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HomeMy WebLinkAbout09-24-2026 ACES and DSAHS Governing Board Meeting AgendaAVENTURA CITY OF EXCELLENCE SCHOOL AND DON SOFFER AVENTURA HIGH SCHOOL DON SOFFER 1...AVENTURA REGULAR MEETING AGENDA September 24, 2026 9:00 a.m. Aventura Government Center 19200 W. Country Club Drive - Aventura, FL 33180 5th 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 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 — Governing Board Facilitator City Clerk Ellisa L. Horvath, MMC City Attorney Robert Meyers Aventura Governing Board Meeting Agenda September 24, 2026 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): 1. CALL TO ORDER/ROLL CALL 2. PLEDGE OF ALLEGIANCE 3. APPROVAL OF MINUTES: May 21, 2026 Regular Meeting 4. SCHOOL UPDATES: • Aventura City of Excellence School (ACES) • Don Soffer Aventura High School (DSAHS) 5. APPROVAL OF THE REAPPOINTMENT OF THE ACES PARENT FACILITATOR/CONFLICT RESOLUTION OFFICER AND THE DSAHS PARENT FACILITATOR/CONFLICT RESOLUTION OFFICER FOR 2026-2027 6. APPROVAL OF THE 2026-27 CSUSA K-12 READING PLAN FOR ACES AND DSAHS 7. APPROVAL OF THE TEACHER AND PRINCIPAL EVALUATION SYSTEMS FOR ACES AND DSAHS 8. APPROVAL OF THE 2026-2027 SALARY INCREASE ALLOCATION CHARTER PLAN TEMPLATE FOR ACES AND DSAHS 9. APPROVAL OF THE 2026-27 MENTAL HEALTH ASSISTANCE ALLOCATION PLAN AND BUDGET FOR ACES AND DSAHS 10. APPROVAL OF OUT -OF -FIELD WAIVERS FOR ACES AND DSAHS 11. APPROVAL OF THE MASTER SCHOOL SAFETY PLAN 2026-27 SY FOR ACES AND DSAHS 12. OTHER BUSINESS 13. PUBLIC COMMENT 14. 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. AVENTURA HIGH SCHOOL AVENTURA GOVERNING BOARD AVENTURA CITY OF EXCELLENCE SCHOOL AND DON SOFFER AVENTURA HIGH SCHOOL REGULAR MEETING MINUTES MAY 21, 2026 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 9:04 a.m. The roll was called and the following were present: Mayor Howard S. Weinberg, Vice Mayor Clifford B. Ain', Commissioner Gustavo Blachman, Commissioner Amit Bloom, Commissioner Rachel S. Friedland, Commissioner Paul A. Kruss, Commissioner Cindy Orlinsky, City Manager Bryan Pegues, City Clerk Ellisa L. Horvath, and City Attorney Robert Meyers. Also present: Rachel Windler-Freitag — Charter Schools USA Vice President Research, Development and Innovation. 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 April 23, 2026 Aventura Governing Board Regular Meeting Minutes was offered by Commissioner Bloom, seconded by Commissioner Orlinsky, and passed unanimously by roll call vote. 4. SCHOOL UPDATES: No updates were provided. • Aventura City of Excellence School (ACES) • Don Soffer Aventura High School (DSAHS) 5. ORDINANCES - SECOND READING/PUBLIC HEARING: Ms. 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): AN ORDINANCE OF THE CITY OF AVENTURA, FLORIDA, ADOPTING THE ATTACHED AVENTURA CITY OF EXCELLENCE SCHOOL OPERATING AND CAPITAL BUDGET ' Participated via Zoom. Aventura Governing Board Regular Meeting Minutes Aventura City of Excellence School and Don Soffer Aventura High School May 21, 2026 FOR FISCAL YEAR 2026/2027 (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 to approve the Ordinance was offered by Commissioner Kruss and seconded by Commissioner Bloom. Mr. Pegues reviewed the $15.25 million budget and highlighted the following items: no City subsidy, enrollment growth from 1032 to 1140 students, State funding, expected referendum stipend funds, and staffing levels/compensation. The City Commission discussed the item including the following: increase in the number of students, enrollment process and robust verification system, and increased money anticipated from the State aligning with the increased number of students. Ms. Windler-Freitag responded to questions. Mayor Weinberg opened the public hearing. There being no speakers, the public hearing was closed. The motion to approve the Ordinance on second reading passed unanimously by roll call vote; thus, becoming Ordinance No. 2026-09. Ms. 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 2026/2027 (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 to approve the Ordinance was offered by Commissioner Blachman and seconded by Vice Mayor Ain. Mr. Pegues reviewed the $12.3 million budget and highlighted the following items: no City subsidy, enrollment number of 837 students, expected State referendum funds, AP Program revenue, and staffing levels/compensation. The City Commission discussed the item including the following: status of hiring a college counselor and guidance counselor, AP Program revenue, adding the State funding to the Page 2 of 3 CITY OF AVENTURA OFFICE OF THE CITY MANAGER MEMORANDUM TO: City Commission as the Aventura Governing Board for ACES and DSAHS FROM: Bryan Pegues, City Manager DATE: September 18, 2026 SUBJECT: Reappointment of the ACES Parent Facilitator/Conflict Resolution Officer and the DSAHS Parent Facilitator/Conflict Resolution Officer for 2026-2027 September 24, 2026 Aventura Governing Board Meeting Agenda RECOMMENDATION It is recommended that the City Manager be reappointed as the Parent Facilitator/Conflict Resolution Officer for the Aventura City of Excellence School (ACES) for 2026/2027. It is also recommended that Kimberly S. Merchant be reappointed as the Parent Facilitator/Conflict Resolution Officer for the Don Soffer Aventura High School (DSAHS) for 2026/2027. CHARTER SCHOOLS,-: USA CSUSA K-12 READING PLAN 2026-2027 Table of Contents Introduction........................................................................................................................................2 K-5 Remediation/Enrichment..............................................................................................................4 K-5 Intervention..................................................................................................................................4 6-12 Intervention................................................................................................................................5 The Comprehensive Core Reading Program(CCRP).............................................................................6 Supplemental Intervention Reading Program (SIRP)...........................................................................7 Comprehensive Intervention Reading Programs(CIRP).......................................................................7 Responseto Intervention....................................................................................................................7 Reading Program Specifications..........................................................................................................9 Specification 1: Professional Development........................................................................................................... 9 Specification 2: Administrative Practices in Support of Reading.....................................................................12 Specification 3: High Quality Reading Instruction is a Dynamic System........................................................13 Specification 4: Reading Text Materials and Resources....................................................................................18 Supplemental Intervention Reading Program (SIRP) Materials.........................................................19 SummerReading Academy................................................................................................................19 FamilyEngagement...........................................................................................................................20 AttachmentA....................................................................................................................................21 Evidence -Based Intervention Resources, Programs, and Materials................................................................. 21 AttachmentB ....................................................................................................................................23 Data -Driven Decision -Making Tree & Guidance............................................................................................... 23 Charter Schools USA Comprehensive Evidence -Based Reading Plan Assurances and Signature Page30 Point of Contact Name Email Phone CSUSA FL Reading Contact Jessica Verdier JVerdier@charterschoolsusa.com 954-202-3500 Regional Reading Contact Enter CS Info Enter CS Info 954-202-3500 (Data, Third Grade Promotion, MTSS, etc.) Deputy Director Enter Deputy Enter Deputy Info 954-202-3500 Info CSUSA K-12 Reading Plan - Board Approved 1 Introduction The reading curriculum for CSUSA Schools is based on a foundation of the FL BEST standards.' CSUSA applies a standards -based approach to reading instruction that focuses on mastery through the use of a Guaranteed and Viable Curriculum (GVC), the core of its education model. The GVC is based on the research of Robert Marzano as published in What Works in Schools: Translating Research Into Action (2003) and The New Art and Science of Teaching (2017). The GVC provides all students with equal opportunity to master the standards, and the time in which to reach mastery. The use of the GVC ensures that individual teachers do not have the option to disregard or replace assigned content. Teachers focus individualized reading instruction utilizing CSUSA created curriculum maps, which group and arrange the standards in a logical way to ensure all grade level standards can be taught within the school year. Instruction will incorporate a variety of authentic texts, with a blend of literary and informational texts in all grade levels. Along with other resources described further in this plan, CSUSA Schools will utilize a core reading resource, Benchmark Education (K-5) and McGraw Hill Study Sync (6-12).2 Core reading programs are augmented with diagnostic assessments, reading and writing companions, intervention and supplemental resources, as well as various other components to meet the needs of all students. The program provides support in building a strong foundation in reading and utilizing critical thinking skills within the reading activities. The primary goal of the implementation of the reading curriculum is to teach children to understand what they read, and to become life-long readers through systematic, direct instruction of the Standards aligned to the six components of reading: phonological awareness, phonics, fluency, vocabulary, reading comprehension and oral language. CSUSA has incorporated the six components of reading into the GVC, providing curriculum maps with corresponding standards assessments and vocabulary that will assist teachers in systematic instruction of the standards aligned to the science of reading. In the curriculum maps, standards are logically grouped and sequenced, building from simple to more complex skills and taught to mastery, as monitored through Instructional Focus Assessments (IFAs) after each unit of instruction and other classroom formative assessments. Phonemic awareness and phonics skills are scaffolded in blending, segmenting, deleting, and other skills. Research has identified specific skills children must learn in order to read well. According to the Report of the National Reading Panel Teaching Children to Read, the best instructional reading programs include: use of the alphabet (phonemic awareness and phonics), fluency (guided oral reading and independent, silent reading), and comprehension (vocabulary and text comprehension). Research from Florida Center for Reading Research and Just Read Florida! will be continually reviewed in order to formulate a research -based reading curriculum based on the needs of the students. CSUSA Schools will implement an ELA block that includes time for all BEST ELA Strands in kindergarten through fifth grades. The ELA block will include whole group instruction and small group instruction utilizing a research -based sequence of reading instruction, with differentiation for specific student learning needs, timely and specific feedback, and high -student engagement to ensure the greatest impact of a full instructional block. There will be instruction for communication/writing, and further vocabulary development, including integration of science and social studies within the ELA block. In addition to the ELA block, there will be an additional block of time dedicated to targeted intervention, remediation or enrichment based on student need, which is aligned with Response to Intervention (RtI), described further in this plan. Standards -aligned reading, writing, speaking and listening instruction will be systematically integrated throughout the day in all subject areas. 'A review of the CSUSA Reading Plan for K-12 and guidelines provided by Just Read, Florida! is conducted annually to ensure alignment with current Florida state statute. 2 Subject to change based on CSUSA's ELA adoption timeline. CSUSA K-12 Reading Plan - Board Approved 2 The CSUSA Education Model embeds a continuous improvement process, analyzing formative and summative data to drive teaching and learning across grade levels, subject areas, and the learning environment. This process is informed in part by William Edwards Deming's approach to continuous quality improvement. Application of a continuous improvement process in education can help yield positive outcomes for students, including increased participation in rigorous coursework and decreased failure rates (Best & Dunlap, 2014). The process is intended to facilitate better understanding among administrators and teachers of what students need to ensure academic success. Successful implementation of the Education Model rests on strict adherence to the continuous improvement process. CSUSA schools engage in a robust strategic planning process, analyzing data and refining goals and initiatives. School strategic plans are available upon request. Based on CSUSA's network -wide ELA data across the state of Florida, we have seen incremental growth in reading proficiencies. We recognize the importance of personalizing opportunities for students, including both enrichment and remediation. No matter the grade level, students in need of additional support are provided the extra minutes of support. If students qualify based on data and assessments, they will receive intervention in reading. Research informs us that there is an instructional difference between annual growth for students who are on grade -level and catch-up growth for students that are below or significantly below grade -level (Fielding, Kerr and Rosier 2007). Addressing literacy and reading for those who are multiple years behind grade -level is not a single year process, in fact, it is only after 2-3 years of comprehensive reading instruction of more than 200 minutes per day that students begin to cross the threshold of grade- level performance (50th percentile). With this in mind CSUSA Schools intend to provide extended instructional minutes to students below grade level through extended -day learning opportunities, remediation, additional tutoring, and in -school interventions. Table 1.1 below describes a sample progression plan to increase instructional minutes in reading in grades K-5. Table 1.1 riiiii rnrrwrri ,. 1 90 -minute uninterrupted 90 -minute uninterrupted 90 -minute uninterrupted ELA ELA block block ELA block 30 -minute additional block 30 -minute additional block for 30 -minute additional block for ELA instruction ELA instruction for ELA instruction 30 -minute 30 -minute 30 -minute remediation/enrichment remediation/enrichment block remediation/enrichment block block 30 -minute 30 -minute Intervention block Intervention block Additional 30 -minute intervention block CSUSA K-12 Reading Plan - Board Approved 3 K-5 Remediation/Enrichment Students receive targeted instruction in core reading classes during a specific time block. Students are grouped based on their various levels of performance on grade -level standards. The groups are adjusted accordingly based on formative assessment data to ensure students continuously receive personalized instruction. For example, students that are below grade level may receive remedial instruction focused on foundation or comprehension skills, while novel studies or vocabulary application may be the focus for students on grade level. Students above grade level may be participating in an enrichment block where they are incorporating critical thinking and project -based learning to enhance their levels of understanding. K-5 Intervention Students who have been identified as having substantial reading deficiencies, as defined by FL Rule 6A- 6.053, receive targeted, intensive instruction during a specific intervention time block. They are grouped based on their various levels of performance within the domains of reading and are instructed based on those targeted skill gaps. The groups are adjusted accordingly based on screening, diagnostic and progress -monitoring data to ensure students continuously get the support they need. The following table provides an example of an elementary schedule beginning with a remediation/enrichment block, a core integrated ELA block, and a separate block for intervention. See the school addendums for individual schools' schedules. Table 1.2 ri 8:00 am — 8:40 am Remediation/Enrichment Block 8:40 am — 10:10 am ELA Block — 90 Minutes Uninterrupted Reading Instruction Additional ELA Block - 10:10 am — 10:40 am Integrated Social Studies and Science Content 10:40 am -11:10 am Intervention Block 11:10 am — 11:40 am Lunch 11:40 pm — 12:25 pm Specials 12:25 pm — 12:55 pm Guided PE 12:55 pm — 2:25 pm Mathematics Science/Social Studies 2:25 pm — 3:00 pm Experiential Block CSUSA K-12 Reading Plan - Board Approved 4 6-12 Intervention In middle and high school, students who need remediation as determined by their performance on state and/or interim assessments will receive intensive instruction through intensive reading support during a double ELA block, a push-in/pull out model or a separate intensive reading course, in addition to their scheduled English Language Arts course. Students are grouped based on their various levels of performance and targeted skill gaps. Throughout the class, groups are adjusted based on formative and progress monitoring data to ensure students continuously get the support they need. Small group instruction and research -based instructional strategies for intervention will be included. Descriptions of the programs and resources used for intervention will be explained in detail further in Attachment A. Individual schools are not limited to the resources listed in this attachment. The resources used by the individual schools can be found in the school addendums. Table 2.1 that follows, aligned with Response to Intervention (RtI) described further in this plan, describes the progression plan to increase reading instructional minutes in grades 6-12 to ensure that students achieve mastery of grade level expectations. Table 2.1 riiiilifli.. 1 ' 50+ minute ELA block 50+ minute ELA block 50+ minute ELA block 50 -minute intensive reading 50 -minute intensive reading class (OR) intensive scaffolded class (OR) intensive scaffolded support in reading during a support in reading during a double block/remediation block double block/ remediation block (OR) intensive scaffolded (OR) intensive scaffolded support in reading during a support in reading during a push-in!pull-out model push-in!pull-out model 30 -minute intervention sessions Table 2.2 provides an example of a middle school schedule including intensive reading instruction through a push in/pull out method and a double block of ELA instruction. CSUSA K-12 Reading Plan - Board Approved Table 2.2 8:00 am — 8:24 am Homeroom/Advisory 1 8:26 am -9:16 am ELA 2 9:18 am — 10:08 am ELA (option for interventions) 3 10:10 am -11:00 am Math 4 11:02 am — 11:52 am Musical Theatre (option for interventions) 5 11:54 am — 12:44 m Science 12:46pm— — 1:16pm Lunch 6 1:18 m — 2:08 m WorldHistory 7 2:10 m — 3 :00 m PE 3:00 pm Dismissal The Comprehensive Core Reading Program (CCRP) The Comprehensive Core Reading Plan (CCRP) is the basis of reading instruction provided to all students at all levels as a critical component of the GVC. Benchmark Education (K-5) is the state approved core - reading program for kindergarten through fifth grade. It is a comprehensive, research -based program aligned to the science of reading, which provides for the implementation of a knowledge -based literacy solution that nurtures growth and success in all students. It correlates to the BEST standards across all grade levels and addresses the six areas of reading: phonological awareness, phonics, fluency, vocabulary, comprehension, and oral language. It also provides for explicit, systematic instruction, and ample practice opportunities which allow students to master necessary reading skills. This research -based instructional approach is provided during the uninterrupted 90 -minute ELA block, and will incorporate a variety of authentic texts, with a blend of literary and informational texts in all grade levels. Text exemplars provide exposure to more complex text to challenge the students, allowing them to reach higher standards of success. A portion of the block will consist of teachers providing the designated reading lesson for the day, and the remainder of the time will be differentiated for students to receive targeted small -group instruction or complete independent activities tailored to practice necessary reading skills from the lesson. Small -group instruction and corrective feedback will be provided, and independent work will be monitored. Teachers will use texts and materials at the student's instructional level, and progress to more complex text as necessary. McGraw Hill Education (MHE) Study Sync, a comprehensive standards -based literacy program with an integrated reading and writing approach, will be utilized in grades 6-12. The program correlates to the BEST standards for all grade levels and contains multiple resources that include a reading focus. Resources included allow for student collaboration, discussion, real world connections, scaffolded learning and differentiated instruction. This curriculum can also be utilized to facilitate teacher -led small group instruction, which research shows to be an effective strategy for proficient reading. Additionally, MHE Study Sync includes a robust digital library, making literary and informational texts constantly available to students and teachers. CSUSA K-12 Reading Plan - Board Approved 6 Supplemental Intervention Reading Program (SIRP) Based on benchmark, interim and formative assessment data, students will receive additional instruction and practice on identified skills. Teachers will provide additional instruction outside of the 90- minute ELA block (K-5) in times such as the RtI block, through content area integration, during enrichment activities, and during any other opportunity to support student achievement of individual learning goals. Programs, resources and assessments used during SIRP are described in detail in Attachment A. Individual schools are not limited to the resources listed in Attachment A. The resources used by the individual schools can be found in the school addendums. Comprehensive Intervention Reading Programs (CIRP) CSUSA Schools will meet the individual needs of students who, based on diagnostic data, have been identified to have significant skill deficiencies and/or read one or more years below grade level. Students will receive additional instruction outside of the 90 -minute ELA block and the SIRP interventions through the use of an evidence -based intervention program in a small -group setting. These students will receive more frequent progress monitoring to ensure accelerated progress toward grade level expectations. Students will not be pulled out of core subjects for this additional reading instruction. For example, the comprehensive reading instruction could occur during dedicated intervention times, an extension of an ELA block, or during non -required electives. Programs, resources, and assessments used during CIRP are described in Attachment A. Individual schools are not limited to the resources listed in the school addendums. Response to Intervention CSUSA Schools will use a Response to Intervention model based on a Multi -Tiered System of Supports (MTSS) to provide high quality instruction and interventions matched to the needs of each individual student. This model is aligned with all federal and state laws to ensure all students make appropriate learning gains. Each student's performance will drive future instructional decisions. This will be in place for all students in need of reading intervention, including students who have previously been identified as meeting Exceptional Student Education (ESE) eligibility requirements, students with 504 plans, and English Language Learners (ELL). Students with IEPs qualify for Tier 2 and Tier 3 services in the same manner as all other students, in addition to any services and accommodations that they are already receiving through their IEP. CSUSA Schools will follow the district's guidelines for 1011.62(9), F.S., and FL Rule 6A-6.053, where all students in grades kindergarten through 12 requiring Tier III intensive reading interventions will be taught by a teacher who is certified or endorsed in reading. The RtI model includes: ➢ Tier 1 — Standards -Based Classroom Learning. All students participate in general education learning that includes: universal screenings to target groups in need of specific instructional and/or behavioral support and implementation of the Florida Standards (BEST). This is implemented through standards -based classroom structure, differentiation of instruction, flexible grouping, progress monitoring, formative assessments, and positive behavior supports. ➢ Tier 2 — Needs -Based Learning. In addition to Tier 1, targeted students participate in standard intervention protocol processes for identifying and providing evidence -based interventions based on student need, on- going progress monitoring to measure student response to intervention and guided decision -making. Instruction occurs in small -groups in addition to the time allotted for core instruction. ➢ Tier 3 — SST -Driven Learning. In addition to Tier 1 and Tier 2, targeted students participate in intensive, formalized problem solving to identify individual student needs; targeted evidence- CSUSA K-12 Reading Plan - Board Approved 7 based interventions tailored to individual needs; evidence -based curriculum resources; frequent progress monitoring; and analysis of student response to intervention(s). The time spent on instruction for Tier 3 students is in addition to the combined Tier 1 and Tier 2 amounts. See Addendum for a draft of a Reading Intervention Process and a Data -Driven Decision -Making guide for CSUSA Schools. CSUSA Schools ensure that behavior does not impact the reading acquisition process. Through a collaborative problem -solving model, the multi -disciplinary team, which may include school counselor, teacher, curriculum resource teacher, administrator will systematically review performance data of all students and identify interventions as needed to improve student performance. This team will work with teachers on implementation of these interventions with fidelity and progress monitoring. The team will meet regularly to discuss how to better enable learning for students at each of the three intervention tiers. CSUSA Schools will offer ELL students instructional services through a Mainstream/Inclusion English Language Arts and Mainstream/Inclusion for Core/Basic subject areas model. Sheltered instruction may be offered to students in grades 6 —12 as needed via English Through ESOL and Developmental Language Arts Through ESOL. Mainstream/inclusion instruction provided to ELL students will be equal in amount, sequence, and scope to the instruction provided to the non -ELL students at the same grade levels. WIDA Can Do Descriptors will be used as a tool to help differentiate instruction, according to what the student should be able to do based on the student's stage of English language proficiency. Instruction will be supported through the use of differentiated ESOL instructional strategies, accommodations, materials, and assessments, which are monitored by the ELL committee and documented in lesson plans. The effectiveness of these ESOL strategies will be determined by the teachers' observations, administrative classroom walk-throughs, data chats, and site visits. In addition, the curriculum, textbooks, and other instructional materials used by ELL students will be comparable to those used by their non -ELL counterparts. Supplemental text and materials will also be provided as needed for language acquisition and reading instruction. ESOL components are included within the Benchmark Education (K-5) reading program, such as leveled texts, to supplement the lesson and provide differentiated support to ELL students. All students, including ELL students, who are performing below grade level will be referred to the RtI process. Interventions that will be provided include push-in/pull-out support and small -group instruction. Progress Monitoring Plans (PMP) will be created for all students, including ELL students, to properly document types and frequency of interventions. The ESOL coordinator will take part in monitoring these PMPs to ensure ELLs are making adequate progress based on performance of class and benchmark assessments. The state required assessment, ACCESS for ELLs, will be administered as appropriate. Students in CSUSA Schools who have been identified and qualify for a Gifted Education Program, each have an Educational Plan (EP). The schools' gifted teachers work collaboratively with the instructional team to support the students in the achievement of their EP goals. Strategies utilized will allow students to be academically challenged and will focus on higher -order thinking skills. The team works together to review student data and identify enrichment areas which may be targeted through differentiated instruction. Through differentiated activities, gifted students' studies may encompass holistic projects that include components such as the development of advanced research skills, complex creative thinking and problem -solving, communication skills for a variety of audiences, and use of technology to promote the desire for learning on self-selected and/or teacher -selected topics. Between diagnostic and interim assessment periods, teachers will administer a variety of assessments to students in need of intervention, or to those who are not responding to interventions. The norm -based Northwest Education Association (NWEA) assessment or other comparable assessments are used as the CSUSA K-12 Reading Plan - Board Approved 8 universal screenings for all grade levels, K-10 to determine student need for intervention. For the complete breakdown of diagnostic tools used and frequency of assessment during the RtI process, see Assessment section. All elements of progress monitoring will be shared with parents through the report card and data conferences, conducted throughout the year. Parents will have the option to schedule conferences as needed with the teacher. This connection between home and school will enhance students' ability to achieve annual progress. Reading Program Specifications In order to make reading a "primary focus," all objectives from the Just Read Florida! Reading Program Specifications that follow will be implemented at CSUSA Schools. Specification 1: Professional Development ➢ Comprehensive Initial Professional Development ➢ Professional Development for Everyone ➢ Frequent and Continuous Professional Development ➢ Professional Development to Impact Change ➢ Professional Development Led by School -site Expertise CSUSA Schools will provide professional development for all teachers through the model of continuous improvement. All teachers will be provided evidence -based professional development targeted to school improvement goals and aligned to the science of reading. Literacy trainings will help teachers integrate phonemic awareness, phonics, word study and spelling, fluency, vocabulary and text comprehension strategies into an explicit, systematic and sequential approach to reading instruction, including multisensory intervention strategies. Teachers will meet in professional learning communities weekly by grade level teams, facilitated by their team leads, to analyze student data and design units and accompanying lessons that are aligned to state benchmarks. Additionally, team leads participate in monthly leadership meetings with administrators. Based on administrative/support walk-throughs, site visit feedback, and student performance, teachers will be provided specific, differentiated professional development from mentor teachers, administrators, curriculum specialists, or curriculum resource teachers (CRTs). At least one CRT will be on staff at all CSUSA Schools, and a regional curriculum specialist will be assigned for support. Professional development will be provided at least monthly, in addition to weekly grade level meetings, and on designated teacher professional development days. Teachers will meet for data chats with mentor teachers and administrators, after benchmark assessment periods, to ensure implementation of the reading plan, analyze student reading progress, and develop an action plan for professional development. These data chats can include reading intervention strategies, teaching reading in content areas, and many other literacy development opportunities. Professional development will have an emphasis on dyslexia, multisensory interventions and explicit instructional approaches. Florida's BEST Standards and scientifically based reading research and evidence -based practices will also be an area of focus for professional development and PLCs. Mentor teachers and model classrooms may be used as additional coaching strategies to supplement the traditional professional development already in place. A sample professional development plan is shown in Table 3 that follows. In addition to the following network - wide plan, see the school addendums for individual schools' customized professional development plans. CSUSA K-12 Reading Plan - Board Approved 9 Table 3 Sample Professional Development Plat Month Topic Facilitator July/August CRT Boot Camp Curriculum Specialist September Data Driven Instruction Curriculum Resource Teacher October Cadre webinar Curriculum Specialist November Coaching Cadre in person Curriculum Specialist December Small Group Instruction Curriculum Resource Teacher January Cadre Webinar Curriculum Specialist February Coaching Cadre in person Curriculum Specialist March Literacy Across Content Areas Curriculum Resource Teacher April Cadre webinar Curriculum Specialist May Cadre Webinar Curriculum Specialist Instructional personnel who have not yet earned a reading certification, endorsement or an advanced degree in scientifically researched and evidence -based reading instruction will be provided opportunities to obtain these through partnerships with higher education institutions and/or state approved Education Preparation Institutes. In preparation for their highly supportive roles within CSUSA Schools, CRTs attend training workshops each year to further professional knowledge on how to best serve CSUSA Schools. In order to facilitate professional development to the teachers throughout the year, CRTs attend Curriculum Cadres and webinars provided by curriculum specialists. Principals and Assistant Principals have their own professional development institutes over the summer to prepare for the coming year, with regard to best practices, new regulations, and any other expectation within their roles. Principals and Assistant Principals attend meetings to receive support within their positions. CSUSA also has a professional development plan for New Teacher Induction (NTI) prior to orientation at the school level. Additional opportunities for NTI will be provided throughout the year as teachers are hired. Returning teachers receive at least one full week of professional development prior to the start of the new school year for Returning Teacher Orientation (RTO). These two-week trainings are provided by CSUSA, and are facilitated by Curriculum Specialists, site -based administrators, and Curriculum Resource Teachers. During the first days of NTI/RTO, all teachers new to the school will receive comprehensive training that ensures their understanding and implementation of the GVC. In subsequent days, all teachers will receive training based on the Marzano works, What Works in Schools: Translating Research into Action (2003), and Classroom Instruction That Works: Research -Based Strategies for Increasing Student Achievement (2001). This professional development will support all areas of reading instruction, including the use of targeted instruction, differentiated instruction, formative and summative assessments, tracking and monitoring progress, and working with special needs students such as ELL and CSUSA K-12 Reading Plan - Board Approved 10 students with disabilities. Teachers have to complete required coursework to obtain proper ESOL endorsement, as well as follow state guidelines for professional certificate renewal. In addition, teachers and administrators are encouraged to exemplify the commitment to lifelong learning, by seeking professional development outside of the requirements of CSUSA Schools. Professional development based on reading instructional software programs occurs throughout the year. Both CSUSA and the individual software companies provide these trainings. Training formats include face-to-face, train -the -trainer, network wide webinars and continuous follow up visits and support. Trainings are also provided by core textbook publishers throughout the year on appropriate, new uses of resources, including ways to best utilize provided materials to reach struggling readers. The roles and responsibilities of instructional coaches can vary depending on the specific needs and goals of the school. However, some common roles and responsibilities include Coaching, Data, Curriculum, Professional Development, and Culture. The table below explains in detail the coaching and professional development standards for Curriculum Resource Teachers (CRTs) and examples of responsibilities that fall within these standards. Instructional Coaches are not limited to the responsibilities listed and are differentiated based on school/teacher needs. '1 iuiiiiF i,xiiuiIrnmr Standard 1: Coaching Tier teachers based on support needed. The CRT utilizes the coaching cycle tools to Walk-throughs model, coach, and provide meaningful Targeted observations feedback to build capacity in instructional Instructional Strategies and Resources staff. Feedback Modeling Coaching Maintain documentation of coaching cycles Standard 4: Professional Development Differentiate Teacher Professional Days The CRT facilitates meaningful, differentiated Establish follow up systems/implementation professional learning opportunities aligned to Provide assistance with DPP goals he school -wide strategic plan and State Collaborate on PD calendar initiatives. Track PD Points PLC's TI/RTO Instructional Action Planning Tiering teachers is an essential part to coaching as one of the initial steps. When tiering teachers, the leadership team considers several factors, including but not limited to student growth, progress monitoring data, classroom observations, etc. Coaching support for teachers is differentiated and varies based on teacher need. Teachers identified as needing intensive support would then work with coaches to begin a coaching cycle based on the identified areas of opportunity. CSUSA K-12 Reading Plan - Board Approved 11 Specification 2: Administrative Practices in Support of Reading ➢ 2.1 Reading as a School -wide Priority ➢ 2.2 In-service and Evaluation Processes Focused on Reading ➢ 2.3 Resource Focus on Reading Achievement School leaders will set high expectations for student achievement in reading and will develop a culture of excellence with a focus on reading. The frequent administrative/support walk-throughs and site visit feedback will be targeted to track teachers' mastery of high -probability, research -based instructional strategies. These measures ensure that teachers implement the reading plan with fidelity and that resources are allocated and used to deliver the strongest impact on student achievement in reading. High -quality reading programs and materials will continuously be chosen to meet the needs of students. Feedback from teachers can be gathered at each biweekly data chat, as well as from results from each interim assessment and benchmark assessment provided by the Northwest Evaluation Association (NWEA) or other comparable assessments to evaluate the effectiveness of each chosen instructional program. These assessments are described further in this plan. Core curriculum may be supplemented by the purchase of novels and other approved fiction and nonfiction texts for students to read within classroom instruction, as well as for personal reading pleasure, to increase motivation and foster a love for reading in students. The Curriculum Resource Teacher will collaborate with the reading and content area teachers to create text sets or collections of books around a topic of inquire at varying levels of complexity. If an individual school has received a Title I designation, there also could be additional resources and personnel, such as a reading coach, to assist with the selection of materials. The principal will clearly articulate the vision, mission, and expectations that all children can read, and assist in establishing reading as a priority. Schools may support reading as a priority by spearheading a Reading Challenge in which all students will be expected to read a specific number of books at their independent level throughout the year. Table 4 below provides CSUSA guidelines for the number of books that may be read by each student: Table 4 Sample Reading Challenge Goals vel Number Kindergarten 1 C 1st - 5th Grade 51 6th — 12th Grade 3' Teachers can monitor students' independent reading, and check for comprehension in a variety of ways including, but not limited to, student created illustrations, summaries, and verbal explanations. Progress toward the school -wide goal will be tracked and celebrated on hallway or classroom displays. This challenge will also provide for a home -school connection with reading, in addition to their regular daily homework assignments from core courses. Parents will be required to sign a reading log or tracking system to monitor students' independent reading at home. Parents can facilitate deeper understanding of texts by being the "teacher" at home, asking their children questions about what they are reading and providing support for any book reports or projects that may need to be completed. Students may have the opportunity to use tablets or e -readers as well. CSUSA K-12 Reading Plan - Board Approved 12 Staff members may also participate in a similar reading challenge. This can further promote CSUSA Schools' vision of creating the desire for students to be life-long learners as teachers will be role models, demonstrating their love for learning through reading. CSUSA Schools will also have a Literacy Committee or Reading Leadership Team in order to develop programs and activities that will promote reading throughout the school. Specification 3: High Quality Reading Instruction is a Dynamic System ➢ 3.1 Propels Student Learning in Essential Reading Components ➢ 3.2 Expends Efficient Use of Instructional Time ➢ 3.3 Contains Systematic Set of Assessment Practices ➢ 3.4 Differentiated Instruction Essential Reading Components The six components of reading will be taught explicitly with structured practice to ensure mastery. Speaking and listening skills is an essential component of literacy. Expressive and receptive oral language skills will be provided throughout the English Language Arts instructional block. Opportunities for students in all grades will be provided to engage in developmentally appropriate collaborative partner, small group and whole class discussions. These discussions will include vocabulary development, guided practice, demonstrating understanding by summarizing and retelling, reporting on topics and relating key details of stories in a logical fashion, presentations and picture chats. Phonological awareness skills, such as phoneme blending and phoneme deletion, will be scaffolded beginning with simpler phonemes, and building to more complex phonemes. Phonics skills and decoding strategies will be taught systematically and sequentially so that students understand how letters represent sounds and sounds blend together to make words that contain meaning. The curriculum supports students enhancing their phonics skills within their writing. In addition to explicit whole group instruction, these skills are further mastered through small group instruction, centers, and cooperative learning activities. Teachers will provide fluency instruction on three levels of text: high frequency word fluency, phrase fluency, and text fluency. Students will set individual goals for fluency, and teachers will track progress toward achievement through regular fluency assessments. To build academic vocabulary, teachers will choose the most important vocabulary words to teach, and following a six -step process to teach new words so that students develop a deep understanding of the word (Marzano). Students are first provided a description or example of the word (verbally and in non-linguistic form). Students then restate this description in their own words, and also create a picture or symbol to represent the word. Students interact with this new word in various higher -order activities throughout the week, as well as with each other. They may also participate in games with the word for further motivation and connections. Reading process and literary analysis skills will be taught through direct instruction of content cluster skills, and modeling of metacognitive, comprehension strategies (Keene and Harvey & Goudvis). This is supported through small group instruction with leveled texts. By providing direct, systematic instruction for all six components of reading, CSUSA Schools will ensure that all students achieve annual growth in reading. Using an integrated approach, writing will be a part of all content areas. Included in this approach will be elements from direct skill instruction and the process -oriented methodology including frequent CSUSA K-12 Reading Plan - Board Approved 13 opportunities for students to engage in, and apply specific skills in a variety of communication activities. Additionally, writing skills will be strengthened across the curriculum through responding to text and the use of writing strategies such as, planning, revising, editing, peer review and collaboration. Furthermore, text production and process writing approaches will be incorporated. Technology, such as word processing will be utilized as support. Efficient Use of Instructional Time In order to maximize instructional time, teachers are requested to map out their lessons minute -by - minute. This ensures for "bell -to -bell" instruction, with research -based strategies implemented to engage students within learning the entire time. These lesson plans are approved by administrators and implemented with fidelity throughout the year. With administrative approval, teachers may adjust their plans as the year progresses to best fit the needs of students. These minutes are posted in the classroom for all students, as well as visitors, to see. This makes all stakeholders aware of what is happening in the classroom and assists with appropriate instructional pacing. Teachers are also expected to map out their lesson plans in a very structured, research -based manner, following the guidelines of using an introduction, modeling, guided practice, independent practice, and closure within every lesson and every subject. Reading processes and literary analysis skills will be taught through direct instruction of content cluster skills and by modeling of metacognitive comprehension strategies (Keene and Harvey & Goudvis). This is supported through small group instruction. Students will have access to leveled readings and activities in targeted small groups and centers used for individualized instruction and practice. Highly qualified teachers will appropriately group students by level and differentiate instruction targeted to particular groups' needs through scaffolded, reading lessons. Additionally, instructional software, which adapts to student's individual needs will be used. Students move into independent practice when they have proven they have understood the concept, and the purpose is to master the objective. During this time, teachers can work with small -groups, and focus on targeted instruction using research -based strategies through targeted small group instruction and implement differentiated and skill -specific centers. This allows teachers to provide extra assistance to those who are not ready to move on to the independent practice stage and hone in on particular deficiencies. Lastly, a closure activity is conducted, whether it is in the form of an exit -slip, or turn -and - talk response, in order to gauge final understanding of the concept taught within the lesson. This effective use of instructional time plan applies to all subject areas, not just reading. For those students who are in need of extra instructional time and support, see the sample schedules provided. Assessment At the beginning of every school year, teachers will analyze previous year's state assessment scores and identify each student's reading level through a variety of assessments. Examples of assessments that may be available for CSUSA Schools are shown in Table 5.1 below. See the school addendums for specific progress monitoring assessments used at individual schools and Attachments A and C for more information about CSUSA assessments. CSUSA K-12 Reading Plan - Board Approved 14 Table 5.1 , Screening NWEA MAP Growth; Up to 3 times a year STAR; iReady (dyslexia screener available Diagnostic iReady Progress Monitoring; DIBELS; 1-3 times a year NWEA Reading Fluency (dyslexia screener available) Progress Monitoring STAR; Easy CBM; Minimum of every 3-4 DIBELS; NWEA Reading sessions within a 6 -8 -week Fluency; DAR; Benchmark intervention cycle Education Outcome Measures NWEA MAP Growth; Range: by unit 4 3 times a State Assessments, year Instructional Focus Assessments Table 5.2 , Screening NWEA MAP Growth; Up to 3 times a year FAST; iReady (dyslexia screener available) Diagnostic iReady Progress 1- 3 times a year Monitoring; DIBELS; DAR; NWEA Reading Fluency (dyslexia screener available) Progress Monitoring FAST/Cambium; Easy Minimum of every 3-4 CBM; STAR; sessions within a 6 -8 -week DIBELS; DAR; NWEA intervention cycle. Reading Fluency; Benchmark Education Outcome Measures NWEA MAP Growth; Range: by unit 4 3 times a State Assessments, year Instructional Focus Assessments CSUSA K-12 Reading Plan - Board Approved 15 Table 5.3 , , Screening NWEA MAP Growth; Up to 3 times a year iReady (6th- 8th; dyslexia screener available); FAST Diagnostic DIBELS; DAR; iReady 1-3 times a year Progress Monitoring (6tn- 8th Progress Monitoring Easy CBM; Minimum of every 3-4 FAST/Cambium (6-10); sessions within a 6 -8 -week DIBELS, DAR intervention cycle. Outcome Measures NWEA MAP Growth; State Range: by unit 4 3 times a Assessments, Instructional year Focus Assessments; In addition to the assessments above, fluency assessments such as oral reading fluency checks using scaffolded discussion templates, will provide data regarding reading level progress. For those students with disabilities for whom participation in the regular state assessments has been deemed not appropriate per their Individualized Education Plans, alternative options will be provided per the Florida state guidelines. CSUSA Schools will be in compliance with all guidelines and requirements, including assessments for students with Individual Education Plans and English Language Learners. For those third grade students who do not meet standardized testing passing requirements, CSUSA Schools will utilize state approved alternative assessments for good cause promotion. Teachers will administer formative and summative standard based assessments that are designed to evaluate whether a student has mastered a specific standard at the lowest level that was taught. Each assessment will measure the academic performance of each student on a particular standard, based on content that has been introduced and practiced multiple times. NWEA MAP Growth, or a comparable assessment, may be administered three times per year, as well as interim assessments will provide data regarding progress toward the state -mandated assessment, and are described as follows: ➢ NWEA Interim Formative Assessments - The Northwest Evaluation Association (NWEA) MAP Growth assessments are nationally normed, and proven to be effective at targeting student achievement and determining skills students need to improve performance. NWEA uses a scale score (RIT) that continues through each grade level, which enables us to monitor growth from one grade level to the next, as well as determine exactly how far above or how far below grade level a student is. NWEA currently provides the Measures of Academic Progress (MAP). These assessments are adaptive and computer -based, which help prepare students for the format of the state assessments as well. NWEA MAP tests students with engaging, ability -appropriate content. NWEA is an adaptive assessment; therefore, as a student responds to questions, the test difficulty adjusts to the level of the student. CSUSA K-12 Reading Plan - Board Approved 16 Assessments are followed by a decision -making process to determine the next action to take to meet students' needs. Teachers use data from state assessments, NWEA MAP, interim assessments, and class assessments to drive the decision- making process with regard to differentiated instruction. This decision making includes re -teaching, changing the instructional strategies, or modifying the developed product to demonstrate understanding. Student groupings will change in classes periodically depending on the activity level and ability level. Teachers will integrate formative assessments throughout activities to make adjustments. Continuously assessing, reflecting, and adjusting content, process, and product enables teachers to best meet the needs of each individual student. For students receiving targeted intervention, for example those receiving Tier 2 or Tier 3 support, the decision -making process will be more formal. After every 3-4 intervention sessions there will be an analysis of the progress monitoring to determine the success of the intervention. After 6 -8 -weeks there will be a meeting to analyze the data to determine if the student needs to continue with the intervention, if the intervention needs to be modified, or if the student has met their goals and no longer needs the intervention. Time frames may be adjusted based on LEA guidelines. Differentiated Instruction CSUSA Schools will follow the belief that differentiated instruction includes: ➢ A teacher's response to student needs ➢ The recognition of students' varying background knowledge and preferences ➢ Student -centered instruction that addresses students' differences ➢ A blend of whole -group and small -group instruction. Research states that teachers can differentiate in various ways: with the content students are learning; the process or environment in which the material is being taught; and the product that is developed to demonstrate learning. Teachers will take into consideration the students' readiness for learning, their interest, and their learning profiles. Research- based best practices with regard to differentiating include: ➢ For student readiness: focusing on the standard for the content being taught and the objective that must be mastered, but content may be at various levels (i.e. students may read higher -level text yet still master the same standard as students reading on- level text). ➢ For student interest: allowing students to choose from a list of options of how they will demonstrate mastery (i.e. some students may complete a project, whereas others might write an essay). ➢ For student learning profile: addressing various individual student differences in learning styles (i.e. students that are tactile learners can use manipulatives, whereas students who are visual learners can use pictures). Using assessments describe previously in the plan, students will be assessed at the beginning of the school year to determine basic reading development and to detect the presence of any difficulty. Based on the instructional implications of the diagnostic screening, students will be provided instruction to meet their individual needs with an emphasis on cooperative learning and small group instruction. Cooperative groups are flexible based on progress monitoring of reading skills. The reading lesson segments can incorporate differentiated texts —for on -level, advanced, below- level, and ELL students. Teachers will utilize various rigorous and standards -based center resources to engage students in reading activities to deepen their understanding of reading skills through hands-on activities, the use of manipulatives (i.e. word sorts, letter tiles, and dry erase boards), and integration of technology (i.e. listening centers, Reading Plus). CSUSA K-12 Reading Plan - Board Approved 17 To further enhance learning for those students who are higher -level, including gifted learners, CSUSA Schools will emphasize using higher -order thinking skills and higher -order tasks to challenge the students. These tasks are utilized as students master concepts and deepen their understanding, and ultimately will benefit all levels of learners. The activities are to enrich college -ready skills, such as problem -solving, critical thinking, synthesizing, analysis, connections, creativity, metacognition, evaluation of decision - making, and transferring knowledge. Not only can these be applied within the reading program, but also across all content areas. Examples of higher -order activities that can be utilized include, but are not limited to: • Cooperative learning groups • Student -created artifacts • Cross -curricular proj ects • Inductive learning • Real -world application projects • Circle of knowledge • Evaluations and Critiques • Research projects • Debates • Mock trials Specification 4: Reading Text Materials and Resources ➢ 4.1 Materials Aligned with Student Reading Levels ➢ 4.2 Comprehensive Instructional Materials ➢ 4.3 Wide Assortment of Diverse Text ➢ 4.4 Flexible Use of Text ➢ 4.5 Appropriate Use of Technology The Comprehensive Core Reading Plan (CCRP) Materials: CSUSA Schools will use Benchmark Education (K-5) and MHE Study Sync (6-12). As all reading resources are consistently reviewed and evaluated, these choices may change in the future if new, more effective, research -based resources are determined. As stated previously, these proposed programs include a range of diverse print and media aligned with the Florida's BEST Standards. Within the programs there are diagnostic assessments, leveled texts, intervention and supplemental resources, as well as various other components to meet the needs of all students. Accompanying instructional materials such as workshop kits and decodable books, will be used for differentiated instruction during the K-5 90 -minute ELA block, and during the regularly scheduled double block of middle school ELA as illustrated on the sample student schedules in this document. This integrated reading and ELA block will infuse reading instruction for all students through the use of research -based strategies such as close reading experiences and novel studies with the use of exemplar texts. The increase in complexity will be accomplished by exposing students to authentic texts. Students will have the opportunity to utilize these resources at school and at home. CSUSA K-12 Reading Plan - Board Approved 18 Supplemental Intervention Reading Program (SIRP) Materials CSUSA Schools will meet the individual needs of students during the school day. The schedules outlined in this plan show additional minutes outside of the uninterrupted 90- minutes of core reading instruction through the Supplemental Intervention Reading Program. Based on classroom and benchmark data, students will receive additional instruction and practice on identified skills. Teachers will provide additional instruction outside of the 90 -minute ELA block in times such as the RtI block, through content area integration, during enrichment activities, and any other opportunity, to support student achievement of individual learning goals. A comprehensive list of programs, materials and resources for SIRP is detailed in Attachment A. See the school addendums for the list of resources utilized by individual schools, along with descriptions of how the programs are implemented. Individual schools are not limited to the resources listed in Attachment A. CSUSA is dedicated to increase the resources and materials used to support SIRP at the 6-12 grade levels. Comprehensive Intervention Reading Programs (CIRP) Materials: CSUSA Schools will meet the individual needs of students who, based on diagnostic data, have been identified to have significant skill deficiencies, and/or read one or more years below grade level, these students will be given additional instructional minutes using an evidence -based intervention program. In addition to SIRP intervention, students will receive this additional instruction outside of the regularly scheduled ELA block, in a small - group setting, with more frequent progress monitoring, to ensure accelerated progress toward grade level expectations. Various materials and strategies will be utilized to aid those students needing extra support in meeting and exceeding a year's worth of learning. A comprehensive list of programs, materials and resources for CIRP is detailed in Attachment A. See the school addendums for the list of resources utilized by individual schools, along with descriptions of how the programs are implemented. Individual schools are not limited to the resources listed in Attachment A. CSUSA is dedicated to increase the resources and materials used to support CIRP at the 6-12 grade levels. Attachment C demonstrates a sample of the decision -making process through which students are identified for strategic or intensive support. For students who have not responded to a specific reading intervention delivered with fidelity and with the initial intensity (time and group size) provided, reading intervention instruction and/or materials will be changed based on student data. Also, reflected in Attachments A and B are examples of materials that may be utilized during the intervention process. Listed materials will be utilized as the resource, such as FCRR, for research -based reading acquisition strategies. When students are not responding to an intervention their supports are increased, and/or the intervention being used is changed. Assessment and progress monitoring is continued in order to determine and target the deficiency. Summer Reading Academy In accordance with Florida Statute 1008.25(7)(a)&(7)(b), the purpose of the Third Grade Summer Reading Academy, usually provided by the local school district, is to provide extended instructional services and support to students who score Level 1 on the Grade 3 statewide, standardized ELA/Reading assessment, by providing them with extended intensive interventions that must include effective instructional strategies, and appropriate teaching methodologies necessary to assist those students in becoming successful readers, able to read at or above grade level, and ready for promotion to the next grade. CSUSA K-12 Reading Plan - Board Approved 19 Family Engagement CSUSA schools prioritize meaningful parent engagement and actively encourage families to be involved in the development of early literacy skills. Schools provide multiple opportunities for parents and guardians to engage in their child's academic growth, including, but not limited to, required parent volunteer hours, curriculum nights and informational sessions, Parent Universities, literacy nights, and/or student -led conferences. Schools also share literacy supports and resources available to families through programs such as the New Worlds Reading Initiative and Just Read, Florida! to further support reading development at home. In accordance with Florida Statute 1008.25, schools also ensure ongoing communication with families regarding student reading progress and intervention needs. Parents are provided with all required notifications, including substantial deficiency letters with an Individualized Progress Monitoring Plan (IPMP), and other literacy -related communications to ensure families remain informed partners in supporting student achievement and reading proficiency. CSUSA K-12 Reading Plan - Board Approved 20 Attachment A Evidence -Based Intervention Resources, Programs, and Materials Examples of Evidence -Based Assessments Additional evidence —based assessments may be used at the individual school level. NWEA MAP Growth (K-12) Screening up to 3 times per year NWEA Reading Fluency (K-5) Screening, Diagnostic and/or Progress Monitoring up to 3 times per year STAR Early Literacy/Reading State Assessments (K-2) Screening 3 times per year Benchmark Education, MyFocus (K-5) Progress Monitoring Ongoing, as needed Read 180 Progress Monitoring Ongoing, as needed DIBELS (through 8th grade) Diagnostic/Progress Monitoring Ongoing, as needed Easy CBM (K-12) Diagnostic/Progress Monitoring Ongoing, as needed FAST Progress Monitoring (3-10) Progress Monitoring 2 times per year, plus summative FAST DAR (K-12) Diagnostic/Progress Monitoring Ongoing, as needed i-Ready (K-8) Screening/ Diagnostic 1 to 3 times per year Examples of Evidence -Based Reading Intervention Resources, Programs, and Materials Additional evidence -based programs, resources and materials may be used at the individual school level. Lexia Core 5 K-5 x x x x x x Lexia Power Up 6-12 x x x x i-Ready K-8 x x x x Reading Horizons K-12 x x x x x x Read 180 3-12 x x x x x 95 Percent Group K-6 x x x x x x Benchmark Phonics Intervention K-5 x x x x x x Edgenuity MyPath K-12 x x x x x STARI 6-8 x x FCRR K-12 x x x x x x Scholastic Reading Kits K-5 x x x x x x Magnetic Reading Foundations K-2 x x x Imagine Language & Literacy K-6 x x x x Wordly Wise K-12 x Sounds Sensible K-4 x x Really Great Reading HD Word 3-12 x x x x Really Great Reading Blast K-2 x x x Exact Path K-12 x x x x x x Spire K-8 x x x x x x Max Scholar/Orton Gillingham K-12 x x x x x x CSUSA K-12 Reading Plan - Board Approved 21 Heggerty K-12 x x Corrective Reading 3-12 x x x SIPPS 1-5 x x x x Wilson Fundations K-3 x x x x Wilson Reading 3-12 x x x x x UFLI K-5 x x x x Reading Plus 3-12 x x x Amira Learning K-5 x x x x x x *See school specific addendums for details. The evidence -based resources above support all students, including multilingual learners and those with disabilities, in addressing reading skill gaps. Educators must collaborate to avoid duplicative instruction. CSUSA K-12 Reading Plan - Board Approved 22 Attachment B Data -Driven Decision -Making Tree & Guidance Start Here: Administer a diagnostic reading assessment No to identity the specific reading deficiency. I Identify Students who demonstrate a Has the student been given a d agnostic P substantial reading deficiency, according reading assessment to identify the specific to the universal screener. reading deficiency? Stand-alone Diagnostics: Screeners: NWEA Reading Fluency NWEA yes DIBELS STAR DAR i-Read i-Ready Based on the diagnostic assessment analysis (determining the need in any ofthe following areas: Phonological awareness, phonics, Fluency, vocabulary, or comprehension), provide immediate targeted intervention in small groups of students with the same deficiency. Interventions: Corrective Reading(SRA), Lexia (Cor 5), Heggerty, i-Ready, Phonics for Reading, FCRR, Orton Gillingham, SIPPS, SPIRE, Magnetic Reading Reap Reading Wilson Progress Monitoring**: Easy CBM; DIBELS, NWEA Skills I Checklist; NWEA Reading Fluen , DAR, STAR 11 I Interventions: •Lexia (Cores), i-Ready, Phonics farReading, FCRR, Heggerty, Orton Gillingham, SIPPS, SPIRE, •�mn' Magnetic Reading Really Great •Great Reading Wilson • Interventions: Corrective Reading(SRA), Lexia 1 [Cores) Reading Horizons, Phonics For Reading, START, FCRR, Dreambox Readin Orton •SIPPS, • g •Gillingham, SIPPS, SPIRE, Magnetic Reading, Read 180, Really Great Reading, Wilson I r1 Interventions: Lexia [Cure 5), Lexia Power Up, FCRR, i-Ready, Edgenuity My Path, Reading Horizons, Orton Gillingham, SPIRE,M etic Readin g Read 180, Really Great Reading Wilson 'Progress Possible Interventions: Corrective Reading (SRA), Lexia (Care S), Lexia Power Up, Phonics for Reading, START, FCRR, i-Ready, oreamhox Reading, Edgenuity My Path, Orton Gillingham, Reading Horizons, SPIRE, Magnetic Reading Read 180, Achieve 3000, Really Great Reading. Wilson Progress Monitoring'*: Easy CBM: DIBELS, DAR, NWEA Skills Checklist; NWEA Reading Fluency,• STAR Progress Monitoring": Easy CBM, DAR, DIBELS, NWEA Reading Fluency Monitorng•*:I Easy CBM; DAN. DIBELS, Read 180, STA FAST Progress Monitoring**: Easy CBM; DAR, DIBELS, Read 180, I STAR, FAST `Response to Intervention (Rtl) includes multilingual learners and students with disabilities **Additional progress monitoring tools may be used to align with intervention programs CSUSA K-12 Reading Plan - Board Approved 23 Data -Driven Decision Making Guidance Kindergarten — 2nd Grade Exceeds Grade On Grade Approaching Below Grade Substantial level level level Deficiency Strategic Intensive Instructional Instructional Plan Required Plan Required Tiered Tier 1 + Tier 1 Tier 1 with Tier 1 + Tier 2 Tier 1 + Tier 2 Instruction Enrichment/ monitoring + Tier 3 (Tier 1 includes Acceleration differentiation) NWEA MAP Above 80th 50th Percentile 21St Percentile 10th Percentile Below 10th Universal Percentile — —49th — Percentile Screener 79th Percentile Percentile 20th Percentile NWEA Map Exceeds Meets Meets Approaching Below Reading Fluency FAST Early N/A N/A N/A 10th — 20th Below 10th Literacy/Readi Percentile Percentile ng Instructional • 90 -minute • 90 -minute • 90 -minute • 90 -minute • 90 -minute Minutes uninterrupt uninterrupt uninterrupt uninterrupt uninterrupt Required ed ELA ed ELA ed ELA ed ELA ed ELA block block block block block • 30 -minute • 30 -minute • 30 -minute • 30 -minute • 30 -minute additional additional additional additional additional block for block for block for block for block for ELA ELA ELA ELA ELA instruction instruction instruction instruction instruction • 30 -minute • 30 -minute interventio interventio n block n block 2/week 2/week • 30 -minute intensive interventio n block 3/week Additional Notes/Considerations: Students with ELL Plans and/or IEPs must still participate in all tiers of instruction based on the data. Click HERE for statute 1008.25, referencing substantial reading deficiencies. CSUSA K-12 Reading Plan - Board Approved 24 Eligibility Criteria and next steps for K-2 IF Below 10th Below 10th Between 10th Above 20th Above 20th Percentile Percentile — 20th Above 20th Percentile on Percentile on on Universal on Universal Percentile on Percentile on Universal Universal Screener & Screener & Universal Universal Screener & Screener & Below on Above on Screener & Screener & Approaching Meets/Exceeds NWEA Map NWEA Map Approaching Below on on NWEA on NWEA Map Reading Reading or Below on NWEA Map Map Reading Reading Fluency Fluency NWEA Map Reading Fluency Fluency Reading Fluency Fluency Then Administer Administer Administer Administer Look at No additional Diagnostic Diagnostic Diagnostic Diagnostic additional steps needed Assessment Assessment Assessment Assessment data available, consider testing conditions & implement a monitoring plan CSUSA K-12 Reading Plan - Board Approved 25 3rd Grade Exceeds On Grade level Approaching Below Grade Substantial Grade level level Deficiency Tiered Tier 1 + Tier 1 Tier 1 with Tier 1 + Tier 2 Tier 1 + Tier 2 + Instruction Enrichment/ monitoring Tier 3 Tier 1 includes Acceleration differentiation NWEA MAP Above 80th 50th Percentile — 30th — 49th 21st — 29th Below 20th Universal Percentile 79th Percentile Percentile Screener Instructional • 90 -minute • 90 -minute • 90 -minute • 90 -minute • 90 -minute Minutes uninterrup uninterrupte uninterrupte uninterrupte uninterrupte Required ted ELA d ELA block d ELA block d ELA block d ELA block block • 30 -minute • 30 -minute • 30 -minute • 30 -minute • 30 -minute additional additional additional additional additional block for block for block for block for block for ELA ELA ELA ELA ELA instruction instruction instruction instruction instruction • 30 -minute • 30 -minute intervention intervention block block 2/week 2/week • 30 -minute intensive intervention block 3/week Students who score a level 1 on FAST Reading, but above the 30th percentile on NWEA, should be considered for administration of NWEA MAP Fluency (or another screening tool) to determine eligibility for a Diagnostic Assessment Additional Notes/Considerations • Students with ELL Plans and/or IEPs must still participate in all tiers of instruction based on the data • Click HERE for statute 1008.25, referencing substantial reading deficiencies. Eligibility Criteria and next steps for 3rd grade IF Below 20th Between 21St — 29th Above 30th Percentile on Above 30th Percentile on Percentile on Percentile on Universal Screener & Level Universal Screener & 3+ on Universal Screener Universal Screener 1 or 2 on ELA state ELA state assessment assessment Then Administer Administer Look at additional data No additional steps needed Diagnostic Diagnostic available, consider testing Assessment Assessment conditions, administer NWEA Map fluency to determine if a Diagnostic Assessment is needed CSUSA K-12 Reading Plan - Board Approved 26 4t" & 5th Grade Exceeds Grade On Grade level Approaching Below Grade Substantial level level Deficiency Strategic Intensive Instructional Instructional Plan Required Plan Required Tiered Tier 1 + Tier 1 Tier 1 with Tier 1 + Tier 2 Tier 1 + Tier 2 + Instruction Enrichment/ monitoring Tier 3 (Tier 1 includes Acceleration differentiation) NWEA MAP Above 80th 50th Percentile — 21St Percentile — 10th — 20th Below 10th Universal Percentile 79th Percentile 49th Percentile Percentile Percentile Screener Instructional • 90 -minute • 90 -minute • 90 -minute • 90 -minute • 90 -minute Minutes uninterrupted uninterrupted uninterrupted uninterrupted uninterrupted Required ELA block ELA block ELA block ELA block ELA block • 30 -minute • 30 -minute • 30 -minute additional additional additional block for block for block for ELA ELA ELA instruction instruction instruction • 30 -minute • 30 -minute intervention intervention block 2/week block 2/week • 30 -minute intensive intervention block 3/week Students who score a level 1 on FAST Reading, but above the 20th percentile on NWEA, should be considered for administration of NWEA MAP Fluency (or another screening tool) to determine eligibility for a Diagnostic Assessment Additional Notes/Considerations • Students with ELL Plans and/or IEPs must still participate in all tiers of instruction based on the data Eligibility Criteria and next steps for 4th and 5th grades IF Below 20th Above 21St Percentile on Universal Above 21St Percentile on Percentile on Screener & Level 1 or 2 on FAST Reading Universal Screener & 3+ on Universal Screener FAST Reading Then Administer Look at additional data available, No additional steps needed Diagnostic consider testing conditions, and/or Assessment administer NWEA Map fluency (or alternative) to determine if a Diagnostic Assessment is needed. CSUSA K-12 Reading Plan - Board Approved 27 6th Grade — 8th Grade Exceeds Grade On Grade Approaching Below Grade Substantial level level level Deficiency Strategic Intensive Instructional Instructional Plan Plan Required Required Tiered Tier 1 + Tier 1 Tier 1 with Tier 1 + Tier 2 Tier 1 + Tier 2 + Instruction Enrichment/ monitoring Tier 3 (Tier 1 includes Acceleration differentiation) NWEA MAP Above 80th 50th 21st Percentile 10th Percentile — Below 10th Universal Percentile Percentile — — 20th Percentile Percentile Screener 79th 49th Percentile Percentile Instructional • 50 -minute • 50- • 50 -minute • 50 -minute • 50 -minute Minutes minimum minute minimum minimum minimum ELA Required ELA block minimum ELA ELA block block ELA block • 30 -minute • 30 -minute block intervention intervention block 2/week block 2/week • 30 -minute intensive intervention block 3/week Students who score a level 1 on FAST Reading, but above the 20th percentile on NWEA, should be considered for administration of NWEA MAP Fluency (or another screening tool) to determine eligibility for a Diagnostic Assessment Additional Notes/Considerations • Students with ELL Plans and/or IEPs must still participate in all tiers of instruction based on the data Eligibility Criteria and next steps for 6th grade — 8th grade IF Below 20th Percentile Above 21St Percentile on Universal Above 21St Percentile on Universal on Universal Screener Screener & Level 1 or 2 on FAST Screener & 3+ on FAST Reading Reading Then Administer Diagnostic Look at additional data available, No additional steps needed Assessment consider testing conditions, and/or administer NWEA Map fluency (or alternative) to determine if a Diagnostic Assessment is needed. CSUSA K-12 Reading Plan - Board Approved 28 9t" Grade and Beyond Exceeds Grade On Grade Approaching Below Grade Substantial level level level Deficiency Strategic Intensive Instructional Instructional Plan Plan Required Required Tiered Tier 1 + Tier 1 Tier 1 with Tier 1 + Tier 2 Tier 1 + Tier 2 + Tier Instruction Enrichment/ monitoring 3 (Tier 1 includes Acceleration differentiation) NWEA MAP Above 80th 50th 21st Percentile 10th Percentile — Below 10th administered Percentile Percentile — — 20th Percentile Percentile to FAST level 1 79th 49th Percentile & 2 students Percentile Instructional • 50 -minute • 50 -minute • 50 -minute • 50 -minute • 50 -minute Minutes minimum minimum minimum minimum ELA minimum ELA Required ELA block ELA ELA block block block block • 30 -minute • 30 -minute intervention intervention block 2/week block 2/week • 30 -minute intensive intervention block 3/week Students who score a level 1 on FAST Reading, but above the 20th percentile on NWEA, should be considered for administration of NWEA MAP Fluency (or another screening tool) to determine eligibility for a Diagnostic Assessment Additional Notes/Considerations • Students with ELL Plans and/or IEPs must still participate in all tiers of instruction based on the data Eligibility Criteria and next steps for 9th grade and beyond IF Level 1 or 2 on FAST Below 20th Percentile on Prior Level 3+ on FAST Reading Reading NWEA MAP Reading data Then Administer NWEA Administer Diagnostic No additional steps needed MAP Reading Assessment IF Below 20th Percentile on NWEA MAP Reading THEN Administer Diagnostic Assessment CSUSA K-12 Reading Plan - Board Approved 29 Charter Schools USA Comprehensive Evidence -Based Reading Plan Assurances and Signature Page Assurances (Rule 6A -6.053(8)(b)2., F.A.C.) Comprehensive Evidence -Based Reading Plan (CERP) Assurances: Initial next to each assurance (a.—i.). The Governing Board assures the following: Initials Assurance a. All reading instruction and professional learning is grounded in the science of reading; uses instructional strategies that includes phonics instruction for decoding and encoding as the primary strategy for word reading; and does not employ the three -cueing system model of reading or visual memory as a basis for teaching word reading. b. All students identified with a substantial deficiency in reading are covered by an individualized progress monitoring plan that meets the requirements of s. 1008.25(4)(c), F.S., to address their specific reading deficiency, unless they have an IEP or 504 plan that addresses their reading deficiency, or both in accordance with Rule 6A -6.053(6)(c). F.A.C. c. All intensive reading interventions provided in Summer Reading Camps to students in grade 3 who score Level 1 on the statewide, standardized ELA assessment are delivered by instructional personnel who are certified or endorsed in reading and rated highly effective as determined by the teacher's performance evaluation under s. 1012.34, F.S. All other intensive reading interventions are delivered by instructional personnel who are certified or endorsed in reading, or by instructional personnel who possess the elementary or secondary literacy micro -credential and who are supervised by an individual certified or endorsed in reading. d. Each school has a literacy leadership team consisting of a school administrator, literacy coach, media specialist and a lead teacher, as applicable. N/A N/A N/A h. Time is provided for teachers to meet weekly for professional learning, including lesson study and professionallearnin communities. i. The CERP will be shared with stakeholders, including school administrators, literacy leadership teams, literacy coaches, classroom instructors, support staff and parents. Local Educational Agency Chief Executive Officer or Authorized Representative (Printed Name): Signature: Date: 6/18/26 CSUSA K-12 Reading Plan - Board Approved 30 4.10 CHARTER SCHOOLS USA Effective Date: 202.4-2027 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 DistrictEvalSysEO(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: 202.4-2027 SBR 6A-5.030 Form IEST2018 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................................................................................ 11 C. Performance of Students............................................................................................ 11 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: 202.4-2027 SBR 6A-5.030 Form IEST2018 11 Part I: Evaluation System Overview In Part 1, 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: 202.4-2027 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: 202.4-2027 SBR 6A-5.030 Form IEST2018 6 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. •J1p1vl r mi rp'Tfl fl1h'ITTfl I, 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 Teacher Induction (NTI) — Face to face delivery of materials and content, Classroom 2-3 weeks prior to virtual, on demand training, handouts, emails and on - Teachers school site professional development. _starting 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: 202.4-2027 SBR 6A-5.030 Form IEST2018 7 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. r�flLIJI All Classroom and Non -Classroom Instructional staff members, hired before or after the beginning of the school year Frequency can Frequency of non -evaluative range from observations is differentiated by Immediately in the online evaluation weekly to a teacher needs, as determined by platform. minimum of deliberate practice plans, student data quarterly. and other informal observations. 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. I, 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 20th 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: 202.4-2027 SBR 6A-5.030 Form IEST2018 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: 202.4-2027 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).1.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. 1 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: 202.4-2027 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 Effectiv 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 coals 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: 202.4-2027 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)1., 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: 202.4-2027 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 Progress—NWEA 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: 202.4-2027 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% 2 - Needs Improvement 20% - 40% 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 2024-25 & 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 calculation4. 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.' 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://renaissance.widen.net/s/kvmgdnwszz/fast-k-2-benchmark-reporting Effective Date: 202.4-2027 SBR 6A-5.030 Form IEST2018 14 Star Early Literacy Concordance Table Level 1 Level 2 Level 3 Level 4 Level 5 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 1 Level 2 Level 3 Level 4 Level 5 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 1 Level 2 Level 3 Level 4 Level 5 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% 2 - 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/iReady MAP/iReady 2025-26 FAST/STAR FAST/STAR MAP/iReady 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: 202.4-2027 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. D. Summative Rating Calculation In this section, the district shall provide the following information regarding the calculation of summative 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 available7) 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. 8 Pursuant to Florida statute 1012.01(3)(a). Effective Date: 202.4-2027 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).1.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: 202.4-2027 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). ii1I FTflFlorida i i Practice I ' Evaluation Indicators 1. Instructional Design and Lesson Planning Applying concepts from 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 com etencies. 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, S 27 c. Conveys high expectations to all students; 8, 9, 10, 11, 18, 31 d. Respects students' cultural linguistic and family background; 6 7, 13 e. Models clear, acceptable oral and written communication skills; 10, 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 hi h- uali communication interactions and achieve their educational_goals. 15 22 ' Creates a classroom environment where students are able to demonstrate resiliency as outlined in Rule 6A-1.094124, F.A.C 9 1 Q 3. Instructional Delivery and Facilitation The effective educator consistently utilizes a deep and comprehensive knowledge of the subect 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; 7 14 21 ' c. Identify gaps in students' subject matter knowledge; 23 24 d. Modify instruction to respond to preconceptions or misconceptions; 11, 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, 10, 16, 21 g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding; 10' 16, 17, 21, 23 h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; 8 10 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. 23, 24 Effective Date: 202.4-2027 SBR 6A-5.030 Form IEST2018 II 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, 26 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, 32 33 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 3,1 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) 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) 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. i Teaching Assignment Assessment(s) Performance Standard(s) 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 spring/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 spring/PM3. Effective Date: 202.4-2027 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 •rabaaat .brr- k1�� A J 00:00IwI Aegtrhr Oberti.enwn v 0 ox v U w o, .. Ca v 0 D7 0 w %'0 na i�l>irri WSW r.,.r o�w ,pi 0a�.anl: vrdt Mw,opnd Law,w,p ErMrvr.na�t �Y 11�lLY I MYIr. ,.<ewa a.a.w.« w•*mow—,. �w.ro, w+�uv� waMbnr, v.a.vy nr um,p..+oa�n u_wma arv.gfa moa wrwmr -rvq vvaWvvOr.. rw vrrd.ww T err Mawgw+rw�.,1 wwc Vo++9 O a�uewt er Xo111Yq p.V�.vW GVMaevq hW'y F*rvas9 O _.-. avavry w. a.s.p,b a.m.n"Z- 1-- Wn r�w.r�u�lvq ru at T. ' wburwwvaamp.� v..n.rbe.. rt.espyM �NV wm �alf.nrv.� veap.© tl�wvrOVm,vm�u��'.iuw sr.capyWinrww.aw trtrwgoa:..wmgtm. 6..aw.ao.nwrwn,>m.-ewrwpte ��f rr.Mw TaV Paumrtan.. wc� a�.roaµ tt'aFVmrraay.ar.ava mtti,o�q 1 wn ttivv�a�u,+expa DPP Score Summary Sandbox CCA - Deliberate Pro Lice PIor Final Scoring Example Effective Date: 202.4-2027 SBR 6A-5.030 Form IEST2018 23 Find Evolvatee v Dashboards v Reports Support Y . USADocs v Utt1tues V Wh 0 You hove a ticket response waiting for you in your Support Tickets List A J - Teachers - FL Location, Charter School Assigned Evaluator{s)'. J (Primary). D This document has not been viewed by the staff member View Full PDF - Delete Finalization. Employee Effectiveness Rubric Not Yet 550% Nor Yet - - . .. Assigned Assigned Deliberate Practice Plan 0.00 20.0% 0.00 Student Performance Measure-. 0.00 450% 0.00 5.05 50 4.00 Highly Effective 1.65 to 3.04 Effective 1.15 to 1.64 Needs Improvement/Developing less than 1.15 Unsatisfactory Final Evaluator Comments Effective Date: 202.4-2027 SBR 6A-5.030 Form IEST2018 CHARTER SA - 46 School Administrator Evaluation System 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-2026, is incorporated by reference in Rule 6A-5.030, F.A.C., effective May 2026. 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 DistrictEval SysEQgfldoe. 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. Page 2 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Table of Contents Part!: Evaluation System Overview.......................................................................................... 4 Part II: Evaluation System Requirements................................................................................. 4 PartIII: Evaluation Procedures................................................................................................ 6 PartIV: Evaluation Criteria....................................................................................................... 8 A. Instructional Leadership......................................................................................... 8 B. Other Indicators of Performance........................................................................ 10 C. Performance of Students..................................................................................... 10 D. Summative Rating Calculation.......................................................................... 13 Appendices...................................................................................................................................14 Appendix A — Evaluation Framework Crosswalk......................................................... 14 Appendix B — Observation Instruments for School Administrators ............................... 21 Appendix C — Student Performance Measures............................................................. 24 Appendix D — Summative Evaluation Forms................................................................ 25 Page 3 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Part 1: 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 11: Evaluation System Requirements In Part 1L, 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 principals and assistant principals include indicators based on each of the role -specific descriptors of the Florida Educational Leadership Standards (FELS) 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. ► 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. Page 4 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System ► 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. Page 5 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Part III: Evaluation Procedures In Part III, 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. i nnually in May -June. dministrators will be informed of the criteria, data s well as ongoing sources, methodologies, and procedures associated with raining monthly. he evaluation process during the annual leadership Assistant Principals conference held in June. There will be ongoing maintenance training throughout the year at monthly leadership meetings. nnually in May -June. dministrators will be informed of the criteria, data s well as ongoing sources, methodologies, and procedures associated with raining monthly. he evaluation process during the annual leadership Principals conference held in June. There will be ongoing maintenance training throughout the year at monthly leadership meetings. 2. Pursuant to section 1012.34(3)(a)3., F.S., evaluation criteria for instructional leadership must include indicators based upon each of the FELS adopted by the State Board of Education. In the table below, describe when and how evidence of demonstration of the FELS is collected. I Frequency can range from weekly to a minimum of quarterly. Leaders are differentiated by Assistant Principals eeds, as determined by development plans, student data and other informal observations. Frequency can range from weekly to a minimum of quarterly. Leaders are differentiated by Principals ieeds, as determined by development 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, PPE/APPE tool, email, verbal feedback or one on one professional development. 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, PPE/APPE tool, email, verbal feedback or one on one professional development. Page 6 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System 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. Page 7 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System 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 CSUSA, instructional leadership accounts for 100% of the school administrator performance evaluation. 2. Description of the step-by-step calculation for determining the instructional leadership rating for school administrators, including performance standards for differentiating performance. Princinal/Assistant Principal Performance Evaluation The Charter Schools USA family of schools has developed the Leadership Evaluation System for 2023- 2024 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 Principal/Assistant Principal Performance Evaluation (PPE/APPE) instrument which is based on the research of Robert J. Marzano and is 100% in alignment with the Florida Principal Leadership Standards and the National Educational Leadership Preparation Program Standards. Specifically, the research base for the PPE/APPE 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 ofLeadership. Nashville, Tennessee: Thomas Nelson, Inc. 2007 Leading Faculty Development for Instructional Improvement • Marzano, Robert J. What Works in Schools: Translating Research into Action. Arlington, Virginia: Association for Supervision and Curriculum Development, 2003 • 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 Educational Leadership Standards, the PPE/APPE is designed to draw on and incorporate educational Page 8 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System 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 50 elements within the PPE/APPE that measure administrator proficiency on the host of skills and tasks necessary to lead a school, its faculty and students, to success in improving. Instructional Leadership Evaluation Framework Principal/Assistant Principal Performance Evaluation With domains organized according to the Florida Educational Leadership Standards and aligned to the CSUSA strategic priorities: 1. Student Success in School and Life, 2. Teaching and Learning, 3. Equitable Opportunities and Outcomes, 4. Local Decision Making, 5. Operational Excellence, 6. Customer Service Culture, 7. Talent Development, 8. Resource Optimization, 9. Educational Solutions — the PPE/APPE's evaluation criteria reflect the comprehensive range of instructional leadership practices expected of each CSUSA leader and a balanced approach to quality and continuous improvement based on Robert S. Kaplan and David P. Norton's The Balanced Scorecard (1996). The 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. Evaluation Rating Criteria - Rating Labels The evaluator will utilize comprehensive rating labels that will ultimately translate to the four labels required by Florida statutes. The scale is as follows: • Level 4: Innovating (example: Leader has modeled exemplary implementation of...; Leader innovates schoolwide practices with continuous improvement; Leader is seen as a role model to others) • Level 3: Applying (example: Leader is directly involved in the implementation of...; Leader regularly monitors effective school practices;) • Level2: Developing/Beginning (example: Leader is somewhat involved in the implementation of...; Leader struggles with full implementation and/or monitoring the effectiveness in this area.) • Level 1: Not Observed (example: Leader demonstrates little or no evidence of involvement in the implementation of...; Leader demonstrates little or no evidence of implementation or monitoring in this area.) Computation of Final PPE/APPE Score: • Step 1: Rate observed elements (indicators) at each of the following levels: Innovating (4), Applying (3), Developing/Beginning (2), Not Observed (1) • Step 2: To calculate each of the 8 "Domain Scores," indicators will be averaged within each domain. *Each Domain score will range from 1 to 4. • Step 3: The 8 Domain scores will be equally weighted (12.5%) to calculate the final PPE/APPE score. *Each Final score will range from 1 to 4. Please see Rubrics and weighting scales of the PPE/APPE above for indicator counts and domain weights. Page 9 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System The final PPE/APPE rating scale is as follows: Highly Effective 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 and overseen by Charter Schools USA with final approval by the leader's Deputy Director and State Superintendent. CSUSA Deputy 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 PPE/APPE 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 maybe 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 performance standards 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 school administrator evaluations. Pursuant to section 1012.34(3)(a)1., 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 performance standards for differentiating performance. Page 10 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Student Performance Measures For the term of this plan (2026-2029), the three-year measure of Student Performance will be calculated as follows: • 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— including "newly hired" teachers and leaders, the School, pursuant to Florida Statute 1012.34, section 7 (b), will utilize three years of state and nationally normed growth data in math and ELA when available. Growth ratings will be assigned according to the FLDOE office of Accountability's Learning Gain calculation for all students school -wide. GROWTH 2024-25 & 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 leader 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.' 'https://renaissance.widen.net/s/kvj dg reporting Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Star Early Literacy Concordance Table Level1 vel2 Level3 Level4 Level5 Grade K Jan -75 76-94 95-113 114-123 124-133 134-146 147-161 At/Above 162 Grade 1 Jan -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 Level1 ;vel2 Level3 Level4 Level5 Grade K Jan -75 76-94 95-113 114-123 124-133 134-146 147-161 At/Above 162 Grade 1 Jan -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 Level1 !ve12 Level3 Level4 Level5 Grade K Jan -71 72-86 87-100 101-109 110-118 119-132 133-146 At/Above 147 Grade 1 Jan -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.2 The learning gains of 3rd graders will be evaluated using both the STAR FAST Equivalent scale and the FAST 3rd grade Math/ELA scale. The final percentage of students achieving a learning gain will determine a leader's final student performance score and the scale will align with published school letter grade ranges. The ranges below represent the historical grading scale. 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% 2 - Needs Improvement 32% - 40% 41% - 53% ≥ 54% 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. 2 https://www.fldoe.org/accountability/accountability ort g/school-grades/ Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System D. Summative Rating Calculation In this section, the district shall provide the following information regarding the calculation of summative evaluation ratings for school administrators. 1. Description of the step-by-step calculation for determining the summative rating for school administrators, including performance standards for differentiating performance. 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 assistant principal can earn a highly effective and an unsatisfactory summative performance rating respectively. LES Evaluation Criteria The LES evaluation criteria will be based on up to three years (when available2) of student academic growth, and current year instructional practice. The Principal/Assistant Principal Performance Evaluation (PPE/APPE) comprises 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 Principal/Assistant Principal Performance Evaluation (PPE/APPE) Score: 55% Details of the scoring and evaluation of leader performance on Student Performance Measures and the PPE/APPE are presented above in sections 1, and 2 respectively. Once Student Performance and PPE/APPE 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, with final determination by the leader's State Superintendent, Deputy Director, and Chief of schools, all of whom supervise school leaders. CSUSA State and Deputy 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. Per rule 6A-5.030.(3).(d).1.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. For leaders with less than 3 years of data, years available will be used. Please see section C. Performance of Students, for details. Pursuant to Florida statute 1012.34(3)(a)1. Page 13 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Appendix A — Evaluation Framework Crosswalks In Appendix A, the district shall include a crosswalk of the district's evaluation framework to each set of descriptors (i. e., assistant principal and school principal) of the Florida Educational Leadership Standards. i ractice Evaluation Indicators 1. Professional and Ethical Norms ffective educational leaders act ethically and according to professional norms to promote the academic success and well-being of all students. All school administrators: old self and others accountable to the Principles of Professional Conduct for the Education Profession in 47 lorida, pursuant to Rule 6A-10.081, F.A.C., and adhere to guidelines for student welfare, pursuant to section 1001.42(8), F.S., the rights of students and parents enumerated in sections 1002.20 and 1014.04, F.S., and state, local school, andgoverning boardpolicies; cknowledge that all persons are equal before the law and have inalienable rights, and provide leadership 48 hat is consistent with the principles of individual freedom outlined in section 1003.42(3), F. S.; ccept accountability for all students by identifying and recognizing barriers and their impact on the 49 academic success of students and the well-being of the school, families, and local community; and et ethically and professionally in personal conduct, relationships with others, decision making, stewardship 50 fthe school's resources, and all other aspects of leadership set forth in Rule 6A-5.080, F.A.C. . Vision and Mission ffective educational leaders collaborate with parents, students, and other stakeholders to develop, communicate, and enact a shared ision, mission, and core values to promote the academic success and well-being of all students. Assistant principals: ssist and support the alignment of the school vision and mission with district initiatives, State Board of 12 Education priorities, and current educational policies, Collaborate in the collection, analysis, and utilization of student academic data to help drive decisions that 13 support effective and rigorous classroom instruction focused on the academic development of all students; ollaborate, support, and model the development and implementation of a shared educational vision, 14 fission, and core values within the school community to promote the academic success and well-being of all students; ssist and support the development and implementation of systems to achieve the vision and mission of the 15 school — reflecting and adjusting when applicable; and Recognize individuals for contributions toward the school vision and mission. 16 3. School Operations, Management, and Safety Effective educational leaders manage school operations and resources to cultivate a safe school environment and promote the academic success and well-being of all students. Assistant principals: ollaborate with the school principal to manage the school's fiscal resources in a responsible and ethica 35 nanner, engaging in effective budgeting, decision making, and accounting practices; Collaborate with the school principal to manage scheduling and resources by assigning instructional 36 personnel to roles and responsibilities that optimize their professional capacity to address all students' earning needs; Page 14 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Practice Evaluation Indicators Organize time, tasks, and projects effectively to protect school personnel's work and learning, 37 s well as their own, to optimize productivity and student learning, Collaborate with school leaders to utilize data, technology, and communication systems to 38 deliver actionable information to improve the quality and efficiency of operations and management to include safety, climate, and student learning, tilize best practices in conflict resolution, constructive conversations, and management for 39 ill stakeholders related to school needs and communicate outcomes with school leaders; nform the school community of current local, state, and federal laws, regulations, and bes 40 practices to promote the safety, success, and well-being of all students and adults; Collaborate with the school principal to develop and maintain effective relationships with 41 feeder and connecting schools for enrollment management and curricular and instructional rticulation, Develop and maintain effective relationships with the district office and governing board; 42 ollaborate with the school principal to create and maintain systems and structures that43 promote school security to ensure that students, school personnel, families, and community re safe; Collaborate with the school principal to ensure compliance with the requirements for school 44 safety, as outlined in section 1001.54, F.S., section 1006.09, F.S., and Rule 6A-1.0017, Collaborate with the school principal to implement a continuous improvement model to 45 valuate specific concerns for safety and security within the school environment; and Collaborate with the school principal to create and implement policies that address and reduce 46 chronic absenteeism and out -of -school suspensions. I. Student Learning and Continuous School Improvement ffective educational leaders enable continuous improvement to promote the academic success and well-being of all tudents. Assistant principals: ssist with the implementation and monitoring of systems and structures that enable 1 nstructional personnel to promote high expectations for the academic growth and well-being f all students; Monitor and ensure the school's learning goals and classroom instruction are aligned to th 2 state's student academic standards, and the district's adopted curricula and K-12 reading lan, Collaborate with teachers and the school leadership team to create an evidence -based 3 intervention, acceleration, and enrichment plan focused on learning; Engage in data analysis to inform instructional planning and improve learning for all student 4 subgroups and minimize or eliminate achievement gaps; tilize comprehensive progress monitoring systems to gather a variety of student performanc 5 ata, identify areas that need improvement, and provide coaching to improve studen earning, Support and openly communicate the need for, process for, and outcomes of improvement 6 fforts, and Ensure and monitor the implementation of the Florida Educator Accomplished Practices as 7 described in Rule 6A-5.065, F.A.C., by all instructional personnel. Page 15 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Practice Evaluation Indicators . Learning Environment ffective educational leaders cultivate a caring, rigorous, and supportive school community that promotes the academic uccess and well-being of all students. Assistant principals: Collaborate with the school principal to maintain a safe, respectful, and student -centered 8 earning environment, Facilitate a comprehensive system that establishes a culture of learning, which includes 9 policies and procedures to address student misconduct in a positive, fair, and unbiased alnlel, Deliver timely, actionable, and ongoing feedback about instructional practices driven by 10 standards -aligned content to support and coach the development of instructional personnel's nowledge and skills; and Support instructional personnel to recognize, understand, and respond to student needs to 11 minimize or eliminate achievement gaps. 6. Recruitment and Professional Learning Effective educational leaders build the collective and individual professional capacity of school personnel by creating upport systems and offering professional learning to promote the academic success and well-being of all students. ssistant principals: ssist with hiring, developing, supporting, and retaining diverse, effective, and caring 21 instructional personnel with the professional capacity to promote literacy achievement and th academic success of all students, ttend to personal learning and effectiveness by engaging in need -based professional 22 earning, modeling self -reflection practices, and seeking and being receptive to feedback; Collaborate with the school principal to identify instructional personnel needs, including 23 standards -aligned content, evidence -based pedagogy, use of instructional technology, and da analysis for instructional planning and improvement, Collaborate with the school principal and content or grade -level leads to develop a school- 24 fide professional learning plan based on the needs of instructional personnel and students, and revise elements of the plan as needed, Collaborate with the school principal to develop school personnel's professional knowledge 25 and skills by providing access to differentiated, need -based opportunities for growth, guided y understanding of professional and adult learning strategies, Support the school principal in monitoring and evaluating professional learning linked to 26 istrict- and school -level goals to foster continuous improvement, ollaborate with the school principal to monitor and evaluate professional practice, an 27 provide timely, actionable, and ongoing feedback to instructional personnel that foster continuous improvement, Collaborate with the school principal to utilize time and resources to establish and sustain a 28 professional culture of collaboration and commitment to the shared educational vision, fission, and core values of the school with mutual accountability; and dhere to the professional learning standards adopted by the State Board of Education in 29 ule 6A-5.069, F.A.C., in planning and implementing professional learning, monitoring hange in professional practice, and evaluating impact on student outcomes. Page 16 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Practice Evaluation Indicators 7. Building Leadership Expertise ffective educational leaders cultivate, support, and develop other school leaders to promote the academic success and well- eing of all students. Assistant principals: Develop and support open, productive, caring, and trusting working relationships among 17 school and teacher leaders to build professional capacity and improve instructional practice riven by standards -aligned content, Collaborate with the school principal to cultivate a diverse group of emerging teacher leaders; 18 Develop capacity in teacher leaders and hold them accountable; and 19 I. Plan for and provide opportunities for mentoring new personnel. 20 . Meaningful Parent, Family, and Community Engagement ffective educational leaders utilize multiple means of reciprocal communication to build relationships and collaborate with arents, families, and other stakeholders to promote the academic success and well-being of all students. All school dministrators: nderstand, value, and employ the community's cultural, social, and intellectual context and 30 eso urces, Model and advocate for respectful communication practices between school leaders, parents, 31 students, and other stakeholders, Maintain high visibility and accessibility, and actively listen and respond to parents, students, 32 d other stakeholders, ecognize parents, students, and other stakeholders for contributions and engagement that 33 nhance the school community; and Utilize appropriate technologies and other forms of communication to partner with parents, 34 students, and families on student expectations and academic performance. Page 17 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Practice Evaluation Indicators 1. Professional and Ethical Norms ffective educational leaders act ethically and according to professional norms to promote the academic success and well-being of all tudents. All school administrators: old self and others accountable to the Principles of Professional Conduct for the Education Profession 47 ri Florida, pursuant to Rule 6A-10.081, F.A.C., and adhere to guidelines for student welfare, pursuant o section 1001.42(8), F.S., the rights of students and parents enumerated in sections 1002.20 and 1014.04, F.S., and state, local school, and governing board policies; cknowledge that all persons are equal before the law and have inalienable rights, and provid 48 eadership that is consistent with the principles of individual freedom outlined in section 1003.42(3), .S.; ccept accountability for all students by identifying and recognizing barriers and their impact on the 49 cademic success of students and the well-being of the school, families, and local community; and ct ethically and professionally in personal conduct, relationships with others, decision making 50 stewardship of the school's resources, and all other aspects of leadership set forth in Rule 6A-5.080, F.A.C. Vision and Mission ffective educational leaders collaborate with parents, students, and other stakeholders to develop, communicate, and enact a shared ision, mission, and core values to promote the academic success and well-being of all students. School principals: ollaborate with district and school leaders in the alignment of the school vision and mission with 12 district initiatives, State Board of Education priorities, and current educational policies; ollaborate with members of the school and community using academic data to develop and promote 13 ision focused on successful learning and the academic development of all students; ollaborate to develop, implement, and model a shared educational vision, mission, and core value 14 within the school community to promote the academic success and well-being of all students; Strategically develop and implement systems to achieve the vision and mission of the school — 15 eflecting and adjusting when applicable; and Recognize individuals for contributions toward the school vision and mission. 16 . School Operations, Management, and Safety IIIIIIIII ffective educational leaders manage school operations and resources to cultivate a safe school environment and promote the cad emic success and well-being of all students. School principals: Manage the school's fiscal resources in a responsible and ethical manner, engaging in effective 35 udgeting, decision making, and accounting practices, Manage scheduling and resources by assigning instructional personnel to roles and responsibilities that 36 ptimize their professional capacity to address all students' learning needs; Organize time, tasks, and projects effectively to protect school personnel's work and learning, as well as 37 heir own, to optimize productivity and student learning, Utilize data, technology, and communication systems to deliver actionable information to improve the 38 quality and efficiency of operations and management to include safety, climate, and student learning; Utilize and coach best practices in conflict resolution, constructive conversations, and management for 39 11 stakeholders related to school needs and communicate outcomes with school and district leaders; Page 18 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System i tice Evaluation Indicators form the school community of current local, state, and federal laws, regulations, and best practices to 40 romote the safety, success, and well-being of all students and adults; Develop and maintain effective relationships with feeder and connecting schools for enrollment 41 management and curricular and instructional articulation; Develop and maintain effective relationships with the district office and governing board; 42 Create and maintain systems and structures that promote school security to ensure 43 at students, school personnel, families, and community are safe, Ensure compliance with the requirements for school safety, as outlined in section 1001.54, F.S., section 44 1006.09, F.S., and Rule 6A-1.0017, F.A.C.; Utilize a continuous improvement model to evaluate specific concerns for safety and security within the 45 school environment; and Collaborate with district and school leaders to create and implement policies that address and reduce 46 hronic absenteeism and out -of -school suspensions. F. Student Learning and Continuous School Improvement ffective educational leaders enable continuous improvement to promote the academic success and well-being of all students. School rincipals: 'reate and maintain a school climate and culture of high expectations and enable school personnel to 1 support the academic growth and well-being of all students, nsure alignment of the school's learning goals and classroom instruction to the state's student academic 2 standards, and the district's adopted curricula and K- 12 reading plan; Develop a structure that enables school personnel to work as a system and focus on providing evidence- 3 ased intervention, acceleration, and enrichment that meet student needs; romote the effective use of data analysis with school personnel for all student subgroups and provid 4 oaching to improve student learning and minimize or eliminate achievement gaps; nsure all students demonstrate learning growth through a variety of ongoing progress monitoring data 5 s evidenced by student performance and growth on local, statewide, and other applicable assessments s stipulated in section 1008.22, F.S.; anage uncertainty, risk, competing initiatives, and the dynamics of change by providing support an 6 ncouragement, and openly communicating the need for, process for, and outcomes of improvemen fforts; and Ensure and monitor the implementation of the Florida Educator Accomplished Practices as described in 7 ule 6A-5.065, F.A.C., by all instructional personnel. Learning Environment ffective educational leaders cultivate a caring, rigorous, and supportive school community that promotes the academic success and ell -being of all students. School principals: Develop and maintain routines and procedures that foster a safe, respectful, and student -centered 8 earning environment, ultivate and protect a comprehensive system that establishes a culture of learning, which include 9 olicies and procedures to address student misconduct in a positive, fair, and unbiased manner; Deliver timely, actionable, and ongoing feedback about instructional practices driven by standards- 10 ligned content to support and coach the development of instructional personnel's knowledge and skills; and Provide opportunities for instructional personnel to recognize, understand, and respond to student needs 11 o minimize or eliminate achievement gaps. Page 19 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System 1 ractice Evaluation Indicators Recruitment and Professional Learning ffective educational leaders build the collective and individual professional capacity of school personnel by creating support systems nd offering professional learning to promote the academic success and well-being of all students. School principals: ecruit, hire, develop, support, and retain diverse, effective, and caring instructional personnel with the 21 rofessional capacity to promote literacy achievement and the academic success of all students; ttend to personal learning and effectiveness by engaging in need -based professional learning, modeling 22 self -reflection practices, and seeking and being receptive to feedback; dentify instructional personnel needs, including standards -aligned content, evidence -based pedagogy, use 23 f instructional technology, and data analysis for instructional planning and improvement, Develop a school -wide professional learning plan based on the needs of instructional personnel and 24 students, and revise elements of the plan as needed; Develop school personnel's professional knowledge and skills by providing access to differentiated, need- 25 ased opportunities for growth, guided by understanding of professional and adult learning strategies; Monitor and evaluate professional learning linked to district- and school -level goals to foster continuous 26 provement, onitor and evaluate professional practice, and provide timely, actionable, and ongoing feedback to assistant 27 principals and instructional personnel that fosters continuous improvement; Provide time and resources to establish and sustain a professional culture of collaboration and commitment 28 o the shared educational vision, mission, and core values of the school with mutual accountability; and dhere to the professional learning standards adopted by the State Board of Education in Rule 6A-5.069, 29 '.A.C., in planning and implementing professional learning, monitoring change in professional practice, nd evaluating impact on student outcomes. 7. Building Leadership Expertise ffective educational leaders cultivate, support and develop other school leaders to promote the academic success and well-being of ll students. School principals: Develop and support open, productive, caring, and trusting working relationships among school leaders 17 nd other personnel to build professional capacity and improve instructional practice driven by standards- ligned content; Cultivate current and potential school leaders and assist with the development of a pipeline of future 18 eaders; Develop capacity by delegating tasks to other school leaders and holding them accountable; and 19 Plan for and manage staff turnover and succession, providing opportunities for effective induction and 20 entoring of school personnel. . Meaningful Parent, Family, and Community Engagement ffective educational leaders utilize multiple means of reciprocal communication to build relationships and collaborate with parents, amilies, and other stakeholders to promote the academic success and well-being of all students. All school dministrators: nderstand, value, and employ the community's cultural, social, and intellectual context and resources; 30 Model and advocate for respectful communication practices between school leaders, parents, students, and 31 ther stakeholders, Maintain high visibility and accessibility, and actively listen and respond to parents, students, and other 32 stakeholders, ecognize parents, students, and other stakeholders for contributions and engagement that enhance the 33 school community; and Utilize appropriate technologies and other forms of communication to partner with parents, students, and 34 amilies on student expectations and academic performance. Page 20 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System 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. Student Learning and Continuous School Improvement Leader demonstrates little or no Leader is somewhat involved in the Leader is directly involved in the Leader has modeled exemplary evidence of involvement in implementation of the CSUSA implementation of the CSUSA implementation of the CSUSA implementing the CSUSA Educational Model, curriculum Educational Model, curriculum Educational Model, curriculum design, Educational Model, curriculum design, instruction and design, instruction and instruction and assessment. design, instruction and assessment, but struggles with full assessment. assessment. implementation and/or monitoring Leader has demonstrated exemplary he effectiveness. Leader regularly monitors ystems for monitoring; therefore, it is effective school practices, naturally part of the school culture. ensuring it is part of the school culture. Leader innovates schoolwide practices in instruction with ontinuous improvement within all chool stakeholders and supports network wide success in this area. Leader is seen as a role model to thers within CSUSA. Learning Environment . . . .- Leader demonstrates little or Leader is somewhat involved in Leader is directly involved in the Leader has modeled exemplary no evidence of involvement he implementation of cultivating implementation of cultivating a implementation of cultivating a caring, in the implementation of a caring, rigorous and supportive caring, rigorous and supportive rigorous and supportive school community cultivating a caring, rigorous school community that promotes school community that promotes hat promotes the academic success and and supportive school he academic success and well- he academic success and well- ell -being of all students. community that promotes the being of all students. being of all students. academic success and well- Leader has demonstrated exemplary being of all students. Leader struggles with full Leader regularly monitors systems for monitoring; therefore, it is implementation and/or effective school practices, naturally part of the school culture. Leader demonstrates little or monitoring the effectiveness in ensuring it is part of the school no evidence of his area. culture. Leader innovates schoolwide practices with implementation or continuous improvement within all school monitoring in this area. stakeholders and supports network wide success in this area. Leader is seen as a role model to others ithin CSUSA. Vision and Mission . .: Leader demonstrates little or Leader is somewhat involved in ILeader is directly involved in the ILeader has modeled exemplary no evidence of involvement he implementation of cultivating implementation of cultivating a implementation of cultivating a caring, in the implementation of a caring, rigorous and supportive caring, rigorous and supportive rigorous and supportive school community cultivating a caring, rigorous school community that promotes school community that promotes hat promotes the academic success and and supportive school he academic success and well- he academic success and well- ell -being of all students. community that promotes the being of all students. being of all students. academic success and well- Leader has demonstrated exemplary being of all students. Leader struggles with full Leader regularly monitors systems for monitoring; therefore, it is implementation and/or effective school practices, naturally part of the school culture. Leader demonstrates little or monitoring the effectiveness in ensuring it is part of the school no evidence of his area. culture. Leader innovates schoolwide practices with implementation or continuous improvement within all school monitoring in this area. stakeholders and supports network wide success in this area. Leader is seen as a role model to others ithin CSUSA. Page 21 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Building Leadership Expertise Leader demonstrates little or Leader is somewhat involved in the Leader is directly involved in the Leader has modeled exemplary implementation no evidence of involvement implementation of cultivating, implementation of cultivating, of cultivating, supporting and developing other in the implementation of supporting and developing other supporting and developing other school leaders to promote the academic cultivating, supporting and school leaders to promote the school leaders to promote the success and well-being of all students. developing other school academic success and well-being academic success and well-being leaders to promote the of all students. of all students. Leader has demonstrated exemplary systems academic success and well- or monitoring; therefore, it is naturally part of being of all students. Leader struggles with full Leader regularly monitors he school culture. implementation and/or monitoring effective school practices, Leader demonstrates little or he effectiveness in this area. ensuring it is part of the school Leader innovates schoolwide practices with no evidence of culture. continuous improvement within all school implementation or monitoring stakeholders and supports network wide in this area. Leader continually builds capacity success in this area. of their teams and recommends highly effective candidates for Leader is seen as a role model to others in this leadership opportunities. area. Leader recognizes accomplishments and acknowledges failures while motivating continuous improvement on areas of growth within the school and throughout the network of CSUSA schools. Recruitment and Professional Learning Leader demonstrates little or Leader is somewhat involved in Leader is directly involved in the Leader has modeled exemplary no evidence of involvement he implementation of building the implementation of building the implementation of building the collective and in the implementation of collective and individual collective and individual individual professional capacity of school building the collective and professional capacity of school professional capacity of school personnel by creating support systems and individual professional personnel by creating support personnel by creating support offering professional learning to promote the capacity of school personnel systems and offering professional systems and offering professional academic success and well-being of all by creating support systems learning to promote the academic learning to promote the academic students. and offering professional success and well-being of all success and well-being of all learning to promote the students. students. Leader has demonstrated exemplary systems academic success and well- or monitoring; therefore, it is naturally part of being of all students. Leader struggles with full Leader regularly monitors effective he school culture. implementation and/or monitoring school practices, ensuring it is part Leader demonstrates little or he effectiveness in this area. of the school culture. Leader innovates schoolwide practices with no evidence of continuous improvement within all school implementation or monitoring Leader provides differentiated stakeholders and supports network wide in this area. professional learning opportunities success in this area. or staff. Leader is seen as a role model to others in this area. Leader recognizes accomplishments and acknowledges failures while motivating continuous improvement on areas of growth within the school and throughout the network of CSUSA schools. Participates in hiring events to support other schools. Page 22 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Meaningful Parent, Family, and Community Engagement Leader demonstrates little or no Leader is somewhat involved in Leader is directly involved in the Leader has modeled exemplary implementation of evidence of involvement in the he implementation of utilizing implementation of utilizing multiple utilizing multiple means of reciprocal implementation of utilizing multiple means of reciprocal means of reciprocal communication communication to build relationships and multiple means of reciprocal communication to build o build relationships and collaborate with parents, families, and other communication to build relationships and collaborate with collaborate with parents, families, stakeholders to promote the academic success and relationships and collaborate parents, families, and other and other stakeholders to promote ell -being of all students. with parents, families, and stakeholders to promote the he academic success and well - other stakeholders to promote academic success and well- being of all students. Leader has demonstrated exemplary systems for he academic success and being of all students. monitoring; therefore, it is naturally part of the ell -being of all students. Leader regularly monitors effective school culture. Leader struggles with full school practices, ensuring it is part Leader demonstrates little or no implementation and/or of the school culture. Leader innovates schoolwide practices with evidence of implementation or the effectiveness in this area. continuous improvement within all school monitoring in this area. Leader intentionally plans for stakeholders and supports network wide success in opportunities to collaborate and his area. build relationships with all stakeholders. Leader is seen as a role model to others in this area. Leader recognizes accomplishments and acknowledges failures while motivating continuous improvement on areas of growth ithin the school and throughout the network of CSUSA schools. School Operations. Management. and Safety Leader demonstrates little or no Leader is somewhat involved in Leader is directly involved in the Leader has modeled exemplary implementation of evidence of involvement in the he implementation of managing implementation of managing managing school operations and resources to implementation of managing school operations and resources school operations and resourcescultivate a safe school environment to promote the school operations and resources to o cultivate a safe school o cultivate a safe school academic success and well-being of all students. cultivate a safe school environment environment to promote the environment to promote the o promote the academic success academic success and well- academic success and well- Leader has demonstrated exemplary systems for and well-being of all students. being of all students. being of all students. monitoring; therefore, it is naturally part of the school culture. Leader demonstrates little or no Leader struggles with full Leader regularly monitors evidence of implementation or implementation and/or effective school practices, Leader innovates schoolwide practices with monitoring in this area. monitoring the effectiveness in ensuring it is part of the school continuous improvement within all school his area. culture. stakeholders and supports network wide success in his area. Leader is seen as a role model to others in this area. Leader is responsible for directly reporting to their governing board and has gained the respect of the board. Leader recognizes accomplishments and acknowledges failures while motivating continuous improvement on areas of growth within the school and throughout the network of CSUSA schools. Page 23 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Professional and Ethical Norms Leader demonstrates little or Leader inconsistently acts ethically Leader consistently acts ethically and Leader has modeled exemplary behavior, acting no evidence of acting and according to professional according to professional norms to ethically and according to professional norms t ethically and according to norms to promote the academic promote the academic success and promote the academic success and well-being of all professional norms to success and well-being of all ell -being of all students. students. promote the academic students. success and well-being of all Leader regularly monitors effectiv Leader has demonstrated exemplary systems for students. Leader struggles with full school practices, ensuring it is part o monitoring; therefore, it is naturally part of the school implementation and/or monitoring he school culture. culture. Principal makes no attempt he effectiveness in this area. o perform activities related Leader is aware of and adheres t Leader innovates schoolwide practices with o professional protocols. Leader is aware of CSUSA's CSUSA professional protocols. continuous improvement within all school professional protocols but does not stakeholders and supports network wide success in demonstrate them consistently or his area. ails to follow through with attempts o do so. Leader is recognized as a leader in this area, helping others demonstrate CSUSA professional protocols. Appendix C — Student Performance Measures In Appendix C, the district shall provide the student performance measures to be used for calculating the performance of students for school administrators. Levels Served I IAssessment(s) I Performance Standard(s) K-10, EOC enrolled IFLDOE FAST, EOC and Renaissance The percentage of the school's students STAR assessments in Math, ELA, aking a learning gain in Math and/or ELA Reading and Early Literacy. las defined by the FLDOE Accountability Page 24 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 School Administrator Evaluation System Appendix D — Summative Evaluation Forms In Appendix D, the district shall include the summative evaluation form (s) to be used for school administrators. Final Scoring Examples School Leader Unsatisfactory Highly Effective PPE/APPE 1.26 Unsatisfactory PE/APPE 2.85 Effective Growth 1.00 Unsatisfactory IGrowth 4.00 Highly Effective FINAL SCORE 1.09 Unsatisfactory IFINAL SCORE 3.34 Highly Effective Sample Year -End Summary Report Name - FL Leader Principal Location: School Assigned Evaluator(s): View Full PDF - Delete Finalization Employee Effectiveness Rubric 3.72 55.0% 2.05 Click Here to Calculate EER Student Performance Measure, Student Performance Score Impart Calculated Value: 4.0 4.00 450% 1.80 •• • '• 3.05 to 4.00 Highly Effective 1.65 to 3.04 Effective 1.15 to 1.64 Improvement Necessary less than 1.15 Ineffective Final Evaluator Comments Share Data * Share All Finalization Dote. Comments. and Scores (3 85) O Shore Comments and EER Score Only (3.72) oShore only the Final Rating and Comments - no numbers O Do Not Share Any Finalization Data At This Time Cheddists Rent - NOTE Please save changes to this form prior to clicking on the checklist links below. n.— rrnm r'hn -kI . -r—i-v r Fvnhinlinn" m Pi 1 anrlar . Prinri Mt/AP Page 25 Rule 6A-5.030, F.A.C. (CSUSA 2026) FORM AEST-2026 W B1 B3 W C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 M 2026-27 SALARY INCREASE ALLOCATION CHARTER DISTRIBUTION PLAN TEMPLATE DUE OCTOBER 1, 2026 Instructions: Use this template only if you are submitting a plan for a charter school. School districts should use the district -specific template. Complete the following sections in order, then review the error report at the end of the survey. DO NOT modify this template. Enter data as directed, as any modification will result in the need for a resubmission. Boxes with this color indicate that data should be entered. Do not modify other cells. Sponsoring District Name (From the Charter Cover Page Tab) Dade Charter School Number 950 Charter School Name A CITY OF EXCELLENCI SECTION A - Allocation Data Charter proportionate share of the Maintenance Allocation. $459,963 Charter proportionate share of the Growth Allocation. $68,286 Charter proportionate share of the Salary Increase Allocation from 2026-27 FEFP Conference Calculation. $528,249 SECTION B - Maintenance Allocation: Used to maintain the salary increases provided through the Salary Increase Allocation in previous fiscal years. If the cost to maintain these increases is greater than the charter's Maintenance Allocation, other funding sources must be used to cover this difference. If the cost to maintain these increases is less than the charter's Maintenance Allocation, the remaining funds will be combined with the charter's Growth Allocation. See FAQs Q1 through Q4. Funds available for the maintenance of prior year Salary Increase Allocation increases. $459,963 Total cost to maintain the salary increases provided through the Salary Increase Allocation in previous years (enter the total cost here, even if it exceeds the allocation). $459,963 Funds remaining from the charter's share of the 2026-27 Maintenance Allocation. $0 SECTION C - Growth Allocation: Provided for salary increases to full-time classroom teachers and certified prekindergarten teachers funded in the Florida Education Finance Program with at least ten years of full-time teaching experience in a Florida public school. The amount of such an increase should be the maximum amount achievable with the growth allocation, not to exceed $3,000 per eligible teacher. If a school district has any funds remaining after providing the salary increases, the school district must use these funds to provide salary increases to instructional personnel as defined by s. 1012.01(2)(a) -(d) or for increased costs related to personnel compensation . See FAQs Q5 through Q9. Funds available from the growth allocation and remaining maintenance allocation (A2+B3). $68,286 Minimum Base Salary Figures Minimum base salary for teachers as defined in s. 1012.01(2)(a), F.S., including certified prekindergarten teachers funded in the FEFP, prior to any salary increases provided in the 2026-27 year. $47,500 Adjusted minimum base salary for 2026-27 for full-time classroom teachers as defined in s. 1012.01 (2)(a), F.S., after implementation of the salary plan. $47,500 Increase in the minimum base salary, if any. $0 Ten Years of Full -Time Teaching Experience Salary Increases Total number of full-time classroom teachers as defined by s. 1012.01(2)(a), F.S., with at least ten years of full-time teaching experience in a Florida public school. 19 Total planned expenditure of funds from the Salary Increase Allocation used to increase salaries for full-time classroom teachers (with at least ten years of full-time teaching experience in a Florida public school). $57,000 General Salary Increases Total planned expenditure of Salary Increase Allocation funds used to provide salary increases to full-time classroom teachers (with less than ten years of full-time teaching experience in a Florida public school). $5,465 Total planned expenditure of Salary Increase Allocation funds used to provide salary increases to increase full-time instructional personnel (not including teachers) as defined by s. 1012.01(2)(b) -(d), F.S. $5,821 Increased Personnel Compensation Cost Total planned expenditures of Salary Increase Allocation funds used for increased employer retirement contribution. $0 Total planned expenditures of Salary Increase Allocation funds used for increased health insurance costs. $0 Total planned expenditures of Salary Increase Allocation funds used for other increased compensation costs. $0 Total planned expenditures of Salary Increase Allocation funds used for increased compensation costs. $0 Final Planned Expenditures Total dollar amount of unused funds (Item Cl minus Item C6, C7, C8 and C12). This cell should be zero. $0 Total planned expenditure of funds from sources other than SIA for instructional personnel salary increases. $0 Section D - Error Report: The following items will indicate whether there is an error with the data entered on the report or if some data should be verified for accuracy. Do not submit this report unless item D3 in this section is marked YES. Data entered in all fields (if "No," verify that all orange boxes contain data, even if 0). Yes The minimum base salary is greater than or equal to the previous year (if "No," please correct, as the minimum base cannot be lower than what was the previous amount). Yes C13 equals zero. Yes v4 12026-27 Salary Increase Allocation Distribution Plan ready to submit? IYes SCHOOL W B1 B3 W C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 M 2026-27 SALARY INCREASE ALLOCATION CHARTER DISTRIBUTION PLAN TEMPLATE DUE OCTOBER 1, 2026 Instructions: Use this template only if you are submitting a plan for a charter school. School districts should use the district -specific template. Complete the following sections in order, then review the error report at the end of the survey. DO NOT modify this template. Enter data as directed, as any modification will result in the need for a resubmission. Boxes with this color indicate that data should be entered. Do not modify other cells. Sponsoring District Name (From the Charter Cover Page Tab) Dade Charter School Number 7026 Charter School Name WENTURA CHARTER SECTION A - Allocation Data Charter proportionate share of the Maintenance Allocation. $330,978 Charter proportionate share of the Growth Allocation. $49,137 Charter proportionate share of the Salary Increase Allocation from 2026-27 FEFP Conference Calculation. $380,115 SECTION B - Maintenance Allocation: Used to maintain the salary increases provided through the Salary Increase Allocation in previous fiscal years. If the cost to maintain these increases is greater than the charter's Maintenance Allocation, other funding sources must be used to cover this difference. If the cost to maintain these increases is less than the charter's Maintenance Allocation, the remaining funds will be combined with the charter's Growth Allocation. See FAQs Q1 through Q4. Funds available for the maintenance of prior year Salary Increase Allocation increases. $330,978 Total cost to maintain the salary increases provided through the Salary Increase Allocation in previous years (enter the total cost here, even if it exceeds the allocation). $330,978 Funds remaining from the charter's share of the 2026-27 Maintenance Allocation. $0 SECTION C - Growth Allocation: Provided for salary increases to full-time classroom teachers and certified prekindergarten teachers funded in the Florida Education Finance Program with at least ten years of full-time teaching experience in a Florida public school. The amount of such an increase should be the maximum amount achievable with the growth allocation, not to exceed $3,000 per eligible teacher. If a school district has any funds remaining after providing the salary increases, the school district must use these funds to provide salary increases to instructional personnel as defined by s. 1012.01(2)(a) -(d) or for increased costs related to personnel compensation . See FAQs Q5 through Q9. Funds available from the growth allocation and remaining maintenance allocation (A2+B3). $49,137 Minimum Base Salary Figures Minimum base salary for teachers as defined in s. 1012.01(2)(a), F.S., including certified prekindergarten teachers funded in the FEFP, prior to any salary increases provided in the 2026-27 year. $47,500 Adjusted minimum base salary for 2026-27 for full-time classroom teachers as defined in s. 1012.01 (2)(a), F.S., after implementation of the salary plan. $47,500 Increase in the minimum base salary, if any. $0 Ten Years of Full -Time Teaching Experience Salary Increases Total number of full-time classroom teachers as defined by s. 1012.01(2)(a), F.S., with at least ten years of full-time teaching experience in a Florida public school. 2 Total planned expenditure of funds from the Salary Increase Allocation used to increase salaries for full-time classroom teachers (with at least ten years of full-time teaching experience in a Florida public school). $6,000 General Salary Increases Total planned expenditure of Salary Increase Allocation funds used to provide salary increases to full-time classroom teachers (with less than ten years of full-time teaching experience in a Florida public school). $39,565 Total planned expenditure of Salary Increase Allocation funds used to provide salary increases to increase full-time instructional personnel (not including teachers) as defined by s. 1012.01(2)(b) -(d), F.S. $3,572 Increased Personnel Compensation Cost Total planned expenditures of Salary Increase Allocation funds used for increased employer retirement contribution. $0 Total planned expenditures of Salary Increase Allocation funds used for increased health insurance costs. $0 Total planned expenditures of Salary Increase Allocation funds used for other increased compensation costs. $0 Total planned expenditures of Salary Increase Allocation funds used for increased compensation costs. $0 Final Planned Expenditures Total dollar amount of unused funds (Item Cl minus Item C6, C7, C8 and C12). This cell should be zero. $0 Total planned expenditure of funds from sources other than SIA for instructional personnel salary increases. $0 Section D - Error Report: The following items will indicate whether there is an error with the data entered on the report or if some data should be verified for accuracy. Do not submit this report unless item D3 in this section is marked YES. Data entered in all fields (if "No," verify that all orange boxes contain data, even if 0). Yes The minimum base salary is greater than or equal to the previous year (if "No," please correct, as the minimum base cannot be lower than what was the previous amount). Yes C13 equals zero. Yes v4 12026-27 Salary Increase Allocation Distribution Plan ready to submit? IYes SIGH SCHOOL I ,_.._.2026-27I • Dade - AVENTURA CITY OF EXCELLENCE MENTAL HEALTH APPLICATION Mental Health Assistance Allocation Plan FLORIDA DEPARTMENT OF )EDUCATION Table of Contents I. Introduction.........................................................................................................1 II. MHAA Plan........................................................................................................2 A. MHAA Plan Assurances...........................................................................2 B. Charter program implementation..............................................................6 C. MHAA Planned Funds and Expenditures...............................................13 D. Charter Governing Board Approval........................................................14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC I. Introduction Plan Purpose The Mental Health Assistance Allocation (MHAA) is created to provide funding to assist local education agencies (LEA) in implementing their school -based mental health assistance program pursuant to section (s.) 1006.041, Florida Statutes (F.S.). Each LEA must implement a school -based mental health assistance program that includes training classroom teachers and other school staff to detect and respond to mental health concerns and connect children, youth and families experiencing behavioral health needs with appropriate services. The program must also implement a multi -tiered system of supports to expand access to evidence - based mental health services, including assessment, diagnosis, intervention, treatment and recovery, for students with mental health or co-occurring substance use needs and those at high risk. These funds are allocated annually in the General Appropriations Act to each eligible LEA. Each LEA shall receive a minimum of $100,000, with the remaining balance allocated based on each school district's proportionate share of the state's total unweighted full-time equivalent student enrollment Charter schools that submit a plan separate from the LEA are entitled to a proportionate share of LEA funding. A charter school plan must comply with all of the provisions of this section, must be approved by the charter school's governing body, and must be provided to the charter school's sponsor. (Section [s.] 1006.041, Florida Statutes [ES.]) Submission Process and Deadline The application must be submitted to the Florida Department of Education (FDOE) by August 1, 2026. There are two submission options for charter schools: • Option 1: District submission includes charter schools in their application. • Option 2: Charter school(s) submit a separate application from the district. Printed: 07/06/2026 Page 1 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC II. MHAA Plan A. MHAA Plan Assurances 1. Charter School Assurances One hundred percent of state funds are used to establish or expand school based mental health care; train educators and other school staff in detecting and responding to mental health issues; and connect children, youth and families with appropriate behavioral health services. Other sources of funding will be maximized to provide school -based mental health services (e.g., Medicaid reimbursement, third party payments and grants). Collaboration with FDOE to disseminate mental health information and resources to students and families. A system is included for tracking the number of students at high risk for mental health or co-occurring substance use disorders who received: • targeted mental health screenings or assessments; • the number of students referred to school -based mental health services providers; • the number of referrals made to school -based mental health services providers; • the number of students referred to community -based mental health services providers; • the number of referrals made to community -based mental health services providers; • the number of students who received school -based interventions, services or assistance; • and the number of students who received community -based interventions, services or assistance. Curriculum and materials purchased using MHAA funds have reviewed by the LEA and all content is in compliance with State Board of Education Rules and Florida Statutes. Printed: 07/06/2026 Page 2 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC The MHAA Plan was approved by the charter governing board. The MHAA Plan was provided to the District to review for compliance. The MHAA Plan is focused on a multi -tiered system of supports to deliver evidence -based mental health care assessment, diagnosis, intervention, treatment and recovery services to students with one or more mental health or co-occurring substance abuse diagnoses and to students at high risk of such diagnoses. Section 1006.041, F.S. 0 0 0 Printed: 07/06/2026 Page 3 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC 2. Charter Governing Board Policies Students referred to a school -based or community -based mental health services provider for mental health screening for the identification of mental health concerns and students at risk for mental health disorders are assessed within 15 calendar days of referral. School -based mental health services are initiated within 15 calendar days of identification and assessment. Community -based mental health services are initiated within 30 calendar days of referral. Parents of students receiving services are provided information about other behavioral health services available through the student's school or local community -based behavioral health services providers. Individuals living in a household with a student receiving services are provided information about behavioral health services through other delivery systems for which such individuals may qualify if such services appear to be needed or enhancements in those individuals' behavioral health would contribute to the improved well-being of the student. LEA -adopted assessment procedures, at a minimum, include the use of a Department -approved functional assessment tool as required in Rule 6A-4.0013, Florida Administrative Code (F.A.C.) (effective February 24, 2026). LEA schools and local mobile response teams use the same suicide screening instrument approved by FDOE pursuant to s. 1012.583, F.S., and Rule 6A-4.0010, F.A.C. Procedures to assist a mental health services provider or a behavioral health provider as described in s. 1006.041, F.S., respectively, or a school resource officer or school safety officer who has completed mental health crisis intervention training in attempting to verbally de-escalate a student's crisis situation before initiating an involuntary examination pursuant to s. 394.463, F.S. Procedures include strategies to de-escalate a crisis situation for a student with a developmental disability as that term is defined in s. 393.063, F.S. Printed: 07/06/2026 Page 4 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC The requirement that in a student crisis situation, the school or law enforcement personnel must make a reasonable attempt to contact a mental health professional who may initiate an involuntary examination pursuant to s. 394.463, F.S., unless the child poses an imminent danger to self or others before initiating an involuntary examination pursuant to s. 394.463, F.S. Such contact may be in person or using telehealth, as defined in s. 456.47, F.S. The mental health professional may be available to the LEA either by contracts or interagency agreements with the managing entity, one or more local community behavioral health providers, the local mobile response team or be a direct or contracted LEA employee. Note: All initiated involuntary examinations located on school grounds, on school transportation or at a school -sponsored activity must be documented in the Involuntary Examinations and Restraint and Seclusion (IERS) platform. Printed: 07/06/2026 Page 5 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC B. Charter program implementation Printed: 07/06/2026 Page 6 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC 1. MHAA-Funded Evidence -Based Program (EBP) #1 Evidence -Based Program (EBP) Integrated Multidisciplinary Program to Address Childhood Trauma (IMPACT) — Targeted Small Group Interventions (Tier 2) and Intensive Individualized Interventions (Tier 3) (Embedded within Stepping Stones Group's contracted services Identify the source of the evidence -based program chosen. If there are multiple sources, please select only one. American Psychological Association APA (https://bit.ly/3ZeBYpv) Tier(s) of Implementation Tier 2, Tier 3 Describe the key EBP components that will be implemented. IMPACT provides front-line support for schools in driving outcomes for high -risk students by addressing the underlying causes of challenging, disruptive, and sometimes dangerous behaviors. Leveraging a unique team -based approach, the program integrates experienced Mental Health and Behavioral Health teams into the natural school environment to dramatically increase student's social and emotional skills while teaching and fostering replacement behaviors. Interventions are delivered by licensed mental health professionals who receive support from a board-certifed behavior analyst. Behavior support and therapeutic interventions are provided while encouraging academic support and progress. At the Tier 2 level, interventions are provided to targeted students in small groups, with a focus on skill acquisition, stress reduction, increased self-awareness, and enhanced personal empowerment. At the Tier 3 level, interventions are provided to students individually and draw on each youth's strengths and may incorporate family with the goal of establishing healthy behaviors that will serve the youth throughout his/her lifetime. (Embedded within Stepping Stones Group's contracted services) Early Identification Explain how your program strategies will reduce the likelihood of at -risk students developing social emotional or behavioral problems, depression, anxiety disorders or suicidal tendencies, and how these will assist students dealing with trauma and violence. Printed: 07/06/2026 Page 7 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC Interventions align closely with cognitive -behavioral therapy (CBT) techniques and applied behavior analysis with the explicit goal of reducing mental health symptoms, improving functioning in a variety of domains, encouraging youth and their parents to understand the nature of mental health and/or substance related disorders and how to use newly learned skills to maintain position functioning and recovery. In CBT, youth are taught about the link between thoughts and emotions, and how they may afect subsequent behavior. By replacing maladaptive thoughts with healthy thoughts, youth can make better decisions and use efective coping skills. CBT also makes use of established behavior principles such as positive reinforcement to reward adaptive behavior and extinguish unhealthy behaviors. TraumaOfocused CBT is a subspecialty within CBT that allows providers to focus closely on Adverse Childhood Experiences (ACEs). This therapy addresses afective/emotional, cognitive/ thinking -based and behavioral problems by incorporating discussions about the specifcs of the trauma, teaching efective parenting skills to caregivers, and capitalizing on the healing therapeutic alliance between therapist and student. Tier 2 services will be provided via targeted small group interventions. Tier 3 services will be provided via individual therapy and/or family therapy. High Risk Students Explain how the multitiered system of supports will deliver evidence -based mental health assessment, diagnosis, intervention, treatment and recovery services to students with one or more mental health or co-occurring substance abuse diagnoses and students at high risk of such diagnoses. At the tier 2 level, implementation and treatment will allow students to make progress in areas of skill acquisition, stress reduction, increased self-awareness, and enhanced personal empowerment. Implementation and treatment at the tier 3 level will allow students to make progress in relevant domains assessed by the Child and Adolescent Functional Assessment Rating Scale (CFARS), which is administered at intake and discharge. The CFARS measures functioning across the following domains: Depression, Anxiety, Hyperactivity, Thought Process, Cognitive Performance, Medical/Physical Health, Traumatic Stress, Substance Use, Interpersonal Relationships, Behavior in "Home" Setting, Activity of Daily Life Functioning, Social -Legal, School Functioning, Danger to Self, Danger to Others, and Security/Management Needs. Printed: 07/06/2026 Page 8 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC 2. Additional Programs (optional) #1 Program Name "•CSUSA Strong Minds, Good Hearts (SMGH) Monthly Virtues Guide and Framework Tier(s) of Implementation Tier 1, Tier 2 Program Description Provide a brief description of the program and its purpose. The CSUSA Strong Minds, Good Hearts (SMGH) Monthly Virtues Guide and Framework is a fexible, yearlong framework designed to support the intentional development of virtues across all grade levels. Grounded in The Book of Virtues by William J. Bennett, each month focuses on a core theme and includes curated stories, age -appropriate discussion prompts, wellness -aligned activities, and home connections that reinforce shared values throughout the school community. Implemented through a Multi -Tiered System of Supports (MTSS), SMGH serves as a Tier 1 universal support embedded in classroom instruction and school culture, with Tier 2 small -group opportunities to reinforce skill development for targeted students. The framework promotes early identifcation and prevention of social, emotional, and behavioral concerns by increasing structured opportunities for observation, discussion, and staf-student connection. While not a clinical intervention, it strengthens protective factors such as resilience, moral reasoning, and belonging, and helps staf identify students who may need referral to qualifed mental health providers. #2 Program Name Positivity Project Tier(s) of Implementation Tier 1 Program Description Provide a brief description of the program and its purpose. The Positivity Project is a Tier 1 universal prevention program grounded in positive psychology and focused on developing character strengths, positive relationships, and an "other people matter" mindset. Through daily lessons, family engagement resources, and educator professional development, the program promotes self-awareness, resilience, empathy, and a positive school climate. The Positivity Printed: 07/06/2026 Page 9 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC Project supports early identifcation of students who may be experiencing social, emotional, or behavioral concerns and helps educators connect students to appropriate supports and interventions 35 when needed. Printed: 07/06/2026 Page 10 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC 3. Policy, Roles, and Responsibilities Direct Employment Explain how direct employment of school -based mental health services providers (school psychologists, school social workers, school counselors and other licensed mental health professionals) will reduce staff -to -student ratios. The school will contract with a company that will assign licensed mental health providers who will work on site for at least a total number of hours commensurate to a minimum of 90% of the school's MHAA. Additional funding opportunities will be sought to allow for increased fnancial resources to allow for expanded provider service schedules and a reduction in staf-to-student ratios. Policies and Procedures Describe your LEA's established policies and procedures to increase the amount of time student services personnel spend providing direct mental health services (e.g., review and revision of staffing allocations based on school or student mental health assistance needs. Through mental health team meetings, the school will identify students who are at the greatest need of intervention. We will use an MTSS model to allocate resources based on student need. Students identifed as needing Tier 3 interventions will have the greatest number of touchpoints, followed by those identifed as needing Tier 2 supports. The team will meet regularly to review student progress. Providers and Partners Describe the role of school -based mental health providers and community -based partners in the implementation of your evidence -based mental health program. Providers/partners will work collaboratively with the school mental health team to ensure that services are aligned and coordinated to meet the needs of the students on the caseload. Services will be initiated timely, in accordance with state statute. 4. Community Contracts/Interagency Agreements Community Contracts/Interagency Agreements List the contracts or interagency agreements with local behavioral health providers or Community Printed: 07/06/2026 Page 11 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC Action Team (CAT) services and specify the type of behavioral health services being provided on or off the school campus. Stepping Stones Group: Qualifed mental health providers — Assessment, therapy, collaboration (paid for with MHAA funds) Stepping Stones Group: Board Certifed Behavior Analyst — Consultation/collaboration (paid for with MHAA funds) 5. Employment Verification #1 No Document Uploaded Printed: 07/06/2026 Page 12 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC C. MHAA Planned Funds and Expenditures 1. Allocation Funding Summary MHAA funds provided in the 2025-2026 Florida Education Finance Program (FEFP): $64,840.56 Unexpended MHAA funds from previous fiscal years: $41,226.76 Grand Total MHAA Funds: $106,067.32 2. MHAA planned Funds and Expenditures Form Please complete the MHAA planned Funds and Expenditures Form to verify the use of funds in accordance with s. 1006.041, F.S. LEA's are encouraged to maximize third -party health insurance benefits and Medicaid claiming for services, where appropriate. Uploaded Document: 13-0950 ACES 26-27 MHAA Planned Funds and Expenditures form(MHAA Plan).csv [. Printed: 07/06/2026 Page 13 of 14 Dade AVENTURA CITY OF EXCELLENCE 2026-27 MHAC D. Charter Governing Board Approval This application certifies that the School Superintendent and School Board approved the district's MHAA Plan, which outlines the local program and planned expenditures to establish or expand school -based mental health care consistent with the statutory requirements for the MHAA in accordance with s. 1006.041(14), F.S. Approval Date: 09/24/2026 Printed: 07/06/2026 Page 14 of 14 Mental Health Assistance Allocation (MHAA) Plan 2026-2027 Due August 1, 2026 District Name: 13-0950 Aventura City of Excellence School Planned Funds and Expenditures 2026-2027 MHAA provided in the 2026-2027 Florida Education Finance Program: $64,840.56 Unexpended MHAA rollover funds from previous fiscal years: Please confirm the unexpended amount with your Finance Department. $41 226.76 ' Total MHAA Plan Funds for Section 1: $106,067.32 School Counselor(s) — DOE -certified 0 $0.00 School Psychologist(s) — DOE -certified 0 $0.00 School Social Worker(s) — DOE -certified 0 $0.00 DOH Licensed Mental Health Services Providers (LP, LCSW, LMFT, LMHC, Provisonal) 0 $0.00 Mental Health Administrator(s) 0 $0.00 Mental Health Support Staff (Upload in CIMS School Board Documentation) 0 $0.00 Total Planned Expenditures for Section 2: $0.00 Expenditures for services provided by community -based mental health program agencies or providers: Stepping Stones Group contract for mental health provider, BCBA and services $106,067.32 Expenditures for professional learning and training: N/A $0.00 Expenditures for travel (in -county, out -of -county, in -state, out-of-state): N/A $0.00 Expenditures for supplies, materials and equipment: N/A $0.00 Charter School Proportionate Share: N/A $0.00 Additional Expenditures (Total from sheet 2): $0.00 Total Planned Expenditures for Section 3: $106,067.32 Planned unexpended rollover MHAA funds-- $0.00 Submission Date: 7/15/2026 See tab below for additional page to include itemized expenditures. If you experience difficulty completing this form electronically, contact 850-245-7851 or StudentSupportServicesl @fldoe.org. Form Revised 3/11/2026 I ,_.._.2026-27I • Dade - DON SOFFER AVENTURA CHARTER H SCHOOL MENTAL HEALTH APPLICATION Mental Health Assistance Allocation Plan FLORIDA DEPARTMENT OF )EDUCATION Table of Contents I. Introduction.........................................................................................................1 II. MHAA Plan........................................................................................................2 A. MHAA Plan Assurances...........................................................................2 B. Charter program implementation..............................................................6 C. MHAA Planned Funds and Expenditures...............................................13 D. Charter Governing Board Approval........................................................14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC I. Introduction Plan Purpose The Mental Health Assistance Allocation (MHAA) is created to provide funding to assist local education agencies (LEA) in implementing their school -based mental health assistance program pursuant to section (s.) 1006.041, Florida Statutes (F.S.). Each LEA must implement a school -based mental health assistance program that includes training classroom teachers and other school staff to detect and respond to mental health concerns and connect children, youth and families experiencing behavioral health needs with appropriate services. The program must also implement a multi -tiered system of supports to expand access to evidence - based mental health services, including assessment, diagnosis, intervention, treatment and recovery, for students with mental health or co-occurring substance use needs and those at high risk. These funds are allocated annually in the General Appropriations Act to each eligible LEA. Each LEA shall receive a minimum of $100,000, with the remaining balance allocated based on each school district's proportionate share of the state's total unweighted full-time equivalent student enrollment Charter schools that submit a plan separate from the LEA are entitled to a proportionate share of LEA funding. A charter school plan must comply with all of the provisions of this section, must be approved by the charter school's governing body, and must be provided to the charter school's sponsor. (Section [s.] 1006.041, Florida Statutes [ES.]) Submission Process and Deadline The application must be submitted to the Florida Department of Education (FDOE) by August 1, 2026. There are two submission options for charter schools: • Option 1: District submission includes charter schools in their application. • Option 2: Charter school(s) submit a separate application from the district. Printed: 09/14/2026 Page 1 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC II. MHAA Plan A. MHAA Plan Assurances 1. Charter School Assurances One hundred percent of state funds are used to establish or expand school based mental health care; train educators and other school staff in detecting and responding to mental health issues; and connect children, youth and families with appropriate behavioral health services. Other sources of funding will be maximized to provide school -based mental health services (e.g., Medicaid reimbursement, third party payments and grants). Collaboration with FDOE to disseminate mental health information and resources to students and families. A system is included for tracking the number of students at high risk for mental health or co-occurring substance use disorders who received: • targeted mental health screenings or assessments; • the number of students referred to school -based mental health services providers; • the number of referrals made to school -based mental health services providers; • the number of students referred to community -based mental health services providers; • the number of referrals made to community -based mental health services providers; • the number of students who received school -based interventions, services or assistance; • and the number of students who received community -based interventions, services or assistance. Curriculum and materials purchased using MHAA funds have reviewed by the LEA and all content is in compliance with State Board of Education Rules and Florida Statutes. Printed: 09/14/2026 Page 2 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC The MHAA Plan was approved by the charter governing board. The MHAA Plan was provided to the District to review for compliance. The MHAA Plan is focused on a multi -tiered system of supports to deliver evidence -based mental health care assessment, diagnosis, intervention, treatment and recovery services to students with one or more mental health or co-occurring substance abuse diagnoses and to students at high risk of such diagnoses. Section 1006.041, F.S. 0 0 0 Printed: 09/14/2026 Page 3 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC 2. Charter Governing Board Policies Students referred to a school -based or community -based mental health services provider for mental health screening for the identification of mental health concerns and students at risk for mental health disorders are assessed within 15 calendar days of referral. School -based mental health services are initiated within 15 calendar days of identification and assessment. Community -based mental health services are initiated within 30 calendar days of referral. Parents of students receiving services are provided information about other behavioral health services available through the student's school or local community -based behavioral health services providers. Individuals living in a household with a student receiving services are provided information about behavioral health services through other delivery systems for which such individuals may qualify if such services appear to be needed or enhancements in those individuals' behavioral health would contribute to the improved well-being of the student. LEA -adopted assessment procedures, at a minimum, include the use of a Department -approved functional assessment tool as required in Rule 6A-4.0013, Florida Administrative Code (F.A.C.) (effective February 24, 2026). LEA schools and local mobile response teams use the same suicide screening instrument approved by FDOE pursuant to s. 1012.583, F.S., and Rule 6A-4.0010, F.A.C. Procedures to assist a mental health services provider or a behavioral health provider as described in s. 1006.041, F.S., respectively, or a school resource officer or school safety officer who has completed mental health crisis intervention training in attempting to verbally de-escalate a student's crisis situation before initiating an involuntary examination pursuant to s. 394.463, F.S. Procedures include strategies to de-escalate a crisis situation for a student with a developmental disability as that term is defined in s. 393.063, F.S. Printed: 09/14/2026 Page 4 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC The requirement that in a student crisis situation, the school or law enforcement personnel must make a reasonable attempt to contact a mental health professional who may initiate an involuntary examination pursuant to s. 394.463, F.S., unless the child poses an imminent danger to self or others before initiating an involuntary examination pursuant to s. 394.463, F.S. Such contact may be in person or using telehealth, as defined in s. 456.47, F.S. The mental health professional may be available to the LEA either by contracts or interagency agreements with the managing entity, one or more local community behavioral health providers, the local mobile response team or be a direct or contracted LEA employee. Note: All initiated involuntary examinations located on school grounds, on school transportation or at a school -sponsored activity must be documented in the Involuntary Examinations and Restraint and Seclusion (IERS) platform. Printed: 09/14/2026 Page 5 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC B. Charter program implementation Printed: 09/14/2026 Page 6 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC 1. MHAA-Funded Evidence -Based Program (EBP) #1 Evidence -Based Program (EBP) Integrated Multidisciplinary Program to Address Childhood Trauma (IMPACT) — Targeted Small Group Interventions (Tier 2) and Intensive Individualized Interventions (Tier 3) (Embedded within Stepping Stones Group's contracted services) Identify the source of the evidence -based program chosen. If there are multiple sources, please select only one. American Psychological Association APA (https://bit.ly/3ZeBYpv) Tier(s) of Implementation Tier 2, Tier 3 Describe the key EBP components that will be implemented. IMPACT provides front-line support for schools in driving outcomes for high -risk students by addressing the underlying causes of challenging, disruptive, and sometimes dangerous behaviors. Leveraging a unique team -based approach, the program integrates experienced Mental Health and Behavioral Health teams into the natural school environment to dramatically increase student's social and emotional skills while teaching and fostering replacement behaviors. Interventions are delivered by licensed mental health professionals who receive support from a board -certified behavior analyst. Behavior support and therapeutic interventions are provided while encouraging academic support and progress. At the Tier 2 level, interventions are provided to targeted students in small groups, with a focus on skill acquisition, stress reduction, increased self-awareness, and enhanced personal empowerment. At the Tier 3 level, interventions are provided to students individually and draw on each youth's strengths and may incorporate family with the goal ofestablishinghealthy behaviors that will serve the youth throughout his/her lifetime. (Embedded withinStepping Stones Group's contracted services) Early Identification Explain how your program strategies will reduce the likelihood of at -risk students developing social emotional or behavioral problems, depression, anxiety disorders or suicidal tendencies, and how these will assist students dealing with trauma and violence. Interventions align closely with cognitive -behavioral therapy (CBT) techniques and applied behavior analysis with the explicit goal of reducing mental health symptoms, improving functioning in a variety of domains, encouraging youth and their parents to understand the nature of mental health and/or substance related disorders and how to use newly learned skills to maintain position functioning and recovery. In CBT, youth are taught about the link between thoughts and emotions, and how they may Printed: 09/14/2026 Page 7 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC affectsubsequentbehavior. By replacing maladaptive thoughts with healthy thoughts, youth can make better decisions and use effective coping skills. CBT also makes use of established behavior principles such as positive reinforcement to reward adaptive behavior and extinguish unhealthy behaviors. Trauma -focused CBT is a subspecialty within CBT that allows providers to focus closely on Adverse Childhood Experiences (ACEs). This therapy addresses affective/emotional, cognitive/ thinking -based and behavioral problems by incorporating discussions about the specifics of the trauma, teaching effective parenting skills to caregivers, and capitalizing on the healing therapeutic alliance between therapist and student. Tier 2 services will be provided via targeted small group interventions. Tier 3 services will be provided via individual therapy and/or family therapy. High Risk Students Explain how the multitiered system of supports will deliver evidence -based mental health assessment, diagnosis, intervention, treatment and recovery services to students with one or more mental health or co-occurring substance abuse diagnoses and students at high risk of such diagnoses. At the tier 2 level, implementation and treatment will allow students to make progress in areas of skill acquisition, stress reduction, increased self-awareness, and enhanced personal empowerment. Implementation and treatment at the tier 3 level will allow students to make progress in relevant domains assessed by the Child and Adolescent Functional Assessment Rating Scale (CFARS), which is administered at intake and discharge. The CFARS measures functioning across the following domains: Depression, Anxiety, Hyperactivity, Thought Process, Cognitive Performance, Medical/ Physical Health, Traumatic Stress, Substance Use, Interpersonal Relationships, Behavior in "Home" Setting, Activity of Daily Life Functioning, Social -Legal, School Functioning, Danger to Self, Danger to Others, and Security/Management Needs. Printed: 09/14/2026 Page 8 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC 2. Additional Programs (optional) #1 Program Name CSUSA Strong Minds, Good Hearts (SMGH) Monthly Virtues Guide and Framework Tier(s) of Implementation Tier 1, Tier 2 Program Description Provide a brief description of the program and its purpose. The CSUSA Strong Minds, Good Hearts (SMGH) Monthly Virtues Guide and Framework is a flexible, yearlong framework designed to support the intentional development of virtues across all grade levels. Grounded in The Book of Virtues by William J. Bennett, each month focuses on a core theme and includes curated stories, age -appropriate discussion prompts, wellness -aligned activities, and home connections that reinforce shared values throughout the school community. Implemented through a Multi -Tiered System of Supports (MTSS), SMGH serves as a Tier 1 universal support embedded in classroom instruction and school culture, with Tier 2 small -group opportunities to reinforce skill development for targeted students. The framework promotes early identification and prevention of social, emotional, and behavioral concerns by increasing structured opportunities for observation, discussion, and staff -student connection. While not a clinical intervention, it strengthens protective factors such as resilience, moral reasoning, and belonging, and helps staff identify students who may need referral to qualified mental health providers #2 Program Name Check In/Check Out (CICO) Tier(s) of Implementation Tier 2 Program Description Provide a brief description of the program and its purpose. Check-In/Check-Out (CICO) is a Tier 2 intervention within an MTSS/PBIS framework designed to improve student behavior through increased structure, feedback, and adult connection. Core components include regular check -ins and check-outs with a trained staff member, clearly defined behavioral goals aligned to schoolwide expectations, and often include use of a Daily Progress Report (DPR) to monitor performance across classes. Teachers provide frequent feedback and reinforcement throughout the day. Student data are reviewed regularly by the school MTSS team to monitor progress and adjust supports as needed. Families are engaged through regular Printed: 09/14/2026 Page 9 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC communication regarding student progress. Printed: 09/14/2026 Page 10 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC 3. Policy, Roles, and Responsibilities Direct Employment Explain how direct employment of school -based mental health services providers (school psychologists, school social workers, school counselors and other licensed mental health professionals) will reduce staff -to -student ratios. The school will contract with a company that will assign licensed mental health providers who will work on site for at least a total number of hours commensurate to a minimum of 90% of the school's MHAA. Additional funding opportunities will be sought to allow for increased financial resources to allow for expanded provider service schedules and a reduction in staff -to -student ratios. Policies and Procedures Describe your LEA's established policies and procedures to increase the amount of time student services personnel spend providing direct mental health services (e.g., review and revision of staffing allocations based on school or student mental health assistance needs. Through mental health team meetings, the school will identify students who are at the greatest need of intervention. We will use an MTSS model to allocate resources based on student need. Students identified as needing Tier 3 interventions will have the greatest number of touchpoints, followed by those identified as needing Tier 2 supports. The team will meet regularly to review student progress. Providers and Partners Describe the role of school -based mental health providers and community -based partners in the implementation of your evidence -based mental health program. Providers/partners will work collaboratively with the school mental health team to ensure that services are aligned and coordinated to meet the needs of the students on the caseload. Services will be initiated timely, in accordance with state statute. 4. Community Contracts/Interagency Agreements Community Contracts/Interagency Agreements List the contracts or interagency agreements with local behavioral health providers or Community Action Team (CAT) services and specify the type of behavioral health services being provided on or off the school campus. Stepping Stones Group: Qualified mental health providers — Assessment, therapy, collaboration (paid for with MHAA funds) Stepping Stones Group: Board Certified Behavior Analyst — Consultation/collaboration (paid for with MHAA funds) Printed: 09/14/2026 Page 11 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC 5. Employment Verification #1 No Document Uploaded Printed: 09/14/2026 Page 12 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC C. MHAA Planned Funds and Expenditures 1. Allocation Funding Summary MHAA funds provided in the 2025-2026 Florida Education Finance Program (FEFP): $50,264 Unexpended MHAA funds from previous fiscal years: $16,643.31 Grand Total MHAA Funds: $66,907.31 2. MHAA planned Funds and Expenditures Form Please complete the MHAA planned Funds and Expenditures Form to verify the use of funds in accordance with s. 1006.041, F.S. LEA's are encouraged to maximize third -party health insurance benefits and Medicaid claiming for services, where appropriate. Uploaded Document: 13-7026 DSAHS 26-27 MHAA Planned Funds and Expenditures form.xlsx [� Printed: 09/14/2026 Page 13 of 14 Dade DON SOFFER AVENTURA CHARTER HIGH SCHOOL 2026-27 MHAC D. Charter Governing Board Approval This application certifies that the School Superintendent and School Board approved the district's MHAA Plan, which outlines the local program and planned expenditures to establish or expand school -based mental health care consistent with the statutory requirements for the MHAA in accordance with s. 1006.041(14), F.S. Approval Date: 07/09/2026 Printed: 09/14/2026 Page 14 of 14 Mental Health Assistance Allocation (MHAA) Plan 2026-2027 Due August 1, 2026 District Name: 13-7026 Don Soffer Aventura High School Planned Funds and Expenditures 2026-2027 .... , MHAA provided in the 2026-2027 Florida Education Finance Program: $50,264.00 Unexpended MHAA rollover funds from previous fiscal years: Please confirm the unexpended amount with your Finance Department. $16 643.31 ' Total MHAA Plan Funds for Section 1: $66,907.31 School Counselor(s) — DOE -certified 0 $0.00 School Psychologist(s) — DOE -certified 0 $0.00 School Social Worker(s) — DOE -certified 0 $0.00 DOH Licensed Mental Health Services Providers (LP, LCSW, LMFT, LMHC, Provisonal) 0 $0.00 Mental Health Administrator(s) 0 $0.00 Mental Health Support Staff (Upload in CIMS School Board Documentation) 0 $0.00 Total Planned Expenditures for Section 2: $0.00 Expenditures for services provided by community -based mental health program agencies or providers: Stepping Stones Group contract for mental health provider, BCBA and services $66,907.31 Expenditures for professional learning and training: N/A $0.00 Expenditures for travel (in -county, out -of -county, in -state, out-of-state): N/A $0.00 Expenditures for supplies, materials and equipment: N/A $0.00 Charter School Proportionate Share: N/A $0.00 Additional Expenditures (Total from sheet 2): $0.00 Total Planned Expenditures for Section 3: $66,907.31 Planned unexpended rollover MHAA funds-- $0.00 Submission Date: 7/15/2026 See tab below for additional page to include itemized expenditures. If you experience difficulty completing this form electronically, contact 850-245-7851 or StudentSupportServicesl @fldoe.org. Form Revised 3/11/2026 Memo To: Bryan Pegues, City Manager From:Dr. Andrea Floyd Beck, Principal Date: 9/15/2026 Re: Request for governing board approval of out -of -field waivers Teachers working on additional certification or endorsements for subjects that they are teaching are considered out -of -field until requirements are met. All teachers hold a current certification. These are additional or unique credentials for their current position. English Speakers of Other Languages (ESOL) Endorsement This is an add-on to a current certificate to be able to teach English Language learners. The following teachers are involved in a five -course sequence, allowing six years for completion, some of which have completed coursework and await a testing appointment or FLDOE action: Jasmine Cervantes, Kenjay Trueblood, Jennie Jerome, Audrey Morrison Gifted Endorsement This is an add-on to a current certificate to be able to teach gifted learners. The following certified teachers are involved in on -going coursework in pursuit of gifted endorsement: Michele Cannon, Christina Angelo, Sue Gonzalez, Latoya Robinson, Niara Ramos Elementary Education These teachers are certified in a different grade level, field, or subject and have a scheduled testing date to earn certification as elementary educators. Brandee Singleton (6-12 Social Science), Zaida Castro (Educational Leadership) Daniela Gonzalez (ESE), Niara Ramos (6-12 Math), Latoya Robinson (K-12 Reading), Diondre Richemond (6-12 Social Science), Jessica Potash (6-12 English) Math 5-9 These teachers are certified in a different grade level, field, or subject and have a scheduled testing date to earn certification in Math 5-9. Nicole Monella (Elementary Ed.), Anastasiia Zadorshnaia (Physics) English 6-12 These teachers are certified in a different grade level, field, or subject and have a scheduled testing date to earn certification in English 6-12. Amanda Ross -Gomez (Pre -K-3) Social Science These teachers are certified in a different grade level, field, or subject and have a scheduled testing date to earn certification in Social Science. D'Angela DiMercurio (English 5-9) Physical Education These teachers are certified in a different grade level, field, or subject and have a scheduled testing date to earn certification in Physical Education Lazaro Valdes (ESE) • Page 2 DON SOFFER AVENTURA HIGH SCHOOL MEMORANDUM To: Bryan Pegues, Aventura City Manager 2 --- From: Dr. Geoff McKee, Princ' Subject: Out -of -Field Waiver Approval September 22, 2026 The teachers listed below are working to meet Florida certification requirements for one or more of the subjects they teach. Until these requirements are met, the teachers are classified as out - of -field, and in need of an approved out -of -field agreement. Each teacher holds a current teaching certificate and has signed an out -of -field agreement confirming they must meet one of the following terms by June 30, 2027: A. Complete at least six semester hours of college credit towards certification in the listed subject(s). B. Complete 120 in-service points towards certification in the listed subject(s). C. Pass the Florida subject area exam(s) in the listed subject(s). Here are the teachers and subject areas for which out -of -field waiver approvals are being requested: Teacher Subject(s) Bellon, Alexandra Sociology, English Levine, Scott Environmental Science Stratman, Shannon Math, Drama Swannack, Jessica Psychology Teague, Sara Psychology Thompson, Shaun Math Vazquez, Fermin Business, Robotics 3151 Northeast 213 Street Office: 786-481-3032 Aventura, FL 33180 AventuraCharterHS.Org The City of Aventura Governing Board MASTER SCHOOL SAFETY PLAN 2026-27 SY Master Safety Plan I AVENTURA