12 Northwest Evaluation The percent of the school's Association's Measures of students improving their projected Academic Progress: Math and ACT/SAT aligned scores from the ELA prior year. 30 Appendix D — Summative Evaluation Forms In Appendix D, the district shall include the summative evaluation forms) to be used for school administrators. Final Scoring Examples School Leader Unsatisfactory Highly Effective LPE 1.26 Unsatisfactory LPE 2.85 Effective Growth 1.00 Unsatisfactory Growth 4.00 Highly Effective FINAL SCORE 1.09 Unsatisfactory FINAL SCORE 3.34 Highly Effective Example Leader summary page: •1 C USA Charter Schools USA Leader Evaluation System 2018-2019 School Year Leader Name: School: Position: Submitted to County: Final Score: Final Rating: 55% Instructional Leadership: 45% Student Performance Area Director: Signature: Effective Date: March 2018 SBR 6A-5.030 FORM AEST-2018 Instructional Personnel Evaluation System Updated [June 2024] 2 Purpose The purpose of this document is to provide the district with a template for its instructional personnel evaluation system that addresses the requirements of Section 1012.34, Florida Statutes (F.S.), and Rule 6A-5.030, Florida Administrative Code (F.A.C.). This template, Form IEST- 2017, is incorporated by reference in Rule 6A-5.030, F.A.C., effective April 2018. Instructions Each of the sections within the evaluation system template provides specific directions but does not limit the amount of space or information that can be added to fit the needs of the district. Where documentation or evidence is required, copies of the source documents (e.g., rubrics, policies and procedures, observation instruments) shall be provided at the end of the document as appendices in accordance with the Table of Contents. Before submitting, ensure the document is titled and paginated. Submission Upon completion, the district shall email this form and any required supporting documentation as a Microsoft Word document for submission to DistrictEvalSysEQ@fldoe.org. Modifications to an approved evaluation system may be made by the district at any time. Substantial revisions shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 3 Table of Contents Part I: Evaluation System Overview......................................................................................... 4 Part II: Evaluation System Requirements................................................................................ 4 PartIII: Evaluation Procedures................................................................................................ 6 PartIV: Evaluation Criteria...................................................................................................... 8 A. Instructional Practice.................................................................................................... 8 B. Other Indicators of Performance................................................................................ 1 I C. Performance of Students............................................................................................ I I D. Summative Rating Calculation.................................................................................. 15 Appendices................................................................................................................................. 17 Appendix A — Evaluation Framework Crosswalk.......................................................... 17 Appendix B — Observation Instruments for Classroom Teachers .................................. 19 Appendix C — Observation Instruments for Non -Classroom Instructional Personnel .... 20 Appendix D — Student Performance Measures............................................................... 21 Appendix E — Summative Evaluation Forms.................................................................. 22 Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 F1 Part L• Evaluation System Overview In Part I, the district shall describe the purpose and provide a high-level summary of the instructional personnel evaluation system. The Charter Schools USA Instructional Evaluation System is a comprehensive, multi -component assessment of a teacher's instructional practice and professional growth, and the academic growth of their students. Instructional practice and professional growth have the largest impact on a teacher's score (55%) with Student performance (growth) accounting for 45% of the final evaluation. Part II: Evaluation System Requirements In Part II, the district shall provide assurance that its instructional personnel evaluation system meets each requirement established in section 1012.34, F.S., below by checking the respective box. School districts should be prepared to provide evidence of these assurances upon request. System Framework ❑The evaluation system framework is based on sound educational principles and contemporary research in effective educational practices. ❑ The observation instrument(s) to be used for classroom teachers include indicators based on each of the Florida Educator Accomplished Practices (FEAPs) adopted by the State Board of Education. ❑ The observation instrument(s) to be used for non -classroom instructional personnel include indicators based on each of the FEAPs, and may include specific job expectations related to student support. Training ❑ The district provides training programs and has processes that ensure ➢ Employees subject to an evaluation system are informed of the evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place; and ➢ Individuals with evaluation responsibilities and those who provide input toward evaluations understand the proper use of the evaluation criteria and procedures. Data Inclusion and Reporting ❑ The district provides instructional personnel the opportunity to review their class rosters for accuracy and to correct any mistakes. ❑ The district school superintendent annually reports accurate class rosters for the purpose of calculating district and statewide student performance, and the evaluation results of instructional personnel. ❑ The district may provide opportunities for parents to provide input into performance evaluations, when the district determines such input is appropriate. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 Evaluation Procedures ❑ The district's system ensures all instructional personnel, classroom and non -classroom, are evaluated at least once a year. ❑ The district's system ensures all newly hired classroom teachers are observed and evaluated at least twice in the first year of teaching in the district. Each evaluation must include indicators of student performance; instructional practice; and any other indicators of performance, if applicable. ❑ The district's system identifies teaching fields for which special evaluation procedures or criteria are necessary, if applicable. ❑ The district's evaluation procedures comply with the following statutory requirements in accordance with section 1012.34, F.S.: ➢ The evaluator must be the individual responsible for supervising the employee; the evaluator may consider input from other personnel trained on the evaluation system. ➢ The evaluator must provide timely feedback to the employee that supports the improvement of professional skills. ➢ The evaluator must submit a written report to the employee no later than 10 days after the evaluation takes place. ➢ The evaluator must discuss the written evaluation report with the employee. ➢ The employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file. ➢ The evaluator must submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee's contract. ➢ The evaluator may amend an evaluation based upon assessment data from the current school year if the data becomes available within 90 days of the end of the school year. Use of Results ❑ The district has procedures for how evaluation results will be used to inform the ➢ Planning of professional development; and ➢ Development of school and district improvement plans. ❑ The district's system ensures instructional personnel who have been evaluated as less than effective are required to participate in specific professional development programs, pursuant to section 1012.98(10), F.S. Notifications ❑ The district has procedures for the notification of unsatisfactory performance that comply with the requirements outlined in Section 1012.34(4), F.S. ❑ The district school superintendent shall annually notify the Department of Education of any instructional personnel who ➢ Receive two consecutive unsatisfactory evaluation ratings; or ➢ Are given written notice by the district of intent to terminate or not renew their employment, as outlined in section 1012.34(5), F.S. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 District Self -Monitoring ❑ The district has a process for monitoring implementation of its evaluation system that enables it to determine the following: ➢ Compliance with the requirements of section 1012.34, F.S., and Rule 6A-5.030, F.A.C.; ➢ Evaluators' understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter -rater reliability; ➢ Evaluators provide necessary and timely feedback to employees being evaluated; ➢ Evaluators follow district policies and procedures in the implementation of evaluation system(s); ➢ Use of evaluation data to identify individual professional development; and, ➢ Use of evaluation data to inform school and district improvement plans. Part III: Evaluation Procedures In Part III, the district shall provide the following information regarding the observation and evaluation of instructional personnel. The following tables are provided for convenience and may be customized to accommodate local evaluation procedures. Pursuant to section 1012.34(3)(b), F.S., all personnel must be fully informed of the criteria, data sources, methodologies, and procedures associated with the evaluation process before the evaluation takes place. In the table below, describe when and how the following instructional personnel groups are informed of the criteria, data sources, methodologies, and procedures associated with the evaluation process: classroom teachers, non -classroom teachers, newly hired classroom teachers, and teachers hired after the beginning of the school year. Instructional Personnel When Personnel Method(s) Group are Informed Classroom and Returning Teacher Orientation (RTO) Face to face delivery of materials and content, Non -Classroom — 1 week prior to virtual, on demand training, handouts, emails and on - Teachers school starting site professional development. Newly Hired New TeacherFace Induction (NTI) — to face delivery of materials and content, Classroom 2-3 weeks prior to virtual, on demand training, handouts, emails and on - Teachers school starting site professional development. Mid -year NTI and/or New Teacher Face to face delivery of materials and content, Late Hires Onboarding — virtual, on demand training, handouts, emails and on- within 90 days of site professional development. hire date Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 11 2. Pursuant to section 1012.34(3)(a), F.S., an observation must be conducted for each employee at least once a year, except that a classroom teacher who is newly hired by the district school board must be observed at least twice in the first year of teaching in the school district. In the table below, describe when and how many observations take place for the following instructional personnel groups: classroom teachers, non -classroom teachers, newly hired classroom teachers, and teachers hired after the beginning of the school year. 3. Pursuant to section 1012.34(3)(a), F.S., a performance evaluation must be conducted for each employee at least once a year, except that a classroom teacher who is newly hired by the district school board must be evaluated at least twice in the first year of teaching in the school district. In the table below, describe when and how many summative evaluations are conducted for the following instructional personnel groups: classroom teachers, non - classroom teachers, newly hired classroom teachers, and teachers hired after the beginning of the school year. ResultsInstructional Number of When Evaluation Personnel Evaluations When Evaluations Occur Communicated to Personnel Group For all Classroom and Non -Classroom Instructional Staff Members Teachers End -Year evaluation: End -Year evaluation: In one - returning to the Annually in the spring of on -one conferences between building from 1 each year prior to the last staff member and the school the prior year day of school leadership team, prior to the end of the school year. All new teachers to the profession, Baseline evaluation: Prior Baseline evaluation: In one - state of Florida, to January 20' or within a on -one conferences between Charter Schools 90-day period from hire staff member and the school USA and/or the date, whichever is later. leadership team. school building. *This is also 2 End -Year evaluation: End -Year evaluation:: In encouraged Annually in the spring of one-on-one conferences when buildings each year prior to the last between staff member and the have a new day of school. school leadership team. leader Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 N. Part IV: Evaluation Criteria A. Instructional Practice In this section, the district shall provide the following information regarding the instructional practice data that will be included for instructional personnel evaluations. 1. Pursuant to section 1012.34(3)(a)2., F.S., at least one-third of the evaluation must be based upon instructional practice. At Charter Schools USA, instructional practice accounts for 55% of the instructional personnel performance evaluation. 2. Description of the step-by-step calculation for determining the instructional practice rating for classroom and non -classroom instructional personnel, including cut points for differentiating performance. The instructional practice component of the IES, 55% of the final evaluation, is comprised of two tools; the Teacher Feedback and Evaluation Tool (35%) and a teacher's Deliberate Practice Plan (20%). The TFET — Evaluating core effective practices and instructional strategies Evaluative and non -evaluative versions of the Teacher Feedback and Evaluation Tool (TFET) are based on the research of Robert J. Marzano, with connections to the Florida Educator Accomplished Practices (FEAPs), and the State of Florida -adopted Marzano Evaluation Model. Specifically, the research base for the TFET includes: • Marzano, Robert J. What Works in Schools: Translating Research into Action. Arlington, Virginia: Association for Supervision and Curriculum Development, 2003, 2013. • Marzano, Robert J. The Art and Science of Teaching. Arlington, Virginia: Association for Supervision and Curriculum Development, 2007. • Marzano, Robert J. et.al. Classroom Instruction that Works: Research -Based Strategies for Increasing Student Achievement. Upper Saddle River, New Jersey: Prentice Hall, 2004. • Marzano, Robert J. et.al. Classroom Management That Works: Research -Based Strategies for Every Teacher. Upper Saddle River, New Jersey: Prentice Hall, 2008. • Marzano, Robert J. Classroom Assessment & Grading that Work. Arlington, Virginia: Association for Supervision and Curriculum Development, 2006. The TFET is first organized by nine domains that incorporate strategies and behaviors observed both inside and outside of the classroom. Additionally, it supports Charter Schools USA's (CSUSA) continuous improvement framework which balances both traditional educational priorities as was as the unique challenges of charter schools.. Talent Development is one of nine Strategic Priority areas that work cohesively to drive student success, the outcome core to CSUSA schools. These priority areas, working in tandem, ensure that the energies, abilities, and specific knowledge of all employees throughout the school and the organization are focused on improving the quality of services required to increase student academic performance and foster student learning. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 E Student Success (All segments of Inside the Classroom, and Planning and Preparing) constitutes 76% or, a majority, of the TFET. In its entirety, the TFET will be used as an annual evaluative assessment of classroom and non -classroom' full time instructional staff member performance and will constitute 35% of the final summative evaluation. The TFET will also be chunked into smaller non -evaluative segments (see below) to be used throughout the year to provide ongoing instructor feedback and inform the planning of professional development and the development of school and CSUSA-wide improvement plans (rule 6A- 5.030.(3).(d).l.d). The TFET informs teachers and school leaders on appropriate deliberate practice goals, please see the Deliberate Practice Plan section below. Segments and weighting of the TFET (evaluative weighting): Well -Managed Learning Environment 3 9% Equitable Learning Environment 5 15% High Expectations Learning Environment 2 6% Supportive Learning Environment 3 9% Active Learning Environment 3 9% Progress Monitoring & Feedback Learning Environment 2 6% Planning & Preparing Learning Environment 4 12% Data -Driven Instruction Learning Environment 3 10% Operational Performance 8 24% • Inside of the Classroom (76%) o Well -Managed Learning Environment o Equitable Learning Environment o High Expectations Environment o Supportive Learning Environment o Active Learning Environment o Progress Monitoring and Feedback o Planning and Preparing Learning Environment o Data -driven Instruction Learning Environment • Outside of the Classroom (24%) Operational Performance To ensure the integrity of the system and inter -rater reliability, all evaluators will utilize a common rubric, participate in professional development, and use a common core of effective practices. The alignment outlined above will be used for both evaluative and non -evaluative observations ensuring consistent, clear, and specific feedback to teachers throughout the year and on their end -year evaluative TFET. i For non -classroom teachers, school leaders will use their discretion as to which elements apply and how, to a teacher's unique role in the building. Elements will be eliminated entirely in the most extreme circumstances. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 10 Scoring the TFET (Final) The process to assign a final TFET score and rating is as follows: • Step 1: Rate observed elements at each of the following levels: Innovating (4), Applying (3), Developing (2), Beginning (1), Not Using (0) or Not Observed (no value given). • Step 2: Average the indicator scores for each domain. Step 3: Calculate the weighted average of the 9 TFET domain scores and place the resulting score on the TFET scale below. Please see Segments and weighting of the TFET above. The final TFET rating scale is as follows: Highly Effective7 Effective Needs Improvement/ Unsatisfactory Developing 3.5-4.0 2.5-3.49 1.5-2.49 1.0-1.49 All observation results will be calculated electronically via the School's instructional improvement system, a process that will be overseen by the School's management company's Human Resources Department, and with final approval by the School's principal. The TFETs final rating scale is designed to maintain a high level of rigor in instructional practice. The scale used for the final combined evaluation is more aligned with state staff evaluation trends. Additional details of the evaluation process and evaluation protocols can be found below in sections 5 and 6. DPP — Deliberate Practice Plan: Instructional staff professional goals setting The deliberate practice score is the second element in the instructional practice component of the Teacher Evaluation System and will account for 20% of a teacher's final rating. All teachers will identify three TFET indicators to focus on and develop throughout the year. Each selected element will become a goal in the teacher's Deliberate Practice Plan (DPP). The DPP will be created, reviewed and monitored collaboratively with the school leadership team. The school leadership team evaluates growth on each of the three goals. The annual baseline values are determined by the prior year TFET score', or Baseline TFET in the case of a new teacher. Growth from the baseline to end -year TFET is determined by the table below. The final DPP score is the average of all three goals' growth scores. For example, a teacher whose growth scores were 3, 3, and 2 would receive a DPP score of 2.6. This final score is place on the same rating scale as the final TFET score. Thus a DPP of 2.6 is "Effective." 2 All new teachers will receive a Baseline TFET evaluation to drive DPP goals and baseline scores after their 90 days. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 11 B. Other Indicators of Performance In this section, the district shall provide the following information regarding any other indicators of performance that will be included for instructional personnel evaluations. 1. Pursuant to section 1012.34(3)(a)4., F.S., up to one-third of the evaluation may be based upon other indicators of performance. At Charter Schools USA, other indicators of performance account for 0% of the instructional personnel performance evaluation. 2. Description of additional performance indicators, if applicable. 3. Description of the step-by-step calculation for determining the other indicators of performance rating for classroom and non -classroom instructional personnel, including cut points for differentiating performance. C. Performance of Students In this section, the district shall provide the following information regarding the student performance data that will be included for instructional personnel evaluations. 1. Pursuant to section 1012.34(3)(a)l., F.S., at least -one third of the performance evaluation must be based upon data and indicators of student performance, as determined by each school district. This portion of the evaluation must include growth or achievement data of the teacher's students over the course of at least three years. If less than three years of data are available, the years for which data are available must be used. Additionally, this proportion may be determined by instructional assignment. At Charter Schools USA, performance of students accounts for 45% of the instructional personnel performance evaluation. 2. Description of the step-by-step calculation for determining the student performance rating for classroom and non -classroom instructional personnel, including cut points for differentiating performance. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 12 Student Performance Measures For the term of this plan (2024-2027), the three-year measure of Student Performance will be calculated as follows: • Historical student growth on or before the 2023-24 school year will be based on nationally normed assessments (Northwest Evaluation Association's Measures of Academic ProgressNWEA MAP, or Curriculum Associates' i-Ready Diagnostic Assessment) • For the 2024-25 school year and beyond Student Performance will be based on student learning gains on the Florida FAST and Renaissance STAR assessments The School will base 45% of the overall performance rating on data and indicators of student academic performance and learning growth assessed annually by state and nationally normed assessments. Growth for students with disabilities and English language learners will be incorporated per the specifications of Florida statute. Three years of ratings will be used when valid and reliable data are available, with the most recent year carrying the most weight. For all full-time instructional staff members in roles, grades— including "newly hired" teachers, the School, pursuant to Florida Statute 1012.34, section 7 (b), will utilize three years of state and nationally normed growth data in math, ELA and science. Growth ratings will be assigned according to normative growth trends and across both math, ELA and science for a teacher's students. HISTORICAL Student Growth: MAP/i-Ready All students in grades K-10 are monitored and assessed at least two times per year with MAP or i-Ready. These nationally normed, interim assessments, measure student achievement and growth in ELA, mathematics and science. Assessments are aligned to the Florida Standards Assessment as well as college and career readiness standards (ACT/SAT — MAP Only). At all grade levels MAP/i-Ready assessments are adaptive and computer -based. They also provide audio support for beginning readers. After each MAP/i-Ready administration, each student receives a scale score growth target for normative/typical growth. These targets are provided by the vendors and represent the status (percentile) and growth norms drawn from over 5 million students' assessment results nationwide. A student's grade and instructional level impact their projected growth target. Students in the same grade, but at different achievement percentiles/levels, receive growth targets tailored to their ability level and the average growth achieved nationwide by students in the same grade and scoring at the same percentile/level at the beginning of the year. Each spring, MAP/i-Ready calculates the total percentage of students meeting their typical growth targets using the following equation: Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 13 Percentage of Students who Met or Exceeded their Projected RIT / Typical Growth Target = Count of Students who Met or Exceeded their Projected RIT / Typical Growth Target Count of Students with Available Growth Projections and Scores When this value exceeds 50%, average student growth, exceeds that of typical students nationwide.3 Value ratings associated with performance on this metric are presented in the table below. These values are subject to change pending the schools' distribution of growth scores and updates to the normative distributions from NWEA and Curriculum Associates. % of Students Meeting RIT /Typical Growth Targets' <20% 12 - Needs Improvement 1 20% - 40% 1 41% - 54% >_ 55% For any staff member that has a school -wide impact, the School, pursuant to Florida Statute 1012.34, section 7 (b), will utilize the school -wide student learning growth (student growth measure) in math, ELA and/or science. The school -wide student learning growth measure for full-time instructional staff members without personal MAP/i-Ready data, will be measured by aggregate school -wide growth in math, ELA and science. GROWTH 2O24-25 & BEYOND: Florida FAST and Renaissance STAR All students in grades K-10 are monitored and assessed three times per year by the State of Florida's FAST Progress Monitoring Program. Annually, each teacher will receive a measure of student performance based on the FLDOE's calculation of learning gains as calculated each year to align with the Florida School grade calculation'. Additionally, the school will apply a similar calculation to the FAST Equivalent Scale Scores in the Renaissance STAR assessment for teachers of K-2nd graders. The school will use the sub -levels on the STAR FAST Equivalent Scale presented below as of the 2024 release.5 s If NWEA growth data are not available for a teacher, the school leader will determine the most appropriate measure of student achievement or growth relative to the teacher's curriculum, instruction and student roster. 4 If FAST data are not available for a teacher, the school leader will determine the most appropriate measure of student achievement or growth relative to the teacher's curriculum, instruction and student roster. 5 https:Hrenaissance.widen.net/s/kv*gdnwszz/fast-k-2-benchmark-reporting Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 14 Star Early Literacy Concordance Table Level Level Level Level Level Grade K 1 - 75 76-94 95-113 114-123 124-133 134-146 147-161 At/Above 162 Grade 1 1 - 92 93-113 114-134 135-143 144-152 153-169 170-187 At/Above 188 Grade 2 1 - 119 120-142 143-165 166-174 175-182 183-195 196-210 At/Above 211 Star Reading Concordance Table Level Level Level Level Level Grade K 1 - 75 76-94 95-113 114-123 124-133 134-146 147-161 At/Above 162 Grade 1 1 - 75 76-105 106-134 135-143 144-152 153-169 170-187 At/Above 188 Grade 2 1 - 126 127-146 147-165 166-174 175-182 183-195 196-210 At/Above 211 Star Math Concordance Table Level Level Level Level Level Grade K 1 - 71 72-86 87-100 101-109 110-118 119-132 133-146 At/Above 147 Grade 1 1 - 87 88-108 109-129 130-138 139-146 147-159 160-171 At/Above 172 Grade 2 1 - 117 118-137 138-157 158-164 165-170 171-184 185-200 At/Above 201 The school will use the published learning gains methodology for all FAST assessments 3- 10 and EOCs.6 Teachers of 3rd graders will be evaluated using both the STAR FAST Equivalent scale and the FAST 3rd grade Math/ELA scale. The final percent of students achieving a learning gain will determine a teachers final student performance score and the scale will align with published school letter grade ranges. The ranges below represent the published grading scale as of the last school grade calculation to include learning gains. The final scale may be adjusted if a new or more favorable scale is published by the FLDOE. % of Students Earning a Learning Gain <32% ;-Needs Improvement 32% - 40% 41% - 53% >_ 54% For the term of this plan, 3-year teacher results will be generated from the following data: Term Year Most Recent Year 90% Prior Year 1 0-10% Prior Year 2 0-10% 2024-25 FAST/STAR MAP/iRead MAP/iRead 2025-26 FAST/STAR FAST/STAR MAP/iRead 2026-27 FAST/STAR FAST/STAR FAST/STAR Roster Validation Procedures —Each school will use the processes and procedures required by CSUSA as well as the district procedure to verify and align class rosters with district systems for the analysis of VAM scores. 6 https://www.fldoe.org/accountability/accountability-reporting/school-grades/ Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 15 HISTORICAL MAP/i-Ready Student Growth The School will base 45% of the overall performance rating on data and indicators of student academic performance. A Summative Rating Calculation In this section, the district shall provide the following information regarding the calculation ofsummative evaluation ratings for instructional personnel. 1. Description of the step-by-step calculation for determining the summative rating for classroom and non -classroom instructional personnel. 2. Pursuant to section 1012.34(2)(e), F.S., the evaluation system for instructional personnel must differentiate across four levels of performance. Using the district's calculation methods and cut scores described above in sections A — C, illustrate how a fourth -grade teacher and a ninth grade English language arts teacher can earn a highly effective and an unsatisfactory summative performance rating respectively. ************************************************** TES Evaluation Criteria The TES evaluation criteria will be based on three years (when available') of student academic growth, and current year instructional practice. The Teacher Feedback and Evaluation Tool (TFET) and Deliberate Practice Plan (DPP) comprise the Instructional Practice component. Final Evaluation weighting 8 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: 45% • Instructional Practice: o Teacher Feedback Evaluation Tool (TFET) Score: 35% o Deliberate Practice Plan (DPP) Score: 20% Details of the scoring and evaluation of teacher performance on Student Performance Measures, the TFET and the DPP are presented above in sections 1, 2 and 3 respectively. 7 For full time instructional staff members with less than 3 years of data, years available will be used. Please see section C. Student Performance Measures, for details on instructional staff members without student growth results. s Pursuant to Florida statute 1012.01(3)(a). Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 16 Once Student Performance, TFET and DPP scores (1-4) are determined, they are combined according to the weighting above and assigned a rating based on the scale below:9 The distinction between Needs Improvement and Developing is relative to the staff member's verifiable years of experience. Per rule 6A-5.030.(3).(d).l.c.(VII) the school may also amend an evaluation based upon assessment data from the current school year if the data becomes available within ninety(90) days after the close of the school year. 9 CSUSA may adjust this scale in any year where there is a significant misalignment (defined as more than +/- 7% difference) between the distribution of CSUSA teachers and the state as a whole for any final performance rating category relative to the prior year. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 17 Appendix A - Evaluation Framework Crosswalk In Appendix A, the district shall include a crosswalk of the district's evaluation framework to each of the Florida Educator Accomplished Practices (FEAPs). Alignment to the Florida Educator Accomplished Practice Practices 7 Evaluation Indicators 1. Instructional Design and Lesson Planning Applying conce is rom human development and learning theories, the effective educator consistently: a. Aligns instruction with state -adopted standards at the appropriate level of rigor; 10, 19 b. Sequences lessons and concepts to ensure coherence and required prior knowledge; 12,19 c. Designs instruction for students to achieve mastery; 9, 10, 12, 17-23 d. Selects appropriate formative assessments to monitor learning; 23,24 e. Uses diagnostic student data to plan lessons; and, 23,24 f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. 10, 16, 19-22 g. Provides classroom instruction to students in prekindergarten through grade 12 that is age and developmentally appropriate and aligned to the state academic standards as outlined in Rule 6A-1.09401, F.A.C. 19,20 ' 2. The Learning Environment To maintain a student -centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently: a. Organizes, allocates, and manages the resources of time, space, and attention; 2, 3,4 b. Manages individual and class behaviors through a well -planned management system; 3 5,27 c. Conveys high expectations to all students; 8, 9, 10, 11, 18, 31 d. Respects students' cultural linguistic and family background; ( '] 13 e. Models clear, acceptable oral and written communication skills; 1 Q, 14, 18, 25 f. Maintains a climate of openness, inquiry, fairness and support; 1, 4, 5, 6, 7, 8, 11, 12, 13 g. Integrates current information and communication technologies; 15,22 h. Adapts the learning environment to accommodate the differing needs and diversity of students; and 4-8 i. Utilizes current and emerging assistive technologies that enable students to participate in high-qualitycommunication interactions and achieve their educational goals. 15,22 j. Creates a classroom environment where students are able to demonstrate resiliency as outlined in Rule 6A-1.094124, F.A.0 9 10 ' 3. Instructional Delivery and Facilitation The effective educator consistently utilizes a deep and comprehensive knowledge of the subiect taught to: a. Deliver engaging and challenging lessons; 9 10, 11 b. Deepen and enrich students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; '] 14 21 ' c. Identify gaps in students' subject matter knowledge; 23,24 d. Modify instruction to respond to preconceptions or misconceptions; 1 1, 12, 17, 23, 24 e. Relate and integrate the subject matter with other disciplines and life experiences; 7, 19, 21, f. Employ higher -order questioning techniques; 9, 1 Q, 16, 21 g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding; 10516517,21523 h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; $ 1 Q 12 23 ' i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; 8, 9, 11, 13, 17, 18 j. Utilize student feedback to monitor instructional needs and to adjust instruction. 1 23,24 Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 18 4. Assessment The effective educator consistently: a. Analyzes and applies data from multiple assessments and measures to diagnose students' learning needs, informs instruction based on those needs, and drives the 9 17,23 learning process; b. Designs and aligns formative and summative assessments that match learning 17, 23, objectives and lead to mastery; c. Uses a variety of assessment tools to monitor student progress, achievement and 9, 17, 23, 24 learning gains; d. Modifies assessments and testing conditions to accommodate learning styles and 8, 12, 17,23 varying levels of knowledge; e. Shares the importance and outcomes of student assessment data with the student and 18, 24 the student's parent/caregiver(s); and, f. Applies technology to organize and integrate assessment information. 23 24 2C 5. Continuous Professional Improvement The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction 25, 32, based on students' needs; b. Examines and uses data -informed research to improve instruction and student 21, 23, 32 achievement; c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the 9, 17, 18, 25, 32, 33 lessons; d. Collaborates with the home, school and larger communities to foster communication 8, 24, 28, 30, 31, 33 and to support student learning and continuous improvement; e. Engages in targeted professional growth opportunities and reflective practices; and, 32533 f. Implements knowledge and skills learned in professional development in the teaching 21, 23, 25, 32, 33 and learning process. 6. Professional Responsibility and Ethical Conduct Understanding that educators are held to a high moral standard in a community, the effective educator. a. Guidelines for student welfare adopted pursuant to Section 1001.42(8), F.S., including the requirement to refrain from discouraging or prohibiting parental notification of and involvement in critical decisions affecting a student's mental, emotional, or physical 27, 30, 31,33 health or well-being, unless a reasonably prudent person would believe that disclosure would result in abuse, abandonment, or neglect as defined in Section 39.01, F.S. b. The rights of students and parents enumerated in Sections 1002.20 and 1014.04, F.S.; 27, 30, 31, 33 and, c. The Principles of Professional Conduct of the Education Profession of Florida, pursuant 27, 29, 30, 31, 33 to Rule 6A-10.081, F.A.C. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 Appendix B — Observation Instruments for Classroom Teachers In Appendix B, the district shall include the observation rubric(s) to be used for collecting instructional practice data for classroom teachers. Rating TFET Elements - Evaluation Protocols and Rubrics Each indicator on the TFET utilizes a comprehensive, five -category scale, relative to observations and feedback inside and outside of the classroom. Innovating (4) Applying (3) TFET Rubric Developing (2) Beginning (1) Not Using (0) Not Observed (No Value Given) Teacher monitors impact of Teacher fluently uses this Teacher use of the Teacher identified the Strategy was Instructional strategy and adjusts for those strategy and monitors it's strategy was appropriate strategy but called for, but strategy was neither who are not initially responding impact on student learning appropriate and use of the strategy was not exhibited. called for nor used to strategy so that 90-100% of outcomes so that 70-89% of correct. Teacher ineffective. during this portion students get to the intended students get to the intended builds fluency with This indicator of the lesson. learning outcome. learning outcome. use of this strategy. Teacher was beginning to was appropriate focus on this indicator but but not Teacher is a network leader in Teacher is seen as a leader in Teacher focus on this efforts were not effective. addressed this indicator and has had this indicator and shares indicator is growing during this time positive impact on the CSUSA practices within school and teacher is able to period. community at large. community. achieve the desired effect. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST 2018 20 Appendix C — Observation Instruments for Non -Classroom Instructional Personnel In Appendix C, the district shall include the observation rubric(s) to be used for collecting instructional practice data for non -classroom instructional personnel. Rating TFET Elements - Evaluation Protocols and Rubrics Each indicator on the TFET utilizes a comprehensive, five -category scale, relative to observations and feedback inside and outside of classrooms. Innovating (4) Applying (3) TFET Rubric Developing (2) Beginning (1) Not Using (0) Not Observed (No Value Given) Teacher monitors impact of Teacher fluently uses this Teacher use of the Teacher identified the Strategy was Instructional strategy and adjusts for those strategy and monitors it's strategy was appropriate strategy but called for, but strategy was neither who are not initially responding impact on student learning appropriate and use of the strategy was not exhibited. called for nor used to strategy so that 90-100% of outcomes so that 70-89% of correct. Teacher ineffective. during this portion students get to the intended students get to the intended builds fluency with This indicator of the lesson. learning outcome. learning outcome. use of this strategy. Teacher was beginning to was appropriate focus on this indicator but but not Teacher is a network leader in Teacher is seen as a leader in Teacher focus on this efforts were not effective. addressed this indicator and has had this indicator and shares indicator is growing during this time positive impact on the CSUSA practices within school and teacher is able to period. community at large. community. achieve the desired effect. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 Appendix D — Student Performance Measures In Appendix D, the district shall provide the list of assessments and the performance standards that will apply to the assessment results to be used for calculating the performance of students assigned to instructional personnel. The following table is provided for convenience; other ways of displaying information are acceptable. Student Performance Measures Teaching Assignment Performance Standards) Grades K-12 Northwest Evaluation The percent of a teacher's students (including non -classroom Association's Measures of meeting their customized instructional personnel) Academic Progress: Math and normative growth targets in Math, ELA or iReady (K-8) ELA and/or Science from the fall to the spring. Non -Classroom Northwest Evaluation The percent of a teacher's students Instructional Association's Measures of meeting their customized Personnel Academic Progress: Math and normative growth targets in Math, ELA ELA and/or science from the fall to the spring. Grades 3-10 Florida Assessment of Student The percent of a teacher's students (including non -classroom Thinking (FAST): Math and obtaining a learning gain in Math instructional personnel) Reading and/or Reading from spring/PM3 to s rin /PM3. Grades K-3 STAR (Renaissance The percent of a teacher's students (including non -classroom Learning): Math and Reading obtaining a learning gain (using the instructional personnel) FAST equivalent scale) in Math and/or Reading from spring/PM3 to s rin /PM3. Effective Date: 2024-2027 SBR 6A-5.030 Form IEST 2018 22 Appendix E — Summative Evaluation Forms In Appendix E, the district shall include the summative evaluation form(s) to be used for instructional personnel. TFET Score Summary Example •ra�aaarx A J 00:00 Aegtrhr Obserti.�w� a O D, O w v-O w Sv�I W■saw4rn`w oa'w .pi Ovn.anl: y/alrr�bpad Law�w.p Emxvr.na�t �Y 11�lLY I MYIr. ,.<ewa a.a.w.« a..•*...w.,.r br.a. b- 1r+�v� waMbnw v.a.vy p. um,p..+oa�n u_wma arv.p.fa moa wrwm, �.vq vvaW vvO.n. rw v.rd.w w T err rwwgw+rw�.,1 wwc Vo++q a�pewr er A Xo11fYq p.V�.vW GVMaevq MAM'V F*rvas9 Y �A E w. M vi a� ,.aM rM iv uwa,.w amen "Z— [. pay v..n.rbe.r .e.espt vW w.�u �NV ev. rylf�rrv.� veapy© tl�wvrOVm.pm�ur�riuw mcaaOVWPerwrwnxr trtnvgoa'r..mgrm. 6..aw.ao.nprwnl>m.-e.orwpre wx�f rr.Mw T�V puu m va.rr. wc� a�.roagr tt'aFV m rraa v.arrava m rr�,o�q 1 wn t.krv�n�u,+expa wopgl wran.0 _ DPP Score Summary Sandbox CCA - Deliberate P—ti— Plan Final Scoring Example Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018 23 Find Evolvatee v Doshboards v Report4 Support Y . USADecs. v UtArves Wh 9 You hove o ticket response woiting for you in your Support Tickets List A J - Teachers - FL Location, Charter School Assigned Evalvotor(s). J (Primary). D This document has not been viewed by the staff member View Full PDT - Delete Finaiization. Employee Effectiveness Rubric Not Yet 55.0% Nor Yet - - . .. __ Assigned Assigned Deliberate Practice Plan 0.00 20.0% 0.00 Student Performance Measure-. 0.00 4SO% 0.00 5.05 to 4.00 Highly EHeclive 1.65 to 3.04 Effective 1.15 to 1.64 Needs Improvement/Developing less than 1.15 Unsatisfactory Final Evaluator Comments Effective Date: 2024-2027 SBR 6A-5.030 Form IEST2018