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2002-013RESOLUTION NO. 2002-13 A RESOLUTION OF THE CITY COMMISSION OF THE CITY OF AVENTURA, FLORIDA, AUTHORIZING THE CITY MANAGER TO EXECUTE THE ATTACHED CHARTER CONTRACT FOR THE AVENTURA CHARTER ELEMENTARY SCHOOL BETWEEN THE CITY OF AVENTURA AND THE MIAMI-DADE COUNTY SCHOOL BOARD; AUTHORIZING THE CITY MANAGER TO DO ALL THINGS NECESSARY TO CARRY OUT THE AIMS OF THIS RESOLUTION; AND PROVIDING AN EFFECTIVE DATE. NOW, THEREFORE, BE IT RESOLVED BY THE CITY COMMISSION OF THE CITY OF AVENTURA, FLORIDA, THAT: Section 1. The City Manager is hereby authorized to execute the attached Charter Contract for the Aventura Charter Elementary School between the City of Aventura and the Miami-Dade County School Board. Section 2. The City Manager is authorized to do all things necessary to carry out the aims of this resolution. Section 3. This Resolution shall become effective immediately upon its adoption. The foregoing Resolution was offered by Vice Mayor Rogers-Libert, who moved its adoption. The motion was seconded by Commissioner Cohen, and upon being put to a vote, the vote was as follows: Commissioner Arthur Berger Commissioner Jay R. Beskin Commissioner Ken Cohen Commissioner Manny Grossman Commissioner Harry Holzberg Vice Mayor Patricia Rogers-Libert Mayor Jeffrey M. Perlow yes yes yes yes yes yes yes Resolution No. 2002- Page 2 PASSED AND ADOPTED this 5th day of February, 2002. MAYOR ATTEST:. TER~, M. SOI~, CM~rC~TY CLERK APPROVED AS TO LEGAL SUFFICIENCY: CITY ATTORNEY Memorandum To: From: Date: Re: Eric Soroka, City Manager City of Aventura Tiffanie Pauline December 3, 2002 ACES Charter Contract Enclosed is the original copy of the fully executed charter contract for Aventura Charter Elementaw School. OFFICE OF THE CI~y MANAGER CHARTER SCHOOL CONTRACT Aventura Charter Elementary School April 2002 SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA '- CHARTER SCHOOL CONTRACT This is a Contract made and entered into as of the 18~ day of April, 2002, between The School Board of Miami-Dada County, Florida, hereinafter referred to as the Sponsor, and The City of Aventura, Florida, a municipality organized under the laws of the State of Florida, on behalf of Aventura Charter Elementary School hereinafter referred to as the School. School Concept The mission of the School is to provide the residents of the City of Aventura an education choice for their children within the city limits while alleviating some of the county's growing educational needs. The School will serve up to six hundred elementary school students, grades kindergarten through fifth. This School will: (a) Provide students with a challenging, personalized learning experience that ensures the highest measure of intellectual potential and an increased sense of self-esteem. Students will improve their academic achievement, motivation, discipline and self-control through a program utilizing personal educational plans, integrated experiential learning, critical ,thinking skills, modem languages, recreational and athletic activities, life skills and technology. The School will have as its core philosophy the belief that all children can develop as intellectual learners, function as good citizens, learn as individuals in our society and develop as actual or potential workers in our community. Students can be academically successful with all subjects, contributing to their intellectual development. The School values the traditional classroom teacher and the role the family plays in impacting students, and places strong emphasis on the value of new information and technologies to enhance the development of the individual strengths of each student. The School places emphasis on identifying students' learning styles and developing strategies that enable students to succeed. The synergy of the low staff-pupil ratio, the goal-oriented curriculum, and the preparation and teaching experience of the selected staff will provide a high level of consistency between the mission and the educational program. (b) Include all of the information required to service Limited English Proficient (LEP) students (e.g., language proficiency assessment data, level of language proficiency, home language instruction, and LEP Committee information) as currently documented in the Sponsor's Plan for Limited English Proficient Students. Additionally, it will include all of the information required for Exceptional Student Education (ESE) students. (c) Establish a new form of accountability for schools by seeking to ensure that students learn at optimal levels; develop models for teaching/learning produced cooperatively by students, parents, and teachers; and ensure that each shareholding group be actively involved in all phases of lear~ng. (d) Implement at the School, initial assessment activities employed to establish a measurement baseline and to identify students' educational strengths and needs; utilize new instruments that will be used to measure and monitor growth of students and teachers; and collaborate with outside professionals to develop and select these alternative evaluative instruments. 2 Purs-unt to §228.056(9), Fla. Stat. (2001), a charter school shall: · be non-sectarian in its progrum~, admi,usions policies, employment practices, and operations; · admit students as provided in subsections (7) and (23); · be accountable to its sponsor for performances as provided in subsection (10); · not charge tuition or fees, except those fees normally charged by other public schools; · meet all applicable federal, state, and local health, safety, and civil rights requirements; · not violate the anti discrimination provisions of §228.2001, Fla. Stat.; · be subject to aa annual financial audit in a manner similar to that of a school district; and · the governing board of the charter school shall annually adopt and rna'retain aa operating budget. It is the intent of the parties that this Contract shall constitute the School's Charter. The ~application approved by the School Board on December 12, 2001 is attached hereto as Appendix A. PART I. GENERAL PROVISIONS A. TERM 3 (1) This Contract shall become effective as of the date first above written upon signing by both parties, and the term shall cover fifteen years commencing on the first day of the 2003-2004 school year, and ending on June 30, 2018. (2) The timetable for implementation of this Contract is contained in Appendix B. (3) This Contract may be renewed for up to an additional 15 years by mutual agreement of the parties and upon the terms and conditions established by §228.056, Flu. Stat. (2001), for such renewal. (4) This Contract may be modified during its initial term or any renewal term upon the approval of both parties, and such modifications shall be in writing and executed by the parties. (5) The term of the Contract may be cancelled immediately by the Sponsor if the School has not complied with the various provisions of the Contract, in accordance with §228.056, Ha. Stat. (2001), Charter Schools. (6) At the end of the term of the Contract, the Sponsor may choose not to renew the Contract for any of the following grouhds: (a) failure to meet the requirements for student performance stated in the charter; Co) failure to meet generally accepted standards of fiscal management; (c) violation of law; and/or (d) other good cause shown. (7) During the term of the Contract, the Sponsor may terminate the Contract for any of the grounds listed in paragraph (6) (a) - (d). 4 (8) At least 90 days prior to renewing or terr~inating a Contract, thc Sponsor shall notify the governing body of the School of the proposed action in writing. The notice shall state in reasonable detail the grounds for the proposed action and stipulate that the School's governing body may, within 14 calendar days after receiving the notice, r~uest an informal hearing before the Sponsor. The Sponsor shall conduct the informal hearing within 30 calendar days after receiving a written request. The School's governing body may, within 14 calendar days after receiving the Sponsor's decision to terminate or refusal to renew the Contract, .appeal the decision pursuant to the procedure in of §228.056(4), Pla. Stat. (2001). (9) This Contract may be terminated immediately if the Sponsor determines that good cause has been shown or if the health, safety, or welfare of the students is threatened. The Sponsor shall assume the operation of the School under these circumstances. The School agrees to submit to the Sponsor all-reasonable records related to thc School without undue delay. The Sponsor must provide the basis for termination in writing detailing the basis for this and such findings should be made concurrently with termination. The School's governing board may, within 14 days after receiving the sponsor's decision to terminate the charter, appeal the decision pursuant to the procedure established in §228.056 (4), Ha. Stat. (2001). (10) In case of termination of the Contract, the School shall be dissolved under the provisions of law under which the school was organized. In that event, any property, improvements, furnishings, and equipment purchased by the School with public funds (i.e., FEFP, grant, and any other public-generated funds, other than city funds) shall automatically revert to the Sponsor (subject to any lawful liens and encumbrances). If the School's accounting records fail to clearly establish whether a particular asset was purchased with public funds or non-public funds, then it shall be presumed public funds were utilized and ownership of the asset shall automatically revert to the Sponsor. (11) In case of terwinstion or non-renewal of the Contract, the School shall be responsible for all the debts of thc School. The Sponsor may not assume the debt from any contracted services made between the governing body of the school, the msns§ement company- if applicable - and/or third party, except for a debt that is previously detailed and agreed upon (in writing and executed with the same formalities as set forth in this Contract) by both the Sponsor, and the governing body. B. FORUM FOR CONFLICT (1) If a conflict arises out of the terms, construction, or rights of obligation contained in this agreement, the Sponsor or the School may either commence the Dispute Resolution Procedure contemplated within Appendix C or commence action in accordance with the guidelines stipulated in §228.056(4)(0, Pla. Stat. (2001). (2) All conflicts between the School and thc parents/legal guardians of the students enrolled at thc School shall be hsndled by the School. A copy of the School's Grievance Policy shall be available for review upon request by the Sponsor. 'C. STATUTORY REQUIREMENTS (I) The School shall operate in accordance with its Charter and shall be exempt from all statutes of the Florida School Code, except those pertaining to Civil Rights and student health, safety, and welfare or as otherwise stated in the state's charter legislation. The School's governing board may apply to the Commissioner of Education for a waiver of provisions of Chapters 230-239, Florida Statutes, which are applicable to charter schools, as long as it does not affect funding allocations or create inequity in public school funding. Failure of the Sponsor to apply for a waiver shall not constitute default under this Contract or invoke the Dispute Resolution Procedure contained in Appendix C. (2) The School shall comply with the provisions of Chapter 119, Florida Statutes, relating to Public Records and §285.011, Fla. Stat., relating to Public Meetings. (3) The School agrees to adhere to a policy of non-discrimination in educational programs/activities and employment and to provide equal access and opportunity for all, as required by federal and state laws, Florida State Board of Education Administrative rules, and School Board rules. D. ANNUAL REPORT (1) The School shall make Annual progress reports to its Sponsor by August 209, which, upon verification, shall be forwarded to the State Board of Education and the Commissioner of Education. The report shall co~tAin at least the following: (a) The School's progress towards achieving the goals outlined in this Contract; (b) information required in the Anmml school report pursuant to §229.592(1), Fla. Stat.; (c) financial records of the School, including revenues and expenditures; and (d) salary and benefit levels of the School's employees. (2) The School agrees to do an annual cost accounting and provide such information to the Sponsor along with the Audited Financial Statement. (3) The School will provide the Sponsor, by the 3a Monday in September of each year, a School Improvement Pla~ adhering to the guidelines provided by Miami-Dade County Public Schools' Office of Educational Planning and Quality Enhancement. The School Improvement Plan will contain the measurable objectives that will be pursued by the School during the subsequent school year. E. LENGTH OF SCttOOL YEAR The School shall provide instruction for at least 180 days for each school year and will generally follow the academic calendar developed by the Sponsor. In the event the Sponsor and the School agree to implement a summer program under this Contract, funding of the program by the Sponsor shall be based on criteria established annually by the Sponsor for selecting schools to be open for a summer session. PART H. ACADEMIC ACCOUNTABILITY (1) The School agrees to implement its educational and related programs 'as specified in the School's approved application (Appendix A) setting forth the School's curriculum, the instructional methods,'hnd any distinctive instructional techniques to be used. The Sponsor's District Plan for Limited English Proficient Students is included in Appendix D. (2) During the first year of the Contract, the School agrees to implement the current baseline standard of achievement, the outcomes to be achieved, and the methods of measurement that have been mutually agreed upon and identified in the School~s approved application and referenced in Appendix A. In subsequent years, the School agrees to the baseline standard of achievement, the outcomes to be achieved, and the methods of 8 measurement that have been mutually agreed upon in the School Improvement Plan submitted to the Sponsor. (3) In addition to evaluating the School's success in achieving the objectives stated in either the application or the School Improvement Plan, all charter schools will be held accountable for meeting the state's student performance requirements as delineated in Florida State Board of Education Administrative Rule 6A-1.09981, Implementation of Florida's System of School Improvement and Accountability. Specific Authority 229.053, 229.0535, 229.592, Florida Charter School Legislation. (4) The methods used to identify the educational strengths and needs of students and the educational goals and performance standards are set forth in the School's approved application. This accountability criterion shall be based upon the assessment systems of the School, the Sponsor and the State. (5) In accordance with state law and the Sponsor's rule, students at the School will participate in all assessment programs in which the district students in comparable grades/schools participate. To facilitate this participation, the Sponsor will provide for applicable School staff all services/support activities that are routinely provided to the ~Sponsor's staff regarding implementation of district and state-required assessment activities (e.g., staff training, dissemination and collection of materials, monitoring, scoring, analysis, and summary reporting). (6) The School agrees to utilize data provided through its participation with the Sponsor in electronic data processing systems pertaining to admissions, registration, and student records. 9 (7) The School agrees to allow the Sponsor reasonable access to its facilities and records to review data sources, including collection and recording procedures, in order to assist the Sponsor in making a valid determination about the degree to which student performance requirements have been met as stated in the Contract, and required by §228.056(10)(0, Fla. Stat. (2001). (8) Legislation regarding charter school implementation requires the Sponsor to provide to the State Board of Education and the Commissioner of Education an analysis and comparison of the overall performance of the School's students. The parties agree that the Sponsor will utilize remflts from the state and district required assessment programs referenced in this Contract and the data elements to be included in the annual report which the School is required to submit pursuant to §228.056, Fla. Stat. (2001). (9) The Sponsor shall ensure that the School's program is consistent with the state education goals established by §229.591(3), Fla. Stat. (10) The School will use records and grade procedures that adequately provide the information required by the Sponsor. 'i~ais may be an alternative grading and recording system. The School's grading and recording system must be in accordance with the State's reporting ~guidelin& and be approved by the Sponsor. (11) The School will maintain both active and archival records for current/former students in accordance with Florida Statutes. (12) All permanent cumulative records (Both Category A, Permanent Information and Category B, Temporary Information) of students leaving the School, whether by transfer to a traditional public school within the school system, or withdrawal to attend another charter 10 school, shall be transferred upon receipt of an official request from a receiving Miami-Dade County public school or a charter school sponsored by The School Board of Miami-Dad¢ County, Florida. The School may retain copies of the departing student's academic records created during the student's attendance at the School. (13) Upon termination of a student's enrollment at the School, all permanent cumulative records (Both Category A, Permanent Information, and Category B, Temporary Information) of students leaving the School, but not transferring to a Miami-Dade County public school or a charter school sponsored by The School Board of Miami-Dade County, Florida, shall be sent via school mail to the Department of Records and Forms Management. The School may reta'm copies of the departing student's academic grades and attendance during the student's enrollment at the School. (14) The School shall transmit to the Sponsor's Department of Records and Fora Management, a lisfmg of the types of Category A and B educational records pursuant to Rule 6A-I.09555, School Board of Education Rules, and the procedures from the Division of Student Services as stipulated in the Student Educational Records manual. Beginning the 2003- 2004 school year, this report shall be transmitted each year prior to July Ist. (15) Exceptional education students shall be provided with program.q implemented in accordance with federal, state and local policies and procedures; and, specifically, the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, §228.2001 and §230.23(4)(m), Fla. Stat., §228.056, Fla. Stat. (2001), and Chapter 6A-6 of the Florida State Board of Education Administrative Rule. The School will be responsible for the delivery of all educational and related services indicated on the student's Individual 11 Education Plan (IEP). Related services (e.g., speech/language therapy, occupational therapy, physical therapy, and counseling) must be provided by the School staff or paid for through contract. The Sponsor will have the responsibility of conducting the evaluation of students referred for potential Exceptional Student Education (ESE) placement and for the re-evaluation of ESE students in accordance with federal and state mandates. The School may obtain independent evaluations of students at their expense. These evaluations may be considered in determi~ing?igibility but will not necessarily substitute for an evaluation conducted by district personnel in a manner and timeframe consistent with that of all other schools in the district. If it is determined by an IEP committee that the needs of a student with disabilities cannot be met at the School, the Sponsor will take steps to secure another placement for the student in accordance with federal and state mandates. The Sponsor will participate in all IEP meetings (including initial staffing and annual IEP review meetings) at the School and will serve as the Local Educational Agency (LEA) Representative. The LEA Representative will be responsible for the completion of the Matrix of Services form following the completion or revision of an IEP. Students with disabilities will be educated in an inclusionary, least restrictive -environinent (Appendix E). It is the professional responsibility of educators to place students in an environment where they can best flourish. Those students, whose needs cannot be adequately addressed at the School as determined by an IEP committee, will be appropriately referred; and the School staff will work together with the Sponsor's personnel to ensure that the needs of these students are met. The School's staff will work closely, and as early as 12 possible in the planning/development stages, with school district staff to discuss the services needed by the School's students with disabilities. (16) Under the Medicaid Certified School Match Program, the School may be eligible to seek reimbursement for certain services provided to Medicaid-eligible students who qualify for services under IDEA, Part B or C. In order to seek reimbursements, the School agrees to follow the procedures established for Medicaid-reimbursable services to eligible students at the School as outlined in Appendix F, attached and incorporated into this Contract by reference. (17) Students at the School who are of limited proficiency in English will be served by English for Speakers of Other Languages (ESOL)-certified personnel who will follow the Sponsor's District Plan for Limited English Proficient Students. The Sponsor's plan, which meets the requirements of the League of United Latin American Citizens (LULAC) et al. v. State Board of Education Consent Decree, is attached as part of Appendix D. (18) The School will adopt the Sponsor's "Pupil Progression Plan" (PPP), which is attached as Appendix G. Notwithstanding the above acceptance of the Sponsor's PPP, the School and the §ponsor may agree to any additional reasonable exemptions from the PPP the School may wish. Any failure to agree on exemptions.shall not be considered a dispute. (19) The School will adopt the Sponsor's "Procedures for Promoting and Maintaining a Safe Learning Environment," which is attached as Appendix H. Notwithstanding the above acceptance of the Sponsor's "Procedures for Promoting and Maintaining a Safe Learning Environment," the School and the Sponsor may agree to any reasonable exemptions from the 13 "Procedures for Promoting and Maintaining a Safe Learning Environment" the School may wish. Any failure to agree on exemptions shall not be considered a dispute. (20) The School agrees to seek applicable certification/accreditation for its educational program if the Sponsor agrees to the School extending its program to include grades nine through twelve to ensure transferability of courses completed by the students at the School. PART I~. STUDENTS A. DEFINITION OF STUDENTS (1) The parties agree that the grade levels and student enrollment at the School will be approved based on the school district overcrowding needs, as determined by the Sponsor's policies. Additionally, the School shall be open to any student residing in Miami-Dade County. (2) The School will provide a unique academic environment for approximately 600 culturally diverse students, ages 5-11 in Kindergarten through 5th grade. As a charter school- in-the-municipality, The School will limit the enrollment process to target the ehildran of residents of the City of Aventura according to Florida State Statute. However, ACES will not discriminate on the basis of race, religion, national or ethnic origin, or exceptionality in the admission of students, in accordance with federal and state anti-discrimination law. Following is the student enrollment breakdown by year: Year 1: 2003-2004 - Grades K-5 - up to 600 students Year 2:2004-2005 - Grades K-5 - up to 600 students Year 3:2005-2006 - Grades K-5 - up to 600 students 14 Year 4:2006-2007 - Grades K-5 - up to 600 students Year 5:2007-2008 - ~Grades K-5 - up to 600 students Years 6-15:2008-2018 - Grades K-5 - up to 600 students In order to minimize the negative impact to district schools that are underenrolled and located in the School's targeted enrollment area, the parties agree to limit the enrollment from such schools as follows: Percentage of utilization of Maximum overall number of students permanent and relocatable program to be admitted by charter school from capacity of students' home school underenrolled schools 99% to 90% Up to 50 students 89% to 80% Up to 40 students 79% to 70 % Up to 30 students 69% to 60 % Up to 20 students Below 60 % Up to 10 students (3) The parties agree that the School shall achieve a racial/ethnic balance reflective of the community it serves or within the racial/ethnic range of other public schools in the school district. The School shall ensure that its admissions policies shall be nonsectarian. B. ENROLLMENT PROCESS (1) The School will admit students of any race, color, national and ethnic origin, religion or gender. The School agrees that it will implement the strategies contained in Appendix A to achieve a diverse student population reflective of the community it serves. As permitted by §228.056(23), Fin. Stat. (2001), preference will be given to children of Aventura residents. If the number of Aventura residents' children exceeds the capacity of the program, class, grade level, or building, these applicants shall have an equal chance of being submitted through a random selection process. The random selection process will reflect the diversity of 15 the targeted community. After all Aventura applicants have been offered seats, non-Aventura applicants will be enrolled, as permitted by §228.056(7), Fla. Stat. (2001). If the number of non-Aventura applications exceeds the remaining capacity of program, class, grade level, or building, non-Aventura applicants shall have an equal chance of being admitted through a random selection process. If the number of applicants is below the desired number of students, the School reserves the right to extend the application deadline, provided sufficient notice is given. (2) The School will give enrollment preference to the students of the residents of the City of Aventura who are seeking enrollment, a sibling of a student enrolled in the School, or to the child of an employee of the School. (3) Informational meetings will be held to inform interested parents of the mission of the School, the registration process, and required contractual obligations. The School will provide this information to parents in languages other than English (e.g., Spanish, Haitian- Creole), as appropriate. (4) Students residing in neighboring counties would be eligible to attend the School under the inter-district agreement provisions provided for in the Florida Charter School Legislation or as currently allowed between Miami-Dade and neighboring counties' School Boards. (5) The capacity of the School shall be determined annually by the governing board, in conjunction with the Sponsor, in consideration of the factors contained in {}228.056(7), Fla. Stat. (2001). C. DISCIPLINE (1) The School agrees to maintain a safe learning environment at all times. In order to provide criteria for addressing discipline issues that will ensure the health, safety and welfare of all students attending the School, the School will adopt and follow the Sponsor's Code of Student Conduct, which is attached as Appendix I. Students who attend the Aventura Charter Elementary School and their parents will enter into contracts with the School. Such contracts will detail the responsibilities staff members, students, and parents are expected to fulfill. If parents or students do not meet these obligations, it will be recommended that the student attend another school. If necessary, the School will pursue the withdrawal or transfer through administrative procedures established under Sponsor's Board Policy, but administered by School personnel. (2) Notwithstanding the above acceptance of the Sponsor's Code of Student Conduct, the School and the Sponsor may agree to other reasonable exemptions from the Code. Any failure to agree on exemptions shall not be considered a dispute. (3) The School agrees that. it will not engage in the corporal punishment of its students. D. EXTRACURRICULAR ACTIVITIES Thc School's students may participate in extracurricular activities in accordance with the provisions in §232.425, Fla. Stat. 17 PART IV. FINANCIAL ACCOUNTABILITY A. ADMINISTRATIVE MANAGEMENT (I) The School's financial activities and reporting of same will be subject to the Florida Department of Education (FDOE), Technical Assistance Notes (TAN), 99-09, 2000- 05, and 2001-15, incorporated into this Contract as Appendix J, as well as any subsequently issued directives by the state. (2) The School agrees to provide reasonable proof of the ability to fund the initial stanup and the on-going operation of the School, but in no event shall the School be required to prove the ability to fund more than two (2) months of expenditures based on the yearly operating budget. (3) The governing board of the School, or its designee, shall provide to the Sponsor by August 20a' of each year an updated annual budget for review. This budget shall include projected sources of revenue, both public and private, and planned expenditures covering the entire school year. (4) The Sponsor shall calculate and submit nine (9) monthly payments to the School by the 15~ of each month beginning with September 15t~ immediately following the opening of ~chool. in order to provide educational materials for students when classes begin, the first payment shall include 75 % of the full anmlal allocation of instructional materials based on membership after the first week of school. The tenth and final payment for each school year shall be submitted to the School no later than July 15~ to allow the Sponsor to determine any final amounts due the Sponsor for services provided the School as well as for administrative oversight. Late payments, from the Sponsor, are subject to interest at the rate of 2% per 18 month calculated on a daily basis until paid. The Sponsor will cooperate and assist the School, as required by Florida Statutcs,..to obtain capital outlay funding for which thc School is eligible. Procedures for submitting and approving requests for funding under §228.0561, Fla. Stat. (2001), Charter Schools Capital Outlay Funding are hereby incorporated into this Contract as Appendix K. (5) Rather than the 5 % maximum authorized by law, the Sponsor shall withhold 2 % from the available funds as defined in §228.056(14)(b), Fla. Stat. (2001), not including capital outlay funds, federal and state grants, or any other funds unless explicitly provided by law for certain admini.~trative costs and educational services. Notwithstanding this reduction, the Sponsor shall provide the administrative services required by §228.056(14)(e), Fla. Stat. (2001), at no additional cost to the School. This reduction to 2% is contingent upon the School satisfying ail of the following conditions: (a) The location of the School has been approved by the Sponsor. (b) The facilities will be newly constructed or renovated, and not third party leases, and shall comply with all 'requirements identified in PART IV. FINANCIAL ACCOUNTABILITY, Section C. FACILITIES, of this contract. (c) The credit rating of the Sponsor or its tax-exempt status, will not be used to finance the new school. (d) The charter school site and facilities shall be owned by the City of Aventura and shall be financed by separate bonds with a documented repayment schedule, the proceeds of which were used only to finance site acquisition and construction of the charter school facility, subject to provisions of subsection (e) below. 19 (e) In the event that the school is terminated or the City of Aventura defaults on debt issued to finance the site or facility, the Sponsor shall have first right of refusal to assume possession of the property in return for assuming the outstanding liability. The right of the Sponsor must be written into any bond indenture covering the financing of the site or facility. If the Sponsor exercises the right to assume ownership, it agrees to reimburse the City of Aventura annually for its requh'ed principal and interest payments, until such time as the related d~bt may be fully paid or refinanced by the Sponsor with no prepayment penalty. Upon full payment of the related debt, the City of Aventura shall transfer title of both the site and facility to the Sponsor along with any easements necessary to have access and use of the S~hool, free and clear of all encumbrances except those acceptable to the Sponsor. (0 Access by the School to services not required in, but available through the Sponsor, may be negotiated separately by the parties. (6) The School shall utilize the standard state codification of accounts as contained in the Financial and Program Cost Accounting and Reporting for Florida Schools, as a means of codifying all transactions pertaining to its operations. Federal, state and local funds shall be maintained according to existing mandates and practices, i.e., separate funds and bank ~ccounts for federal, state, and local funds. (7) The School shall provide quarterly financial statements to the Sponsor, which shall include a balance sheet and a statement of revenues and expenditures and changes in fund balances prepared in accordance with Generally Accepted Accounting Principles and in a format to include a detail of all revenue and expenditure activities relating to' its operations, and file the appropriate reports with the respective state and federal agencies. In the event, the 2O School elects to follow generally accepted accounting standards for not-for-profit organizations; it shall be reforn~a, tted for reporting purposes. Submission of the quarterly financial statements shall be within 30 days of the end of each quarter. (8) The School shall provide the Sponsor with annual financial reports as of June 30 of each year for inclusion in the Sponsor's financial statements. These reports shall include a complete set of annual financial statements and notes thereto, prepared in accordance with Generally Accepted Accounting principles and reflecting the detail of revenue sources and expenditures by function and object. Additionally, the financial statements must be presented in the new format as required by Governmental Accounting Standards Board (GASB) Statement 34, applicable for state and local governments and their component units which became effective for periods beginning after June 15, 2001. adhered to for submitting the School's financial reports: UNAUDITED STATEMENTS NO LATER THAN AUGUST 1st OF F~ACH YEAR The following timeline must be AUDITED STATEMENTS NO LATER THAN SF_PTEMBER 20~ OF EACH YEAR An annual financial audit, requested and paid for by the School, shall be performed by a qualified Certified Public Accountant. The audit shall be performed in accordance with 'Generally Accepted Auditing Standards; Government Auditing Standards, issued by the Comptroller General of the United States; and the Rules of the Auditor General, State of Florida, incorporated into this Contract as Appendix L, and in accordance with the requirements specified in Appendix M. The School further agrees to provide the Sponsor with a copy of such audit and the corresponding responses to the findings, which shall be bound together in one complete report. Funding for any subsequent year or Contract extension, if 21 approved by the School Board, shall be contingent upon the receipt and subsequent approval of the audit by thc Sponsor and/or its representatives, and such funding shall be adjusted as necessary to reflect audit resu!ts. The Sponsor reserves the right to perform additional audits at its expense as part of the Sponsor's financial monitoring responsibilities as it deems necessary. Additionally, a cumulative listing of all tangible personal property, fixtures, and improvements of a non-consumable nature purchased with public funds (i.e., FEFP, grant, and any other public-gene_rated funds, other than city funds) shall be submitted yearly along with the annual audited financial statements. These lists will include: (1) date of purchase; (2) item purchased; (3) cost of item, and (4) item location. If thc School has been granted tax-exempt status, thc School will provide the Sponsor with a copy of correspondence from the Internal Revenue Service (IRS) granting tax-exempt status as a section 501(c)(3) organiT~tion. The School also will provide thc Sponsor a copy of its Form 990, Return of OrganiTotion Exempt from Income Tax, and all schedules and attachments, within 15 days of filing with the IRS. If the IRS does not require Form 990 to be filed, the School will provide the Sponsor with written confirmation from the IRS of such non- requirement. Notwithstanding anything set forth in this contract, thc Sponsor docs not 'covenan~ to extend or pledge its tax-exempt authority in any way for the usc and benefit of the School. (9) The School will contract with a private agency to provide food service. Responsibilities for providing food services and related services and meeting reporting requirements will be assumed by the School. (10) Funding for student enrollmem in the School shall be the sum of district operating funds from the Florida Education Finance Program (FEFP), including gross state and local funds, discretionary lottery funds, and discretionary operating millage funds divided by total district funded weighted full-time equivalent (WFTE) students times the weighted full-time equivalent students of the School. If eligible, the School shall also receive its proportionate share of categorical program funds included in the Florida Education Finance Program. The School shall provide the Sponsor with documentation that categorical funds received by the School were expended for purposes for which the categoricals were established by the Legislature. (11) The Sponsor may initially calculate monthly distributions to the School for up to three O) months based on the School's projected full-time equivalent student membership until the results of the October FTE become available. The projected full-time equivalent student membership will be determined by the actual student enrollment at the School at the conclusion of the first week of student attendance. If enrollment at the end of the first week of student attendance is less than 90% of projected enrollment, the initial monthly distributions shall be proportionally reduced. Thereafter, the results of full-time equivalent student membership surveys will be used in adjusting the amount of funds distributed monthly to the School. (12) Any eligible student enrolled in the School shall be provided federal funds for the same level of service provided other eligible students in the schools operated by the Sponsor, including Title I funding. 23 (13) WFTE students reported by the School during the FTE student survey periods. funding for the School shall be adjusted during the year as follows: 1. Total funding shall be recalculated during the school year to reflect actual Additionally, In the event of a state holdback or a proration, which reduces district funding, the School's funding will be reduced proportionately. 2. In the event that the district exceeds the state cap for WFTE for Group 2 programs established by the Legislature, resulting in unfunded WFTE for the district, then the School's funding shall be reduced to reflect its proportional share of any unfunded WFTE. (14) The School shall not levy taxes or issue bonds secured by tax revenue except as within the specific authority of the City of Aventura. (15) If the School is not renewed or is terminated, any public (other than City of Aventura) unencumbered funds from the School shall revert automatically to the Sponsor. In that event, all School property, improvements, furnishings, and equipment purchased with public funds (other than City of Aventura) shall revert automatically to full ownership by the Sponsor (subject to any lawful liens and encumbrances). If the School's accounting records fail to establish clearly whether a particular asset was purchased with public funds (other than City of Aventura) or non-public funds, it will 'be considered to have been purchased with public funds and ownership of the asset will revert to the Sponsor. (16) If the School is not renewed or is terminated, the School is responsible for its debts. (17) Payment shall be made to the School no later than the 15a of each month from September through May with a ~ payment due by July 15~. See Appendix N for a sample worksheet for calculating the School's revenues. The Sponsor shall complete this worksheet the month following the actual FTE survey periods. The following invoice will be prepared by the Sponsor based upon the original revenue worksheet divided by the number of months in the school year until a revised worksheet schedule is completed. To determine invoice mounts after a revised schedule is complete, the following steps should be performed: (A) Total Estimated Revenue as of (B) Less 2% Administrative Overhead ( ) (C) Less Payments to Date to Charter School ( ) (D) Less Other (describe): ( .) (E) Net Amount Due ~ (F) Number of Montlxs Remaining (G) Amount this Payment (18) The administrative fee retained by the Sponsor pursuant to this Contract includes, among other things, for the processing of the application and the Contract and for academic and financial monitoring required of the Sponsor by law. 25 (19) The parties agree that the Sponsor, with reasonable notice, may request at any time and up to four (4) times a year reports on school operations and student performances and the School shall provide the same. (20) The Sponsor reserves the right to require the School to adhere to any additional financial requirements mandated by the FlOrida Depa,'hglcnt of Education as it applies to charter schools. (21) Any Tiflc I funds allocated to thc School must be used to supplement students greatest instructional needs that have been identified by a comprehensive needs assessment of thc entire School. Thc School's eligibility to receive Title I funds will be based on the percentage of students participating in the Free and/or Reduced Price Lunch Program as determined by an Economic Survey using a predetermined cut-off level established by the Sponsor. (22) The per pupil allocation of Title I funds will correlate with the per pupil allocation of the home school. (23) Any equipment item purchased with Title I funds costing $750 or more, which is classified as Capitalized Audio Visual, or Equipment remains the property of Title I. This property must be identified and labeled for Title I property audits. (24) If the School accepts Title I funds, at least one percent of the Title I funds budget must be spent in support of parental involvement activities. (25) The district and region Title I staff will provide technical assistance and support in order to ensure that Title I guidelines are being followed at the School and that students are meeting high content and performance standards. (26) When the funding source requires that the Sponsor serve as the fiscal agent for a grant, the School shall comply with the following procedures: (a) Prior to generating any paperwork to the funding agency, the School shall notify the Division of Schools of Choice, in writing, of its intent to submit a grant application. (Attach grant application guidelines.) (b) The Division of Schools of Choice will forward the written request, along with the grant application guidelines, to Federal Programs and Grants Administration (FPGA). (c) Upon receipt of the written request, FPGA will prepare the grant application procedures packet and timeline for the School. (d) FPGA will process all application documents requiring the Superintendent's signature. (e) In accordance with the established timeline, the School will submit the final application and the appropriate copies to FPGA for transmittal to the funding agency. B. REPORTING OF STUDENTS (1) In order to facilitate the School's reporting requirements as reflected in the legislation and in order to provide continuous data for students participating in the School, the parties agree that the School will utilize the Sponsor's electronic data processing facility and procedures for the processing of student enrollment, attendance, FTE collection, and assessment information. The Sponsor will analyze the School's facility and develop a hardware/software solution, which provides the School with limited access to the Sponsor's data processing facility. The School will provide hardware and related infrastructure. There will be no cost to the School for.the rehted installation of sol.are programs. (2) The Sponsor will also provide ~raining for the School's personnel in the use of designated district applications necessary to respond to the legislative requirements of §229.592, Fla. Stat., including the annual report and the state/district required assessment program. The Sponsor's support for this function will be provided at cost and will not exceed the 5% administrative fee provided in the law. Access by the School to additional data processing applications not required in the legislation but available through the Sponsor rosy be negotiated separately by the parties. (3) If the School submits data relevant to PTE funding that is later determined through the audit procedure to be inaccurate, the School shall be responsible for any reimbursement to the State for any errors or omissions for which the School is responsible. (4) Access by the School to materials and forms not required in the legislation, but available through the Sponsor may be negotiated separately by the parties. C. FACILITIES ~' (1) The School agrees to use facilities that comply with the Florida Building Code, including Chapter 423, and the Florida Fire Prevention Code, including reference documents. (a) The School shall provide for the full cost of purchase and development of the facility and site, including but not limited to, the design, plan reviews, inspections, and construction. It is the responsibility of the School to provide the Sponsor with certification of compliance with these requirements by providing a signed and scaled statement to the Sponsor from the architect of record stating that: "I have designed and inspected the subject facility, and to the best of my knowledge and ability ~have determined that: the project is in compliance with applicable federal laws and rules, applicable state statutes and roles, the Florida Building Code, including Chapter 423, and the Florida Fire Prevention Code, including reference documents, and that no asbestos containing materials were specified for use in this building, nor were asbestos containing materials used in the construction of this project. ' (b) The School shall be responsible for maintaining the facility pursuant to the requirements of Chapter 5 of the State Requirements for Educational Facilities (SREF) as may be amended, revised, or replaced, the certificate of occupancy, and provisions of applicable state and federal laws and roles concerning public schools, and with the Florida Building Code, including Chapter 423, and the Florida Fire Prevention Code, including reference documents, to protect the health and safety of the building occupants. (2) The School will be located at 3333 Northeast 188* Street, Aventura, Florida. O) The School shall comply with all applicable laws, ordinances, and codes of ,.federal, state, and local governance, including Individuals with Disabilities Education Act. It is expressly agreed that the School shall obtain all necessary licenses, permits, zoning, use approval, facility certification, and other approvals required for use and continued occupancy of the facility as required by the local government or other goverlunental agencies. Since charter schools are fully recognized as public schools pursuant to {}235.056, Fin. Stat. (2001), the Charter issued herein and the School's operation hereunder shall be subject to necessary local government approvals including site plan approval pursuant to §235.193, Ha. Stat. Zoning or other land use development orders approving the School use, if issued by the local government entity having jurisdiction over the area where the School property is located, shall satisfy the review requirements of §235.193, Fla. Stat. The School further agrees that it shall be responsible for all cost for or associated with complying with local ordinances, securing licenses, permits, zoning, use approval, facility certification, and other approvals, including but not lim!t_ed to application fees, advertising costs, surveyor costs, plan review fees, permit costs, licensing costs, and any other additional charges or surcharges by the local government or other governmental agencies. The School will show a Certificate of Occupancy, and other certificates that are required by the applicable building and fire enforcement authorities, as well as health and ssn!tation enforcement authorities, and including all other enforcement agencies having jurisdiction, before the initial openin~ day of classes. If the School fails to obtain all licenses, permits, use approval, facility certification, and any other approvals as required by the local government or any other governmental bodies having jurisdiction ten (10) workin~ days prior to the initial openin~ day of classes, this Contract shall terminate with no compensation due to the School, however, the application shall remain effective for the ~following~school year. (4) The School agrees not to affix any religious symbols, statues, artifacts, etc., on or about the property and facilities where the School will operate. D. TRANSPORTATION (1) The School agrees to provide transportation to the School's students consistent with the requirements of Chapter 234, Florida Statutes. At the discretion of the School's 3O governing body, transportation will be provided, either through private providers who meet all applicable State and Sponsor's ~afety and transportation standards with funds allocated to eligible students, or by the Sponsor, upon mutual agreement by contract. Transportation shall not be a barrier to equal access for all students residing within a reasonable distance, not greater than four (4) miles, from the School as determined in the School's transportation plan in the approved application. The School may choose to provide transportation to students who live beyond four (4) miles from the School, at their discretion. (2) The School will provide the Sponsor the name of the private transportation provider and a copy of the signed transportation contract ten (10) working days prior to the opening day of classes. (3) The rate of reimbursement will be equivalent to the reimbursement rate provided by the state for all eligible transported students within the district. E. INSURANCE INDEMNIFICATION (1) The School, to the extent immunity may be waived pursuant to Section 768.28, Florida Statutes, agrees to indemnify, defend with competent counsel and hold the Sponsor, its ~members, officers, and agents, harmless from any and all claims, actions, costs, expenses, damages, and liabilities, including reasonable attorney's fees, arising out of, connected with or resulting from: (a) the negligence of the School's employees, contractors, subcontractors, or other agents in connection with and arising out of their services within the scope of this agreement; (10) disciplinary action or the termination of a School employee; (c) the debts accrued by the School and/or non-payment of same; (d) the School's material breach of this 31 agreement or law; or (e) any failure by the School to pay its suppliers or any subcontractors. However, the School shall not be..obligated to indemnify the Sponsor, against claims, damages, expenses or liabilities to the extent these may result from the negligence of the Sponsor, its directors, officers, employees, and subcontractors. The duty to indemnify for professional liability as insured by the School Leaders Errors and Omissions Liability Policy described in this Contract will continue in full force and effect notwithstanding the expiration or early termination of this agreement with respect to any claims based on facts or conditions which occurred~prior to termination. In no way shall the School Leader's Errors and Omissions Liability Policy three (3) year limitation on post-termination claim.~ of professional liability impair the Sponsor's claims to indemnification with respect to a claim for which the School is insured or for which the School should have been insured under Commercial General Liability Insurance. In addition, the School shall indemnify, defend and protect and hold the Sponsor harmless against all claims and actions brought against the Sponsor by reason of any actual or alleged infringement of patent or other proprietary rights in any material, process, machine or appliance used by the School. (2) The Spol~sor, to the extent immunity is waived pursuant to §768.28, Fla. Stat., agrees to indemnify, defend with competent counsel and hold the School, its members, officers, employees, and agents, harmless.from any and all claims, actions, costs, expenses, damages, and liabilities, including reasonable attorney's fees, arising out of, connected with or resulting from: (a) the negligence, intentional wrongful act, misconduct or culpability of the Sponsor's employees, contractors, subcontractors, or other agents in connection with and arising out of their services within the scope of this agreement; (b) the Sponsor's material 32 breach of this agreement or law; and (c) any failure by the Sponsor to pay its suppliers, contractors, or any subcontractors. (3) The School and the Sponsor shall notify each other of thc existence of any third party claim, demand or other action giving rise to a claim for indemnification under this provision (a ~Th'trd Party Claim~) and shall give each other a reasonable opportunity to defend the same at its own expense and with its own counsel, provided that the School or Sponsor shall at all times have the right to participate in such defense at its own expense. If, within a reasonable amount of time after receipt of notice of a Third Party Claim, the School or Sponsor shall fail to undertake to so defend, the other party shall have the right, but not the obligation, to defend and to compromise or settle (exercising reasonable business judgment) the Third Party Claim for the account and at the risk and expense of the School or Sponsor which they agree to assume. The School or the Sponsor shall make available to each other, at their expense such information and assistance as each shall request in connection with the defense of a Third Party Claim. (4) The School's indemnity obligations under this provision and elsewhere in the Contract shall survive the expiration or termination of this Contract. EVIDENCE OF INSURANCE The School shall provide evidence of liability insurance in the following manner: (1) As evidence of compliance with the insurance required by this agreement, the School shall furnish the Sponsor with fully completed certificate(s) of insurance signed by an authorized representative of the insurer(s) providing the coverage before the initial opening day of classes. 33 (2) The evidence of insurance shall provide that the Sponsor be given no less than 60 days written notice prior to cancellation. (3) Until such time as the insurance is no longer required to be maintained by the School, the School shall provide the Sponsor with evidence of the renewal or replacement of the insurance no less than 30 days before the expiration or termination of the required insurance for which evidence was provided. REQUIREMENTS OF INSURANCE Insurers providing the insurance required by the School by this agreement must meet the following minlmqm requirenlents: (1) Be (I) authorized by subsisting certificates of authority by the DeparUnent of Insurance of the State of Florida, or (11) an eligible surplus lines insurer under Florida Statutes. In addition, the insurer must have a Best's Rating of ~A-~ or better and a Financial Size Category of "VI~ or better, according to the latest edition of Best's Key Rating Guide, published by A.M. Best Company. (2) If, during this period W~en an insurer is providing the insurance as required by this agreement, an insurer shall fail to comply with the foregoing mininlum requirements, as ~soon as the School has knowledge of any such failure, the School shall immediately notify the Sponsor and promptly replace the insurance provided by the insurer with another insurer meeting the requirements. Without limiting any of the other obligations or liabilities of the School, the School shall, at the School's sole expense, procure, maintain and keep in force the amounts and types of insurance conforming to the minituum requirements set forth in this agreement. Except as 34 otherwise specified ia this agreement, the insurance shall commence prior to the commencement of the opening .of the School and shall be gnaintained ill force, without interruption, until this agreement is terminated. COMMERCIAL GENERAL LIABILITY INSURANCE Except as otherwise provided, the Commercial General Liability Insurance provided by the School shall conform to the requirements hereinafter set forth: (1) The School's insurance shall cover the School for those sources of liability (including, but not by way of limitation, coverage for operations, Products/Completed Operations, independent contractors, and liability contractually assumed) which would be covered by the latest occurrence form edition of the standard Conmaercial General Liability Coverage Form (ISO Form CG 00 01), as filed for use in the State of Florida by the Insurance Services Office. (2) The nainimum limits to be maintained by the School (inclusive of any amounts provided by an umbrella or excess policy) shall be $1 million per occurrence/S3 million annual aggregate. (3) Except with respect to coverage for Property Damage Liability, the Commercial .General Liability coverage shall apply on a first dollar basis without application of any deductible or self-insured retention. The coverage for Property Damage Liability may be subject to a maximum deductible of $1,000 per occurrence. (4) The School shall include the Sponsor and its members, officers and employees as Additional Insured on the required Commercial General Liability Insurance. The coverage afforded such Additional Insured shall be no more restrictive than that which would be 35 afforded by adding the Sponsor as Additional Insured using the latest Additional Insured - Owners, Lessees or Contractors ~'Form B) Endorsement (ISO Form CG 20 10). The certificate of insurance shall be clearly marked to reflect 'The Sponsor, its members, officers, employees and agents as Additional Insured., AUTOMOBILE LIABILITY INSURANCE The Automobile Liability Insurance provided by the School shall conform to the following requirements: (1) The School's insurance shall cover the School for those sources of liability which would be covered by Section H of the latest occurrence edition of the standard Business Auto Policy (ISO Form CA 00 01), including coverage for liability contractually assumed, as flied for use in the State of Florida by the Insurance Services Office. (2) Coverage shall be included on all owned, non-owned and hired autos used in connection with this agreement. (3) The minimum limits to be maintained by the School (inclusive of any amounts provided by an umbrella or excess pol~cy) shall be $1 million per occurrence, and if subject to an :annllal aggregate, $3 million :~nnual aggregate. WORKERS' COMPENSATION/EMPLOYERS' LIABILITY INSURANCE The Workers' Compensation/Employers' Liability Insurance provided by the School shall conforra to the following requirements: (1) The School's insurance shall cover the School (and to the extent its subcontractors and its sub-subcontractors are not otherwise insured), for those sources of liability which would be covered by the latest edition of the standard Workers' Compensation 36 Policy, as filed for use in Florida by the National Council on Compensation Insurance, without restrictive endorsements. In add,ion to coverage for the Florida Workers' Compensation Act, where appropriate, coverage is to be included for the Federal Employers' Liability Act and any other applicable federal or state law. (2) Subject to the restrictions found in the standard Workers' Compensation Policy, there shall be no maximum limit on the amount of coverage for liability imposed by the Florida Workers' Compensation Act or any other coverage customarily insured under Part One of the standard Workers' Compensation Policy. The minimum amount of coverage for those coverage's customarily insured under Part Two of the standard Workers' Compensation Policy shall be: EL Each Accidem: $500,000; EL Disease-Policy Limit: $500,000; EL Disease-Each F~ployee: $500,000. SCHOOL LEADER'S ERRORS AND OMISSIONS LIABILITY INSURANCE The School shall provide, subject to reasonable commercial availability, the School Leader's Errors and Omissions Liability Insurance conforming to the following requirements: (1) The School Leader's Errors and Omissions Liability Insurance shall be on a form acceptable to the Sponsor and shall cover the School for those sources of liability lypically insured by School Leader's Errors and Omissions Liability Insurance such as School Leader's Errors and Omissions Liability Insurance policies offered by The National Union Fire Insurance Company of Pennsylvania, arising out of the rendering or failure to render professional services in the performance of this agreemem, including all provisions of indemnification, which is part of this agreement. per claim. (3) The insurance shall be subject to a maximum deductible not to exceed $25,000 If on a claims-made basis, the School shall maintain, without interruption, the Professional Liability Insurance until three (3) years after termination of this agreement. (4) The minimum limits to be maintained by the School inclusive of any amounts provided by an umbrella or excess policy, shall be $1 million per claim/annual aggregate. PROPERTY INSURANCE The School will provide property insurance for the full replacement value of the school facility and all contents. APPLICABLE TO ALL COVERAGES The insurance provided by the School shall apply on a primary basis and any other insurance or self-insurance maintained by the Sponsor or its members, officers, employees or agents, shall be in excess of the il~surance provided by or on behalf of the School. Except as otherwise specified, the insurance maintained by the School shall apply on a first dollar basis without application of deductible or ~elf-insurance retention. Compliance with the insurance requirements of this agreement shall not limit the liability of the School, its subcontractors, its ,sub-subcontractors, its employees or its agents to the Sponsor or others. Any remedy provided to the Sponsor or its .members, officers,, employees or agents by the insurance shall be in addition to and not in lieu of any other remedy available under the agreement or otherwise. The School shall require its subcontractors and its sub-subcontractors to maintain any and all insurance required by law. Except to the extent required by law, this agreement does not establish minimum insurance requirements for subcontractors or sub-subcontractors. 38 Neither approval by the Sponsor nor failure to disapprove the insurance furnished by the School shall relieve the School of the School's full responsibility to provide the insurance as required by this agreement. The School shall be in default of this agreement for failure to maintain such insurance as required by this agreement. The School shall indemnify and hold harmless the Sponsor against all claims, demands, suits, or other forms of liability for personal injury, property damage, or violations of civil rights that may arise out of, or by reason of actions of the School and/or its employees, agents, and representatives. PART V, GOVERNANC]E STRUCTURE (1) The seven member, duly elected representatives of the City of Aventura Commission will serve as the School's Board of Directors (Board). (2) The primary responsibility of the Board is to lead in the identification and development of broad goals and specific objectives to be accomplished by the School. The Board supports these goals and objectives by annually adopting an operating budget. (3) According to statute the. Board will make or direct the submission of an annual progress report to the Sponsor. (4) The Board shall oversee the City Manager who will be responsible for supervising the terms of the management agreement with thc City's selection of an education i~anagcment company. The City's agreement with the education management company shall ensure that all the provisions herein and in the application attached hereto as Appendix A shall be enforced. ($) The School's governing body shall be fingerprinted by the school district prior to the school opening. Board m~.embers appointed to the governing body after the approval of the School's Contract must be fingerprinted within 30 days of their appoinlment. The cost of fingerprinting shall be borne by the School or the governing body member. The School agrees to dismiss governing body members whose fingerprints checks results reveal non-compliance with standards of good moral character. (6) The teachers, support, and contractual staff will be directly supervised by the education n~n~§ement company. (7) A School Advisory Board (SAB) will be established to facilitate achievement of the mission of the School, and to ensure that the School meets the needs of the children and community it is developed to serve. (8) The Board is responsible to all of the people for whose benefit the School has been established. The Board's primary responsibility is to insure the best educational outcome by the students attending the School. The Board will select a reliable and proven educational management organi?otion to impleme~lt those programs and procedures which will produce the best educafion~! achievement. The powers and duties of the Board will be as conferred and .prescribixl by law. (9) As indicated above, the School will be responsible for administrative school functions, such as bookkeeping, pursuant to the rules and policies that are developed by the Board of Directors. (10) No member of the School's Board of Directors will receive compensation, directly or indirectly from the School's operations. (11) The School's parents will contractually agree to be responsible for their children's attendance (per appli.cable rules and regulations), classroom participation, and behavior. Attached, as Appendix O is the School's Parental Contract. To insure that parents/guardians will have a strong voice in the governance of the School, the following policies will be observed: · board meetings will be open to the public in accordance with §286.011 Fla. Stat., and parents/guardians shall be notified in a timely manner and encouraged to attend. Notification will also be available in languages other than English (e.g., Spanish, Haitian-Creole); and · periodic academic progress meetings will be held with parents/guardians as a way to provide "open discussion" and two-way feedback on student and program progress. (12) The School will comply with §119.011(2), Ha. Stat., relating to public records in that all the financial and membership records shall be public records and subject to the provisions of § 119.07, Fla. Stat. (13) The School's governing body, or its representative, will provide to the Sponsor Qn an annual basis, by September 1st, a tentative schedule of all governing body meetings for the school year, including the date and time of the meetings and the locations. The School will be responsible for notifying the Sponsor of any changes to this schedule at least two (2) days prior to the meeting. (14) The School agrees to allow reasonable access to its facilities and records to duly authorized representatives of the Sponsor. 41 PART VI. MANAGEMENT COMPANIES (I) If a management ,.company will be managing the School, the contract between the management company and the governing body of the School shall be submitted to the Sponsor prior to the approval of the School's Contract. All amendments to the contract between the management company and the governing body of the School shall be submitted to the Sponsor within five (5) days of execution. (2) The contract between the governing body of the School and the management company ~hall require that the management company operate the School in accordance with the terms stipulated in the School's Contract and all applicable laws, ordinances, roles, and regulations. (3) Any default or breach of the terms of thin Contract by the management company shall constitute a default or breach by the School under the terms of this Contract between the School and Sponsor, and upon notice the School shall have the obligation and responsibility to cure such breach. PART VII. HUMAN RESOURCES -' A. EMPLOYMENT (I) The Governing Board of the charter school will utilize the services of a professional education management company for the dally operations of the School. The education management company will be the actual employer of all staff. All employees of the School will receive benefits including health, retiremem and all other benefits prescribed by Federal and State Labor Law. The School shall contract with the education management company to hire employees, and shall submit annually to the Sponsor its written strategies used 42 to recruit, hire, train, and retain qualified staff. The School agrees that its employment practices shall be nonsectarian. (2) The School shall be responsible for promoting diversity in its staff. (3) All instructional staff assigned to the School and under the employ of the education management company shall be certified as required by Chapter 23 l, Florida Statutes. The Principal who shall be certified as required by Chapter 231, Florida Statutes, may be employed directly by the City of Aventura and not the education management company if the City of Aventura so chooses. The School may employ or contract with skilled selected non- certified personnel to provide instructional services or to assist instructional staff members as education paraprofessionals in the same manner ~s defined in Chapter 231. Their qualifications will be available to parents and community members upon request. Parents will be advised of the School's commitment to providing continuing professional development programs for its teachers to enhance their ability to maximize student learning. (4) The School agrees to provide the Sponsor the names and social security numbers of new employees. In order to ensure that all School employees are processed properly through the Sponsor, the School will provide the Sponsor, by the 5~ of each month, copies of the ~payroll roster for the previous month. Failure to provide this information on a timely manner may result in withholding of FTE payments. (5) The School agrees not to knowingly employ an individual for instructional services if the individual's certification or licensure as an educator is suspended or revoked by this or any other state. 43 (6) The School agrees not to knowingly employ an individual who has resigned in lieu of disciplinary action or who.has been dismissed by any school district. (7) The School agrees to disclose to thc parents and the Sponsor the qualifications of its teachers upon request. (8) The School agrees to fingerprint all employees as required by §231.02, Fin. Stat. and Board Rule 6Gx13- 4C-1.021. Thc Sponsor shall perform the processing of each employee~.s and other school-based personnel's fingerprints. The cost of fingerprinting will be borne by.ithe School or the employee. The School agrees that School employees shall bc on probationary status pending fingerprint processing by the Sponsor through the Florida Department of Law Enforcement and the Federal Bureau of Investigations. Thc School agrees to dismiss employees whose fingerprint check results reveal non-compliance with standards of good moral character. . (9) The School agrees to conduct general drug screening on all applicants for instructional and non-instructional positions with the School, in the manner set forth by the Management Company's Drug-Free Workplace guidelines, attached hereto as Appendix P, or in School-Board Rule 6Gx13- 4-1.05 and the Miami-Dade County Public Schools Drug-Free ~Work Place Technical Guide, attached hereto as Appendix Q, A negative drug screening result shall be a requirement for employment. The cost of drug screening will be borne by the School or the employee. (10) The School agrees to abide by the guidelines set forth in Chapter 6B-1.001, Code of Ethics of the Education Profession in Florida, and Chapter 6B-I.006, Principles of Professional Conduct for the Education Profession in Florida, hereby attached as Appendix R. (11) Attached, as part of Appendix A, is the School's policy for s~lecting and employing personnel. (12) Pursuant to §228.056, Fla. Stat. (2001), School employees shall have the option to bargain collectively and may collectively bargain as a separate unit or as part of the existing district collective bargaining unit as determined by the structure of the School. (13) The School expressly reserves the right to discipline employees in accordance with the laws of the State of Florida and the United States of America. The School will apply thorough, consistent, and even-handed procedures in disciplinary actions. Terminated employees are entitled to receive compensation for the time they have been employed. B. PRIVATE OR PUBLIC EMPLOYEES The School will be a private employer as referenced in Appendix A. Teachers and other staff on approved charter school leave from the Sponsor will be considered employees of the School and as such will not be covered by the contract between the United Teachers of Dade (UTD) and Miami-Dade County Public Schools. PART VHI. MISCELLANEOUS (1) Neither party shall be considered in default of this Contract if the performance of any pan or all of this Contract is prevented, delayed, hindered or otherwise made impracticable or impossible by reason of any strike, flood, hurricane, riot, fire, explosion, war, act of God, sabotage, accident or any other casualty or cause beyond either party's control, and which cannot be overcome by reasonable diligence and without unusual expense. (2) This Contract shall constitute the full, entire, and complete agreement between the parties hereto. All prior representations, understandings and agreements are superseded and 45 replaced by this Contract. This Contract may be altered, changed, added to, deleted from or modified only through the volun .t,~y, mutual consent of the parties. Any substantial amendment to this Contract shall require approval of the School Board. (3) This Contract shall not be assigned by either party. The School may, without the consent of the Sponsor, enter into contracts for services with an individual or group of individuals organized as a partnership or cooperative so long as the School remains ultimately responsible for said services as set forth in this Contract. (4) No waiver of any provision of this Contract shall be deemed or shall constitute a waiver of any other provision unless expressly stated. (5) All representations and warranties made herein shall survive terminstion of this Contract. (6) If any provision or any part of this Contract is determined to be unlawful, void or invalid, that determination shall not affect any other provision or any part of any other provision of this Contract and all such provisions shall remain in full force and effect. (7) This Contract is not intended to create any rights of a third party beneficiary. This clause shall not be construed, however, as a waiver of any right of a member of the ~ommunity, a student or parent of a student of the School. (8) This Contract is made and. entered into in the State of Florida and shall be interpreted according to the laws of that state. (9) Every notice, approval, consent or other communication authorized or required by this Contract shall not be effective unless same shall be in writing and sent postage prepaid by United States mail, directed to the other party at its address hereinafter provided or such 46 other address as either party may designate by notice from time to time in ac6ordance herewith: City of Aventura, Florida c/o Charter Schools USA, Mr. Michael Strader 6245 North Federal Hwy., 5~ Floor Fort Lauderdale, Florida 33180 City of Aventura, Florida c/o Eric Soroka, City Manager 19200 West Country Club Drive Aventura, Florida 33180 The School Board of Miami-Dade County, Florida Attn.: Deputy Superintendent for Education 1450 Northeast Second Avenue, Suite 931 Miami, Florida 33132 Copies of all Notices to: Clerk of the School Board 1450 Northeast Second Avenue Miami, Florida 33132 (10) The School and the Sponsor both represem that they have been represented in connection with the negotiation and execution of this Contract and they are satisfied with the representation. (11) The headings in the Contract are for convenience and reference only and in no way define, limit or describe the scope of the Contract and shall not be considered in the interpretation of the Contract or any provision hereof. (12) This Contract may be executed in any number of counterparts, each of which shall be an original, but all of which together shall constitute one Contract. 47 (13) Each of the persons executing this Contract has the full power and au~ority to execute the Contract on behalf o~.f the party for whom he or she signs. (14) In the event of any conflict between the provisions of this Contract and any Appendix, this Contract shall prevail. 48 IN WITNESS WHEREOF, the parties hereto have executed this Contract as of the day and year first above written. ATTEST: City Clerk THE CITY OF AVENTURA, FLORIDA, on behalf of AVENTURA CHARTER ELEMENTARY SCHOOL, By: - ~Si~atur o~/ City Manager ATTEST: By: ~rhe~tary THE SCHOOL BOARD OF MIAMI - DADE COUNTY, FLORIDA Perla Tabares Hantman, Chair 49 Aventura Charter Elementary School List of Appendices Appendix A ...................................................................................................... Application Appendix B ............................................................................... Implementation Timetable Appendix C ...................................................................... Dispute Resolution Procedures Appendix D ....................................... District Plan for Limited English Proficient Students Appendix E ......................... Special Programs and Procedures for Exceptional Students with Amendment Appendix F ....................................................................................... Medicaid Procedures Appendix G .................................................................................... Pupil Progression Plan Appendix H .................................................. Procedures for Promoting and Maintaining a Safe Learning Environment Appendix I .................................................................................. Code of Student Conduct Appendix J .................................................................... Fiscal Technical Assistance Note Appendix K ................................................................ Capital Outlay Funding Procedures Appendix L .................................................................................. Rules of Auditor General Appendix M ............................................................................. Audit Completion Checklist -Appendix N ................................................................. Base Funding Estimate Worksheet Appendix O ............................................................................................... Parent Contract Appendix P ...................................................... CSUSA Drug-Free Workplace Guidelines Appendix Q ................................................. School Board Rule 6Gxl 3- 4.105 (Drug Free Workplace General Policy Statement) Appendix R ........................................................... Code of Ethics - Education Profession Appendix A . Aventura Charter Elementary School (ACES) -A Charter School-In-The-Municipality- MIAMI-DADE COUNTY PUBLIC SCHOOLS Charter School Application 2002-2003 October I, 2001 Aventura Charter Elementary School (ACES) -A Charter School-In-The-Municipality- MIAMI-DADE COUNTY PUBLIC SCHOOLS Charter School Application 2002-2003 October 1, 2001 MIAMI-DADE COUNTY PUBLIC SCHOOLS 2002-2003 CHARTER SCHOOL APPLICATION PART I A. GENERAL INFORMATION Name of charter school: Name of Founder: Address: City, State, Zip Code: Telephone Number: E-Mail Address: Aventura Charter Elementary School (ACES) City of Aventura c/o Eric M. Soroka, City Manager 19200 West Country Club Drive Aventura, Florida 33180 (305) 466-8901 Fax Number: (305) 466-8919 sorokae~cityo faventura.com Name of contact person: Address: City, State, Zip Code: Telephone Number: E-Mail Address: Tiffanie Pauline, Director Charter Schools USA 6245 North Federal Highway, 5e' Floor Fort Lauderdale, Florida 33308 (954) 202-3500 Fax Number: tpauline~charterschoolsusa, com (954) 202-1855 Have you/will you file an application to charter this proposed school, with other entities? __ YES X NO Please provide a brief description of the proposed school. Aventura is characterized by a growing population of younger families with school-aged children; therefore, the City of Aventura wishes to develop a municipally sponsored elementary charter school to open for the 2003- 2004 school year. This school will be the ftrst elementary public school within the City's limits. ACES will serve up to 600 students in kindergarten thr'tugh fifth grades. The goal of the academic program is to establish a flexible "open framework" that supports creativity, high standards and a solid academic foundation for students. The School will be housed in a state-of-the-art educational facility. The proposed location of the school is 3333 NE 188th Street, adjacent to a planned community and recreation center. B. Student Enrollment Breakdown by Year Year 1: Grade(s) K- 5 Up to 600 Year 2: Grade(s) K - 5 Up to 600 Year 3: Grade(s) K - 5 Up to 600 Year 4: Grade(s) K- 5 Up to 600 Year 5: Grade(s) K- 5 Up to 600 Years 6 -15: Grade(s) K- 5 Up to 600 Students (maximum capacity) Students (maximum capacity) Students (maximum capacity) Students (maximum capacity) Students (maximum capacity) Students (maximum capacity) C. Long Range Goals The long-term vision of Aventura Charter Elementary School (ACES) is to create within public educa6on a school with a clear focus, high academic standards and student achievement within a context of developing student values and moral character. ACES will be a tsue neighborhood school for the children of Aventura. la addition, the school's capacity should alleviate some of the overcrowding concerns of the schools ia the surrounding conu-aunities. Long-Range Goals 1. Students will perform at the Florida Sunshine State Standard benchmark requirement or higher by year 5. 2. Students will demonstrate mastery of the curriculum competencies at a minimum of 80% achievement by year 5. 3. Students and parents will have a wide range of assessment information including portfolios, grade reports, norm-referenced tests, criterion-referenced tests, and state assessment tests to evaluate the students' achievements and progress. 4. Students will demonstxate synthetic reasoning skills utilizing interdisciplinary connections through -presentation modes such as oral reports, PowerPoint presentations, visual arts or other appropriate media by year 5. 5. Students will demonstrate mastery of the basic learning techniques of Authentic Pedagogy across ail content areas: Disciplined inquiry - Given a systematic plan to study a complex issue or problera~ students will frame questions that allow in depth study and examination of the topic, problem or concept. Elaborate written and oral communication - Students will give presentations through a variety of educational modes such as Power Point, science fairs, history simulations, poetry and creative writing events, group projects and other opportunities that demonstrate their understanding, mastery and facility with concepts learned in all subject areas. Value beyond the schoolhouse - Students will relate topics, issues, or concepts which they are studying to real situations in the world and demonstrate how their knowledge applies to those real world situations. ... Proposed Facility The school will be housed in a modem educational facility developed by Charter Schoolhouse Developers, Inc. and designed by Wolfoerg Alvarez and Partners. The school will be a two-stury 44,000 square foot facility located on approximately three acres of land. E. Location The proposed location of the Aventura Charter Elementary School is 3333 NE 188th Stteet, Aventura, Florida 33180, less than a mile from the Government Center and Founder's Park. The City of Aventura is currently developing a community and recreation center on a 2.8 parcel of land adjacent to the proposed school which will create a true neighborhood school environment. F. Proposed School's Legal Counsel The proposed school will be represented by: Edward J. Pozzuoli Tripp Scott - Attorneys At Law ! I0 SE 6th Street, 15th Floor Fort Lauderdale, FL 33301 (954) 760-4934 or Weiss, Serota, Helfman, Pastoriza & Guedes, P.A. Attorneys at Law 2665 South Bayshore Drive, Suite 420 Miami, FL 33133 (305) 854-0800 G. Proposed School's Schedule A entura Charter Elementary School s acadermc calendar vall follow the M amt-Dade County Pubhc Schools' academic calendar with the exception of half-days; in which case, the students will attend full days. ACES's school calendar will consist of approximately 185 days of hastruction per year. (This Page Left Intentionally Blank) Aventura Chader Eiemen(a[y School MIAMI-DADE COUNTY PUBLIC SCHOOLS 2001-2002 CHARTER SCHOOL APPLICATION A PROPOSAL FOR AVENTURA.CHARTER ELEMENTARY SCHOOL PART II Charter Schools USA, on behalf of the City of Aventura, ia submitting this application to Miami-Dade County Public Schools (hereinafter referred to as "MDCPS'') for the Aventura Charter Elementary School (hereinafter referred to as the "ACES"). I. ACADEMIC DESIGN Mission 1. Describe the core philosophy and/or underlying purpose of the proposed school. The City of Aventura, once a small and quiet community, has become home to over 26,000 residents from all walks of life. Many of these residents are young families with school-aged children. Since there is not currently a public school within the confines of the City of Aventura, the school-aged children must venture outside the City's limits to at~end traditional public schools in nearby communities. The City of Aventura is committed to providing an impeccable quality of life for its residents, both young and old. In response to the community's desire for a neighborhood school in a safe and secure environment, the City of Aventura proposes to provide its residents with an education choice for their children in grades K-5 for thc 2003-2004 academic year. In doing so, ACES will not only serve the needs of its residents, but a school of this capacity will also help alleviate some of the county's growing educational needs. [See Exhibit A-City of Aventura Overviewl. The mission of ACES is aligned with that of MDCPS, to support the improvement of student achievement by strengthening instructional leadership, launching innovative systemic initiatives, and disseminating resources that enhance curriculum and instruction. Students will be provided with a challenging, personalized learning experience that ensures the highest measure of intellectual potential and an increased sense of self-esteem. The students will improve their academic achievement, motivationi. discipline and self-control through a program utilizing personal educational plans, integrated experiential learning, critical thinking skills, modem languages, recreational and athletic activities, life skills and technology. ACES has, as its core philosophy, the belief that all children can develop as intellectual learners, function as good citizens, learn as individuals in our society and develop as actual or potential workers in our community. Students can be academically successful with all subjects, contributing to their intellectual development. ACES values the traditional classroom teacher and the role the family plays in impacting the students, and it places strong emphasis on the value of new information and technologies to enhance the development of the individual strengths of each of the students. ACES places strong emphasis on identifying each student's learning styles and developing strategies that enable these students to succeed. ACESbelieves in developing good morals and useful skills in preparing functioning citizens. This charter school will be a modem public school that will lead to improved educational outcomes for its students. It will create a greater sense of community ownership with thc students and parents due to its neighborhood school environment, its contractual agreements for parent involvement, a school dress code, and the intense educational program that will focus on developing effective, functioning human beings. The synergy of the Iow staff-pupil ratio, the goal oriented curriculum and the preparation and teaching experience of the selected staff will provide a high level of consistency between the mission and the educational program. The City of Aventura proposes to develop ACES ~s the f'u'st school in a multi-campns school design. In keeping with the focus on developing the whole child, enrichment programs such as' study skills and test preparation classes, music, dance, art programs, clubs and service groups, as well as intramural interscholastic sports will provide students with needed support and social experiences to excel in all facets of life. This involvement will create a greater sense of empowerment due to the parents having the right to choose this type of school for their children and the mandated parental involvement. The comprehensive educational program will focus on developing effective, functioning human beings. Application - Page I 2. Describe the target student population to be served, including the student ages and grade levels. ,4 CES will provide a unique academic environment for approximately 600 culturally diverse students, ages 5-l l in Kindergarten through 5* grade. As a charter school-in-the-municip..ality, ACES will limit the enrollment process to target the children of residents of the City of Aventura according to the Florida State Statute. However, ACES will not discriminate on the basis of race, religion, national or ethnic origin, or exceptionality in the admission of students, in accordance with federal and state anti-discrimination law. ACES shall: · Be open to any K-5 student covered in an interdistriet agreement or residing ha the school district. · Limit the enrollment process to target K-5 students residing in the City of Aventura, and may give enrollment preference to a sibling ora student enrolled in the school, or a child of an employee of the charter school. · Provide an equal opportunity of being selected for enrollment for students with handicapping conditions and students served in ESOL programs. · Allow students to withdraw from the school at any time and enroll ia another public school in accordance with the policies of MDCPS or district in which they reside. · Enroll an eligible student who submits a timely application, unless the number of applications exceeds the capacity of the program, class, grade level or building. The school population will consist of the following: School Profile Grades Year 1 Year 2 Year 3 Year 4 Year 5 Years 6 - 15 Kindergarten 100 100 100 100 100 100 1 ~' grade 100 100 100 100 100 100 2"0 grade 100 100 100 100 I00 100 3r° grade 100 100 I00 ;- 100 100 100 4~ grade 100 100 100 100 100 I00 5~ grade 1 O0 I O0 1 O0 1 O0 1 O0 1 O0 Total Students 600 600 600 600 600 600 Educational Program 1. Describe the educational program of the school, providing an overview of curriculum objectives and content of the~raain subject. ACES will utilize the Charter Schools USA (CSUSA) Core Curriculum. The CSUSA Core Curriculum is a framework that incorporates the formal performance-based Florida Sunshhae State Standards and encourages steady academic progress as students build their knowledge and skills from one year to the next. This curriculum uses a spiral, interdisciplinary and conceptual approach to instruction, where concepts and skills continue to be introduced and expanded upon at each grade level. ACES also recognizes that a balanced academic program emphasizes interdisciplinary study, reading and writing across the curriculum, critical thinking skills, cooperative learning projects and infusion of technology throughout the curriculum. Each student will have a Personal Learning Plan (PLP) that will a~sess his/her skills level when be/sbe enrolls in the school, design a path for growth, periodically rcassess skill development and alter the plan as needed. Portfolio assessment is fuadamental to the development ora good PLP. since only through authentic assessments will each student's strengths become evident. The CSUSA Core Curriculum Framework identifies competencies to be mastered at each grade level. This sequential building of knowledge ensures that children enter each new phase of their academic endeavor prepared to achieve to their highest potential. Therefore, the curriculum framework places emphasis on reading, writing and mathematics as well as modem language, physical education, the arts and technology. The overarching goa! o£this cun'/culum is to establish a flexible "open framework" that supports creativity, high standards and a solid academic foundation for the students. ./iCES achieves this solid academic foundation and high standard by aligning the CSUSA Core Curriculum with the Florida Sunshine State Standards (as a main description of the instruction students should recognize and learn), the Principles and Standards for School Mathematics (as upheld by the National Council of Teachers of Mathematics), and the National Science Education Standards. With this rigorous and challenging curciculum, ACES strives to enhance the learning potential of students by meeting the needs of all students and expanding the expected knowledge at each grade level beyond the minimum skills required by lVlDCPS. This structured, yet "open framework" provides the highest of standards while allowing teachers creativity in the presentation and delivery of the curriculum. Additionally, this "open framework" promotes analytical thinking skills necessary for success on the Florida Comprehensive Assessment Test (FCAT). A table revealing a sample of the alignment between the Florida Sunshine State Standards and CSUSA's Core Curriculum is detailed ia the following table: Sample Standards for Elementary Schools ~ Sunshine State Standards Reading (Grades K-2) Standard 1: The student uses the reading process effectively. (LA.AA.l) Predicts what a passage is about based on its title and illustrations. Mathematics (Grades 3-5): Algebraic Thinking Standard 2: The student uses expressions, equations, inequali_tles, graphs, and formulas to represent and interpret situations (MA.D.2.2) Uses informal method& such as physical models and graphs, to solve real-world problems involving equations and inequalities. Science (Grades 3-5): The Nature of Science Standard 1: The student uses the scientific processes and habits of mind to solve problems. (SC.H.1.2) Knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. Social Studies (Grades K-2): Geography" Standard 2: The student understands the interactions of people and the physical environment. (SS.B.2.1) Knows how different communities have change~ physically and demographically. CSUSA's Core Curriculum Reading/Literature (Grade 2) Standard l-E: The Student will demonstrate comprehension through responding and analyzing fictional and nonfictional selections. The student will generate alternative endings to plots and will identify the reason(s} and the impact of the alternatives. Mathematics (Grade 5): Numerical and Algebraic Concepts and Operations Standard 2-E: The student will solve rcal-worid and mathematical problem situations using algebraic concepts including variables and open sentences. Tbe student will represent a given simple problem situation using diagrams, models, and symbolic ewcpressions translated from verbal phrases or verbal ohrases translated from symbolic expressions, etc. Science (Grade 4): Investigation and Experimentation Standard 2-B: The student will develop solutions to unfamiliar problems through reasoning and inquiry that includes identifying a question, formulating a hypothesis, controlling and manipulating variables, devising experiments, predicting outcomes, comparing and analyzing results, and defending conclusions. Tbe studeht will conduct multiple trials to test a ~rediction and draw conclusions about the relationship ~et~veen predictions and results. SocialStudies (Grade I): Geography Standard 3-D: The student will investigate how economic, po[ifical, and cultural processes interact to shape patterns of human migration and settlement. The student will describe life in urban areas and communities of various cultures of the world at various times in history. At the base of all forms of interdisciplinary curriculum is thc concept of knowledge as divided into "subjects" or "disciplines" which are woven together to mnlce their connections apparem to students; the sanctity of the subject matter or discipline remaixm intact. Students will experience an expanded range of disciplines and a variety of teaching methods. The program will focus on each student's individual learning style with intera.c?ve studies in hnguage arts, reading, mathematica, science, social studies, geography, music, art, study skills, foreign language, physical education and technology. As a student moves through grades one through five, there is an added emphasis on organizational skills and individual oral and written reports. The following is a description of the eun'iculum for each discipline. CSUSA's textbook adoption process includes staff from the Education Department and school representatives who serve on the textbook adoption committee. This committee is responsible for reviewing and recommending to schools several adoption choices based on the curriculum framework and Florida's high stakes tests. Individual schools make choices based on the identified needs and thc population served by the school. For example, in the area of reading/language arts, the choices can be made between a variety of programs. This is the process for selecting textbooks in all subject areas. CSUSA's elementary literacy program is based on current research in the field of literacy. It advocates the best practices found in a balanced literacy classroom where children are engaged in reading, writing, listening, speaking and observing as they move toward independence as readers, writers and thinkers. It provides administrators, teachers and students with a "road map" that aligns curriculum, instruction, assessment and evaluation. This alignment is clarified through professional development as the literacy program is implemented. The implementation includes a focused ninety-minute literacy block. CSUSA's "balanced literacy" is a curriculum framework that gives reading and writing equal status. In a balanced literacy classroom, all students are engaged in meaningful activities. Students are given the opportunity to choose books, topics, activities and products on a routine basis. The teacher frequently structures opportunities for students to create a variety of products consistent with their literacy levels. The teacher assesses literacy performance over a period of time, including observations of the understanding of the processes used. Students are part of flex.lc groupings, which include homogenous and heterogeneous groups for different r~a~ous at different times. Listening, speaking, reading and writing to students, with students and by students are used in instruction. A sufficient quantity of different levels of books match students' independent reading levels. Materials highlight various forms of diversity, sucla as ethnicity and disabilities. A variety of technological tools are integrated effectively in ins~ru¢fioual implementation. Students will progress from understanding how print is organized and read in kindergarten to demonstrating a growing independence in selecting systems of structure, semantics and phonics combined with prior knowledge to nnderstand the precise meaning of specialized vocabulary, and read increasingly more difficulty and accuracy in grade five. Other language arts standards include, but not limited to, students' ability to read grade-level appropriate stories, novels, poems, and passages for personal enjoyment with fluency and expression, and engage in sustained reading. The student will use a variety of comprehension sttategies to understand what be/sbe has read and display a sense of inquiry by asking questions about stories and information read, seen and heard. Readin!~ The primary goal of the reading program is to help the students understand what they read, effectively express what they mean, and apply these skills to all areas of the curriculum. The use of multi-level tests, computer programs, and a wide variety of novels help each child master the skills needed to achieve early independence in reading. The novels cover a broad scope of interests that encourage personal development through reading. A fu-m foundation of reading skills is developed through a strong phonics program to provide word attack and word analysis skills and the acquisition of decoding skills. During daily reading periods, teachers use numerous approaches to develop and strengthen skills of comprehension. Informal discussions of stories promote inferential skill development and frequent oral reading encourages expressiveness. Children learn to appreciate literature and their own creative stories. Students further develop the reading habit at an early age as they participate in the home-centerod reading programs which involves parents id' an "at - home" reading program established by the school. Language Arts Each student gains a lmm foundation of language skills through the CSUSA Cure Curriculum. The basic understanding of the mechanics and structure of the English language is a major goal. The Core Curriculum emphasizes the formation of good listening, writing, and speaking skills. Students improve speaking, listening, and spelling abilities through small and large group instruction. Teachers will provide daily opportunities to apply the skills learned in both writing and speaking activities. All primary students participate in activities which develop important basic concepts and foster creative expression. The eurricuhim builds upon and extends language concepts developed earlier. The Core Curriculum emphasizes traditional grammar, including parts of speech; students must analyze and eventually learn to diagram sentences. Spelling and vocabulary development are continued, and composition skills are extended through both formal and creative writing assignments. Language Arts is integrated into all areas of the curriculum. Teachers will evaluate students for skill development as they refine their skills while writing in their journals, reviewing current events, studying mathematical word problems, and enjoying multicultural literature. Mathematics The mathematical concepts students are learning include the strands identified in the Florida Sunshine State Standards and incorporated into CSUSA's curriculum framework. These include: Number Sense, Computation, Patterns, Relationships, and Functions, Geometry and Spatial Sense, Measurement, Probability. Statistics and Graphing, Connections/Technology. The Core Curriculum guides students towards understanding fundamental concepts and developing the ability to apply their knowledge in problem solving. All grades use word problems to promote analytical thinking skills. Emphasis is based upon mastery of basic operations and ~e importance of accuracy in computation. Challenging enrichment activities for high achievers are provided to broaden and extend concept understanding. The academic program and m~terials will appeal to the child's intuitive feelings about numbers. Teachers will use various manipulative materials before moving students to paper and pencil tasks. An understanding of the number system, including the relationship among basic operations, is stressed along with inequalities and place value. Additional areas of emphasis include telling time, counting money, measurement, complex equations, and basic algebraic and geometric concepts. Science The scientific concepts students are learning include the strands identified in the Florida Sunshine State Standards and incorporated into CSUSA's eurricuhm framework. These include: Scientific Attitudes, Investigation and Experimentation, Physical Science, Life Science, Eaah/Space Science and Technology/Human Affairs. The science curriculum enhances the child's natural curiosity about the environment and augments the awe and wonder of inquiries and discoveries. Students, working with others and by themselves, will use the senses and hands-on manipulation of objects to build a strong foundation of concepts. Science is a process, a way of thinking about and investigating the world in which we live. Through guided observations, students learn to notice as much as possible about objects and events, paying close attention to detail. Developing their own questions and performing investigations and experiments in a safe environment, students will use the processes of scientific investigation to design, predict, conduct, observe, measure, describe, gather data and evaluate while communicating and recording their Application. Page 6 observations. Students start to build knowledge about the properties o£ the physical world as they explore, examine, classify and manipulate common objects in their environment and note their similarities and differences. They also begin building their knowledge through observing, investigating, describing and explaining characteristics and structures of living things, the processes of life (life cycles) and how living things interact with each other and their environment. Awareness about the Earth through experiences .'.ut comparing, contrasting and describing earthly materials is also a vital part of the science curriculurm Social Studies The social studies concepts that students are learning include the strands identified in the Florida Sunshine State Standards and incuvporated into CSUSA's curriculum framework. These include: History, Civics, Geography, Economics, Cultural and Social Diversity, Study Skills and Technology. CSUSA incorporates the study of social studies into History and Social Science Standards. The social studies curriculum uses a sequential approach to unify history and the social sciences and promotes the development of concepts and the mastery of methods of inquiry. Students gain an understanding of the major factors which have influenced the structures of society from earliest times to present day. The faculty teaches geographic skills in every grade, and classes regularly discuss current events. Teachers also seek to educate students to become effective and contributing members of their community, to increase their understanding of privileges and responsibilities of citizenship, and to instill a feeling o£ patriotism and national identity. Field trips a~e an extension of classroom learning that assists students in the application of knowledge about local, state, and national government. Concepts of home and community are reviewed and extended. Students gain a broader understanding of living in communities through the study of both similar and diverse societies. Influence of geographic, cultural, and economic factors is emphasized in the core curriculum. Modern Language Modem language is a required subject. The CSUSA Core Curriculum places emphasis on four basic components of language acquisition, which are listening, speaking, reading and writing. The goal is to develop the conversational and written skills required for living in a diverse environment. Another vital component in the CSUSA Core Curriculum is that students build an understanding of the relationship between perspectives and products ofthn culture being ~tudied. Application of this knowledge affords them the ability to recognize cultural practices and uniqueness of various communities. Based on the demographics of the community and the student population, the School Advisory Board, administration and faculty will determine which modem language(s) will be offered prior to the start of the school year. Choices may include, but are not limited to, Spanish, French, Portuguese, Creole, and American Sign Language. Technology ACES recognizes and embraces the important role technology plays in educating children to prepare them for the opportunities of tomorrow. Technology has proven invaluable as not only a skills based tool for children to learn, but also an additional tool to assist teachers in providing targeted, effective learning strategies for successful educational outcomes. ACES's philosophy of the role of technology in the classroom is based on three concepts. First, technology is the core for learning. Second, technology must be ubiquitous, (i.e., readily accessible to teachers and students in the classroom and all areas where learning takes place). Third, educational use of the Interact broadens and deepens students' knowledge and academic achievement. Students will also learn basic keyboarding, word processing, and multi- media software. Appropriate use of the I~temet will be ensured via the installation of software filters designed to block access to those sites deemed unsuitable for student access including pomographlc sites. Supervision by faculty and staff will further ensure appropriate student use of the Interact. A solid foundation of computer skills that enhance the whole learning experience is vital. Physical education will include a variety of developmental activities emphasizing fmc and gross motor skill development. The kindergarten through second grade curriculum is focused on movement exploration through various locomotor and non-locomotor experiences and includes instruction in keeping their growing bodies healthy, clean and out of harm's way (health/nutrition, drag prevention, .fa'st aid, safety and excrete). Physical education in grades three through five allow students to interact m team sports that also contribute to developing habits of good sportsmanship. The. curriculum emphasizes physical fitness and a basic application of individual skills in a team sport envrronment. Good sportsmanship and cooperation are stressed at all levels. Art The main goal in art is to provide eveW student an opportunity to develop and explore his or her creative potential. Specialists will encourage skill development and artistic adventure as they guide students to create and express themselves in both realistic and abstract models. Students will develop art skills, including an aesthetic awareness of art forms in nature, an appreciation of different artistic styles and the confidence to use art as a mode of personal expression. Art provides students a way of exploring the world beyond what they have experienced thus far in their lives and serves as a "cultural window" to a larger and richer world. Students will get practice imagining experimenting, solving problems, thinking independently and making their own decisions. ' Music The music curriculum includes both vocal and instrdmental music. Specialists will introduce students to both music skills and knowledge of various types of music literature. Skills and techniques are developed throughout all grade levels. These include rhythm reading, melodic reading and appropriate dictation. Creation and communication is another important part of the enrric~lura~ As a Fine Art, music provides students a way of exploring the world beyond their everyday experiences and serves as a "cultural window" to a larger and richer world. Thus, aesthetic and critical analyses help students comprehend the difference between knowing and understanding in the arts. The last area included in this field is application to life. R¢~I 'applications of music within the curriculum helps students connect the impact of music to their everyday lives. 2. Identify five to seven long-range goals for the duration of the contract. The long-term vision of ~iCES is to create within public education a school with a clear focus, high academic standards and student achievement within a context of developing student values and moral character. ACES will be a true neighborhood school for the children of Aventura and with the provision :~. of new school capacity, it will allev~te some of the overcrowding coneerns in Miami-Dade County. It is imperative that the school develops a foundation that equips each student with the appropriate skills needed to enhance their quality of life. The mission of`4CE$ is to educate and empower the students, with the assistance of parents, staff, and community, to think clearly and to reinforce values system that will train students to act justly. The goal is to create a small school environment that will focus on the development of each student. The curriculum is designed to address the mental, physical and emotional needs of each student. Failure will not be an option, and ,4 CES will leave no stndent behind. The basic educational philosophy is rooted in Piaget's stages of development, Beverly Tatum Daniel's stages of identity, Kohlberg's moral reasoning and Howard Gardner's Theory of Multiple Intelligences. Essentially the philosophy is that "every child can learn" given appropriate learning tools and opportunities usiug a variety of teanhing strategies that match the student's learning style. To effect this philosophy and pedagogy the school will develop for each child a personal learning plan that includes benchmark standardized testing, a parent assessment of the child's strengths and areas of need, and teacher assessments. It will also include a statement from each child listing his/her own academic self- assessment. Teachers will be trained in thc various teaching methods that are built upon the school philosophy to maximize students' learning potential. Long-Range Goals 1. Students will perform at the Florida Sunshine State Standard benchmark requirement or higher by year 5. 2. Students will demonstrate maste~ of the curriculum competencies at a minimum of 80% achievement by year 5. 3. Students and parents will have a wide range of assessment information including portfolios, grade reports, norm-referenced tests, criterion-referenced tests, and state assessment tests to evaluate the students' achievements and progress. 4. Students will demonstrate synthetic reasoning skills utilizing interdisciplinary connections through presentation modes such as oral reports, PowerPoint presentations, visual arts or other appropriate media by year 5. 5. Students will demons~ate mastery of the basic learning techniques of Authentic Pedagogy across all content areas: - · Disciplined inquiry - Given a systematic plan to study a complex issue or problem, students will frame questions that allow in depth study and examination of the topic, problem or concept. Etabomte written and oral communication - Students will give presentations through a variety of educational modes such as Power Point, science fairs, history simulations, poetry and creative writing events, group projects and other opportunities that demonstrate their understanding, mastery and facility with concepts learned in all subject areas. Value beyond the schoolhouse - Students will relate topics, issues, or concepts which they are studying to real situations in the world and demonstrate how their knowledge applies to those real world situations. Additional Goals The following character education goals are interwoven with the CSUSA Core Curriculum. These goals focus on development of individual responsibility, promotion of the common good and del'tuition of a sense of belonging and community involvement. ~' The character education objectives address the following goals. Individual responsibility · Demonstrate responsthility in following roles of the school, taking care of themselves, and other areas in which they have some personal involvement · Demonstrate reliability in term&of meeting deadlines, attendance to school, and having the necessary tools for learning (i.e. pencils, noteboo ~ks) · DemonsWate an appreciation for accountability by taking responsibility for their actions and behavior (This is an opportunity to learn from mistakes.) · Dependability · Demonstrate integrity · Exercise self discipline especially in group activities Supporting the Common Good · Demoastxate respect by showing consideration of others · Utilize tolerance by respecting and recognizing others backgrounds, beliefs, practices, and differences · Demonstrate kindness by being caring, helpful, thoughtful and considerate · Differentiate the value of supporting and promoting the common good versus individual needs S_ense of Community · Be tmthfi~l, trustworthy and upright · Volunteering to serve to make the school stronger Pracbce good cztmenship by knowing, understanding and following rules of school and laws · Serve as a productiv,e, cooperative member of the school community · Understand patriotism by displaying high regard for laws, government and the diverse heritage of our country 3. Provide a list of the specific measurable objectives for the first year of the initial contract. These objectives will be part of the School Improvement Plan and will be evaluated annually. The curriculum objectives will parallel those stated in the Sunshine State Standards. In addition to evaluating the charter's success on objectives stated in the application, all charter schools will be held accountable for meeting the State's student performance requirements as delineated in State Board Rule 6A-1.0991, Implementation of Florida's System of Schoot Accountability. Specific Authority 299.053, 299.0535, 299.592, Florida Statutes. In accordance with Florida Student performance requirements as delineated in State Board Rule 6A- '1.0991, Implementation of Florida's system of School Improvement and Accountability, ACES sets the following student performance objectives: All students will maintain a portfolio demonstrating and charting improvement and mastery of skills required at that grade level. This portfolio will be part of the Personal Learning Plan, which is the compendium of parent, student and teacher conferences. This plan establishes academic goals for each individual student in relation to his/her performance and progress. 70% of students' test scores will improve by ten (10) percentage points in standardized reading tests - CTBS (Comprehensive Test of Basic Skills). In Reading, students in grades 3 - 5 will gain a year's growth in a years time as measured by CSUSA's criterion referenced tests, teacher made assessments and student portfolios. In Mathematics, students in grades 3 - 5 will gain a year's growth in a year's time as measured by CSUSA's criterion referenced tests, teacher made asqe~sments and student portfolios. Overall Measurable Objectives Grades K-5 70% of students' test scores will improve by ten (I0) percentage points on CTBS or norm-referenced/criterion-referenced test administered by the school over the Reading first test administration in the fall of year 1. All students will maintain a portfolio demonstrating a~td charting improvement and mastery of skills required at that grade level. The average test score by grade in the mathematics section of the CTBS or norm- Mathematics referenced/criterion-referenced test will improve by ten (10) percentage points over the first administration of the test. 4. Briefly outline the instructional methods to be used, including any distinctive instructional techniques to be employed. Describe how this pedagogy enhances student learning. Students will be responsible for their behavior through student centered learning where ttmy will be given choices as to how to achieve or proceed with the task at hand. Teachers will select core objectives, organize centers around subject matter, and develop instructional plans. These efforts will determine how children work, use materials and resources, and w/Il participate in a rich, well-balanced cm'riculum. The methods and techniques used will challenge students while still providing a solid foundation in all academic areas. Staff development will enable teachers to identify and use best teaching practices and techniques that address the identified needs of their students. Methods and techniques ~clude, but are not limited to the following: · Active student involvement with hands-on activities; · Classroom roundtablc discussions, projects and cooperative learning groups; · Model direct insh'ucfiun, questioning, monitoring, coaching and observing; · Use of discovery techniques that have students make generalizations, recognize patterns and identify relationships that promote long-term retention of material; · Continual evaluation of student progress using standardized achievement tests, anecdotal records, aptitude tests, portfolios, writing samples, computer assisted learning samples and tests, and teacher observation; · An incentive program designed to reward students who attend school regularly and who excel in academics; · Opportunities to mentor younger students and parmer with peers in team building exercises; · Integration of technology, life skills, modern language and f'mc arts into the core curriculum · Remediation and tutorial services for students who may have a tendency towards academic deficiencies/failure; · Use of experiential learning activities; · Structured, cooperative group activities that promote critical thinking, problem solving, decision making, networking and subject mastery; Maximum opportunity for individuals to perform time-on-task activities that differ from other members of the class; · Use and implementation of a personal education plan for every student; · CSUSA's Curriculum which has included Gardner's Theory of Multiple Intelligences; · Use of the school-within-a-school model which provides opportunities for house meetings that are designed to allow students to become responsible for their classroom environment in terms of academic tasks and respect for one another; · Training for skill and concept development through modeling, mapping, webbing, charting, diagramming and graphing; and · Implementation of conceptual instruction. . . Pedagogy and Enhanced Student Learning Direct instruction unquestionably produces students who master basic skills and accomplish academic goals. Learning the basics at the lower educational levels provides the groundwork for a student's future success in school. The more time a teacher takes to teach directly, the more students are likely to learn. Therefore, the low staff-to-student ratio and the allocation of individual time as needed will accommodate both individual learning and group learning to maximize the educational outcome of each student. According to the research on learning fields, teachers should recognize the importance of their relationship with each student and begin to empower them to become more independent in their own learning. Thus teachers are central to the learning process and must include a range and variety of teaching methods to help their students achieve. Students who move into the independent learning field are more likely to personalize and apply their knowledge in their every day lives. Today's educators face a tremendous challenge of drawing classroom experiences fxom all available sources in order to provide students a solid academic foundation. Students need to learn how to become better learners. Every teacher needs a repertoire of instructional strategies that range from methods of direct instruction to cooperative and small group work. No one method will work for a single teacher or for all students every day. Also, different goals, and different contexts all demand the thoughtful use of a variety of instructional strategies. Each teacher needs to thoughtfully weigh teaching options and tools, making decisions about what methods best meet instructional goals and the learning needs for the students for a given unit of instruction. 5. Describe how your school will meet the needs of Exceptional Student Education and limited English proficient populations. Exceptional students shall be provided with programs implemented in accordance with federal and state laws, and local policies and procedures; and, specifically, the Individuals with Disabilities in Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, sections 228.2001 and 230.023 (4)(m) of the Florida Statutes, FIB 403', and Chapter 6A-6 of the Florida Administrative Code. This includes but is not limited to: 1. A Non-Discriminatory Policy Regarding Identification, Location, Evaluation and Selection. 2. Free and appropriate public education (FAPE). 3. Individual education plans (IEP) to include IEP meetings with the parents and the IEP Committee. Based upon teacher or parent referral, students will be referred to the child study team. This team will consist of teachers, specialists, administration and parents. First, the team identifies whether the concern is academic and/or behavioral in nature. Interventions will be established by the team and agreed upon by the teachers and parents. The interventions will be attempted for a minimum of three weeks, at which time the committee then reconvenes. Documentation of the interventions is then reviewed to evaluate if the strategies are successful. If the strategies are successful the child study team continues to monitor on a monthly or as needed basis. If the interventions are not effective, an additional set of interventions will be deployed for another three weeks. At this point, a psychologist from the district and a Local Education Agent (LEA) representative will be added to the team to determine the appropriateness of an Exceptional Student Education packet and to hdminister psychological evaluation. The IEP Committee, formed from individuals in the above groups, will determine the placement of students in the least restrictive environment as follows: 1. They will make placement decisions and ensure that the individual instructional needs of the exceptional student are reflected in the student's IEP. 2.They will review placement decisions annually at the IEP review meeting. 3. They will ensure the most appropriate placement occurs for the student based on that student's needs. 4. Upon registering a student, parents will be asked whether their child has been receiving special services, such as, ESE, ESOL or 504 plan identified needs. Parents will be asked to provide any documentation they may possess to reflect such services. However, in the event the parent cannot provide documentation, CSUSA will contact the home school to obtain documentation. Modifications in studerg's placement and accommodations as articulated by the parent will be practiced by the classroom teacher until documentation is received that outlines any further modifications. The IEP will serve as the definitive plan for the student. 5. All students coming from another school will have their cumulative folder evaluated to determine their eligibility status to receive exceptional student educational services. Services will be provided through contracts with an appropriate agency if necessary, or a staff member will be employed having tl~ appropriate certificate in that exceptionality. 6. CSUSA ESE staff (school secretary, guidance or ESE contact) will phone home schools and even visit if necessary to obtain student records. ACES will utilize an inclusion model in each classroom and will educate students with disabilities in the least restrictive environment. We believe that it is very important that each student have the opportunity to learn and grow within his or her community so that each student will be a productive citizen upon graduation from school. A varying exceptionality teacher will work collaboratively with classroom teachers. English as a Second Language (ESOL) students arc identified through the registration process. If parents acknowledge English is a second language in the home, then the student is referred to the ESOL liaison for possible screening. Staff with ESOL certification will serve students with limited proficiency in English The mission of the ESOL program is to prepare and successfully equip bilingual, bicultural, and bi-literate students to meet the needs of their global community. ESOL-certified staff will serve students with limited proficiency in English in accordance with the MDCPS plan. (ESE/Resource Positions: ESE, ESOL needs cannot be established fully until student files are obtained. If, upon review, it is determined that additional staff/services are required, then the school will either hire more staff or contract for services. These additional funds have been earmarked in the budget~ See line item "Contracted SPED - Instruction" of Exhibit C- Budget. Students requiring ESE/ESOL services will have a weigh?d FTE, which will fund the increase personnel or services.) CSUSA's ESOL program is based on current research in the field of literacy. It advocate~ the best practices found in a balanced literacy classroom where students are engaged in observing, listening, speaking and writing as they move toward independence as speakers, readers, writers and thinkers. ESOL students will move towards meeting the state standards through the implementation of Language Arts through selected content areas. An environment is established in the classroom where the teacher models the intended learning, graphically portrays and visually represents the intended learning so that students have every opportunity to grasp concepts. Dramatic activities from puppetry to pantomime, from role playing to dance, and from choral speaking and singing to readers' theatre may be employed in the classroom to promote the literacy and learning of LEP students. Implementing drama in the ESOL classroom reinforces the communicative methodology by tapping into Total Physical Response (TPR), the language teaching technique based especially upon the use of physical activity to enhance retention of the target language. A climate that promotes writing will be created. Through writing, both the communicative and the grammar-based ESOL Methodologies are accessed and utilized. Process writing is a method of teaching writing that focuses on the communicative processes involved in producing writing. For process writing to be the most effective, it must be understood that the classroom environment must be language-rich, literature-rich, and print-rich. Students need to write frequently and in many modes for authentic audiences. The students will recognize that their writings are valued throughout the writing process. In addition to process writing, semantic mapping is an integrated language teaching strategy that helps activate students' background knowledge, add new information to be learned, and present relationships between concepts and terms by visually displaying information in a variety of ways that relate ideas, concepts, and categories to a central topic. Semantic mapping can be used for vocabulary development, for pre and post-reading, for pre-writing, as a study sl~lll, and/or as an advanced organizer for lesson review. Instructional techniques can and should vary. Teachers may use word banks to provide vocabulary reinforcement through repeated exposure to particular words, to serve as references for spelling and as references for creative writing, to record the reading vocabulary of individual students, to provide examples for group language study, to serve as examples for skill instruction, and to provide independent sentence and vocabulary building activities with word games or matching activities. To establish background, to promote oral and/or silent reading and study, and to use with follow-up activities, the Directed Reading/Listening/Thinking Activity (DILLTA) insa-uctional method may be used. This activity promotes envisioning, questioning, predicting, and/or analysis before reading and reviewing. A wealth of instructional techniques may be used with DRLTA. A table providing an overview of ESOL Methodology follows: Communicative Grammar-based Total Physical Response (TPR) Grammar Translation Snggestopedia Audiolingual Natural Approach Cognitive Approaches Language Experience Approach (LEA) Functional Approach Strategic- Interaction Method (SI) In the ESOL classroom, a distinction must be made between "language acquisition" and "language earning because teaching methods differ for each area of development. Language acquisition is acquiring the language learned as well as the gramraar mles of the language, whereas language learning is what occurs when an LEP student pays conscious attention to the roles of language. Language learners need contextual support (realia, videos, audiotapes, computers, bulletin boards, visuals, and art and writing materials) to assist them with their learning. Venn diagrams and KWL charts are common graphic organizers that can be used with LEP students acquiring and learning the language. A few strategies teachers will use for increasing the comprehension of content instruction follow: Paraphrasing; Repeating; Explaining; Demonstrating; Speaking more slowly; Using visuals, realia, and rich context; Using a variety of techniques and materials; Using all modalities; and Providing meaningful practice. ,;' ' Incorporating cooperative learning and peer tutoring in the ESOL classroom are additional effective means to help students fred value in their learning and their ability to assist others. Not only do these interactions promote language use, they also extend student thinking. Additional strategies to continue to extend student thinking follow: Playing devil's advocate; Allowing for wait tim'e; Calling on students randomly;'" Encouraging student questioning; Withholding judgment; Surveying the class; and Utilizing "think-pair-share." C. Student Assessment 1. Describe your plan to assess student performance in the core academic areas. a. Describe how the baseline st,udent academic achievement levels and prior rates of academic progress will be established. ACES considers evaluation and assessment to be a broad and continuous effort. School organizers realize the importance of evaluating content, process and effect. Proper assessment verifies that students have successfuIIy acquired crucial skills and knowledge. These skills and knowledge are of special value because they are the tools and the base upon which more complex future learning wfl! be b~ilt. Assessment at.4CESass~nes a var/¢~y o£ £orms f~om s~pl¢ ~ily observations by a teacher in a classroom to highly sophisticated program audit. ACES will adhere to the requirements of the Florida statues pertaining to charter schools and Miami-Dade County requirements for assessment, which include FCAT and FCAT Writes. ,'ICES will submit the results of student assessment tests to Miami-Dade County as required for inclusion in the dis~ct's annual report to the State Board of Educatiom ,,ICES is dedicated to three types of assessment: student assessment (including baseline d&ermiaation), program assessment, and teacher assessment. Student Assessment. Assessment of student performance in core academic areas will be achieved ia many ways, depending on the subject area Baseline performance will be established by L'I'BS pretest and various diagnostic tests administered by the classroom teachers. Priorities will be established by the disaggregation of the data provided by the pretest and diagnostic assessments. The school will utilize a systematic testing program including both internal measures and external measures. Testing time and intensity will vary with grade level. Below is a short description of the .4CES plan to assess student performance in the core academic areas. Instruments that will be used to evaluate the effect of the curriculum (student assessment) are: Performance tests which include both pre and post testing measurement will be administered ia the areas of Reading and Mathematics; FCAT Writes, and FCAT Prep; Anecdotal records of the student's performance; Attitude inventories; Joumals; Observations; Portfolios; Teacher designed tests; and Writing samples that focus on the development of expository, persuasive and analytic writing skills. CSUSA's Charter Schools participate fully in the statewide assessment program. As per the State Department of Education's October 2001 preliminary proposal, all students in grades 3 through l0 will be assessed. Grades 3 though 5 will participate in the Reading and Mathematics assessments. Grade 4 will also take the FCAT Writes. .; ' CSUSA's Curriculum Framework is aligned to the Sunshine State Standards, GLE's, FCAT, FCAT Writes, CTBS and other high.gtakes state and national tests. Criterion Referenced Tests based on this alignment are given to each 3 through 10 grade student in the areas of Reading, Language Arts, Mathematics, and Science three times per year. Typically, administration is in August, January and May. Results are available immediately for teachers to use to be able to modify and adjust instruction as necessary, based on the identified gaps in student's knowledge, or in the teacher's instruction. Teachers are also provided with a database of over 4,500 items to design teacher-made pencil paper tests formatted like FCAT, CTBS, or any other assessment students are expected to take. This allows familiarity to test format, and assessment of identified daily, weekly or monthly objectives that are teacher chosen. Teachers may also generate a parent study guide that provides parents with the information on what it is their child is learning, how it will be assessed, and how objectives are provided to familiarize parents with lesson objectives, and assessment procedures. In addition to the assessment instruments mentioned above, the ACES will also utilize the CSUSA Narrative Report Card as a form of student assessment. The CSUSA Narrative Report Card is an innovative education tool which combines many of benefits of a traditional report card and an official transcript. Traditionally, a report card is a report of a student's grades from one grading period to the next over the course of the academic school year, whereas a transcript is an official document, embossed with the school stamp ha addition to the courses taken and the grades received (standard information on a reporl card), a transcript shows the total number of credits earned and is accepted by other schools and by colleges and universities as an official record of a student's academic development. Transcripts not only include the names of thc school or the schools attended and specific institution data, but they also include student data, completion dates for courses taken, a running grade point average for each grading period, a cumulative grade point average, and standardized test scores. The C-.SUSA Narrative Report Card contains the following information that is similar to the traditional report card: Student's name and grade level; List of the subjects taken; Letter grade explanation and corresponding percentage range; Explanation of symbols used; Attendance (number of absences, tardies, suspensions, etc.); and Teacher comments or letter symbols representative of a student's behavior. In addition to the traditional information mentioned above, the CSUSA Narrative Report Card also includes the following information: School's name and the academic school year; A place for parent comments and parent/guardian signatures for each grading period;. A section dedicated to standardized test scores; Performance standards each student is to master in his/her specific grade level according to state standards The CSUSA Narrative Report Card is more comprehensive than a traditional report card, aligning a student's evaluation with the state standards and CSUSA's Core Curriculum for each specific grade level. It will also be accessible on the computer system that is implemented throughout the school. lA sample of CSUSA's Narrative Report Card can be found in Exhibit D.] _Program Assessment Evaluation of the whole school will include: . . Surveys, including self-evaluation surveys conducted by staff members, and cooperative surveys with the community; Opinion polls, whenevex necessary to gain an understanding of the level of support and morale; Standard evaluation insmu'nents, to assess the successful completion of progress towards goals and objectives; and School accreditation through evaluations such as SACS (Southern Association of Colleges and Schools) by the fifth year. School Improvement Plan'S' b. Describe how these baseline rates will be compared to rates of academic progress achieved by these same student~ while attending the charter school. Baseline Standards of Achievement: Baseline achievement levels for incoming students will be determined via an early fall administration of the Comprehensive Test of Basic Skills (CTBS) Nine published by CTB-McGraw Hill. The CTBS is a nationally standa~-dizod test comparable to the Stanford Achievement Test, the Iowa Test of Basic Skills, and other instruments utilized by the public school districts across the United States to compare the achievement of individual students with national performance. A measure of each student's rate of academic gain will be determined at the end of the year via a comparison of the fall test results and test results acquired through a second administration of the CTBS in late spring. Because ACES has a s~-ong commitment to high academic standards for all students, each student will have a Personal Learning Plan (PLP) and goal plan. As a reference, baseline achievement levels will be incorporated into each student's PLP. as a starting point for determining future rates of academic progress. Each student's PLP. will serve as the foundation from which to measure student outcomes. ..The outcome will be congruent with the Sunshine State Standards, which identify what Florida public school students should know and be able to do, and the CSUSA Core Curriculum. c. To the extent possible, describe how these rates of progress will be evaluated and compared with rates of progress of other closely comparable student populations. Students are expected, at a minimum, to achieve learner expectations at the end of the developmental levels of kindergarten through eighth grade as outlined in the benchmarks of the Sunshine State Standards and as specified in each learner's PLP. Listed below are measurement tools to be used by ACES for assessment purposes. The assessment tools listed below do not limit ACES from incorporating other measures that may be determined necessary to support the mission of the school. Methods of Measurement Performance of tests to be administered at enrollment to establish baseline levels in the areas of Mathematics and Reading and post testing at the end of each subsequent year thereafter FCAT Writes - State assessment of writing skills FCAT - State assessment of reading, language and math FCAT Prep Questions (monthly) Weekly tests: Tests that may include some objective questions for quick check of material taught, as well as essay type questions that require thinking skills and writing ability Achievement of goals and objectives in the student's Personal Education Plan (reviewed biannually) Mastery of competencies outlined in student's standards (reviewed annually) Teacher made tests (including pre- and post-ms.B) Student portfolios (ongoing) Quarterly progress summaries Teacher observations/au'ihentic assessment of student performance (ongoing) Describe the methods used to identify the educational strengths and needs of students and the extent to which educational goals and performance standards will be met. Each student will have his/her o,Y/n Personal Learning Plan (PLP) and Goal Plan. A plan will be developed as collaborative effort among staff advisors, the student, the student's parents and teachers. The PLP identifies the student's stxengths and weaknesses and lists goals for improvement. The student's staff advisor and/or teacher will consider the following information when assessing the student's strengths and weaknesses: The student's academic performance prior to his/her enrollment The results of any achievement testing Examples of the student's work A written or oral statement from the student about what they like to learn and a parent statement about how their child learns best (e.g. in a quiet place, working in groups, etc.) Reports and observations from the student's teachers Information and suggestions from the student's parents Application - Page 17 Aventura Charier Elemental/School City of Aventura Baseline achievement levels for incoming .4CE$ students will be determined via an early fall administration of the Comprehensive Test of Basic Skills (CTBS) published by CTB-McGraw Hill. The CTBS is a nationally standardized test comparable to the Stanford Achievement Test, the Iowa Test of Basic Skills and other iustntments utilized by the public school districts across the United States to compare the achievement of individual students with national performance. Further, the C'ItlS correlates highly with the Sunshine State Standards, as CTB-MeGraw Hill conducted a content match when they were working with the Florida Department of Education to develop the FCAT. Based on information gathered from this test, a Personal Learning Plan will be developed as a collaborative effort among staff advisors, the student, the student's parents and teachers. Projects, assignments, tests and any other information that indicates mastery of specific skills will be collected in the student's portfolio as evidence of progress being made. Through the interpretation of quarterly progress summaries, FCAT - like prep questions and assessment of competency s. tandards, goals and objectives from the individual's PLP will provide the teacher and student a clear picture 0r strengths and areas that need improvement. A measure of each student's rate of academic gains will be determined at the end of the year via their individual portfolio and a comparison of the fall test results and test results acquired ~rough a second administration of the CTBS in late spring. Describe how students will participate in the statewide assessment program. National and statewide assessment tests will be used when prescribed to assess students' strengths and needs and will assist in determining how well students have met the educational goals and state standards. These t~ts will include but not be limited to: · FCAT Reading · FCAT Math · FCAT Writes · CTBS · Any other tests required by the School Board of Miami-Dade County For secondary charter schools, describe the method for determining that a student has satisfied the requirements for graduation in Section 232.246, Florida Statues. Not applicable, the proposed school is an elementary charter school. II. GOVERNANCE AND ~M-ANAGEMENT A. Profile of the Founding Board and/or Initial Incorporators: 1. Describe the organizing group of initial incorporators that are working together to apply for a charter, including the names 9f the organizers, their background and experiences, and references for each. Aventura became Miami-Dade County's twenty-eighth incorporated municipality on November 7, 1996 and has quickly emerged as a vibrant, full-service municipality with a diverse demographic base, and is recognized internationally as a premier location in which to live, shop, play and do business. This transformation from a community formerly perceived as a retirement and shopping destination is the result of effective and visionary leadership by its elected officials, City Manager, dedicated City employees and enthusiastic residents. Although much has been achieved in the five years since the City's incorporation, the City Commission's vision reaches far beyond the present and includes the development of a Municipal charter school to serve the educational needs of families who make Aventura their home. Aventura is governed by a commission-manager form of government, combining the political leadership of its elected officials with the executive experience of its City Manager. The City Manager is appointed by the seven members of the City Commission and serves as the chief administrative officer of the City. The Manager is responsible to the Commission for the administration of all City affairs. Utilizing the provisions of Florida's statute enabling municipally organized charter schools, the City Commission will function as school founder and the Board of Directors. In their capacity as City Commissioners, the Board of Directors are duly elected representatives of the residents of Aventura and thus have been entrusted to represent the citizens desires. At present the Commission members are as follows: Title Mayor Vice-Mayor Commissioner Commissioner Commissioner Commissioner Commissioner Name Jeffrey M. Perlow Ken Cohen Arthur Berger Jay IL Beskin Harry Holzb~rg Manny Gros'sman Palricia Rogers-Libert See Exlfibit E for bios/resumes and references for the founding board members. Any additional information required by the Sponsor will be available upon request, prior to the execution of the charter contract. 2. Discuss any business arrangements or partnerships with existing schools, educational programs, businesses, or non-profit organizations. An extensive range of community support h~s been sought and garnered through an ongoing public involvement process, including polling of likely parents, townhall meetings, and open forums. ACES will seek to parmer with the following organizations: Charter Schools USA, Ittc. (CSUSA) Charter Schools USA, Inc. (CSUSA) is one of the nation's most successful and fastest gmwing development and management companies of charter schools, kindergarten through 122 grade. CSUSA provides comprehensive turnkey school outsourcing for corporations, gnvemment entities, developers and non-profits and assists with all phases of charter schogl design, planning, development, financing, coustmction, marketing, human resources, curricula and school operations. CSUSA currently operates the nation's first municipally organized charter high school, the fast charter school-in-the-workplace and one of the nation's largest charter schools. CSUSA currently operates twenty-one (21) schools in Florida and Texas. The City of Aventura will contract CSUSA to develop and manage the Charter School. [See Exhibit F - CSUSA Overview] /lventura Marlc~ting Council The Aventura Marketing Council, now celebrating its 12a anniversary, is respuns~le for building community and creatiag business. This organi~,afion is made up of 380 different companies throughout Dade and Broward counties. Ia addition to the partaership with the City of Aventura, the Aventura Marketing Council is also actively involved with the School Systen~ It recently won the "Dade Partners of Excellence" award for the second consecutive year from MDCPS for the very strong programs it has with seven Dade Partaer schools. This organization has also received the Florida Education Commissioner's "Business Recognition Award" in Orlando this past Spring; and is known for its award-winning Education Committee that meets monthly to continue working on programs such as the Student Connection (program for at~risk students), career shadowing days, mnntorships, career guidance,.job placement and so much more. Similar to its partnerships with other Miami-Dade public schools, the Aventura Marketing Council will ~artner with ACES to provide programs including but not limited to mentorships, speakers bureau, and Student Connection. NSU, Fischler Graduate School of Education and Human Services In association with Charter Schools USA, ACES will establish a working relationship with NSU-FGSEHS for teacher training assessment, courscwork, degree programs and other collaboratinns. City of Aventura's Community and Recreation Center Due to the close proximity of the community and recreation center, ACES will bc afforded the opportunity to work with the Center's staff and benefit from its facilities (i.e., gymnasium, multipurpose rooms, recrcatinnal equipment) and programs, making this a true ncighbothood school. B. School Governance 1. Describe the governance structure of the school, including the status of the charter school as a public or private employer as required in Florida's Charter School Legislation. Board of Directors - The seven member City Corarmssion will serve as the Board of Directors. The primary responsibility of the Board is to lead in the identification and development of broad goals and specific objectives to be accomplished by the school. The Board [ supports these goals and objectives by annually adopting an operating budget. According to statute the Board will make an annual progress report to the Sponsor. This report will includ~i 1) the school's progress towards achieving the goals outlined in the charter; 2) the information required in the annual school report pursuant to s. 229.592; 3) financial records of the charter school, including revenues and expenditures; and 4) salary and benefit levels of school employees. Governance Structure City Qerk I CITY COMMISSION .L Board of Directors ~ I I I II CityAttomey Il C'tyManager I ~inance/Support [ Community Se~ces Se~ces Department Department CSUSA Management Co, Community Development Department Public Safety Department Charter Elementary School City Manager - The City Manager will ensure that the terms of the management agreement between CSUSA and the Board of Directors is implemented in accordance with the expectation of the Board. School,4dvisory Board -A seven member School Advisory Board (SAB) will be established within 60 days of the opening of the school. The SAB will be comprised of parents selected by the parents of enrolled students as follows: · Three (3) persons to represent grades Kindergarten through Second Three (3) persons to represent grades Third through Fifth, and One (1) At~large representative seleoted from grades Kindergarten through Fifth. The SAB will provide input to the Principal and City Manager as follows: a) Assist in developing long range s,~xategie plans b) Participate in fundraising efforts c) Review and recomxncnd performance standards to measure school's success d) Keview school's policies to ensure consistency with school's mission, and ¢) Provide recommendations on policy issues. CharterSehools US.4 - Accountable to the City Manager. Open Meetings - Although the meetings of the Board of Directors already fall under Florida's open meetings act(s) popularly known as the "Sunshine Law," the meetings of the SAB will also be open public meetings where reasonable notice has been given. Private Employer - Faculty and staff employed by the management company and assigned to ACES will be employees of CSUSA and will therefore be considered private employees as described in Florida's charter statute. Describe the financial and administrative management structure of the school including a reasonable demonstration of the professional experience or competence of those individuals or organizations applying to operate the charter school or those hired or retained to perform such professional services. Both the public sector and private sector professional experience(s) shall be equally valid for such a consideration. Aventura's Commissioners have var/ed backgrounds and experiences, including public sector and private sector (see resumes/bios in appendix), applicable to the oversight of the activities of a charter school. To assist with the development and day-to-day operations of .4CES, Aventura will contract with Charter Schools USA, Inc., a professional education management firm, providing administrative and management support services on a performance contract basis for the organizer. Chatter Schools USA, Inc. will be responsible for providing daily operational management, including, but not limited to: curriculum and testing; personnel administration;"'training; contract administration; accounting, budgeting, cash management, and financial reporting; payroll administration; management information systems; cafeteria management services; insurance; lxansportation; parent activities; public relations; and additional fundraising activities. For additional information about CSUSA qualifications and services see Exhibit F - CSUSA Overview. 3. Describe how the governing board will be chosen and what steps will be taken to maintain continuity between the founding organizer's risen and that of the permanently established board of directors. As a municipally established charter school, ACES will be governed by a duly elected City Commission whose role and responsibility is articulated in the charter establishing the City in November 1996. The City Commission has established the vision for the school via its descl/ption of the school's mission and will euntinue to be guided by public interest in fulfilling that mission. The establishment of a School Advisory Board, whose role is to give input to the Principal and City Manager, will firmly ground the school by giving a voice to parents and students, the primary stakeholders. 4. Describe the roles and responsibilities of 'the governing board, including the relationship of the governing board to teachers and administrators. As stated earlier, the Board's primary role is to lead in the identification and development of broad goals and specific objectives to be accomplished by thc school. The Board supports these goals and objectives by annually adopting an operating budget. According to statute, the Board will make an annual progress report to the Sponsor. This report will include: 1) the school's progress towards achieving the goals outlined in the charter; 2) the information required ia thc annual school report pursuant to s. 229.592; 3) financial records of the charter school, including revenues and expenditures; and 4) salaD, and benefit levels of school employees. The Board is responsible to all of the people for wtxose benefit the school has been established. The Board's primary responsibility is to insure the best educational outcome by the students attending the school. The Board has chosen a reliable and proven educational management organiy~tion (CSUSA) to implement those programs and procedures which will produce the best educational achievement. The Board will be responsible for evaluating the effectiveness of the management company ia the fulfillment of the school's objectives and mission. The powers and duties of the Board will be as conferred and prescribed by law. The Board will have complete and final authority over CSUSA and the school. The rglationsl~ip between the governing board and the teachers and administrators will be one of mutual respect for the role each provides ia fulfilling the mission of the school. CSUSA and the Principal shall act appropriately ia their respective roles as management company and school leader to carryout the mission of the school. The Principal under the guidance of CSUSA will be responsible for all aspects of school operation. Teachers and staff will be employees of CSUSA and will not be directly responsible to the governing board. 5. Discuss the proposed method of resolving conflicts between the governing board of the charter school and the sponsor. In the unlikely event of conflicts between ACES and the MI)CPS, resolution will be sought through the staff of the Miami-Dade County School Dish'/ct and the charter school. If these representatives are unable to reach a resolution, the City Manager and the superintendent of schools will meet and t~ to reach a solution. If they are unable to resolve the differences, the matter will be taken to the MDCPS and the governing board of the charter school for resolution. Either Board wilt have the authority to request mediation to resolve the conflict. If the parties to the contract are unable to resolve a dispute, then pursuant to section 228.056(4)(0, Florida Statutes, the Florida Department of Education shall provide mediation services. If the Commissioner of Education determines that the dispute cannot be settled through mediation, the dispute may be appealed to an administrative law judge appointed by the Division of Administrative Hearings. All final orders from the Division of Administrative Hearings are subject to review in the First Dis~-ict Court of Appeal pursuant to Section 120.68, Florida Statutes. 6. Discuss the nature of parental involvement in decision-making matters. Active parental/guardian participation will be encouraged at the s~h0ol. Pareat~guardian participation is a key to the success of the overall program and will be solicited for the development of school goals and objectives. The establishment of the School Advisory Board whose membership is entirely comprised of parents evidences the Board's conm~ia~a .... · · '~ cat tO mctude parents ia decision-making matters. Parents through their representation on the School Advisory Board will provide input in a wide array of school related issues including school operating hours, academic programming, conduct and dress policy, co-curricular and extra-curricular activity, and the school calendar. Annual surveys soliciting parent feedback will further guide decision makers in policy related decisions resulting in a school environment that celebrates the synergins that occur when parents, administrators and policy makers work coliaborutively to maximize student achievement. [n addition: · School Advisory Board meetings will be reasonably noticed and will be open to the Public giving parents opportunity for input. Parent/teacher conferences will be held to provide a forum for open discussion and to build parent/teacher understanding and support. Parents will be encouraged to establish an organization of their choice similar to a Parent Teacher Association affording parents a forum for open discussion and support regarding school issues. And finally, enrolknent is a parent/student cooperative choice, wherein parents/guardians contractually agree to be responsible for their children abiding by the rules and regulations applicable to attendance, classroom participation, and behavior and uniform policy. Failure to abide by that contract may result in a loss of re- enrollment opportunity or dismissal according to ruling of the Florida Departraent of Education General Counsel. Parents must sign a "contract" agr?eing to volunteer a minimum of twenty (20) hours per year. When two or more children from the same family are enrolled, parents shall be required to volunteer a total of thirty (30) hours per year. [Exhibit G- Parent Contractl The procedure for scheduling parent volunteer time will be flexible and designed to work around their employment. Those parents who fail to perform their volunteer hours would be contacted to ascertain what, if any, barriers might preclude their commitment. It is highly unlikely that such barriers would occur given that this policy would be explained to parents prior to enrolling their child(ten) and that our ability to develop highly flexible volunteer schedules would meet any foreseeable scheduling conflict. In any case, arrangements will be made to assist the parents with satisfying their volunteer obligation. 7. Discuss how the charter school will comply with Florida Statutes relating to public records and public meetings. ACES wifffully comply with Chapter 119, Florida Statutes, in regard to public disclosure of all school records, not including those personally identifiable cumulative records defined in Section 230.25, Florida Statutes, and State Board Rule 6A-6.1995. Likewise, according to Section 286.001, Florida Statutes, meetings of the governing board shall be open to the public. Reasonable notice of the time, place, and agenda of meeting will be available to the community. Minutes of the ACE's Governing Board meetings will be kept and made available for public inspection upon reasonable advance notice from any person. Length of Contract and Implementation Timetable: 1. State the length of the initial charter. As provided for in charter statute, the initial contract length requested is fifteen (15) years. ["...to facilitate access to long-term financial resources for charter school construction, charter schools that are operated by a municipality or other public entity as provided by law are eligible for up to a 15-year charter, subject to approval by the local school board..." (22~.056 (9)(a)(11), Florida Statute)] Thereafter, the charter may be renewed as provided in section 228.056 (9)(b), Florida Statutes, or any amended or subsequent similar law applicable to charter schools. The charter may be modified during its initial term or any renewal term upon approval by both boards, and such modifications shall be in writing and executed by both parties. The requested fifteen-year contract will not be terminated by the Miami-Dade County School District except for: · Failure to meet the requirements.for student performance standards or failure to make significant progress toward achieving the standards as stated in the charter · Failure to meet generally accepted standards of fiscal management · Violation of law · Other good cause [section 228.056 (10)(a), Florida Statute] 2. Present a timetable for implementing the charter, which addresses the implementation of each element thereof and the date by which the charter shall be awarded in order to meet this timetable. It is requested that "charter approval" be given no later than December 12, 2001, in order for the proposed school to be developed in conformance with the proposed School Development Timeline. We are fully confident in this timetable and will make every effort using CSUSA's services and private contractors to meet the same opening date as the Miami-Doric County schools for the 2003-2004 School Year. School Development Timeline lask Charter and Site Development MDCPS Review Charter Application School Board Votes on Charter Application MDCPS Reviews Charter Contract & Votes Secure Land Secure Fadlity Finandng Finalize Fadlty Design Pen'nit~ng Process Ground Breaking Ceremony Censtuction School Development Register Web Domain Name Construct Website Administrative & Staff Recruitment Hire Pfindpal & Adminsitraflve Staff Adminisa'aflon Development. Training & Orientation Hire Teaches & Other Staff Staff Development. Training & Orientation Marketing Enrollment Student Registra~on Order FF&E Tag and Install FF&E Contract Food Service & Transportation Final Steps Fire Inspection Building Inspection Obtain Insurance Fingerprinting & Drug Testing MDCPS Compliance Inspection Grand Opening * dates subject to change Oct-D1 DOcq)I Dec-01 Jan-02 Mar-02 Sep-01 Apr-02 Sep-01 May-02 Jan-02 Mar-D2 Mar-02 Aug-02 Augq32 May-02 Julq33 Sep-01 Octq)l Jan-02 Jan-D2 Jul-03 Feb-03 Mar-03 Mar-03 Jun-03 Junq33 July03 Jul-03 Aug-03 Jan~2 Aug.3 Sep-02 Aug-03 Jun-03 Aug-03 May-03 Jul-03 Augq33 Mar-03 Julq33 JulY3 Aug-03 Julq}3 Aug-03 Jul-03 Mar-D3 JulY3 Aug-03 Aug-03 D. Evidence of Support 1. Convey as clearly and concretely as possible the scope of community support for the proposed charter school and its founding board. In March 2001, the City of Aventura hired Charter Schools USA to conduct a feasibility study to determine the demand for an elementary charter ~chool in Aventura and explore potential locations for the proposed charter school. Highlights fi'om the feasibility study are detailed below. 76% of those polled in this survey said they would send their child(rea) to a charter school in the community of Aventura if given the opportunity. Of those surveyed who live in Aventura proper, 58% said they would be willing to pay more in taxes for a charter school in the community. 39% of those willing to pay more taxes would be willing to pay between $76-$100 more in taxes, yearly. 40% of those willing to pay more taxes would be willing to pay over $100 more in taxes, yearly. 64% of those families surveyed currently send their child(ten) to public schools; 29% send their children to private schools, some of which indicated that they would be interested in the charter school alternative since it is a public school with private school qualities; and the remainder of children are home schooled. The three most important factors cited when choosing a school were: High academic standards; Quality of teachers; and Safety. 94% of those polled said they would send their child(ren) to a school that required parental involvement on a regular basis. 97% o~ those families surveyed responded that they would send their child(ren) to a school that required students to wear uniforms. Please refer to Exhibit H for a copy of the independent, scientific parent survey. In addition to the feasibility study, ACES has received a multitude of letters of support fi'om~e~idents and business leaders [See Exhibit I - Evidence of Community Support]. III. FINANCE AND FACILITIES A. Facilities: 1. Describe the facilities to be used and their location or describe your present options for a school building. The proposed location of ACES is 3333 Northeast 18gt~ Street, Aventura Florida, 33180. The school facility will be a two-story building at approximately 44,000 square feet, on approximately three acres of land. Adjacent to the school facility, the City is developing a community and recreation center. The close proximity of the community and recreation center affords the opportunity for joint use and programming and achieves a significant level of efficiencies and economies of scale. Joint use and programming may include, but is not limited to, gymnasium, multipurpose room, ball field, recreational equipment, and recreational programs. The building will meet Life Safety, Florida Building Code and ADA requirements. Pursuant to charter school law, charter schools are not required to adhere to SREF except in areas of health, safety and welfare. However, in recognition of the growing educational needs of Miami-Dade County and the role charter schools can play in alleviating overcrowding concerns, The School Board of Miami-Dade County, Florida (School Board), has indicated that certain incentives (i.e., waiver of 4% of its typical 5% administrative fee), are available to charter schools which are located, constructed and financed under certain conditions, including the condition that the charter school be constructed in accordance with SREF. With the goal of obtaining these additional funds to enhance the educational experiences of ,4CE's students, it is our intent to design and construct .4CES in accordance with SP,~EF, if feasible, including life/safety mandates and mandates resulting from thc specified educational program. The school will be constructed under the leadership of Charter SchoolHouse Developers (CSHD) and Wolfberg Alvarez and Partners (WA). Both have extensive experience educational facilities. [See Exhibit J - Overview: CSHD] 2. Demonstrate how this site would be a suitable facility for the proposed school, including any plans to renovate and bring the facility into compliance with all applicable local building codes. Due to the changing demographics and the significant growth of thc school-aged children population in the northeast portion of Miami-Dade County, MDCPS has for many;yehrs, recognized a need for new public schools to serve this area. However, given the limited availability and cost of land in the Aventura area, MDCPS not yet been able to develop a public elementary school. The proposed school site is located in the heart of the City of Aventura, approximately one mile from the Government Center. Thc close proximity of the school to the community and recreation center will pr69ide unique oppormnitias for joint use and programming and will make this a true neighborhood school. In addition, the school is located on a dead end street further enhancing a safe environment for the students and teachers. [To review site plans, refer to Exhibit B - Facilities Portfolio.] Under the control of Charter Schoolhouse Developers and Wolfberg Alvarcz and Panners, thc facility will be in compliance with all applicable local b tldmg codes. LEGEND Aventura Charter Elementary School Aventura Community & Recreation Center City of Aventura Government Ceuter 3. If applicable, discuss any progress, partnership developments, or other future steps towards acquisition of a building. As indicated in the timeline, the City of Aventura should obtain control of the proposed site for the School no later than April 2002. The City of Aventura plans to contract with Charter Schoolhouse Developers, Inc. to provide all aspects of facility and site development. Charter Schoolhouse Developers, Inc. will work with the City of Aventura to develop the school in accordance to all appropriate building codes. Overview of Charter Schoolhouse Developers, Inc (CSHD) Charter Schoolhouse Developers (CSHD) was formed by Joaquin G. Avi~6, P.E., PLS, in 1999 in response to the growing crisis of £mancing and delivery of educational infrasU~ucture. The firm approaches the development of public and charter schools as an alternative to current programs with a new and creative paradigm. Recognizing the success of corpomte America's move toward outsourcing and refocusing on core business, CSHD's concept provides Schools Boards with the alternative to expand and develop without further encumbering existing staff. Through public financing and leasing programs, CSHD facilitates an accelerated "Design/Build/Lease Building Program." CSHD is strategically aligned with Wolfuerg Alvarez and Parmers (WA), the second largest full service architecture, engineering and interior design £u'm in South Florida. WA ia a local fu'm established in 1976, having a national reputation for design initiative and performance. Their staff consists of approxLmately 103 dedicated professional, technical and support personnel who have provided comprehensive design services for a diverse range of public and private facilities. With compIete in-house capabilities, Wolfberg Alvarez and Partners provides a unified approach to design and is able to provide well-integrated solutions. The finn's success as a full-service AIE/I firm has been due to a fundamental integration of all disciplines in design and construction and an effective approach to Quality Consol. Together, the CSHD and WA team represents the most experienced and creative approach to charter school development ever assembled for such a project. This team prides itself on being a team of creating firsts, including: · FIRST to develop a municipal charter high school in U.S. (Coral Springs Charter School) · FIRST to fully finance through private markets the entire development of a charter school. Application - Page 27 Aventura Char~er Elementary School City of Aventura · ~[RST to design Florida's fa'st charter school-in-the-workplace (Ryder Elementary Charter School,) · FIRST to combine both f'mancmg and n~a~agement of a charter sghool as a'tu/-nkey, 0utsourced operation. · FIRST to pdvatize all functio.nal components of the charter school indUStry. · FroST to include performance standards of excellence in design and construction of a charter school. · FIRST to partner with a university to provide internal and external collaboration. In addition to a number of charter and private schools developed by Ch,~er Schoolhouse Developers Inc. in South Florida, Charter Schoolhouse Developers has a standing strategic alliance with CSUSA. As a Strategic Partner, Charter Schoolhouse Developers has comprehensively managed and developed the construction and/or renovation of top quality educational facilities for CSUSA clients in Coral Spriugs and Miami: · Coral Springs Charter School - a middle and high school facility · Ryder Elementary Charter School - an elementary school on the campus of Ryder System, Inc. 4, De~cribe financial plans for facilities, if applicable. The City of Aventura will assume the responsibility of acquiring the property and construction of the school facility. It is anticipated that long-term bank loans will be utilized to fund the capital improvements. A charter school fund has been established by the City to account for all revenues and expenditure associated with ACES. This fund will be utilized to reimburse the City for its annual debt service costs to be paid from the City's general fund. Future suq01uses will be used to reimburse costs associated with acquiring the propet~ty. B. Finances: 1. Describe the financial management and internal accounting procedures of the school. ,4CES's £mancial management and internal accounting procedures will be managed by the education management company, Charter Schools USA, Inc. Listed below are some of the standard procedures that will be utilized by ACES to ensure sound internal accounting and a system of checks and balances: General Accounting - ACES will utilize accepted state codification of accounts pursuant to the Financial and Program Cost Accounting and Reporting for Florida Schools in all transactions pertaining to its operations. Wire Transfers - Copies of all wire transfers (i.e., Charter School Capital Outlay, FTE Funds, Grants) into . the School's banking account(s) ~iong with all supporting documentation shall be forwarded to Charter Schools USA (CSUSA) to be recorded in the general ledger by journal entry. Capital Charter School Outlay Funds and FTE Funds - As funds are wired to the City of Aventura, a copy of the wire transfer along with supporting documentation shall be forwarded CSUSA. CSUSA submits detailed reports and schedules of operating and capital expenditures to the City for reimbursement. Upon approval, these funds are transferred into the CSUSA-ACES accounts to satisfy payment of expenses. Internal Revenue Collection - Any funds collected at the school (i.e., lunch monies, fundraisers, field trips) may be initially collected by the teaching staff. These funds along with supporting documents are then submitted to the Site Coordinator/Business Manager whose responsibility is to recount monies, verify collection and prepare the deposit. All deposits will be prepared in duplicate; the original goes to the bank and the copy remains intact in the deposit book. A copy of the bank-validated receipt along with a the supporting documentation will be forwarded to CSUSA Finance. Capital Expenditures - Purchase orders are required for all capital expenditures and must be approved by the Principal or Business Manger/Site Coordinator. These purchase orders will be prepared in triplicate with one going to the vendor, one to CSUSA Finance, and the other remaining at the school on file with the Business Manager/Site Coordinator. All invoices will be submitted along with a check request to CSUSA Finance. All invoices and check requests wilt be approved by CSUSA Finance prior to processing. Checking Accounts - There will be two checking accounts used to pay vendors, the CSUSA-ACES Operating Account and the CSUSA~ACES Principal's Account. All expenses related to the operations of the school are paid from the CSUSA-ACES Operating Account. Emergency and small purchases are paid Application - Page 28 from the CSUSA-ACES Principal's Account The balance of the Principal's account is monitored and maintained at or below $5,000 as an additional safeguard. ~ expenses have ~he same approval process as capital expenditures. Authorized Check sion'ers'- 'File following individu~ls are authorized signers on all accounts: the City Manager and CSUSA Senior Managers (i.e., CEO, President, CO0, CDO, CFO, Controller, 'vT of Financial Services). The Principal and Business Manager/Site Coordinator are the only authorized signers from the school on the Principal's account. Amounts in excess of $1,000 require approval fi'om CSUSA. Payroll - All payroll activities will be recorded thxough the CSUSA~ACES Payroll Account. Ail attendance documents are forwarded to CSUSA Payroll for processing. CSUSA Payroll will maintain all payroll files, tax returns and W2's. Data Security - Financial data is maintained on a secured Microsoft NT network. Only the CSUSA Finance Department shah have access to the data. The accounting system provides for an audit trail of users' activity, which is periodically monitored by Senior CSUSA Finance Staff. A tape backup is done daily onsite. In addition, the Infon~ation Technology Department maintains a weekly tape hack up offsite. The school will make available quarterly £mancials, which will include a statement of revenues, and expenditures prepared in accordance with generally accepted accounting principles. Additionally, annual audited financial reports as of June 30 of each year, which will include a complete set of financial statements and notes prepared in accordance with generally accepted accounting principles will be forwarded to the School Board for inclusinn into these financial statements. Such statements will be formatted by revenue source and expenditures and detailed by function and object no later than September 20 of each year. 2. Present a budget for start-up expenses, covering only the planning and capital expenses necessary before school opening. The Capital and Start up Budget consists of start-up costs incurred prior to start of school, working capital needs necessitated by the Florida FTE payments received in arrears, development fees, and other operating deficits. The City of Aventura will be responsible for funding all capital and start-up cost incurred prior to the start of school. These expenses will be reimbursed to the City via the school's funds over a period of time. For a more detailed breakdown of these costs in excess of the Federal Start-up Grant, please refer to Exhibit L. In the event that the City of Aventura is anabIe to fund the deficits that occur prior to the start of school, the deficit will then be supplemented by the Management Company via various resources and then repaid in the first year. 3. Present an outline of a budget covering all projected sources of revenue, both public and private, and an outline of planned expenditure ?vering the initial term of the charter. Five years of estimated operational budgets are attached. As the project progresses, we look forward to further refining these estimates with the assistance of the School Board and DOE staff. [See Exhibit C- School Budgetl 4. Describe plans to conduct any fund-raising efforts to generate capital or to supplement the per pupil allocations. The school and the City of Aventura will actively seek funds through outside sources such as The Challenge Foundation, Federal Charter Grants, the Armenberg Challenge Grant and a variety of local, state and federal public and private grants and programs. Charter Schools USA has a history of obtaining funds to supplement the per pupil allocations. Listed below are some of the funds awarded to Charter Schools USA Schools:* $10,000 cash over 5 years - Coca Cola Sponsorship $40,000 of equipment over 5 years Coca Cola Sponsorship $32,000 of computer equipment - IBM $150,000 cash over 2 'A years - Obbey Porter Grant $32,000 cash- Miscellaneous Sponsorships (e.g., golf tottmament, fundraising activities) Federal Start-up Grants *Conservative accounting prohibits the inclusion of such fund~raising efforts in the budgets. Application - Page 29 Aventuca Chad, er Elemental' School 5. Explain the manner in which the school will be insured, including liability insurance. ACES will comply with all requirements specified by the School Board of .M. iami. Dade County o,r applicable state statutes regarding insurance and llabihty coverage. A sample insurance ~licy is detailed belOw.-" Up to: Commercial General Liability Insurance Each Occurrence $1,000,000 Fire Damage $100,000 Medical Expense $5,000 Personal & Adv Injury $1,000,000 Geueral Aggregate $3,000,000 Automobile Insurance Each Accident $500,000 Bodily Injury $500,000 Property Damage $500,000 Professional Liability (Errors & Omissions) Insurance Each Occurrence $1,000,000 Fidelity Bond $1,000,000 Builder's Risk Insurance An amount not less than the Replacement Cost for the Consmmtion work. * · Workers Compensations & Employers' Liability As required by law. ** * Coverage shall be "ALL Risk" coverage for one hundred percent (100%) of the completed value with a deductible of not more than $5,000 per claim. * *ACES will carry the necessary worker's compensation insurance and unemployment compensation insurance. The insurance companies that provide coverage will have ' ' .... "VII" or better, according to A.M. Best Company. a rating of A or better and fmanctal size category of C. Recruiting and Marketing Plan 1. Demonstrate how you will publicize the school to attract a sufficient pool of applicants. The ACES will conduct a three phase marketing campaign. The efforts of this campaign should achieve enrollment at capacity with a low student to staff ratio. MARKETING PLAN I. Identification Target Market ACES will target approximately 600 students in grades K -5t~. Although the school is open to anyone in the district, as a municipally sponsored school, the enrollment process will be limited to targeting the children of the residents of the City of Aventura. II. Marketing/Public Relations ACES plans to conduct a marketing campaign throughout the target areas that will educate and publicize the community about the charter school movement and the opportunities available at ACES. These efforts may include, but are not limited to: Educational Institutions Education parmerships with the local preschools, daycares, and after school programs Education partnerships with local university and college career centers Community/Grassroots Local print media Developmeut of a school website accessible via the interact with email options D/str/but/oa of bro~ure~ and pampMets about the school and the programs offered Direct mailings to the local commuaity Local radio and television public service announcements Utilization of the City's communication channels Businesses/Governmental Agencies Creation of partaerships with the entities ia the area Announcements in local newsletters Distribution of broohures and pamphlets about the school and the programs offered IIL Enrollment/Recruitment EnrolLment/recmitmeat will take place until thc school is fully enrolled. These efforts may include, but are not limited to: Distribution of applications at coraraunity events, open houses, and parent information sessions Distribution of applications via direct mail .Qn-line applications via school website Establishment ora toll-free hotline to request applications and/or obtain information about the school 2. Describe the steps that will be taken to reach students representative of the racial and ethnic diversity in the community, including typically "harder to reach" families? Through the recruiting and marketing plan described above, we will be successful in attracting families reflective of the community. We will seek to achieve a racial/ethnic balance comparable to the racial/etlmic balance of Aventura and its surrounding conmmnities. Other special efforts will be in the form of recruitment and advertising to churches, minority organizations, minority media outlets, Drop out Prevention Programs and other similar organizations. In addition, evening and weekend informational meetings will be conducted in neighborhood facilities. Coordination of additional services such as multilingual staff, the availability of forms and marketing material in languages other than English (e.g., Spanish, Creole), and parent involvement with the PTSO A. Admissions & Registration Plan: IV. OPERATIONS I. Describe the student admission criteria and dismissal procedures that will be implemented As proposed, ACES will be designated as a chatter school-in-a-municipality as described in the FIorlda State Statute. As a charter school-in-a-municipality, ACES will will give enrollment priority to the eligible children of the residents of Aventura. ,,iCES will not discriminate on the basis of race, religion, national or ethnic origin, or exceptionality in the admission of students, in accordance with federal and state anti-discrinfination law. ACES will also give priority to enrolling a sibling ora student enrolled ia the charter school, or to the child of an employee of the charter school~ as provided within the charter law. In addition, as required by state statute, ACES shall provide an equal opportunity of being selected for enrollment for students with handicapping conditions and students served in ESOL prograrns, and allow students to withdraw from thc school at any time and emoll in another public school in accordance with the policies o f E-~DCPS. ACES shall enroll an eligible student who submits a timely application, unless thc number of applications exceeds the capacity of the program, class, grade level or building. In the event the number of applicatiuns of the targeted population exceeds the capacity, all applicants shall have an equal chance of being admitted through a random selection process. Upon receipt, ali applications will be date and time stamped and filed by grade level. During registration, all parents/guardians prior to admissions will be required to sign a legal and binding instrument that indicates acceptance of the student code ofcooduct, the student dress code policy, and a commi~raent to volunteer a miniumm of twenty hours over the course of the school year. (The parent contract is discussed in more detail in section (I[)(B)(6) of this application.) The roles of student conduct for the school will set forth the expectations for student behavior and the cons.equunces for infractions of the roles. The adminis~-ation will certify the recommendation after review for conststency and fairness. ESE disciplinary procedures will follow procedures mandated by the Federal Government and will abide by IDEA 1997. Infractions will be divided into two categories manor mfrachons ~nd major mfraet~ons. Minor infractions would include items such as dress code violations, horseplay, tardiness, misuse of equipment, and failure to do home work. Major infractions would include such items as disrespect, cheating, having a weapon on campus, smoking, having drugs on campus, fighting, and skipping school. Consequences for minor infractions may include verbal reprimand, writing assignment, Saturday school, academic probation, assignment tutoring, home work, detention, and community service. Consequences for major infractions may include in-school suspension, ' ' such actions deemed suitable by the Pfincipa.l~ work detail, restitution, community service, dismissal and Student expulsions will be coordinated to ensure proper handling with the Miami-Dade County's Code of Student Conduct. In addition, an addendum made expressly for ACES wilt address uniform dress code and other areas unique to the school. [Exhibit M - Code of Conduct Addendum] 2. Describe the timetable to be used for registering & admitting students, including a plan for the admission lottery if the number of applicants exceeds the program capacity. As a charter school-in-the-municipality, ACES will give enrollment priority to the children of residents of the City of Aventura according to the Florida State S/atute. However, ACES will not discriminate on the basis of race, religiou, national or eflmic origin, or exceptiunality in the admission of students, in accordance with federal and state anti-discrimination law. Markea'ng A 2003-2004 opening affords ACES the opportunity to begin marketing the school upon approval of the charter application by the MDCPS. It is antie!pated that market~ng will begin as early as lanna_,7 2002. Enrollment · ~' ACES will give enrollment priority, to the children of the residents of Aventura. Enrollment priority will also be given to a sibling of a student enrolled in the chatter school or to the child of an employee of the charter school, as provided within the charter law. Applications for the 2003-2004 school year will be made avadable upon the School Board's approval of the charter. Ia subsequent school years the enrollment period wil[ begin no earlier than the September proceeding the year in which applications are being solicited. The application period will continue until the close of business on Friday the second week of April of the school year proceeding the year for which applicants intend to enroll. (The application period opens September 1 and continues until the second week of April). All applications will be date/time stamped as they are received and filed by grade level. If the number of applications exceeds the capacity of a program, class, grade level, or building, a poblic lottery will be held to select applicants to fill the available student slots. Names will be drawn on a continuous basis until the capacity for a particular program, class, grade level or building has been achieved. After all available slots have been filled the remaining applicants will be drawn and their names placed on a waiting list in the order in which their name was drawn.. All applications received after the enrollment period closes (the second Friday in April) will be placed at the bottom of the waiting list for that particular program, class or grade level in the order in which they are received. The lottery will be a public lottery facilitated by an impartial observer. Parents will be notified in writing of their child's acceptance no later than twenty-nne (21) days past the acceptance period deadline and will have fifteen (15) days to notify the school in writing of their decision to attend. If an accepted applicant decides not to attend the school, the slot will be given to the first person on the waiting list. If space is still available at the end of the enrollment period, applications will be accepted from the community- at-large on a first-come, first-serve basis. Preference will be given to children of the residents of Aventura, a sibling of a student enrolled in the charter school, or to the child of an employee of the charter school [See Exhibit N - Student Application Form] Registration Upon successful emollment and indication of commitment to attend ACES, registration will be made available. Parents will be provided pertinent documents to review and return. ACES, will conduct periodic registration sessions to assist parents with the various forms contained in the registration package. In addition, staff will be available for one-on-one sessions to accommodate parents who are not able to attend the scheduled sessions. [For a sample of the registration package, please refer to Exhibit O.I During regislration, parents will also receive the code of conduct and details regarding volunteer hours. Orders for school uniforms can also be placed at this time· 3. Describe the approach in which the school will endeavor to achieve a racial and ethnic balance reflective of the community it serves. ACES will seek to target and distribute information to the community it serves with the intention of reflecting ia its student population the diversity of the area at large. In addition, a multilingual staff person and documents in languages other than English will be available to satisfy the needs of the community at large. 4. In the case of an existing school being converted to charter status, suggest alternative arrangements for current students who choose not to attend the charter school. Not applicable B. Human Resources Information 1. Describe the standards to be used in the hiring process of teachers, administrators and other school staff. HUMAN RESOURCES POLICIES ACES will employ professional teachers that are certified as required by Chapter 231, Florida Statutes. ACES may employ or contract with skilled selected non-certified personnel to provide instructional services or to assist instructional staff members as education paraprofessionals ia the same manner as described in chapter 231, and Application - Page 33 City of Ay_e?_t~u~ as provided by State Board of Education role for charter school governing boards All employees will be committed to the high academic standards of the school. Faculty must have the ability to work cooperatively and collaboratively with fellow faculty, parents, ~mmuaity 0rgani~tions and the business cx~mmunity. ;,These positions will reqUire highly energetic, creative; knowledgeable educators who possess a desire to make · education exciting and make a difference within the educational experience for each student. ,, ACES will not employ an individual to provide instructional services or to serve a~ a teacher aide if the individual's certificate or license as an educator is suspended or revoked by this state or any other state. ~iCES is a private employer. The school reserves the right to dismiss employees "at will" but without being in violation of the laws of the state of Florida and the United States of America. The school assures thorough, consistent termination procedures. The school will not violate the anti discrimination provision of 228.2001, Florida Statute, the Florida Education Equity Act or any other provisions of Federal or state law in its hiring and employment practices. ACES will offer equal opportunities to all qualified employees and candidates without regard to race, creed, color, national origin, age, sex, marital status, sexual orientation, physical or mental handicap, non-job related disabilities or any other characteristic protected by law. HIP. IN G PR 0 CES$ ACES will have all employees f'mgerpriated and have background cheeks. ACES also reserves the right to administer any other form of testing of employees as deemed necessary ia order to s&feguard the entire student body. In addition to background investigations, all administrators and teaches are assessed in rigorous interviews prior to hire. These interviews entail various assessment tools to evaluate each applicant based on his/her job requirements: Meyers Briggs, oral exams, teaching demonstrations, writing activities, and group activities. Detailed below are administrative, faculty and staff positions and responsibilities: Administrator/Principal Responsible for the administration of the school. · Educational Background- Degree in Education with appropriate school grade background; experience as an educational leader · Teaching experience · Knowledge of the needs of the schools population · Ability to work with community agencies and resources · Experience with working with ~chool boards, board of directors, and advisory boards · Experience in the start up of new schools · Skills in using technology as a tool for learning and monitoring student progress · Motivated to establish innovative and creative learning programs · Committed to professional development programs for faculty and school concepts · Knowledgeable towards curriculum goals and objectives for appropriate grades of student body · Ability to implement staff development and training · Promoter of positive school climate · Dedicated to providing supplementary programs to enhance student learning · Committed to enablhag each student to reach his/her personal best Assistant Principal Responsible for assisting in the supervision of the school program and the curriculum in addition to having similar qualities as designated for the Principal. Classroom Teachers · Educational Background- Bachelors Degree or higher/n Education and/or area of speclal/zntion in the grades he/she is teaching · Presents positive teaching evaluation h/story · Displays exemplary personal presentation and interpersonal skills · Demonstrates strong written and oral communication skills o Literate in computer skilh'- · DemonsWatcs in depth knowledge of subject area · Understands various teaching methods and learning styles · Ability to make learning exciting and interactive for students · Committed to thc academic development and character development of each student · Displays enthusiasm, flexibility and innovative techniques toward education · Ability to work effectively with parents, students, resource personnel and other school wide groups of individuals · Engages in continual professional development seminars, presentations, and organizations Personnel_evaluations will be conducted to improve teacher performance. Support Staff The support staff will include the following jobs in addition to others as approved to support the school's programs. All support staff will be required to be fingerprinted and have background checks prior to employment. · Cafeteria staff · Custodians · Paraprofessionals · Secretaries · Substitute teachers ACES will publish a school handbook that includes a description of the school program. The school will have an open house to introduce the administration and teachers to the community EVALUATION AND ASSESSMENTS Administtator and Teacher Assessment The Performance Assessment Protocols are designed to promote the value system of "putting students first." Both the Instructional Performance Assessment System (IPAS) and Administrative Performance Assessment System (APAS) are developmental systems. Both Systems are standards- based in that they originate state-of-the-art sources - Research for Better Teaching for Administrators and the National Board for Professional Teaching Standards for Teachers. IPAS and APAS are rubric-sensitive, rather than opinion-sensitive systems that rely on data/evidence and gap analyses. Both systems assume collaboration bctwean administrators and teachers. Administrators must create an environment of empowerment for teachers to press forward with academic rigor in a self- regulated, data-driven quest to promote best practices in teaching. The APAS require that administrators create a "Community of Practice" or "Learning Organization" based on research of effective organizations. Teachers must create a system of continual iterations of content presentation; diagnostic exercises; assessment events and performance rituals, which develop strong understanding and skills of that teacher's content area. Both assessment systems provide latitude for monitoring, failing without retribution, developing entrepreneurial approaches to further the purposes of schooling and becoming "reflective practitioners" of their craft. The objective is to use these systems to promote the interests and values of ACES by building internal support structures, which maintain high quality instruction directed toward deepening student knowledge. Application - Page 35 Aventura Char~et Elementary School City of Aventura Portfolios for Administrators Each administrator will develop a portfolio of aitifacts and evidence of areas of the PP g eat in developing a learning organization in their school· The five components of the Learning Organization are: a. Shared Vision - A broadly understood sense of the purpose of the school widely agreed to by stakeholders, who should be highly invested in its development and maintenance. b. Team Learning - Develop and enrich open communication systems and continual group monitoring of school progress among stakeholders. When outside information is needed to promote successes within school purpose (shared vision), the administrator should provide resources for this purpose. Problem-identification by stakeholders should precede problem solving by administrators. c. Mental Models - Seek out, distribute and oversee organized material (data) about the school to promote active inquh'y into the relationship of certain instructional, organizational or temporal strategies which seem to be associated with student success. (e.g., intense investigation coupled with elaborate written description and connection beyond the schoolhouse are associated with certain increases in student achievement.) Focus on student work and its analysis to see if this strategy holds hope for improved student achievement over time. The administrator influences examination of successful practices by providing time and emphasis to staff, along with access to relevant research related to school and student success. d. Personal Mastery - Each teacher will have a portfolio. These portfolios are intended to be gathering places for various kinds of evidence associated with teaching practice. Administrators can promote increasing competence among teachers by using the portfolio and set of rubrics to establish base lines for each staff member using a gap- analysis format. Over time, using the "Team-Learning" and "Mental Models" protocols (with flexibility) an administrator can leverage a practicing teacher toward strategies and skills which are associated with improved levels of student achievement by consistent use of the portfolio and introducing mentoring and teaming concepts as needed. e. Systems Thinking - "All important things are connected to all other important things," a comment by Ted Sizer regarding life in schools. ACES is designed as an evolutionary C~nfluence of teaching, learning and caring all wrapped up in one package. Policies, practices, budgets, schedules, curriculum, pedagogy and assessment must be seamiessly arranged by the administrator so that the shared vision dominates; the team learning focuses on improved models and how they can conha'bute to increasing levels of personal mastery, in an ongoing social system. Labels of students are shed in favor of behavioral data gathering and changing strategies. Traditional classroom isolation is tolerated only to the extent that it does not interfere with "team-learn/rig". Technology is used to break down barriers and to improve information flow. Learning takes place continually in the learning organization; not just at tim~ when it is "scheduled". This model calls for very different administrative behaviors than those required in hierarchies. Portfolios for Teachers Each ACES teacher will develop a portfolio for each category in the Instructional Performance Assessment System (IPAS). The portfolio will have three sections: 1. Deepening Students' Knowledge Teacher planning and preparation Demonstrating Knowledge of Content and Pedagogy Application - Page 36 Aventura Chat[er Elementary School Cily o~ Aventura 1012001 · Demonstrating Knowledge 0fStudents Selecting Instructional Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning Ins~xuction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Providing Feedback to Students Demonstrating Flexibility and Responsiveness Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Building Community The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organ[zing Physical Space Instruction Engaging Students in Learning Providing Feedback to Students Demonstrating Flexibility and Responsiveness Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School Growing and Developing Professionally Developing Student Talent Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Designing Coherent Instruction The Classroom Environment Establishing a Culture for Learning Instruction Engaging Students in Learaing Professional Responsibilities Service to Student and Advocacy Using a combination of self-report and administrator review, gaps among the various categories should be discussed and leveraged to promote higher levels of performance by all staff, over time. It is important that there be a collaborative spirit and tangible evidence recorded to authenticate various levels of performance over time. Administrators and teachers may collaborate utilizing staff teaming or mentoring to improve the operating system~ Annually, each teacher will sit with a reviewer to do a gap analysis and develop plans to raise performance over time. It is the belief of ACES that the APAS and I?AS portfolio .ass. e, ssmen_t system ~s.the evaluaUiou p~s that will help maprove and deepen teacher's knowledge m me cratt and pracace of teaching; ~ po~ffolin system allows for multiple forms of assessment in documenting competency and profissi0ual growth. Describe the human resource policies governing salaries, contracts, hiring, dismissal, and benefit packages. Salaries - Teacher starting salaries, as assumed in the school's initial budget, are based on Miami-Da& County starting teacher salary levels, with potential exceptions made for an in ' ' ' · dtwdual s experience, degree(s), and past employment history. Adminislxative salaries will be developed in accordance with the supply and demand for administrative positions. Staff will be hired on a year-to-year basis with the con~xact extensions recommended on an annual basis. All employees will be hired on a 90-day probation basis. [See of Exhibit K for Staffing & Salary Overviewl All instructional personnel will be considered ten-mnnth employees and will begin work two weeks prior to the start of school and work one-week after the end of school. Contracts - An employment agreement will be signed by each employee, dually authorized by an executive School or CSUSA corporate employee and be acknowledged by an employee as witness. Hiring - The hiring policy of ACES is to offer equal opportunity to ail qualified employees and candidates without regard to race, creed, color, national origin, age, sex, marital status, sexual orientation, physical or mental handicap, non-job related disabilities or any other characteristic protected by law. Dismissal - The first 90 days of employment are considered a probationary period. The employee or company can terminate employment without notice. After the fa'st 90 days, progressive discipline policies will be followed for non-flagrant situations and immediate termination for any violations of a serious nature. Per the employee's contract, ACES asks for two weeks notice of all voluntary resignations. Benefits - Eligible employees (must work a minimum average of 30 hours per week) are eligible to participate in our benefits plan on the first of the month following 30 days of service. If benefits are not selected during this period, an annual "open enrollment" is offered each September with an October 1st effective date for any changes. Benefits include medical, dental, vision, Professional Educators Network, employee assistance program, life insurance, supplemental life insurance, short and long term disability, 401(k), stock option plan, and paid time off. Staff Training & Professional Development Throughout the year, workshops will be scheduled by Charter Schools USA to provide the ACES staff with a range of professional growth opportunities. Training in the use of technology for teachers and support staff is one such program. Charter Schools USA also provides training in effective teaching practices and the teacher evaluation process. ACES will have the opportunity to design and/or select professional development programs based on the school's needs. Charter Schools USA will seek relationships with local colleges and universities for professional development opportunities. Staff development may include, but not be limited to: CSUSA Teach/Administrator Evaluation Process Learning Fields Theory of Multiple Intelligences Harry Wong: The First Days of School Teaching the Block Effectively Strategies for Successful Test Taking Skillful Teacher Training Discipline With Dignity "Best Practice" Strategies for the Classroom Effective Teacher Training Centers in the Classroom Writing Effective Lesson Plans Technology in the Classroom FCAT Writes FCAT Interdisciplinary Curriculum Put In Writing A~pticat[on - Page 38 Aventura Cha~ter Elementa~ School City of Aventura 1012001 Finally, teachers will maintain a portfolio as a part of their performance evaluation process which includes evidence of relevant cottrsework, publications, published papers, recognition or awards they receive and other such documentation of their investment and responsibility for their own professional growtl~ Teacher Qualifications Minimum and preferred qualifications for each instructional and student service position applicable to the charter school will he available for review in the Charter Schools USA Human Resources Off'tee. Minimum and preferred qualifications for all faculty positions will be available for review as well. Each teacher's .qualifications will be disseminated to parents considering the charter school for their child, as required in the charter statute. Methods of dissemination will include, but are not limited to: Displaying teacher qualifications at informational meetings and open houses. Inclusion of teacher's qualifications ia the school brochure or handbook. (Qualification information will include: degrees held, past experience, certification, years of experience and any other relevant information.) At the begirming of each school year and within the f'u-st 60 days of school, ACES will inform parents regarding the qualifications of their child's teacher as it relates to certification status and area of certification. Specifically, ACES will notify parents or guardians ia writing if a teacher is assigned to a class and his/her certification is not within the subject matter, field or grade level that is being taught. ESOL Endorsement In compliance with Florida State law, META Requirements and the META Consent Decree, ACES teachers are required to participate ia training when they have a limited English proficient (LEP) student assigned to their class./fCES~ teaches will adhere to the following state requirements: Category I Teachers: Certification in another subject appropriate to the teaching assignment 15 semester hours, 300 inservice points, or a combination of both in ESOL with credit ia: Methods of Teaching English to speakers of other languages ESOL curriculum and materials development Cross-cultural communication and understanding Testing and evaluation of ESOL Applied linguistics Experienced Teachers: 6 years or more allowed for completion Beginning Teachers: 6 years or more allowed for completion Category II Teachers: Hold certification in a subject appropriate to the teaching assignment Complete 60 iaservice points or 3 semester hours college credit ia a combination of the F-SOL strategies listed below: Methods of Teaching English to speakers of other languages ESOL curriculum and materials development Cross-culmraI communication and understanding Testing and evaluation of ESOL Experienced Teachers: 1 year to complete Beginniag Teachers: 2 years to complete Category III Teachers: Hold certification in a subject appropriate to the teaching assignment Complete 18 inservice points or 3 semester hours college credit in a combination of the ESOL strategies listed below: Methods of Teaching English to speakers of other languages ESOL curriculum and materials development Cross-cultural communication and understanding Application - Page 39 Aventura Charter Elementan/School City of Ave n_t_u? Testing and evaluation of ESOL Experienced Teachers: 1 year to complete Beginning Teachers: 2 years to complete 3. Describe how the qualifications of the teachers vail be described to parents eonst~iermg the charter school for their children, as required in Florida's Charter School Legislation. Min/mum and preferred qualifications for each instructional and student service position applicable to the School will be available for review in the Charter Schools USA Human Resources Office Which is currently located in East Fort Lauderdale. Minimum and preferred qualifications for all faculty positions will be available for review as well. Ea ...... ch teacher s qualifications vafi be thssemmated to parents considering the charter school for their child, as required in the charter statute. Methods of dissemination will include, but are not limited to: · Displaying teacher qualifications at informational meetings and open houses. · Inclusion of teacher's qualifications in the school brochure or handbook. (Qualification information will include: degrees held, past experience, certification, years of experience and any other relevant information.) 4. Define the targeted staff size, staffing plan, and projected student-to~teacher ratio. CES s mmal staffwfll constst of one full-nme prmctpal, at lea.st one full-tune assistant prtucipal (determined by total school size), a site coordinator, and such teachers as may be necessary to maintain a student to staff ratio of 20: I. Services requiring additional staff, such as security and transportation, will be contracted ideally with persons and organizations from the local community. [See of Exhibit K for Staffing & Salary Overviewl In the case of an existing school being converted to charter status, suggest alternative arrangements for current teachers who choose not to teach in the school after conversion. Not applicable C. Transportation: 1[. Discuss the plans for transporting students to and from school Describe the arrangements, if any, that will be made with local school district or private providers. ACES anticipates that the parents will transport most of the student population. However, the ACES will be responsible for tr~/nsporting all students who reside within a "reasonable distance" of the school, or who are otherwise entitled to transportation by law, in a non-discriminatory manner to and from the school. The school will contract with a MDCPS-approved p'/ivate transportation finn to provide transportation for those students that qualify. The school will provide MDCPS with the name of the approved private transportation fwrn and the school's final transportation plan. 2. Charter schools are responsible for providing transportation for students residing within a "reasonable distance" of the charter school. Describe reasonable distance as defined in your charter school transportation plan. Describe the factors that helped form the basis for his distance determination. Due to the nature of the school and its locale, it is envisioned that parent vehicles will transport most students. If deemed necessary, ACES will contract with the safest and most cost-effective transportation vendor to provide transportation within a reasonable distance. "Reasonable distance," as defined by the Florida Departxnent of Education, is the distance currently zoned at a comparably sized school within the district. ACES will define reasonable distance as two to four miles from the school and work with the MDCPS's Transportation Department to ensure there are no barriers to equal access for all students. 3. Describe the policies which will help ensure that transportation is not a barrier to equal access for all students. ACES will have a transportation policy that will be a result of working with the MDCPS to define a "reasonable distance." The policy will be consistent with the requirements of Chapter 234 of Florida Statute, and ACES will Application - Page 40 provide transporlati0n to all students residing within a reasonable distance from the school, It is anticipated that reasonable distance will be two to four miles from the school. 4. If the school district is under court-ordered desegregation, describe how that has been taken into account in the transportatlon'plan. We adhere to the same guidelines ~'at are required of all public schools, which ia based on policy determined by County, State and Federal laws. D. Food Service: 1. Discuss the plans for providing food service. Describe the arrangements, if any, that will be made with the local school district or with a private agency. ACES will conS'act with a Florida Department of Education approved vendor to provide food service in accordance with applicable laws and regulations for schools participating in the National School Lunch Program. A vendor will be ielected following approval of the charter between the Aventura City Comm/ssion and the School Board of Miam/-Dade County. The food service provider will be selected utilizing an RFP process that requires the vendor to meet all applicable state and municipal health requirements and food handling p~rocedures. The RFP process may require the vendor to provide equipment as needed to comply with applicable sanitation, food handling, and health requirements (The amount budgeted in Exhibit C is all inclusive.) 24 If a private agency is contracted to provide food services, describe the plan for providing food and related services, for meeting reporting requirements, and for documenting annual sanitation certification. Any private agency contracted will be a MDCPS approved school lunch provider. The contxacted private vendor will prepare and deliver food to the ACES in accordance with standards established by the Florida Department of Professional and Business Regulations. Food will be delivered in containers that maintain a minimum of 140 degrees, for hot foods and 38 to -42 degrees for cold foods. The ACES school model includes a cafeteria that meets or exceeds state nutritional and sanitation standards regulated by the Florida Department of Professional and Business Regulations, Adminis~'ative roles Chapter 61 C-4. Additionally, the school will adhere to dietary guidelines established by the United States Department of Agriculture, (National School Lunch Act [42U.S.C. 1751 (b)(2)(c)]), for the National School Lunch Program. The cafeteria manager will determine menus based on national child nutrition standards, monitor quality and comply with sanitation requirements. ACES will follow the same reporting requirements and documentation procedures for the aunnal sanitation certification as other county public schools. The private vendor will be required to maintain and supply ACES with accurate daily records of all product deliveries and current copies of FDPBR inspection certificates. 3. Describe procedures to process free/reduced lunch applications for eligible students. Following approval of the charter by the Aventura City Commission and the School Board of Miami-Dade County, the City Manager, acting on behalf of the ACES governing board (Aventura City Commission), will make application to the Florida Deparanent of Education to participate in the National School Lunch Program for free/reduced price meals. ACES will provide free and reduced priced meals for eligible children unable to pay the full price. The State dictates the criteria for those children from households with incomes of less than or equal to the income criteria required by the National School Lunch Program that may be eligible for either free or reduced priced meals. Efforts are made to ensure that all qualified applicants are given the opportunity to obtain free or reduced lunch. During the first week of school, application forms are given to each student. Each teacher is required to complete a form recording each child's receipt of the free/reduced lunch applications. Administxative staff is made available to answer any questions and concerns. City of Ay~e.n~t~u~r .a To apply for free or reduced priced meals, parents must £tll out the application and return it to the school. After thc application is processed, a response is forwarded to each child and the child's parcnt~guardiaas. In accordance with National School Lunch Act (42 U.$.C. 1751Co)(2)(C)), a coafide~tial list is then compiled and forwarded to the cafeteria mapager. Meal benefits begin on the day,.~e application is apprO, ved. at the scbeol site and continue throughout the school year in which the application is, apProved and;for approximately the first twenty days of next school year (applicable wbea information is available). Any student who does not have a current application on file at the school site will be unable to receive meal benefits after September 22~ of each year. FINAL DOCUMENTATIONS All final documentation will be submitted to the School Board prior to the opening of the charter school: Facilities Safety Approval: .. (a) Inspection by local building inspector (b) Inspection by Fire Department (c) Compliance with other federal and state health and safety hws and regulations (d) Final Site Plan & Floor Plan (a) Resolution (b) Contracts (c) Other required documentation (d) Updated Board Members' Information, verification of fingerprinting & disclosure infomtion Other (a) Proo_f o£ Insurance (b) Final Budget (c) School Calendar Application - Page 43 Aventura Charter Elemental/School Cily o~ Aven(ura APPENDIX TABLE OF CONTENTS Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit Exhibit A Overview: City of Aventura B Facilities Portfolio C School Budget D Sample Narrative Report Card E Founders' Bios/Resumes F Overview: Charter Schools USA G Sample Parent Contract H Independent Scientific Survey I Evidence of Community Support J Overview: CSHD & WA K Staffing & Salary Overview L Start-Up Budget M Code of Conduct Addendum N Student Application Form 0 Registration Package City of Aventuca Exhibit A Overview: City of Aventura OVERVIEW CITY OF AVENTURA The City of Aventura was incorporated in 1995. Once a smali and quiet community known as an enclave for retirees, the City has become home to over 26,000 residents from all walks of life. The City has undergone a renaissance over the past six years. The demographics of the City are changing as the City has become home to more young families with school age children. The City is located in northeast Miami-Dade County and is 3.2 square miles in size. High-rise condominiums along the Intracoastal, office buildings and large retail venues such as Aventura Mall have created a sound economic base for the City. Since the incorporation, the City has provided higher quality services at the same tow tax rate without increasing taxes. During the first five years of the City's existence, special attention was given to creating a full service, highly visible Police Department and Citywide beautification improvements and providing parks and recreation opportunities to the community. This improved quality of life has attracted many young families who wish to raise their families in a safe and attractive environment. Unique shopping experiences, unparalleled residences, superior medical facilities, fine restaurants and quality City services contribute to the City's claim as the "City of Excellence". Aventura is governed by a commission-manager form of government, combining the political leadership of its elected officials with the executive experience of its City Manager. This structure is vastly different from that of other local governments, emulating the private sector by privatizing services and emphasizing customer service. The City Commission is committed to providing quality municipal services at the lowest possible cost. The City's operating departments include the Office of the City Manager, City Clerk's Office, Legal, Community Development, Community Services, Finance Support Services and Public Safety. The city's progress and development continue at a record setting pace while emphasizing community involvement. Aventura at a Glance Land Area: Loca6on: Form of Government: Annual City Budget: Millage Rate: Population: Zip Codes: Total Real Estate Value: Police Force: Major Economic Drivers: Number of Businesses: Demographics: White: 75% Hispanic: 21% Black: 2% Other: 2% 3.2 square miles 12 miles north of Miami 12 miles south of Fort Lauderdale 1 mile west of the Atlantic Ocean Commission-Manager $44.8 Million 2.27 25,767 33180, 33160 3.9 Billion 69 sworn officers Retail, Medical 2,916 Exhibit B Facilities Portfolio Proposed Site Plan School & Community/Recreational Center AVENTURA CHARTER SCHOOL ACES-Ground Floor ' ACES-Second Floor Exhibit C School Budget Aventura Charter Elementary School (ACES) Aventura, Florida School Budget & Five-Year Financial Forecast Charter Schools USA September-01 Aventura Charter Elementary School (ACES) Miaml-Dade County, Florida School Configurations At 100% Enrollment 600 Target Student-to-Teacher Ratio: 17.6 Student-to-Total Staff Ratio: 15.0 Class Size Inputs in Blue Students Per Homeroom Classroom (Kindergarten): 20 Students Per Homeroom Claasroom (1 st - 5th): 25 Students Per Homeroom Classroom (6th - 8th): 25 Modeled Homeroom Classrooms Option I ] Year 1 Year 2 Year 3 Year 4 Year Kindergarten 5 $ 5 S $ 1 st Grade 4 4 4 4 4 2nd Grade 4 4 4 4 4 3rd Grade 4 4 4 4 4 4th Grade 4 4 4 4 4 5th Grade 4 4 4 4 4 6th Grade 7th Grade 8th Grade 25 25 25 25 25 Aoplicatonn 0 0 0 0 0 0 At Maturity 5 4 4 4 4 4 25 Option 2 Year 1 Year 2 Year 3 Year 4 Year 5 Kindergarten 4 5 6 6 6 1 st Grade 4 5 5 5 5 2nd Grade 4 4 .. 5 5 5 3rd Grade 3 4 4 5 5 4th Grade 3 3 4 5 5 5th Grade 3 3 4 5 6th Grade 7th Grade 8th Grade 18 24 27 30 3I At Maturity 6 5 5 5 5 5 31 t Option 3I Year 1 Year 2 Year 3 Year 4 Year 5 Kindergarten 5 I st Grade 4 2nd Grade 3 3rd Grade 2 4th Grade 2 5th Grade 2 6th Grade 7th Grade 8th Grade 6 6 6 6 $ 6 6 6 4 $ 6 6 3 4 5 6 2 3 4 5 2 2 3 4 18 22 26 30 33 At Maturity 6 6 6 6 6 6 36 Aventura Charter Elementary School (ACES) MJaml-Dade County, Florida ~ol Configurations IAi 100% Era'olhnent I 600 Target Student-to-Teacher Ratio: 17.6 Stuc~ent-to-Tocal SCarf Ratio: 15.0 Target Students by Grade Option Year I Year 2 Year 3 Year 4 Year 5 Kindergarten 100 100 100 100 100 Ist Grade 100 100 100 100 100 2nd Grade 100 100 100 100 100 3rd Grade 100 100 100 100 100 4th_ Grade 100 100 100 100 100 5th Grade 100 100 100 100 100 6th Grade 0 0 0 0 0 7th Grade 0 0 0 0 0 8th Grade 0 0 0 0 0 600 600 600 600 600 At Maturity 100 I00 lO0 100 100 I00 0 0 0 600 Year 1 Kindergarten 80 I st Grade 100 2nd Grade 100 - 5rd Grade 75 4th Grade 75 5th Grade 0 6th Grade 0 7th Grade 0 8th Grade 0 430 Year 2 Year3 Year4 year5 100 120 120 120 125 125 125 125 100 125 125 125 100 100 125 125 75 100 125 i25 75 75 100 125 0 0 0 0 0 0 0 0 0 0 0 0 575 645 720 745 AtMaturity 120 125 125 125 125 125 0 0 0 745 Option 3 J Year I Year 2 year 3 year 4 yeax 5 Kindergarten 100 1 st Grade 100 2nd Grade 75 3rd Grade 50 4th Grade 50 5th Grade 50 6th Grade 0 7th Grade 0 8th Grade 0 120 120 120 120 125 150 150 150 100 125 150 150 75 100 125 150 50 75 100 125 50 50 75 100 0 0 0 0 0 0 0 0 0 0 0 0 425 520 620 720 795 i20 150 150 150 150 150 0 0 0 870 Required Homeroom Classrooms Option Option Option Year l Year 2 Year 3 Year4 Year5 25 25 25 25 25 18 24 27 30 31 18 22 26 30 33 At Maturity 25 31 36 4 Aventura Charter Elementary School (ACES) Miaml-Dade County, Florida Assumptions Underlying All School Configuration Options EnroUmentlA~endance Asst~m~_fro m Miami-Dade Counly 100,0% Assumed % of Stndent~ to be Given Transportation 25.0% 25.0% 78.0% R~luced FuR-paying 10.0% 80.0% 95.0% 94.0% 90.0% 4.0% 25.0% Aventura Charter Elementary School (ACES) Miami-Dade County, Florida Assumptions Underlying Ail School Configuration Options $5,000 $120 S12,000 $1,000 5.0% S105,300 $4,000 S0 $22,500 $60,750 $48,600 Adminstrative Expense Staff travel (conferences, training, etc.) Printing Office Supplies Pood service smallwares and paper supplies Medical suppli~ $1,800 $2,200 $12,000 $0 $500 Consumable Instructional Equipment (mostly workbooks) per enm?d student Initial Library Books I nstractiona{ Supplies Additional Sportitxg Goods Aventura Charter Elementary School (ACES) Five-Year Financial Forecast Charter Schools USA September 2001 Aventura Charter Elementary School (ACES) Miami-Dade County, Florida Financial Forecast Page 9 Aventura Charter Elementary School (ACES) lvllami-Dade C~unty, Flodda Avenlura Charter Elementary School (ACES) Miami-Dade CounV/, Florida Five-Year Ftnanclals Financial Forecast Page 11 Exhibit E Founders' Resumes/Bios & References Jeffrey M. Perlow~ Mayor Current Roles: As Mayor, preside at all Commissio~ meetings; Head of City Government for all ceremonial purposes and for purposes of military law, for service of process, represent City in all dealings with other governmental entities; set legislative policy for the City as member of the Commission Fr'ork Experience: Attorney specializing in real estate law, wills, trusts, probate, corporate and business law Educational Achievement: Bachelor of Science in business administration from University of Denver. Majored in accounting. Law degree from DePaul University Law School, Chicago Organizations, Honors and,4 wards: Vice President of Aventura Turnberry Jewish Center; Board of Trustees of Aventura Hospital; Co-Chair of Anti-Defamation League annual dinner in Aventura; Co-Chair of.American Israel Public Affairs Committee annual dinner in Aventura Aventura Charier Elemental'/School Appendix - Eotl~ibit E City of Aventura Page I Arthur Berger, Commissioner Current Roles: As a member of the Commission, ~et legislative policy for the City. Work Experience: Retired Educational Achievement: New York University and New York University School of Law; Juris Doctor; cum laude. Organizations, Honors andA wards: President, Survival Research Foundation; Director, International Institute for the Study of Death; Member, Hospital Bioethics Committee; Attorney and lecturer in fields of Bioethies, advance directives, gerontology, and thanatology; Narrator for the Library of Congress in its program of talking books for the blind. Former member of the National League of Cities Policy Committee on Human Development; Adjunct Professor, Broward College, Continuing Health Program for Health Professionals; Medical Faculty, Broward General Medical Center; Consultant to Reader's Digest; Vice President of Cross-Cultural Affairs, Foundation of Thanatology at Columbia-Presbyterian Medical Center, New York City; Instructor, Institute for Retired Professionals, University of Miami; Instructor, Institute for the Study of Aging, Nova University; Adjunct Professor, Elders Institute, Florida International University; Adjunct Professor, Institute of Retired Professional, Nova University. Appendix - Exhibit E Page 1 10/2001 Jay R. Beskin, Commissioner Current Roles: As a member of the Comm/ssion, set legislative policy for the City. gl~ork Experience: Attorney specializing in corporate and tax law, commercial transactions, estate planning and probate. Educational Achievement: Bachelor of Science in foreign service, Georgetown University School of Foreign Service in Washington, DC; JD from Washington University School of Law in St. Louis; Certified Public Accounting at University of Illinois in Champagne, IL Organizations, Honors and Awards: Adjunct professor of business planning law at Illinois Institute of Technology Chicago - Kent College of Law; Vice President of Jewish Council for Youth Services in Chicago; Chair of Center for Community and Condominium Living; Chair of Northeast Dade Leadership Council; Executive Committee of Northeast Dade Coalition; Director of Food for Life Network; Dkectur of Aventura Tumberry Jewish Center; Ambassador for Weizmann Institute of Science in Israel; President of Aventura Chamber of Commerce Ken Cohen, Commiss~ner Current Roles: As a member of the Commission, ~.et legislative policy for the City Work Experience: Retired: Pres/CEO - Jersey-York Realty Corp.; Pras/CEO Beach Refrigerator Co., Inc.; Pres/CEO Arken Refrigerator Co., Inc.; American Refrigerator Co. Educational Achievement: Bachelor of Science from New York University, Stern School Organizations, Honors and Awards: Concerned Citizens of Northeast Dade; Joint Council of Aventura; Northeast Dade Coalition; Citizens Advisory Committee, Metro-Dade Police Station No. 6; Dade County Citizens Task Force on Incorporation and Annexation; Miami-Dade County Citizens Transit Advisory Cor'nmittee; North Dade Proposed Trauma Center; Miami-Da& County Partners for Safe Neighborhoods; South Florida Food Recovery Trastee; Florida Ear Citizens Fornm; Florida Bar llth Judicial Circuit Grievance Committee; Flamenco Condominium Association; Aventura Chamber of Commerce; Aventura-Tumberry Jewish Center; Jewish War Veterans; B'Nal B'Rith; Classic by Hyatt Advisory Board; Aventura-Biscayne Committee for Incorporation; Aventura Political Action Committee, Inc.; City of Aventura Founder; Past and present service on Committees of the Miami-Dade County League of Cities, Florida League of Cities and National League of Cities; Sister Cities International Host Committee Current Roles: As a member of the Commission, se~ legislative policy for the City Work Experience: Retired: Managed men's clothing store on Lincoln Road in MiaraJ Beach; Operated Housewares/Gift Shop in ?hiladelphia for 20 years; Former Corporate Vice President in the Savings Division of American Savings and Loan Association Educational Achievetnent: Majored in Electrical Engineering at Clarkson College in Potsdam, New York Organizations, Honors and Awards: President of Coronado Condominium Association for 12 years; Aventura Turnben'y Jewish Center Board of Directors; Former Aventura Beautification Advisory Board member; Former Greater Miami Jew/sh Federation Chaimaan; Former Philadelphia Zionist Federation President. Harry Holzberg, Commissioner Current Roles: As a member of the Commission, set legislative policy for the City. Work Experience: Retired: Co-Owner, Tells Department Stores Educational /lchievement: Bachelor of Science from Long Island University, New York Organizations, Honors and .d wards: Held all officer positions including President of the North Miami Beach Optimist Club; served on Board of Directors for 20 years, Past Little League Baseball Commissioner for 15 years, Little League Football Commissioner for 5 years; Manager/Coach in Football, Baseball and Basketball; Served on Board of Directors of Waterview Condominium Association; Former Vice President and Board of Directors of Joint Council of Aventura; Past Treasurer and Board of Directors of Aventura Biscayne Committee for Incorporation; Served on Board of Directors of Aventura Political Action Committee, Inc.; Founding member of City of Aventura; Received Key to City of North Miami Beach for outstanding service to the City; Life Membership to Optimist International Patricia Rogers-Libert, Commissioner Current Roles: As a member of the Commission, set legislative policy for the City. Work Experience: Consulting services including education, mediation and management services; Condominium and Community Services; Grants research and funding; legislation analyses Educational Achievement: Bachelor of Science in Psychology from Duke University; Graduate courses - University of Miami Organizations, Honers and A wards: Committee menther, Board of Directors and various offices held (past and present) in the Florida League of Cities, National League of Cities, Gold Coast League of Cities and Miami-Dade County League of Cities; Northeast Dada Coalition; Northeast Dade Leadership Council Political Action Committee; South Florida Food Recovery Project; Miami-Dade County Community Relations Board Steering Committee of Intergroup Relations Project; Dade Coalition for Responsive Local Government; Miami-Dare County Committee on Incorporation of the Unincorporated Area; Miami-Dade School Board Impact Committee; Biscayne Boulevard Northeast Dade Transportation Corporation; Dade County Point of Service Conunittee; Co-Creator and Chair, Center for Community & Condominium Living, Inc.; Florida Municipal Insurance Trust; Co-Creator and Co-Publisher, the Communicator, The Voice of the Northeast Dade Coalition; Florida State Condominium Advisory Conuuittee; EYES for Art, Center for the Fine Arts; Board of Directors of Center for Survival & Independent Living; Technical Review Committee for the Comprehensive Housing and Social Need Survey in the Haitian Community Exhibit F Overview: Charter Schools USA, Inc. OVERVIEW The CSUSA School Portfolio is comprised of twenty-one (21) charter schools currently in operation and twenty-one (21) approved charters to open over the next five years, resulting in the lndustry's largest pipeline. FLORIDA SCHOOLS (9) Miami-Dade County, Florida Ryder Elementary School, Doral, K.5ta Northeast Academy, North Miami Beach, K-5#' North County Charter School, Opa-Locka, K-5t* Broward County, Florida North Lauderdale Academy High School, North Lauderdale, 9~t'-12ta Coral Springs Charter School, Coral Springs, 6tn-12~:' " Parkway Academy at BCC, Miramar, 9-11ta North Broward Academy of Excellence, North Lauderdale, 9th-12ta Bay County, Florida Bay Haven Charter Academy, Bay Haven, K-5a' Indtcates two schools on one campus. TEXAS SCHOOLS (12) Academy of Skills and Knowledge (ASK), Tyler, Oak Cliff Academy, Dallas, K-7~ * New Frontiers Charter School, San Antonio, K-8~ Midland Aca~d_emy Charter School, Midland, K-7 Houston Gateway Academy, Houston, K-7tn * McCullough Academy of Excellence, Austin, K-5 San Marcos Preparatory School, San Marco& K-5 Charter Schools USA represents the most experienced and creative approach to charter school development, management and operation. We pride ourselves on being a team of creating fasts, including: First to operate a municipal charter high school in the U.S. First to operate Florida's first charter school-in-the-workplace in the country. First Charter High School to receive accreditation from the Southern Association of Colleges and Schools (SACS). First school in the state to improve state-mandated tests by 25%, in one year. OVERVIEW DESCRIPTION OF FIRM C H A RT E R SC I-I CO 1~$ Charter Schools USA, Inc. is one of the nation's fastest growing charter school management companies. Founded in 1997 by Jonathan Hage, one of the early leaders of the Florida charter school movement, CSUSA provides turn-key school outsourcing for corporations, municipalities, unJvarsities, developers and non-profits with all stages of charter school development, construction, planning, marketing, financing, human resources, curricula and school operations. CSUSA currently operates five schools and holds contracts on thirty-seven additional schools, including the nation's first municipally organized charter high school, the first charter ' school-tn-the-workplace and the nation's largest charter school of its kind. CSUSA schools are individually developed to meet the unique needs and requirement~ of the client and community. All C. SUSA educational advantages exceed public school standards, including small class size, integrated technology, parental involvement contracts, student uniforms, enforced discipline polices, qualified_staff, community focus and high academic performance. Improved administrative efficiencies, outsour¢ing and less red tape result in more classroom fianding and increased teacher performance. CSUSA is one of the first education management companies to provide stock options to its teachers and staff. Management belleves that private enterprise can play a positive role in our national efforts to improve academic perfom~ance in the public school system by providing innovative and entrepreneurial models that focus on accountability and competition. To this end, CSUSA provides its clients with professional educational management services so they can benefit from the results - better educated students. This commitment is reflected in the Company's internal hierarchy of service. It is the overriding goal of CSUSA that all activities support the School's mission of teaching children. Although thgbrganization chart is more traditional, each Charter School USA corporate employee knows that this is the real focus of the company: Putting Students First' OVERVIEW ORGANIZATIONAL HIERARCHY Charter Schools USA GOVERN. AFFNRSI Tripp Scott LOBBYING Attorneys at Law B~lly Buzzett LEGAL Poole & McKinley BUSINESS D~EVELOPMENT1 -Southern Region - Southwest Region - Northeast Region -Central Region -Western Region SCHOOL DEVELOPMENT School Oversight & Goal Se~ng - Student Enrollment & Marketing Project Financing IAccounfing Finance Payroll Grant Wrlgng Food Services Procurement - Technology Support -eStudent Information Systems - Product Refinement & Markefing - Technotegy Vendor Alliances - Cfient Services - Governmen~l Relations - Public Affairs -Marketing OVERVIEW Key Personnel Jonathan I~ Hage Jonathan K. Hage is the Chairman of the Board of Directors, President and CEO of Charter Schools USA. He has worked with the Florida State legislature during the creation of charier school law while Director of Research for Jeb Bush's Foundation for Florida's Future. Mr. Hage also assisted in the early development of the first charter school in Florida, the Liberty City Charter School, a collaboration between Mr. Bush and T. Willard Fair, President of the Miami Urban League. Next he founded Florida's first non-profit foundation dedicated to developing world class charter schools: The Charter Foundation, and assisted the design and development of several other charter schools, including Ft. Lauderdale's very successful Charter School of Excellence. ' As the founder of CSUSA, Mr. Hage has subsequently developed, the North Lauderdale -Academy High school, the first municipally organized charter high school in Florida, the Coral Springs Charter School, the largest charter school in Florida, the Ryder Elementary Charter School, the first charter school-in-the- workplace and the McCullough Academy of Excellence, CSUSA's first charter school in Texas. A national expert on charter schools, he serves on appointed charter review panels for the state of Florida, Broward County and Miami-Dade County. Prior to Charter Sehoois USA, Mr. Hage was an analyst at The Heritage Foundation, a think-tank in Washington, D.C., and an officer in the U.S. Army Speci~lI Forces. He is also a member of the Board of Directors for Associated Industries of Florida and Goodwill Industries. Mr. Hage holds a BA from the University of Colorado and an MA from Georgetown University. - - Glenn R. Pierce Glenn R. Pierce joined Charter Schools USA in 1999 and serves as Executive Vice President of DeveIopment. He is responsible for facets of development of CSUSA-affiliated schools, including business development, real estate, construction, school development and Prospect-to-opening teams. Prior to CSUSA, Mr. Pierce was CFO of Advantage Schools, Inc., a Boston-based educational management organization, where he was instrumental in raising $35 million in venture capital financing to facilitate that company's aggressive growth. Prior t6 Advantage, Mr. Pierce was the CFO and Chief Development Officer for Colonial Bagel, LP, a regional franchise operation of Einstein Brothers Bagel Corporation. This position followed six years in roles of increasing responsibility with PepsiCo's restaurant divisions (now TriCon Group Restaurants). In his role of Senior Director of Asset Development, Mr. Pierce managed real estate, construction, maintenance, legal, property management and in-store technology functions related to the o~ganLzation's vast array of propertie .~ Prior responsibilities included Director of Acquisitions and Field Finance. Mr. Pierce began his career in commercial banking with institutions that are now a part of PNC, First Union and Citibank, NA. Mr. Pierce holds a bachelor degree in Economics and Business from Lafayette College and a Masters of Business Administration from the Wharton School at the University of Pennsylvania. OVERVIEW C H A RT E R SC H O O L,~ Mission Education Innovators Dedicated To Increasing Academic Opportunities, Standards And - Performance. Vision -- We provide premier educational services, drive academic excellence in the Charter School movement, create a powerful platform for profound educational reform in the United States and positively impact learning practices worldwide to elevate the human condition. Exhibit G Sample Parent Contract Parent Contract for [Name of School] I (We) the parent(s)/guardian(s) of and the Dress Code of the [Name of School]. have read and agree to abide by the Code of Conduct WHEREAS, in order to provide my (our) child with a unique educational opportunity; WHEREAS, by choosing to enroll my (our) child at [Name of School] is a decision of my (our) personal choice and not a privilege; WHEREAS, my (our) desire to e~oll my (our) child at [Name of School] is premised upon my (our) desire to become an active partner in the education of my (our) child; NOW THEREFORE, in consideration of the foregoing: 1. As ~ ~ment of a student at the [Name of School], my (our) commitment is to abide by the following resolutions: A. To recognize and embrace my roIe as the primary educator of my child. B. To participate in the parenting workshops as provided by the [Name of School]. C. To attend all conferences scheduled with any member of the [Name of School] staff. D. To participate in the Parent Volunteer Program, by fulfilling the requirements outlined in the Volunteer Opportunities List provided at registration. E. To provide transportation to and from school for my child. I understand that if I am late picking up my -- child, [Name of School] is not responsible for my child's safety. If my child is continually tardy, I understand that for the benefit of my child's education, he/she may be required to transfer to a school that is more accessible for my child. F. To purchase uniforms for my child from the [Name of School] approved supplier. G. To supply a lunch, either brown bagged or purchased from th~. [Name of School] approved vendor, each school day for my child. H. To be responsible for timely payment of any fees accrued to my account at the [Name of School]. I. To participate in at least one of the.~many parent groups (i.e., PTSO, School Improvement Committee, Booster Clubs, ere). J. To read and use information sent home by the school for the purpose of keeping parents informed of the academic topics to be introduced and studied in the classroom. I (we) understand that by not fulfilling my coaW~.ctual obligation to the School and to my (our) child, this may resutt in my (our) child being requested to stay after school, be suspended, or withdrawn and sent to a regular Public School at the sole discretion of the Principal as approved by the [Name of School] Governing Board. Signature of ParenffGuardian: Date Acknowledged by: Date School Official [NAME OF SCHOOL] VOLUNTEER OPPORTUNITIES LIST The following is a list of volunteer opportunities available throughout the school year. A total of 20 credits must be achieved in order"to complete your requirement in accordance with the Parent Contract you executed during the registration process. Please be sure to sign the appropriate sign-in sheets at the time you perform them in order that we may log your entries. Ifa sign-in sheet is not available at the time of your service, please call the Volunteer Coordinator at the School Store (XXX-XXXX) in order to log your time. · Attended Mandatory Open House/Orientation (4 credits) · Is a member of the School Advisory Board (20 credits) · Assisted with Picture Day (4 credits) · Assisted with Hearing/Vision Screening (4 credits) · Is a member of PTSO Executive Board (20 credits) ' · Volunteer Coordinator (20 credits) · Phone Tree Coordinator (20 credits) · Is a member of the House Advisory Corranittee Board (20 credits) · -- Attended a PTSO meeting (4 credits) ~ - · Attended House Advisory Committee meeting (4 credits) · Assisted with Uniform Distribution (4 credits) · Worked in the School Store (4 credits) · Assisted with the Book Fair (4 credits) · Worked on a Fundraising Project (4 credits) · Donated Resource Items to School (3 credits) · Worked in Teacher Resource Roor~ (4 credits) · Worked on "Paint Day" (10 credits) · Chaperoned a field trip (5 credits) · Assisted Coaches with Athletics (3 credits) · Worked as a Cafeteria monitor (3 credits) · Responded to Parent Survey (3 credits) · Other (credits to be deten-nined at time of project) Exhibit H Independent Scientific Survey Aventura Cha~er Elementary School City of Aventura Appendix - Exhibit H PMG Associates, Inc. Deerfield Beach Altamonte Springs Economic, Marke~g and Management Consultants AVENTURA. CHARTER SCHOOL SURVEY FEBRUARY 2001 AVENTURA CHARTER SCHOOL SURVEY 2/01 How many children do you have? 1.75 children per household or a total of 526 children. ' What grade(s) is/are ~ our chdd(ren) currently enrolled or will your child(ren) start school within the next year or next two years? Kindergarten 100 19.0 1 '~ Grade 85 16.2 2"d Grade 80 15.2 3'a Grade 72 13.6 4~ Grade 68 12.9 Stm~: Next Year 65 12.4 Sm-t in 2 years 56 10.7 3. What type of school does yoU'~' child(ren) currently attend? Public Schoo[ ~ 191 63.7 Ch~ter School 0 0.0 Private School 89 29.3 Home School 15 5.0 O~er 3 1.0 No ~swer 3 1.0 ~ ~ ~ ~;:',~r~O~,~,,,,~,:~ ,t~::-~',' ., ,":~ -~'~'~ · .... ,'~:: 4. Are you satisfied with your child's current school? Yes No No ~swer 268 24 8 ~'~'5 ?~:/~/~: ~ ~ '~' i;~-.~ :, :.: ~ ;:!:!'.!!~:::h!:~:i'??i.5!!Ng~k/d~ ~) i:..' · ~': ~ 89.3 8.0 2.7 ..~i:' ~:..'..' '.. :~;0fl~0: ': '~ ?:7' If no, pie'.se explain ~vhy you are not satisfied with your child's current school: Overcrowded 6 Dislikes school Lack of communication Expensive Child not learning Teacher has no control If yes, T/lease explain why you are satisfied: Good teachers 82 Good curriculum 45 Good school 42 Child is learning 2I Class size 19 Religious schooling 10 Close to home 6 Honors/gifted program 5 5. Would you send your child(ren) to a charter school in )'our community? If you had the opportu~nity to send your child(ren) to any school, which of the following factors would be important in choosing the school: Please rank the foIIowing factors on a scale of i to 5 with $ being very important and 1 being unimportant. (Results are reported as an average) High Academic Standards Quality Teachers Character Education Technology in the Classroom Foreign Language Code of Conduct Small classroom size (max 25 students) Small school size Safety Athletics Extracurricular activities Before care After care Transportation to and from school 4.96 4.97 4.60 4.60 4.18 4.64 4.62 3.98 4.75 3.74 3.79 2.83 3.02 3.66 Are there other factors not mentioned in the previous question that you feel would be important in choosing a school? If yes, please explain. Religious teaching i 0 Atlention to special needs 3 Good corrmnunication 3 Track record of school 3 Screen employees carefully 3 Gifted program 1 Offer discipline 1 Offer meals 1 Plzilosophy of school 1 Offer tutoring I 8. Would you send your child to a school that required parental involvement on :a regular basis? Yes 281[ 93.7 No 18 ] 6.0 / No ~wer ~ 1 [ 0.3 9. Would you send your child to a school that required students to wear uniforms? ('~' ' 10 A~ a resident of the City of Aventura, would you be willing to pay more in taxes for a charter school? 143 respondents lived in Aventura, the remaining 157 were from outside the City limits. Yes No No Answer 10a 83 59 I How much more would you be willing to pay per year? 58.0 41.3 0.7 $1-$25 7 $26-$50 8 $51-$75 13 $76-$100 32 8.4 9.6 15.7 38.5 OverS100 33 ~ 398 ~ 11. This question is optional. What is your race? White i40 46.7 Asian 6 2.0 Black 13 4.3 Hispanic 93 31.0 Other 8 2.7 No Angrier 40 13.3 CALCULATION OF SCHOOL DEMAND Estimated Population age 3 to "9 for the Study Area Estimated Population age 3 to 9 for Aventura Percentage that answered Yes to question regarding attending Charter School 8,023 1,736 76.3% Children/.hat would attend Charter School - Study Area 6,122 Ct'dldren that would attend Charter School - Aventura 1,325 Distribution of Children for Charter School Start in ~o years 10.7 655 142 Sta~ next ye~ 12.4 759 164 Kindergm~en 19.0 1,163 252 1 ~ Grade 16.2 992 215 2~ Grade 15.2 930 201 3 ~a Grade 13.6 833 180 4t~ Grade i2.9 790 171 .......... · .:,, t' Exhibit I Evidence of Community Support OVERVIEW Key Personnel Jonathan Mariner Jonathan Mariner has been a director on CSUSA's board for the last two years and recently joined CSUSA in the role of Chief Operating Officer. In this role, he is responsible for comprehensive management of school finances, financial planning, equity f~ndraising, on-going sehnol operations, technology and education. Prior to CSUSA, Mr. Mariner served as Executive Vice President and Chief Financial Officer for the Florida Marlins Baseball Club. He was also President of Marlins ballpark Development Corporation. Mr. Mariner previously served as the chief Financial Officer for Pro Player Stadium. Also he was the Vice President and Chief FInancial Officer for the Florida Panthers Hockey Club. He has also held high financial positions with MCI telecommunications, the Greater Miami Convention & Visitors Bureau, and Ryder Track Rental. Currently~ Mr. Mariner is serving on the Advisory Board of the University of Virginia's Mcintire School of commerce. He is Vice chairman of the Broward Community College Foundations and serves on the Board of Directors of a publicly U-aded firm, Steiner Leisure, Ltd., the worldwide leader in providing on-board salon and spa services to the cruise ship industry. He also serves on the Board of Directors of BankAtlanfic Bancorp, a diversified financial services holding company with commercial and community bank, real estate and investment banking interests. Mr. Mariner, a Certified Public Accountant, received his BS in Accounting from the University of Virginia. Her also eamed his MBA from Harvard Business School. Dr. Edwin Fredie Edwin P. Fredie serves Charter Schools USA as the Chief Education Officer. In this role, he is respons~le for the curriculum development, assessment, special education services and general school oversight. He was most recently Headmaster of the Milton Academy, one of the nation's most prestigious private schools, with students' test scores ranking among the highest in the country. He has over 32 years of experience in the education field and has worked with the United State Department of Education School Excellence Program. Dr. Fredie holds nun~erous awards, including Educator of the Year (1992) and the Superintendents Award for Distinguished Achievement. He is a Member of the Board of Trustees for Wheaton College, Bank Street College, national Association of Independent Schools, and the New England Conservatory of Music. His professional affiliations are many and include the Harvard Graduate School of Education Alumni Council and the Hingham Citizen's committee for Public schools. Over the course of his outstanding career, Dr. Fredie has had numerous speaking engagements, including the Harvard graduate School of Education, the United Negro College Fund, the Urban League of Greater Boston, the Educational Kecords Bureau Conference, and the Milton Ecumenical AsSociation. Dr. Fredie holds an AB from Boston University and MA from Harvard University and an LLD from Wheaton College. OVERVIEW Key Personnel J. Thomas Rogers Mr. Rogers serves as Chief Information Technology Officer. He is responsible for providing leadership in the implementation and innovatiQn of technology for the administration and delivery of education. Mr. Rogers manages all IT personnel and oversees day-to-day technology support operations. Additionally, he serves as primary contact for technology vendor selection. Tom Rogers has worked in the technology industry for over 12 years. He brings to Charter Schools USA an array of talents and expertise. In 1994, Mr. Rogers eansulted for the State of Florida, Department of Insurance and Fire Marshall to create one of the nations' first statewide mobile database solutions for State Fire Inspectors using Lotus Notes. For five years, Mr. Rogers served as President ot~ILINTS Designs, Inc., a provider of Intemet technology and network services. Mr. Rogers served as the Legal Technology Manager for Nova Southeastern University's Shepard Broad Law Center. One of his most significant accomplishments at NSU was the design and implementation of a technology system, which includes the largest wireIess network installed in an educational knstitution in the United States at the time. He also established a program for curriculum development for legal education, which has technology at its core. The program at NSU has proven so successful that the Law Center has been recognized as "the most technoio-gically advanced law school in the nation" by a national legal publication and is often cited as the leader in legal education for 21st century lawyers. Mr. Rogers is a frequent featured speaker at national conferences on technology and education. Mr. Rogers serves as President of 10:15 Technologies, Inc. which designs and develops edueationaI edministnition sofb. vare. He is also an attorney focusing on Interact related intellectual property law and is a member of the state and federal bars of Florida. Mr. Rogers is a retired United States Army Aviation Officer having served 8 years in both an enlisted and commissioned officer positions. He is also a candidate for a Masters of Science Degree in Management Information Systems. Michael G. Strader As Senior Vice President of Client Services, Mr. Strader is the principle liaison between Charter Schools USA and its clients including parents, students, faculty, and members of the school's governing board. In addition, he coordinates public relations and communications fo,.the corporate office and schools. Mr. Strader has over 22 years of professional experience as a teacher, coach and administrator in elementary, secondary and post-secondary education. Before joining Charter Schools USA, Mr. Shader was Executive Director and co-founder ~f the Center for Education Entrepreneurs, a non-profit Florida- based technical assistance center for those desiring to establish performance-based centers of learning. Mr. Strader was a frequent advisor to the Florida Department of Education on charter school matters and spoke at many state and national school choice conferences on charter school issues. He published the Florida Charter School Planning Guide, the state's first comprehensive "hnw-to" manual on charter school deveI~pment. · Mr. Strader started his education career as a teacher became Headmaster of a K-8 independent school at age 29. Following his independent school career, Mr. Shader founded the Center for American Free Enterprise at Jacksonville University, where he recruited intemationaI students to study at the Davis College of Business and established outreach programs for the College. Committed to community service, Mr. Shader has served as Chairman of the Boy Scouts of America; Chairman, March of Dimes Fundraising Committee; Board member, South Florida Consortium of Charter Schools; and, Board member for the Jacksonville Chamber of Commerce International Trade Committees. Mr. Strader holds a bachelor's degree from the University of Florida and a master's degree from the University of Illinois. OVERVIEW Key Personnel Dr. Katherine Murphy As Vice President of Elementary S/:hool Operations, Dr. Murphy is responsible for overseeing all company elementary school operations. Most recently, Dr. Murphy was an Assistant Principal in the Palm Beach County School District. Prior to that Dr. Murphy held various positions as an Assistant Principal, Educational Consultant, Curriculum Supervisor, and Chapter 1 Director. Most notable, Dr. Murphy served as a Lecturer and Supervisor in the College &Education and Allied Professions at the University of Carolina at Charlotte. Dr. Murphy hold state certifications for Elementary and Middle school Principal, Exceptional Children's Program Administrator, Exceptional Children (birth through 12) and Elementary Education (K through 6). Marilou Bradford As Vice President of Human Resources, Ms. Bradford is responsible for CSUSA's human resources functions. She oversees recruitment, employee benefits, compensation, worker's compensation, employee relations, and recognition programs for the corporate offices as~ell as CSUSA's system of schools. Ms. Bradford has over 17 years of human resource experience crossing several industries. Ms. Bradford also taught in the business department at one of CSUSA's high schools for one year. Ms. Bradford began her HR career with almost eleven years at American Express. Ms. Bradford moved on to work in the restaurant industry as a regional director for Domino's Pizza overseeing 150 company stores and later for Triarc Corporation (Arby's) as their Southeast Human Resources Manager overseeing 100 corporate units and 300 franchise units covering 8 states. Ms. Bradford is an active member of the Society for Human Reso?ce Management as well as the local chapter of the Human Resource Association of Broward County. She holds an MBA with a specialization in Human Resource Management from Nova Southeastern University and a BS in business management from St. John's University. Patrick Leger Mr. Leger is responsible for CSUSA's £ma~ial management. He oversees the accounting, payroll, audits, budgets, employee benefits, cash and risk management. Mr. Leger has over 20 years of financial experienge in both the public and private sector with a strong background in accounting and experience as a systems administrator on a Novell network. Prior to CSUSA, Mr. Leger was the Director of Finance of Continucare Corporation, Inc., a Miami-b&sed healthcare organization, where he was responsible for the financial services of 15 subsidiaries along with 75 centers tth'oughout Florida, South Carolina, and North Carolina. Before Continucare, Mr. Leger was the Senior Financial Analyst for Pro Player Stadium, [nc, a Miami based organization, where he provided the financial and analytical support for all game-day 9perations for the Florida Marlins Baseball Club, the Miami Dolphins Football Club and other Stadium functions. Mr. Leger also served as the Accounting Manager at the Greater Miami Convention & Visitors Bureau for 8 years, where he was responsible for the reporting and auditing of financial information for both public and private funds. Mr. Leger acquired his education in business administration, accounting, and computer science from the University of Miami and Miami4Dade Community College. Aventura Charier Elementary School Appendix -- Exhibit F OVERVIEW Key Personnel PhilCo Smith - Director The Phil Smith Automotive Group is based out of Fort Lauderdale, Florida, operating twelve franchises in Florida and North Carolina. E~isting franchises include Toyota, Mitsubishi, Chrysler-?lymouttffJeep, Nissan, Hyundai, Kia, Mazda, Daewoo and Buick. Revenue for 1998 was $240 million with approximately I0,000 retail units sold. As the President and CEO of the Phil Smith Automotive Group, Mr. Smith is responsible for the overall operations of the organization, including working with the equity panners at the locations, as well as orchestrating the acquisition and growth strategies of the organization. Mr. Smith has over thirty years of direct hands-on sales and management of automobile dealerships, and has built the organization from the ground up starting from his first equity venture in a Toyota Dealership in South Miami in 1981. During 1998, three of the dealerships were awarded the J.D. Powers Quality Dealer Award. This is a national award given to 49 of the country's best dealers in customer satisfaction and quality of operations. Other awards received by the Phil Smith Automotive Group Alliance include: Toyota President's Award, Toyota Leadership Board, Toyota Parts and Service Advisory Board, Mitsubishi Diamond Quality Dealer Award (one of two recipients in S.E.U.S.), Toyota Customer service Advisory Board, T_oyota Board of Governors and the Ford Chairman's Award. Mr. Smith is one of the most highly respected dealers in the Southeastem United States and is a recognized National leader as a Toyota dealer. Mr. Smith currently serves on the prestigious Toyota National Dealer Council, is the Chairman of the Southeast Toyota Dealer Council, is President of the South Florida Auto-Truck dealers Association, and is a Director of the Florida Automobile Dealers Associations. Mr. Smith is a graduate of Florida Atlantic University, majoring in Finance and Business Administration. Thomas Kalinske - Director- Mr. Kalinske has been president of Knowledge Universe (KU) since its founding in 1996. KU operates, incubates and invests in leading companies that help individuals and businesses realize their full potential. Among the core areas addressed by the several dozen Knowledge Universe companies are early childhood education; Internet commerce and content; workfome performance solutions; strategic, economic, human resources and technology consulting; testing and assessment; staffing and employment; and career managenrent. Previously, from 1990-96, Mr. Kalinske was president and CEO of Sega of America, Inc. Under his leadership, Sega's share of the"44 bitlion U.S. interactive entertainment market grew from under 10% to approximately 50% by 1994. From 1987 to 1990, Mr. Kalinske served as President and CFO of Universal Matchbox Group, and was responsible for restructuring the company and rebuilding the Matchbox Toy Brand. Prior to that, he served as President and CEO of Mattel, where he managed the building of the Barbie brand from approximately $42 million in 1972 to more than $500 million, buiSlding Hot Wheels to a $100 million business, entering the preschool tow market, and increasing international business to 40% of Mattel's revenue. Mattel's total revenues grew from $188 million in 1972 to $1.3 billion in 1987. At Sega, Mr. Kalinske also created the Sega Foundation, which supports organizations making a crucial difference in children's health and education. ~ He currently serves as Deputy Chairman of Spring Group, PLC; a Director of Power Food, In., the Toy Manufactures Association (.past chairman), the Milkan Fanaily Foundation, Sega Foundation, the Washington D.C.-based National Foundation for the Improvement of Education, and UCLA's Graduate School of education; and he is a trustee of the RAND Corporation's Institute on Education and Training. Through these foundations, and the local schools in his area, Mr. Kalinske has been very involved in helping to improve K~ 12 education. Mr. Kalinske is a graduate of the University f Wisconsin, where he sits on the graduate business school's board of advisors. He earned an MBA from the University of Arizona and attended the Harvard Business School's strategic management program. OVERVIEW CSUSA SERVICES Detailed below is a summary of the comprehensive management services CSUSA provides: EDUCATION ~IANAGEMENT Customized Curriculum Designed to Meet National, State And Local Standards Continuous Program Evaluation Accountability Sustainable Performance Assistance In Coordinating Parent, Teacher And Student Organizations DEVELOPMENT AND OPERATIONS MANAGEMENT Completion and Submission of Charter Application and Other Pertinent Documents Assess Demographic and Market Needs Charter Contract Negotiations Student Individual Education Plans, Assessments, Records, Etc. Develop Project Timeline Assist In Recruiting Advisory Board Enrollment Marketing Plan Negotiate Contracted Services (Food, Transportation, Security, Custodial, Etc.) Student Registration Ensure State, Local And School Board Compliance Parent And Student Orientation FINANCIAL NIANAGEMENT Budget Development and Oversight Operation and Capital Budgets ; . Fundraising, Where Applicable Application for Grants and Loans Establish Accounting Systems Monthly, Quarterly, And Annual Financial and Governmental Reporting And Analyses Third-Party Audit Assistance FACILITIES MANAGEMENT Desig~VBuild/Lease Program Operational Design Of Classrooms And School Space Programmatic Input For Functionality Purposes Liaison with Building and/or Renovation Team to Ensure Quality and Design Standards Are Met Assist In Site Acquisition and/or Lease Negotiations Procure Furniture, Fixtures, Equipment And Supplies Secure Basic Utility Services (Phone, Water, Electric And Disposal Service) Strategic Financing And Construction Partnerships OVERVIEW HUMANRESOURCEMANAGEMENT Employee Benefits Ongoing Staffing Assistance. Worker's Compensation And 401K Personnel Policies and Procedures Employee Stock Option Management Payroll Service Personnel Administration: Hire and Employ Principals, Teachers And Other Staff Teacher Coaching And Training Continuous Professional Development Government Compliance and Reporting Professional Back-Office Services TECHNOLOGY IV[ANAGEMENT Design and Development of Teclmology Labs And Student Stations Local Area Network Installation Wide Area Network Installation Remote Access and Software Integration A,V~A~A, Ftomn~, 331 BO TRL: (305) 932-5334 F~c: (305} 932-4701 September 6, 2001 Eric M. Somka, Ciw Manager City of Aventura 19200 West Country Club Drive Aventura, Florida 33180 Dear Eric, Via Fax 4664919 The Aventura Marketing Council, a not-for-profil business Organization now cilebrating its 13'h year of building business and creating community, is de!ighled to suppoirt the City of Aventura as they apply for a Charter Elementary School. : As the demographics of ou.r city have changed to reflecl a much younger population, there has become a glaring need for an elementary school to accommodate the young children who now reside in Aventura. As representatives of the business community, we see a direct correlation betwben having a quality elementary school within city boundaries and attracting businesses to ~e area. We took forward to working with you as you proceed with the'Charter Eleman~ary School, Please let us know if there is anything we can do to assist you in the process. Aventura Marketing Council Co o o Io (305) 931-5900 · Fax (305) 931-5902 20301 West Country Club Dr, Aventura, FL 33180 September 14, 2001 Eric M. Soroka, City Manager 19200 West Country Club Drive Aveht-ura, Florida 33180 Dear Mr. Soroka: This letter is in response to your correspondence of September 10, 2001. It is written in support of the City of Aventura's application for a Charter Elementary School. Although Coronado Condominium is an over-fifty-five community, we feel there is an increasing need to address the growing number of families ,,yith school-aged children in our City. We agree that with the changing demographics of AventUra, it is important to have the necessary facilities in place to provide for the educational needs of our community. - Currently, school children must travel outside the City limits to attend schools, which in most cases are overcrowded. A Charter School within the City limits of Aventura will help ease the overcrowding of other schools in neighboring communities and provide educational opportunities for our children. This much-needed school will offer its children comprehensive educational programs that will focus on equipping students with the skills necessary to achieve excellence,. We support the City of Aventura and urge the School Board to approve the Charter School application. Sin~rely, Manager SEP 7 2001 OFFICE OF TH,~ CITY MANAQER SEPTEMBER 17, 2001 Marina Tower of Turnberry Isle CONDOMINIUM ASSOCIATION, INC. DEAR MIAMI DADE COUNTY SCHOOL BOARD; THIS LETTER IS WRITTEN 1N SUPPORT OF THE CITY OF AVENTURA'S APPLICATION FOR A CHARTER ELEMENTARY SCHOOL TO ADDRESS THE GROWING NUMBER OF F~LIES WITH SCHOOL-AGED CHILDREN IN OUR CITY. AS THE DEMOGRAPHICSOF OUR CITY HAVE CHANGED IT iS IMPORTANT THAT THE NECESSARY FACULTIES ARE IN PLACE TO PROVIDE FOR THE EDUCATIONAL NEEDS OF OUR CO~!~Yi :..BY PROVIDING A CHARTER SCHOOL FOR 600 STUDENTS IN GRADES K3~ ~::CAN OFFER RESIDENTS AN EDUCATION CHOICE FOR THEIR CHILDREn::: CURTLY SCHOOL CHILDREN NOW MUST TRAVEL OUTSIDE THE CITY:LIMI'rs TOIA~END SCHOOLS, WHICH IN MOST CASES ARE OWRCROWDmO~i ~~i~00~ WIT~m,~ THE C~TY LI~TS OF AVENTURA WILL HELP EA~:i~ 0~i~c~b~iNO OF OTHER SCHOOLS IN NEIGHBORING COMMUNITIEfi :~ PR.O~I~D~CATIONAL" OPPORTUNITIES FOR OUR CHILD~N. THIS MUCH-NEEDED. S( 5.WILL OFFER ITS CHILDREN COMPREHENSIVE ON EQUIPPING STUDENTS WITH SE. AND URGE THE SCHOOL BOARD TO PORTSVIEW AT THE WATERWAYS PORTS I/IEW · HARBORSID£ , HARBOR TO~F-..RS · I:~ORT~PTEW TOIT/NTYOMES September 18, 2001 City ofAventura Government Center C/O Eric M. Soroka 19200 West Country Club Drive Aventura, FL 33180 Dear Miami Dade Coun~ School Board: This lette~ is written in support of the City of Aventura's application for a Charter Elementary School to address the growing number Of families with school-aged children in our City. As the demographics of our City have changed, it is important that the necessary facilities are in place to provide for the educational needs of our community. By providing a Charter School for 600 students in grades K - 5, we can offer residents an education choice for their children. Currently, school children must travel outside the City limits to attend schools, which in most cases are overcrowding of other schools in neighboring communities and provide educational opportunities for our children. This much-needed school will offer its children comprehensive educational programs that will focus on equipping students with the skills necessary to achieve excellence. We sup~port the City of Aventura and urge the School Board to approve the Charter School application. Cordially, President Board of Directors Lily/Donlon - School Board.doc 3610 Yacht Club Drive, Aventura, Florida 33180 Telephone (305~ 935-5~52 · l:=y t"~t~ ~_~ao~ Turnberry Towers CONDOMINIUM ASSOCIATION, INC. September 19, 2001 Dear Miami Dade %ty School Board: This letter is w=.m application for growing number City. As the important %hat provide for providing a we can offer~ Currently, limits to A Charter ease the nities This edu( with th( We Col in support of the City of Aventura's r Elementary School to address the ;les with school-aged children in our of our City have changed it is ~ary facilities are in place to %al needs of our community. By for 600 students in grades K-5, ~ducation choice for their children. now must travel outside the City in most cases are overcrowded. :ity limits of Aventura will help schoolw in neighboring commu- opportunities for our children. !fer its children comprehensive ~ocus on equipping students · eve excellence. urge the School Board to tion. BOARD OF D1KECTORS MORTON WEINBERGER - PRESIDENT CLAUD{o TOME - VICE PRES. FRED S1LVERSTEIN. VICE PRES. JOHN BURRY-TREASURER PAUL GLASSER - SECRETARY MYSTIC POINTE CONDOMINIUM ASSOCIATION Tower 600 September 19, 2001 · Eric M. Soroka City Manager 19200 West Country Club Drive Aventura, Fla. 33180 RE: Miami Dade County School Board: Dear Mr. Soroka: This letter is written in support of the City of Aventura's application for a Charter Elementary School to address the growing number of families with school-aged children in our City. As the demographics of our City have changed it is important that the necessary facilities are in place to provide for the educational needs of our community. By providing a Charter School for 600 students in grades K-6, we can offer residents an education choice for their children. Currently, school children now must travel outside the City limits to attend schools, which in most cases are over crowded. A charter school within the City limits of Aventura will help ease th~ over crowding of other schools in neighboring communities and provide educational opportunities for our children. This much-needed school will ~ffer its children comprehensive educational programs that will focus on equipping students with the skills necessary to achieve excellence. We support the City of Aventura and urge the School Board to approve the Charter School application. Sincerely, Mys{ic Pointe Tower 600 orton Weinberger President MW/Ik ; Cc: file Q.=i',; PLAZA CONDOMINIUM ASSOCIATION 18071 BISCAYNE BOULEVARD · '~VENTURA, FLORIDA 3316~ · (305) 931-5643 · FAX (305) 931-9685 ' Sept. 21, 2001 Dear Miami Dade County School Board, This letter is written in support of the City of Aventura's application for a Charter Elementary School to address the growing number of families with school-aged children in our City. As the demographics of our City have changed it is important that the necessary facilities are in place to provide for the educational needs of our community. By providing a Charter School for 600 students in grades K-5, we can offer residents an education choice for their children. Currently, school children now must travel outside the City limits to attend schools, which in most cases are overcrowded. A Charter School within the City limits of Aventura will help ease the overcrowding of other schools in neighboring communities and proviBe educational opportunities for our children. This much-needed school will offer its children comprehensive educational programs that will focus on equipping studen{s'with the skills necessary to achieve excellence. We support the City of Aventura and urge the School Board to approve the Charter School application. President For the Board NORTHEAST DADE COALiTiON P.O. Box 800417 · Aventura, Florida 33280-0417 Phone (305) 933-9775 · Fax (305) 935-2170 September 24, ZOO1 Dear Hiami Dada County School Board, This letter is written in support of the (ity of ~iventara application for a Charter Elementary School to address the growing number of families with school- aged.children in our City. lqs the demographics of our City have changed it is important that the necessary facilities are in place to provide for the educa- tional needs' of our community. By providing a Charter School for 600 stu- dents in grades K-5, we can offer residents an education choice for their chil- dren. Currently; school children now must travel outside the City limits to at- tend schools, which in most cases are overcrowded, tq Charter School within the City limits of lqventura will help ease the overcrowding of other schools in neighboring communities and provide educafion~]l opportunities for our chil- dren. This much-needed school will offer its children comprehensive educational programs that will focus on equipping students with the skills necessary to achieve excellence. We support the City of Rventura and urge the School Board to approve the Charter School application. Sincerely, Paul Libert President Dedicated to enhancing the quality of life in Dada County Representing Condominium & Homeowners Associations Exhibit J Overview: Charter School House Developers, Inc. CITY OF AVENTURA I Charter School Planning Development and Operation Proiect Principal .loaquin G. AviEo, P.E., Planning and Design Architectural & Engineering Services Proiect Principal David A. Wolfberg, AZA Wol~erg Alvarez and Partners 1 -- Planning and Design Architectural & Engineering Services Wolfl~erg A/varez and Partners Architecture Coordinator Aris Garcia, RA En ineerin Coordinator Mario Gutlerrez, PE Nechanical En ineedn Joseph Styrsky, PE Electr ca Enqineerinq David Johnston Structural Enqineerinq Luis Perez, PE Civil Enqineedng Leo Oba Fire Protection & Plumbinq Elvira PEa General Contractor Financing W O L F B E KG A L V A K E Z (hatter/ch001H0u e Devel0pea, Inc. In response to the growing crisis in the financing and delivery of educational infrastructure, Charter Schoolhouse Developers (CSHD) has been formed. The firm was founded by Joaquin G. Avifi6, P.E., PLS -- who resides in Miami, FL -- in 1999 and is located at 5960 SW 57th Avenue in Miami, Florida. The firm approaches the development of public and charter schools as an alternative to current programs with a new and creative paradigm. Recognizing the success of corporate America's move toward outsourcing and refocusing on core business, CSHD's concept allows Schools Boards the alteraative to expand development without further incumbering existing staff. Through public financing and leasing programs, CSHD enables Design/Build/Lease building programs to be accelerated. Through our Program, needed school facilities can be delivered now to meet today's crashing need without waiting the years required with current pay- as-you-go funding methods. Time and money can be saved. CSHD's outsourced Program for facility delivery allows school systems to renew their focus on education and leave the complex issues of design, construction, cost management and financing to professionals with proven experience and expertise. ;.. Through private sector development, CSHD will provide comprehensive services to streamline the 'delivery process while offering alternative methods to finance and leverage facility development. By reducing design and construction risk, and ownership administrative cost requirements, CSHD offers the School Boards of Florida an opportunity to focus attention on education, while outsourcin~g the burdensome responsibilities of design, construction, and even facility operations. Following the trend of corporate America, CSHD brings an efficient; responsive, and quality-based solution to supplement existing programs and meet the critical needs of our children more rapidly. Charter fchoolHouse Developers, Inc, A fid[ servicefirm w,i't!~ the ability to, execute, size project pom beg&ning to, end without the need q InvolVed in the c carton of over 150 state, of the a:rt educatiOnal facilities. Experts in a chttecture, :estgn~ multi-disciplinary gi lng, ' ' ' ilding en neet .echntcal revtew, b:u. code ' ' - ~ . . mspectton: and edt~ca.tiOnal facili · . ..... ~. ' ' ~ tnspection& Utitt'zatio,n of lease/buyback method as a st eJJtctent and time effective way to udd schoolS, Facilt¥t~s have longevity and staying power because changes in demographics, population, and' other essential factors are anffcipated dun%g the designing phase. Since 1976, WA has provided innovative building solutions to a diverse group of clients. In responding to the growing needs of our clients and the complexity of their projects, we continue to expand our services and support. Our commitment to listen to our clients, in conjunction with our synergistic design and management approach, contin_ues to make us the primary choice for domestic and international projects. In achieving well-designed buildings and systems, there must be an inherent balance between creative architecture and sound engineering. A commitment to such integrated balance allows WA to deliver meaningful structures that work. Our experience encompasses a wide array of project types, sizes and complexity. -- At WA we are proud to offer our clients ..a' cohesive, solution-oriented professional team with a proven track record in creating lasting designs. In response to the continuing demand for integrated full service architectural and engineering services, om-- organization promotes synergy of design and integration of disciplines as the core of its business. Throughout a quarter of a century, our philosophy of total commitment to our clients has not changed. We are committed to the premise of total customer service and provide ourselves in our ability to deliver. The buildings we designed a quarter of a century ago are still as current today. W 0 L F 1'~ .E Il. G A L V A iL E Z A Proven Design-Build ¢? l~ag¢ 6 WOLF§EKG ^ b V A R. £ Z A Proven Design-Build W 0 L F 1~ E Ik G A L V A IL E Z Appendix - Exhibit l Page 8 Exhibit K Staffing & Salary Overview To~ K 100 5 5 0 I 100 4 4 2 100 4 4 0 3 lQ} 4 4 0 4 100 4 4 0 5 100 4 4 0 6 0 0 0 7 0 0 0 0 8 0 0 0 0 600 25 25 0 Exhibit M Code of Conduct - Addendum [Name of School] Addendum to the Miami-Dade County Schools Code of Conduct ATTENDANCE REGULATIONS: The Charter School attendance policy has been adapted from the Miami-Dade County School District attendance policy. Students will be allowed five absences per semester. Those absences more than five must be exeased by written documentation from a lieensecYeertified health practitioner, by the principal for participation in school sponsored activities, or for recognized religious holidays. Students who accumulate more than ten absences (and have not made up their work) for all reasons in a one-credit course, and have not made up theh' work, will not receive credit for that class. Parents must eatl the school in the morning to report the absences. Students must turn in written excuses for an absence tu the homeroom teacher in order to make up missed class work. Excuses must contain the students ID # and a parent's daytime telephone number. Forgery ora written excuse is a suspendable offense. Students who miss school without parental knowledge are considered unlawfully absent. When a student has one unlawfully absent, the school will contact parents and develop a plan for improved attendance. If the student continues to be unlawfully absent the student will have to leave the school and he/she will be reported to Family Court. Cutting school will be dealt with as a disciplinary offense. BOOKS: Students will be issued books at the beginning oftbe year. Students who lose books raust let their teachers 'know so that they can receive replacements. Students will be charged for the replacement cost of the book. All books must be covered. You may pumhase book covers at the parent run bookstore. E · All students are required to eat lunch on campus. Students are not allowed to eat in classrooms unless accompanied by a teacher. Students may purchase lunch each day or they may bring their lunch from home. Applications for free or reduced lunches may be obtained at the school office. DRESS CODE: A higher standard of dress encourages great respect for individual students and others, and results in a higher standard of behavior. Our dress node guidelines indicate appropriate school dress for normal school days. The Charter School reserves the right to interpret these guidelines and/or make changes during the school year. Students are expected to follow these guide.~ines. Every student sha wear school uniforms. All school uniforms must be worn properly (no low han~ing clothes). HAl R: Students must maintain their hair neat and clean with no "unnatural" colors, i.e. florescent, bright green, Mohawk, etc. No hats, bandannas or headbands may be worn. SHOES: Students must wear closed shoes at ail times. No sandals or heavy military type boots or shoes with metal tips may be worn. ~ All uniform blouses and shirts must be tucked in. On PE days students may wear their PE uniform to school. ~ SLACKS/SHORTS: All uniform slackJshorts must be worn with a belt (tighten at the waist) and be in good repair. No low hanging clothes of/owed. May not be more than two inches above the knee. ~ Boys may not wear eerfings or body piercing. Girls may not wear body piercing other than earrings. At no time are students to wear anything offensive, immodest, or deemed inappropriate by the faculty. Students out of uniform will be given a 2-hour detention the first time and 4 hours the second time. If the problem persists, parents will be called and required to bring the correct uniform to school before the child can return to class. A fiand will be established to provide assistance to students unable to afford uniforms. ~ Radios, record or CD playem, head phones, tape players, pagers, phones, etc., are prohibited on campus during school horns. These items will be confiscated and turned in to the office until a parent picks them up. The school will not be responsible for the security of confiscated items. GUIDANCE/AI)MINISTRAT~VE CONFERENCES: Parents or students who wish to meet with a counselor or administrator should make an appointment in advance. A student who is in Conference with a guidance counselor or administrator during class time must provide written proof of the conference to the teacher whose class they missed. Waiting without permission in the hope of having a conference is not considered a legitimate reason to miss class. MESSAGE~: The office staffwill relay only emergency messages from a parent or guardian after approval by an administrator. An emergency is an ilkaess or death in the family. Transportation changes, changes in scheduled appointments, etc., are not considered emergencies. No flowers or balloon messages will be delivered at school. PAGING DEVICES: Paging devices including beepers and cellular phones are illegal on school -grounds and will be confiscated. Penalty for possession of these items on campus is punishable by a One day out of school suspension. PUBLICATIONS. SOLICITATIONS: No publications may be produced or distributed and no solicitation or advertising is permitted unless the school Principal grants permission. The school recommends that vendors outside the school secure advertising through student publications. This includes the distribution of flyers, coupons, etc. SORORITIES/FRATERNITIES: Fraternities, sororities, and secret organizations are strictly forbidden. Activities, initiations, or fiandraising for these organizations are prohibited. SUBSTITUTE TEACHERS. A substitute teacher has the same authority as a regular classroom teanher. Students must accept responsibility for cooperating witlra substitute teacher. T y~: The tardy policy at The Charier School has been established to ensure a minimum of interruptions in the educational process in each classroom. Any student who arrives late must report directly to the office/secretary and sign in on the tardy roster. Failure to report within five minutes al~er being seat to the office will result in the student being eousidered absent from class rather than tardy. A student is allowed two tardies without disciplinary penalty each nine weeks. On a third day the student will be assigned Saturday Work Detail, and each tardy thereafter the student will be suspended from school. TRASH: Students are required to help k~ep classrooms and halls clean. No food should be eaten in classrooms or in the halls. Food is allowed at lunch in classrooms where meetings are being held only ifa teacher is present. Trash should be placed in cans. Detention will be assigned for violation of this policy. V;ISITORS: AIl visitors must report to the Main Office. City of Aventura Appendix - Exhibit M Page 2 STUDENT CONDUCT The following listing of offenses ag.d the required or r~eommended dispositions are submitted for the information of students, parents, and school personnel. Disuiplinarff a~tions wilt include appropriate hearings and review, and the removal ora student from the learning environment will occur only for just cause and in aocordance with due process of law. 232.0205 Student disclosures required at school registration. -According to procedures established by the district school board, each student at the time of initial registration for school in a ~chool district shall note previous school expulsions, arrests resulting in a charge, and juvenile justice actions the student has had. The following roles, regulations and due process procedures are designed to protect all members of the educational community in the exercise of their rights and responsibilities. These roles apply to any student: 1. who is on the school pmpert3q 2. who is in attendance at school or any school-sponsored activity; or 3. whose conduct at any time or in any place has a direct and immediate effect on maintaining order and discipline in the schools. A. DISORDERLY CONDUCT-LEVEL I Disorderly conduct is defined as those activities engaged in by student(s) which tend to impede orderly classroom procedures or instructional activities, orderly operation of the school, or the frequency or seriousness of which disturbs classroom or school 2. Acts of disorderly conduct may include, but are not limited to: a. classroom tardiness; b. cheating on examinations or classroom assignment; c. lying; d. acting in a manner so as to interfere with the educational process; e. abusive language between or among students; f. failure to complete assignments or carry out directions; g. use of forged notes or excuses; / ' h. cutting class; i. school tardiness; j. truancy k. other disorderly acts a~' determined by the school which are not consistent with policy. 3. The basic enforcemem procedures to be followed in instances of disorderly conduct are: a. Upon observation or notification and verification of an offense, the staff member should take immediate action to rectify the misconduct. The stuffmember should apply an appropriate sanction and will maintain a record of the misconduct and the sanction. b. If certain misconduct is ~'ot immediately rectifiable, the problem should be referred to the appropriate administrator for action ~pecified under this policy. c. 'Fne administrator should meet with the reporting staff member, and, if necessary, the student and the parent/guardian and should effect the appropriate disciplinary action. d. A complete record of the procedures will be maintained. Possible sanctions to be applied in eases of disorderly conduct may include, but are not limited to the following: a. verbal reprimand b. withdrawal of privileges c. detention/work detail d. In-school/out-of-school suspension DISRUPTIVE CONDUCT- LEVEL H 1. Disruptive conduct is defin~ as those activitins engag~ in by student(s) which ar~ direct~ against persons ? property, and the consequences of which tend to endanger the health or safety of oneself or others in the school. Some instances of disruptive conduct may overlap certain criminal offenses, justifying both administrative sanctions, intervention of law enforcement authorities, and court proceedings. Disorderly conduct (Level I) may be reclassified as disruptive conduct (Level II) if it occurs repeatedly. 2. Acts of disruptive conduct may include, but are not limited to, the following: a. use, possession, or being Under the influence of an intoxicant b. fighting c. vandalism (minor) d. stealing e. threats against others f. trespass g. abusive language to staff h. refusal to obey school personnel (such as substitutes, volUnteer aides or chaperones) whose r. esponsibilitias include supervision of students i. possession or use of unautborized substances, including tobacco and tobacco products, non-prescription drugs, "look-alike" drugs, and drug paraphernalia, including rolling papers j. illegally occapying or blocking in any way school property with the intent to deprive others of its use unlawful assembly 1. disrupting lawful assembly m. ~ossesslon of a paging device n. inappropriate verbal or physical conduct of a sexual nature o. other disruptive acts as determined by the school which are not consistent with policy. 3. The basic enfo~c'ement procedures in instances of disruptive conduct are as follows: a. Upon observation or notification and verification of an offense, the administrator should investigate the circumstances of the misconduct and should confer with staffon the extent of the consequences. b, The administrator should notify the parent/guardian of the student's m~sconduct and related proceedings, The administrator should l;oc~t with the student and, if necessary, the parcnt/guardian, confer with them about the student's misconduct, and effect the appropriate disciplinary action. c. A complete record of the procedures will be maintained. d. If appropriate, schooi'~fficials should contact law enforcement. 4. Possible sanctions to be applied in cases of disruptive conduct may include, but are not limited to, the following: a. temporary removal from class b. altammive education pro,.gram c. in-school suspension out-of-school suspension e. transfer f. referral to outside agency g. expulsion h. restitution of property and damages, where appropriate, may be sought by incaI school authorities C. CRIMINAL CONDUCT- LEVEL Criminal conduct is defined as those activities engaged in by student(s) which result in violence to oneself or another's person or properly or which pose a direct and serious threat to the safety of onesel~ or others in the school. These activities usually require administrative actions, which result in the immediate removal of the students fi-om the school, and the intervention of law enforcement authorities. Acts of criminal conduct may include, but are not limited to, the following: a. assault and battery b. extortion c. bomb threat d. possession, use, or transfer of a weapon, including a pistol, knife, blackjack, brass knuckles (to include multi-finger rings), possession of incendiary or explosive devices, including ammunition for a weapon such as bullets, shotgun shells, etc. f. vandalism (major) g. theft, possession, or sale of stolen property h. arson i. furnishing or selling unauthorized substances distribution, sale, purchase, manufacture or unlawful possession of a conwolled substance k. ~eatening to ~&e the life or inflict bodily harm upon school personnel, school volunteers, or members of their irm'aediate family 1. possession, use, or transfer of"look-alike" weapons 3. The basic enforcement procedures in instances of criminal conduct are as follows: a. Upon observation or notification and verification of an offense, the administrator should confer with staff involved, effect the appropriate disciplinary action, and, if appropriate, meet with the student. b. If warranted, the student should be removed immediately from the school environment. A parent/guardian should be notified as soon as possible. c. If appropriate, school officials should contact law em"orcement authorities. d. Established due process procedures will be followed when applicable. e. A complete record of the procedures will be maintained. Possible sanctions to be applied in cases of criminal conduct may include, but are not llmited to, the following: a. out-of-school suspension b. referral to outside agencies c. expulsion d. restitution of property and damages, where appropriate, may be sought by local school authorities The following listing includes the usual dis~plinm3, actions for inappropriate student conduct at The Charter School. No attempt is made to include every possible infraction. The following apply to at school or any school sponsored function. OSS= Out of Schoo Suspension ALCOHOL Posse$sion, distribution or consumption on campus Expulsion + sheriff's department "Under the influence" at school Expulsion + sheriff's department CHEATING/PLAGERISM Three-day suspension at the discretion of the principal CONFRONTATION Minimum of 2 hour detention, may be suspended CUTTING SCHOOL First offense - 6 hours detention, 2~ offense - suspension DISOBEDIENCE Minimum 2 hours detention~ may be suspended DISRESPECT (to staff) Minimum I day OSS, may be recommended for expulsion DISRUPTIVE BEHAVIOR Minimum 2 hours detentio~nded DRESS CODE VIOLATION Minimum 2 hours detention, May be suspended if problem DRUGS Expulsion + sheriff's department "Under the influence" at school Expulsion and sheriffs dcp,ahnant ELECTRONIC EQUIPMENT All electronic equipment such as: Walkman, video cameras, CD Players, laser-devices are not allowed on campus during school hours. These items will be Confiscated and turned in to the office until a parent picks them up. The school will not be responsible for the safety of confiscated FAILURE TO SERVE HOURS e_._.~mont. Minimum I da_Lv_..~ansion FIGHTING I ~ offense - minimum 3 days OSS + sheriff's department 2"aoffense - recommendation for expulsion + sheriff's department ?n,$ i,O he tCs De ~ in halls/classrooms - 2 hours dctenti FORGERY 1" offense - minimum ] day OS'-~--~ on 2"4 offense. 2 days OSS GAMBLING Minimum I day OSS HARASS.~ENT No card playing - cards will be confiscated I~!l! not be tolerated; report to administrator or counselor- INAPPROPRIATE DISPLAY Minimum 2 hours detention OF AFFECTION LITTERING 2 hours detention LYING (T~ Minimum I d~ension NO HALL PASS 2 hours detention PAGING DEVICES& CELL PHONES Will be confiscated - Minimum ~ OSS POOR ATTITUDE Minimum 2 hours detenti~nded PROFANITY Inadvertent - 2 hours detention Directed toward another individual - minimum I-3 day OSS, SEXUA--------~ MISCONDUCT ma~ recommende~[sion ~ndation forexpulsion -- THEFT 1" offanse mi~ e_xpulsion " 2~offense - recommendation for expulsion + sheriff's THREATS d--~Eartmant Minimum 6 hours detenti~recommend ex~Ision TOBACCO(Includes use) Tobacco products are not allowed on campus. They will be confiscated. l'toffense- I dayOSS T~SSING '2"~ offense - 3 d_~._OSS On another cam ~nsion warrant for VANDALISM Minor - suspension ~ ~~n+sheriff'sde artment rossesston - ex ulsion + sheriffs de~ TYPES OF DISCIPLINARy ACTION Students who are assigned detention by an administxator on Monday - Friday must serve the detention by Saturday o f the following week or?ey will be suspended the following Monday or Tuesday IN SCHOOL DETENTION - Student sent to the office for one class period. EVENING DENTENTION- Office, Wednesdays. Students must sign in and must have study/reading materials. Students are expected to follow the posted rules, which include no ta~king, eating sleeping, etc. Failure to cooperate requires dismissal from evening detention and no credit for time served. SATUP, DAY WORK DETAIL - Office, 8:00- I l:00am Sat. Detention begins promptly at 8:00am. Each student signs in on the proper form. Each hour served on Saturday equals two hours of detention time. Failure to cooperate requires dismissal from SWD and no credit for time served. (21 OUT-OF-SCHOOL SUSPENSION - General absence- student not allowed on school grounds or at any school related function. EXPULSION - Student removed from school for remainder of year- loses all credits. May not return to school. PARENT/COMMUNITY INVOLVEMENT Volunteer Program: The Charter School will have a strong and active volunteer program. There are many ways to volunteer. Parents have found such volunteering to be particularly helpful to them as they help their children transition through various school levels. Each family will be responsible 20 volunteer hours during the school year, 30 hours ifmora than one child is enrolled in the school. If you would like to volunteer on a regular basis or have your name added to the "on call" list, you can contact the Main Office. PARENT/TEACHER CONFERENCES During each semester parent~ are invited to meet teachers and pick up report cards during "Open House." Parents are also encouraged to participate in Parent/Student Exchange Day by attending school and following their child's schedule for ail or part of the day. Conferences with individual teachers may be arranged by contacting the Main Office and leaving a message for the teacher to call. Exhibit N Sample Student Application Form Sam]2le Application - subject to change AVENTURA CHARTER ELEMENTARY SCHOOL (ACES) Student Application 2003-2004 ;' "'" '~ ~'~,I~ s ~ c. o ~, ~_ .s Charter Schools USA ~ Educational Communitv Admission ACES, as a municipally sponsored charter school, will limit the enrollment process to target the children of the residents of Aventura. Enrollment preference will be given to a sibling of a student enrolled in the charter school, or to the child of an employee of the charier school, as provided within the charter law. If the number of applications exceeds the capacity of a program, class, grade level, or building, a public lottery will be held to select the number of spots available, if space is still available at the end of the enrollment period, applications will be accepted from the community-at-large on a first-come, first-serve basis. Preference will be given to children of the residents of Aventura, a sibling of a student enrolled in the charter school, to the child of a member of the governing board of the charter school, or to the child of an employee of the charter school. ACES will not discriminate on the basis of race, religion, national or ethnic origin, or exceptionality in the admission of students, .in accordance with federal and state anti-discrimination law. Application Process The first enrollment period will end on . If any grade is oversubscribed a lottery will be held to .randomly select applicants, Once accepted and enrolled, appl cants are guaranteed their position and are not required to reapply annually. Parents are notified of the applicant's status within 15 days of the close of the enrollment period. (In the event that the student is unable to attend the school during the 2003-2004 school year in the grade specified on this application, he/she must submit a new applicatioB with the student's accurate grade level.) In addition, the Aventura Charter Elementary School will be holding open houses and information sessions throughout the upcoming months, You will be informed regularly of scheduled dates and times of these meetings via mail, email, or telephone. -Step 1: Step 2: Application Instructions Please complete the entire application form and sign the bottom in the space provided. APPLICATIONS MUST BE RECEIVED BY, Applications will be date and time-stamped by grade level as they are received in the school's Administration Office. The school will acknowledge receipt of the application via Petter once the application is processed. Listed below are approved methods of delivery: Mail the original application to the address below and keep a copy for your records. Aventura Charter Elementary S...chool (ACES) c/o Charter Schools USA 6245 N. Federal Highway Fort Lauderdale, FL 33308 b. Complete and submit an application on-line: www.aventuracharter.org Get Ready! This is going to be a great school of choice and a wonderful educational experience for you and your child(ren). We are dedicated to uttmg Students Firstsr~ and committed to providing superior academic outcomes. APPL-E Application - Page 1 of 2 AVENTURA CHARTER ELEMENTARY SCHOOL (ACES) · ~P~ega!, ~.a,r~[~ Con~ct lnform~[io~ · "~'~" - "~ ~.' ~'~ ' [] Mrs. [] Ms. [] Miss [] Dr. Mother's First Name MI Last Name Suffix Zip Code [] Home Address AptC¢ City State ( ) ( Home Phone Number Cell Phone Number Email Address ( ) Work Phone Number [] Mr. [] Dr. Father's First Name MI Last Name Suffix [] Home Address (If different from above) ) ( Home Phone Number Email Address PLEASE CHECK ONE OF THE ADDRESS BOXES INDICATING WHERE ALL SCHOOL CORRESPONDENCE, INCLUDING REPORT CARD, WILL BE MAILED rt , Student nformato~':~- '=:~'~;,: Apt# City State Zip Code ) ( ) Ceil Phone Number Work Phone Number Are you a resid.e,.nt of the City of Aventura? [] Yes* [] No *if Yes. attach a cody of your driver's license to this application. First Name MI Social Security Number Pr mary anguage spoken? [] English Is the student a citizen of the United States? [] Grade student will enter in the 2003 School Year: Last Name Suffix ' Preferred Name / /19 r-~ M [--I F Date of Birth Gender Race(optional [] Spanish [] Other Yes [] No [] K [] 1st [] 2nd [] 3~ [] 4~ [] 5· Do any of these categories apply to the applicant? Check all that apply. [] Honors [] ESOL [] ESE [] Student is receiving special instruction/services resulting from an IEP? [] Current education plan is modified as a result of Section 504 recognition Applicetion - Page 2 of 2 Does applicant have any special n~ If yes, please explain: Does the student have any problems that would his/her participation in any part of the school programs? If yes, please explain: Student History: Name of Previous School School Type: [] Pre-School [] Elementary [] Other School Address Name of Previous School City State Years Grades Phone Number Attended Completed School Type: [] Pre-School [] Elementary [] Other SIBLINGS: School Address city State Years Attended Grades Phone Number Completed Do you have siblings that will be applying to this school for the 2003-2004 academic year? [] *Yes · If siblings will be applying to the school, please indicate name and grade below: Last Name, First Name Grade Last Name, First Name Grade Last Name, First Name Grade Last Name, First Name How did you hear about this charter school? -- ( .e., friend, advertisement, COmmunity notice, a school flyer, internet, sign, door hanger, mail, telephone) Circle one or specify other. Please indicate whether you are a child of a: [] Employee of the School Grade To the best oi' my knowledge, the above information is correct and complete. In the event of a change of address, phone, name, etc., I will contact the school. X Signature of Parent/Legal Guardian Date Exhibit 0 Sample Registration Package [Name of Sckooll REGISTRATION CHECKLIST To complete registration, the following forms and information must be completed and mailed to: [Name of School] c/o Charter Schools USA 6245 N. Federal Highway, 5~ Floor Fort Lauderdale, FL 33308 A reUlm envelope has been provided. All registration forms must be returned by have any questions, please do not hesitate to contact us at (888) 555-5555. · If you FORM - A: FORM - B: FORM - C: FORM - D: FORM - E: FORM - F: FORM - G: FORM - H: PROOF OF RESIDENCE PROOF OF IMMUNIZATION - Original I-IRS BLUE FORM 680 PROOF OF PHYSICAL EXAM- Original HRS-H YELLOW FORM 3040. PROOF OF GUARDIANSHIP-If student is not living with parents REQUEST FOR TRANSCRIPTS/CUMULATIVE FOLDER HOME LANGUAGE SURVEY SPECIAL PROGPOtMS INFORMATION EMERGENCY INFORMATION CARD PARENT CONTRACT .- ' AUTHORIZATION FOR MEDICATION PHOTOGRAPH AND VIDEO RELEASE FORM - A [NAME OF SCHOOL] R~GISTRATION INFORMATION SHEET rmation Sh~rovided to outline ~ the first four items O~tration checklist. ~ %..~ 1. Original of Florida Certificate of Immunization. HRS BLUE FORM 680 This form must contain: 1. (DTP) 4 or 5 ' ~ · ~k doses if4 dose was given on or after 4 birthday. 2. (Polio) 3 or4doses' rd . ~h if3 dose was given on or after 4 birthday. 3. (MMR) 2 doses after 1't birthday, Shot dates transferred on to Florida form will not be accepted by a Chiropractor. 4. State Law requires a Chicken Pox Vaneine or verification of having hsd Chicken Pox 5. Hepatitis Series Proof of a physical within the last 12 months. Medical Health Check-up HRS-H 3040. Original YELLOW FORM provided by your physician. Appointment cards are not acceptable. A physical by 'a Cidropraetor is not acceptable. C_opy of Social Security Card PROOF OF COUNTY RESIDENCY ~ Two (2) items ~ (Original Document only) Name and address must appear on all items 1. CURRENT UTILITY BILL - (water, telephone, electric, cable) 2. Warranty Deed 3. Notarize¢l rent reeeipt/Notarizecl lease agreement 4. Mortgage eommitmenUeontraet including specified closing date 5. Drivers license with current address A FAMILY RESIDING IN ANOTHER PERSON'S HOME must have the following: 1. A signed notarized statement from the owner of the properly stating that the student's family (Parent(s) and Student(s) names must appear) are living with them at (address must appear). 2. Along with two (listed above) proofs of residency from the person writing the notarized letter. INFOI~{ATION FOR STUDENTS REQUIRING REASSIGNMENT When pareatYguardian lives in a co~'nty and seeks enrollment in a school outside their county of residence, then the parent must request legal transfer. This process starts with approval from the county of residence, followed by approval from the intended County's School Office of School Boundaries. This procedure is called a reassignment. A reassignment is REQUIRED at registration. Please contact your local school district to obtain the appropriate forms. LEGAL GUARDIAN REQUIREMENTS PARENT/LEGAL GUARDIAN Student(s) living with other than parent(s) must provide proof of legal guardianship. Legal guardianship is determined though the court. Court documents are required at registration. FORM - B [Name of School] TRANSCRIPT REQUEST FORM Date:. Prior School: __ Public Private To: Name of last school attended Complete address required City State Zip Please send the following information as soon as possible for the following student enrolled in [Name of School] 2. 3. 4. 5. 6. Transcript of grades - Includine grades to date of withdrawal and attendance records Explanation of grading system Results of testing Length of class periods and number of days per week courses met - especially P.E. Certificate of Immunization (HRS Form 680) and health records. Special program enrollment (such as mentally handicapped, physically handicapped, specific learning disability, gifted, etc.) and psychological evaluation records STUDENT Name Grade Date of Birth-- Withdrawal Date I hereby give my permission to forward records for the above named student to [Name of School]. Signature of Parent / Guardian Thank you, Registrar FORM - C [NAME OF SCHOOL] HOME LANGUAGE SURVEy STUDENT NAME:_ SS#: 1. Is a language other tha~ English used in the home? If yes, language used 2. Did the student have a first language other than English? 3. Does the student most frequently speak a language other than English'/ Relationship o~'person completing the survey to student? (Cin:le One) Mother Father Guardian Self Signature of per, on completing survey Date - French - I. Est-ce qu'll y a une langue autm que I anglals pa*lie a ta malson? Si oui, que e langue? 2. Est-ce que la langue mat~melle de I'~tudiant est autre que l'anglais? 3. .Est-ce que I'6tudiant parle souvent une langue autre u¢ Pan lais9 q g . Ille de parent6 fie la personne remplissant ce questionnaire avo~ I'~tudiant? Maman Papa Guardien Soi-m6me Signature de la pcrsonne remplissant ce questionnaire Date -Creole - 1. Eske ou pale yon Pot long kl pa angle lakay-ou? Si ki wi long? 2. Eske el'er-Ia pale yon I'ot long ki pa angle? 3. Eske el'er-la pale yon Pot long ki pa angle tour tan? Relasyon ant moun ki ranpli f6m-sa ak el'er-Ia? Manman Papa Gadyen Siyati moun ki ranpli f6m-sa ak el'ev-la Date 1. ~Outro idioms que n~.o seja ingl6s 6 falado em casa? Caso sim, idioms falado 2. O estudante ham como primeim idioma outro a 6m do ingl~s9 3. O estudante fala mais fequentemente um idioms que n~o seja ingl6s? Mae Poi Tutor(a) O Pr6prio Assinatura da pessoa completando este levanhamento Data -Spanish- I. /~Se bahia en la casa otto idioms que no sea el thgl~s? Si es ssi./~Cu~l idioms es hablado? 2. /~E$ el primer idioma deI estudiante otra lengua que no sea el ingl~s? 3. /,Habla el esmfliame con m~ freeucncia otto idioms que no sea el ingl~s? /,Cu$1 es el parentes¢o de la persona que eompleha esha encuesha con e estudiante? Madre Padre G uarditin Yo mismo Firms de la persona que completo esta cncuesta Fecha Yes No Yes No Oui Non Oui Non Oui Non Wi Non Wi Non Wi Non ( Sim N~o Sim N~o Sim N~o Si No Si No Si No FORM -D [NAME OF SCHOOL] SPECIAL PROGRAMS INFORMATION Student's Name: Date of Birth I. IS YOUR CHILD ELIGIBLE FOR SERVICES THROUGH AN EXCEPTIONAL STUDENT EDUCATION PROGRAM? YES NO 2. IS YOUR CHILD ELIGIBLE FOR SPEECH OR LANGUAGE SERVICES? YES NO 3. DOES YOUR CHILD HAVE A 504 PLAN? YES NO . 6. LIST ANY OTHER SPECIAL PROGIL~.MS IN WHICH YOUR CHILD HAS PARTICIPATED. PARENT'S SIGNATURE DATE: BLDG.. NAME_ PLACE OF BUSINESS, PHONE ( NAME. IF PARENT OR GUARDIAN NAMED ABOV~ CANNOT BR LOCATED, FILL IN THE BLANK HAS MY PERMISSION TO CONTAC'i ~ NAME: _THE ABOVE NAMED HAS MY PER~SSION TO PERMIT STUDENT NAMED ABOVE TO LEA .IHNoCs pA SFFEAOL~.F ILLNESS OR ACCIDENT. THE ABOVE NAr*fED HAS MW PERMISSION TO TAKE THE ABOVE NAMED STUDENT TO PARENT/GUARDIAN SIGNATURE (OVER) GUARDIAN · CHARTER SCHOOLS USA EMERGENCY INFOPd~ATION CA~, DEAR PARENT: FOR YOUR CHILD'S WELFARE AND. SAFE 1NFOEMATION: TY, IT IS IMPERATIVE THAT YOU PROYIDE US WITH THE FOLLOWING (CHECK OR SPECIFY)- LNDICATE BELOW ANY HEALTH PROBLEMS REGARDING YOUR CHH .! ~ ~_Q H EA L~T~H PROBLEMS.. CAN YOUR CHILD PARTICIPATE IN ALL SCHOOL ACTIVITIES? ALLERG C IF YES, LIST ALLERGIES. ASTHMATIC_ BRONCHITIS D~I'A B ETi C_ HEART PROBLEM (SPECIFY)_ EPILEPSY KIDNEY OR BLADDER PROBLEM (SPECIFY) SEVERE REACTIONS TO BEE STINGS OR INSECT BITES (SPECIFY) SERiOUS REACTION(S) TO ANY MEDICATION(S) OTHER (ANYTHING YOU FEEL WE SHOULD RI'~OW FOR YOUR CHILD'S WELFARE AND SAFETY)_ IS YOUR CHILD PRESENTLY ON MED CATION? .~IF YES, SPECIFY) Parent Contract for [Name of School] I (We) the parent(s)/guardian(s) of Dress Code of the [Name of School]. have mad and agree to abide by the Code of Conduct and the WHEREAS, ia order to provide my (our) child with a unique educational opportunity; WHEREAS, by choosing to enroll my (our) child at [Name of School] is a decision of my (our) personal choice and not a privilege; WHEREAS, my (our) desire to em'oil my (our) child at [Name of School] is premised upon my (our) desire to become aa active partner in the education of my (our) child; NOW THEREFOR.E, in consideration of the foregoing: 1. As a parent of a student at the [Name of School], my (uno commitment is to abide by the.following resolutions: A. To recognize and embrace my role as the primary edunator of my child. B. To participate in the parenting workshops as provided by the [Name of School]. C. To attend all conferences scheduled with any member nfthe [Name of SchooI] staff. D. To participate in the Parent Volunteer Program, by fulfilling the requirements outlined in the Volunteer Opportunities List provided at registration. E. To provide transportation to and from school for my child. I understand that if I am late picking up my child, [Name-of School] is not responsible for my child's safety. If my child is continually tardy, I understand that for the benefit of my child's education, heYshe may be required to transfer to a school that is more accessible for my child. F. To purchase uniforms for my child from the [Name of School] approved supplier. G. To supply a lunch, either brown bagged or pomhased from the [~ame of School] approved vendor, each school day for my child. H. To be responsible for thnely payment of any fees accrued to my account at the [Name of School]. I. To participate in at least one of the mahy parent groups (£e., PTSO, School Improvement Committee, Booster Clubs, etc). J. To read and use information sent home by the school for the purpose of keeping parents informed of the academic topics to be introduced and studied in the classroom. I (we) understand that by not fulfilling my contra~toal obligation to the School and to my (our) child, this may result in my (our) child being requested to stay afrer school, be suspended, or withdrawn and sent to a regular Public School at the sole discretion of the Principal as approved by the [Name of School] Governing Board. Signature of Paren~Guardian: Date Acknowledged by: Date School Official FORM - G Name of Student: Date of Birth: [NAME OF SCHOOL] MEDICATION RELEASE FORM Grade: MEDICATION TREATMENT PLAN TO BE COMPLETED BY PHYSICIAN Diagnosis: Name of Medication, Dosage, Specific Times & Directions (including star~ and end of prescription date) for Administration: No~-~.~,: ~Medlcatlon must be supphed xn the original container. Ask pharmacist to divide the medication into two nompleteIy labeled containers, providing one for home and one for school. Side Effects / Special Instmctioas: Is the student required to carry this medication w th him/her9 YES NO (Note: School Pniicy is that all medication should be turned in to the front office unless specified by the Physician.) Note to Physicians: Please complete treatment plan on the back of this form for students who require any special health procedures during school hours; i.e. Inhalers, nebulizer trcatu~ant, catheterizatio~ suctioning tube feedings, glucose testing, etc. Printed Name or Stamp of Physician Physician's Signature Physician's Phone Number Physician's Fax PARENTAL PERMISSION TO BE COMPLETED BY THE p I grantthe print pal or h s/her desienee the *~.,.~' · - . . . ARENT / GUARDIAN · · ~ --- r-...assmn to assist In the admmistration of each proscribed medication / procedure to be provided during the school day, including when official school business. Name of Student ' zs away from school property on I understand that my signature relieves school persoao. I of any and all liability related to the administration of the prescribed medication. Signature of Parent Home Phone Number: Work or Cell Phone Number: Date FORM - H [NAME OF SCHOOL] PHOTOGRAPH AND VIDEO RELEASE PERMISSION FORM I give my permission for [Name of School} or any school approved media to photograph/video ray child. The photographs or video ~vill be used for news organizations and promotional footage used in support of the school. Copies of any videos or photographs taken will be available upon request. Student's Name- Parent or Guardian's Signature Date [NAME OF SCHOOL] STUDENT DRESS CODE A higher standard of dress .encourages greater respect for individual students and others, resulting in a higher standard of behavior. Our dress code guidelines indicate appropriate school dress for normal school days. The [Name of School] reserves the right to interpret these guidelines and/or make changes during the school year. Students are expected to follow these guidelines. A school un/form shall be worn by every student in attendance. Hair: Shirts: Hair must be neat and clean with no "unnatural" colors, (i.e. florescent, bright green, mohawks). No hats, bandannas or headbands may be wom. Shirts worn must be approved uniform shirts. They must be tucked in at ali times. Uniform shirts are purchased though the [Name of School] in navy blue or white with the school emblem embroidered on. Slacks/Shorts: All uniform slacks/shorts must be worn with a belt through the belt loops and be in good repair. Girls are permitted to wear skorts. No cargo pants or capris. The uniform slacks/shorts/skorts color is khaki and can be purchased either through the [Name of School] or on your own. Shoes: sm__dents must wear closed shoes at all times. No heavy military type boots or shoes with metal tips may be worn. Uniforms: Uniform ordering information is included in the registration packet. Uniforms or approved school attire must be worn a~t all times. Students out ofnniform will be given detentions and parents will be notified and required to bring the correct uniform to school before the child can return to class. In General: Uniform Colors: "Shim: Navy Blue or White Slacks/Shorts/Skorts: Khaki Boys may not wear earrings or body piercing. Girls may not wear body piercing other than earrings. Xt no time are students to wear anything offensive, immodest, or deemed inappropriate by the faculty. Appendix B'- - Implementation Timetable* Aventura Charter Elementary School lask Charter and Site Development MDCPS Review Charter Application School Board Votes on Charter Application MDCPS Reviews Charter Contract & Votes Secure Land Secure Fadlity Financing Finalize Facilty Design Permitting Process Ground Breaking Ceremony Constuction School Development Register Web Domain Name Construct Website Administrative & Staff Recruitment Hire Principal & Adminsitrative Staff Administration Development, Training & Orientation Hire Teaches & Other Staff Staff Development. Training & Orientation Marketing Enrollment Student Registration Order FF&E Tag and Install FF&E Contract Food Service & Transportation Final Steps Fire Inspection Building Inspection Obtain Insurance Fingerprinting & Drug Testing MDCPS Compliance inspection Grand Opening * dates subject to change Start Finish Oct-01 Dec-01 Dec-01 Jan-02 Mar-02 Sep-01 Apr-02 Sep-01 May-02 Jan-02 Mar-02 Mar-02 Aug4}2 Aug-02 May~)2 Jut-03 Sep-01 Oct*01 Jan-02 Jan-02 Jul-03 Feb-03 Mar-03 Mar-03 Jun-03 Jun-03 Jul-03 Jul-03 Augq33 Jan-02 Aug-03 Sepq32 Aug-03 Jun-03 Aug-03 MayA33 JulY3 Aug-03 Mar-03 Jul-03 JulY3 Aug.33 Jul-03 Aug-03 Jul4]3 Mar-03 Jul*03 Aug-03 Aug-03 * Dates subject to change DISPUTE RESOLUTION PROCEDURE ApPendix C. A. The Sponsor and the School agree that the existence and details ot' .a. dispute notwithstanding, both parties shall continue without delay their performance hereunder, except for any Performance which may be directly affected by Such dispute. 8. Either party shall notify the other party that a dispute exists between them. Such notification shall be in writing and shall identify the article and section of' the Contract that is in dispute and the grounds for the position that such article and sectiod is in dispute. The matter shall be immediately submitted to the Sponsor's Deputy Superintendent for Education and the School's Director for further consideration and discussion to attempt to resolve the dispute. C. Should the representative named in paragraph B be unable to resolve the dispute within then (10) days of the date o~ notification by one to the other or' the existence of such dispute, then the matter may be submitted by either to the S ' ponsor s Superintendent of Schools and to the School's Presidents, for fudher consideration and discussion to attempt to resolve the dispute. O. Chould the parties still be unable to resolve their dispute within thirty (30) days of the date of notification by one to the other of the existence of such dispute, then the matter may be submitted to mediation and appealed to an administrative law judge as provided in Section 228.056 (4), (0, Fla. Stat. Any disputes relating to nonrenewal or termination shall follow the procedures set forth in Section 228.05'6 (10), Fla. Stat. ApPendix. D, '~. DISTRICT PL6,N FOR LIMITED ENGLISH PROFICIENT STUDENTS 1998-2001 ~ k~IAKai-DADE COUNTY PUBLIC SCHOOI.~ 1998 REV1SED (Jauu~iry 1999) Appendix E - fill Speei.l prOg~'' and Procedures for Exceptional $~u~ents Effective Dates: 2oo(~2ooI through 2o025oo3 MiamI-Dade County Public Schools bflami-Dade County Public Schools Edu¢atto~ ~d P. rY'cholo~fcal Ser~Ic,~s MEDICAli)'CERTIFIED SCHOOL MATCH PROCEDUREs FOR M;DCPS CHARTER SCHOOLS Miami-Dada County Public S6hools (M-DCPS) Charter Schools may receive Flodda Medicaid reimbursement for services provided by the Charter School which qualify Under the Medicaid Certified Match Program. The reimbursable services are occupational therapy, physical therapy, speech therapy, behavioral services evaluations (psychology and social work}, nursing services and transportation services. Reimbursement is available only for students: who meet eligibility cdteria for placement in an Exceptional Student Education (ESE) program under the In~'idual.with Oisabilities Education.Act (IDEA.); Part-B of- Part C, who are Medicaid eligible, who have the service referenced in their Individualized Education Plan (ll~p) or Family Service Plan (FSP), and who are under 21 years of age. Services provided by the Charter Schools which are paid from federal funds are not eligible for reimbursement. Providers may be full-time or part-time direct hire or contracted. Charter Schools will not be reimbursed for services paid for by M~DCPS. Providers must meet eligibility requirements and cooperate with Cost Management Services consulting firm implementing the program. Copies of credentials (i.e., license, (CMS), the Department of Education certification, Master's degree, college transcript) must be provided to CMS through M-DCPS prior to initiating the program. Positions eligible for reimbursement for services provided include: Occupational Therapist tOT) Physical Therapist (PT) Speech/Language Therapist Social Worker Psychologist Registered Nurse (RN) Licensed Practical Nurse (LPN) M-DCPS has contracted with CMS to develop and implement the Medicaid Certified School Match Program. The schools will cooperate directly with CMS to insure accuracy of information, timely submissions, problem-sOlVing, and generally smooth flow of program operation. Page 1 of 2 Pupil Progression Plan 2001-2001 Page l-of 1 Appendix G .. C~ DA~E COUNTY PUBLIC SCHOOLS PROCEDURES FOR PROMOTING AND MAINTAINING A SAFE LEARNING ENVII~ONM]gNT Board Rule 6G~13-5_D-1.08~ CODES EMERGENCIES POLICIES REGULATIONS RESOURCES TELEPHONE NUMBERS Police ' ' Dad¢ County Public School~ Police Region Offic~ Bureau of District and Managcmcm Opera6ooz Supcrintcadcnt's Office Juvenile luzfice Support Program Child Abuse Crisis Hodinc Building Maintenance OFFICE OF INSTRUCTIONAL LEADERSHIP BUREAU' OF SPECIAL PROGRAMS MIAMI,. FLORIDA September, 1995 Appendix I- Elementary Miami-Dade County Public Schools ALTERNATIVE EDUCATION AND DROPOUT PREVENTION PROGRAMS BOARD RULE 6Gxl3- 5D-1.08 2001/2002 TECHNICAL AS,.,ClSTANCE NOTE Ocp a,'~cn( of £ducallon Frank T. O¢ogan. Commissioner ApPendix j No. 9%09 Contact: David Morris Burbau of School Businesx Services (850) 488-514Z Charlcr School Fiscal tnformalion. Update SC 278-5142 DATE: October 1, 1998 TO: District Finance Officers SUBJECT: Charter School Fiscal Information _~_Edate of_Previous TAN Memorandum : Technical Assistance Note (TAN) No. 97-17, dated June 9, 1997, provided a summary of fiscal information from the Charter School Law (s. 228.056(11)). The purpose of this memorandum is to supply additional information and update portions of TAN 97-17. Starting with the heading Stewardship of Public Funds, the full text of TAN 97~17 is presented herein with updated information in boxes and bold type. Charter School Law Enclosed is the text of the charter school law with 1998 changes highlighted by underlining or strike through text. Paragraph (13) specifies the revenue to be earned by the charter school, the requirement for timely payment, the interest cost for late payment, and the administrative fee. While paragraph (13) is the focus of finance officer interest, the-entire law must be read to evaluate proposals and administer contracts. Pages -10 and 11 provide the text of PECO funding provisions for charter schools. Revelxue Estimation Worksheet "- Also enclosed is a worksheet that should be helpful in estimating charter school revenues and in revising revenues with each calculation of the FEFP. As a service to districts and charter schools, this office will complete this information from the latest available FEFP calculation. Stewardshit~oof Public Fund~ Charter School monies realized from state, loea!,. ~and federal tax sources are public funds for which the charter school and the sponsoring district He responsible. While the charter school has exe .m. ption from statutes specified in Section 228.056(11), Florida Statutes, and related rules governing regular public schools, it is a public (as opposed to private) school and will be held responsible for prudent use of these oublic funds. This stewardship should be a prime consideration in determining continuance of the hatter. The charter school law provides for stewardship to be reported on through public audit reports and through assigning the sponsoring school district an over~ight role to review revenues and expenditures (Section 228.056(4)(h), F.S.). Also, the 1997 Legislature amended paragraph (9)(d) to require that dm charter ~c:hnrd'e ...... I ........... Appendix.K. Procedures for Submitting and Approving Requests for Funding under Section 228.0561, F.S., Charter Schools Capital Outlay Funding Miami-Dade County Public Schools' (M-DCPS) procedures for submitting and approving requests for funding under Section 228.0561, F.S., Charter Schools Capital Outlay Funding, will be subject to the guidelines stipulated in memorandum DPBM: 01-58, dated December 6, 2000, from Mr. Wayne V. Pierson, Deputy Commissioner for Planning, Budgeting and Management, Florida Department of Education (FDOE). This attached memorandum includes: · procedures developed by the FDOE pursuant to Section 228.0561 (4), F. S.; Char[er Schools Capital Outlay Funding; · definition of terms; · Charter School Capital Outlay Plan form; · sample Charter School Capital Outlay Plan form; and · Statewide Char[er School Capital Outlay Distribution for school year 2000- 2001, calculated by the FDOE. M~DCPS will follow the process delineated below in approving capital outlay plans, and distributing capital outlay funds to charter schools sponsored by The School Board of Miami-Dade, Florida: 1. Using the State-issued form, each charter school must submit a Charter School Capital Outlay Plan to the office of the M-DCPS Chief Financial Officer for his/her review and approval. Charter School Capital Outlay Plans for school years subsequent to the 2000-2001 school year, shall be submitted to the district upon State notification to the char[er school of the Charter School Capital Outlay distribution for that school year. The plan must contain information on all capital outlay projects the charter school has completed, or expects to complete, with the capital outlay funds~ A char[er school may include more capital projects in its plan than can be funded from the anticipated capital outlay allocation. 2. The Charter School Capital Outlay Plan must be signed by the Chairperson of the char[er school's governing body. A copy of the charter school's annual budget, adopted by its board of directors, shall be submitted to M-DCPS, the sponsor, along with the Charter School Capital'~)utlay Plan. 3. Approval of the Char[er School Capital Outlay Plan by the charter school's governing body must be documented in the official minutes of the meeting in which Page I of 4 the governing body approved the plan. The minutes must be certified by both the ..... Chairperson_and Secretary.o[ the governing, body and submitted to Chief Financ~al'Offiber with th~ Charter SchSol (~api[al O'ufla~/Plah. - the. M--DCPS ._ 4. Upon receipt of a complete Charter School Capital Outlay Plan from a charter school, the M-DCPS Chief Financial Officer will convene a committee to review, and accept or reject each Charter School Capital Outlay Plan. The committee may reject a project without rejecting the entire plan. The Charter School Capital Outlay Plan Review Committee will be made up by the following M-DCPS staff members: a. Chief Facilities Officer or designee Chief Financial Officer, Chair c. Chief Budget Officer or designee d. Controller or designee e. Administrative Director, Division of Schools of Choice or designee 5. Each charter school will be notified in writing of the Charter School Capital Outlay Plan Review Committee's decision, within 10 working days of receiving a complete plan. A charter school may request a distribution of funds only after it receives written notice that its Charter School Capital Outlay Plan has been accepted by the District and such other conditions are met in accordance with Florida Statute (including allocation of funds by the Commissioner) and the written agreement with the District that permits such distribution. Each request for a distribution of capital outlay funds by a charter school must be accompanied by documentation for the full amount being requested. Examples of documentation include: a. Copies of fully-executed contracts, such as lease or lease purchase agreements; rental contracts; sales contracts; or construction contracts. b. Copies of signed purchase orders or bills of sale. Upon receipt of a request for distribution of funds, which includes all required documentation, funds shall be distributed pursuant to the request within 10 working days. Prior to the release of any capital outlay funds, charter schools must provide the District detailed documentation for expenditures of previous capital outlay distributions, including School Infrastructure Thrift (SIT) Funds. This is necessary to determine any potential duplicati(~n of projects listed in both past and current plans. Page 2 of 4 10. 11. 12. 13. 14. M-DCPS will credit each charter'school every six (6) months with interest on the undistributed daily balances of :capital: outlay:_funds, based;on~the:actual-monthly~....:..~ ' " rate of return, as'deter~nined §Y"~e',Florida State Board"Administratiorr I:ocal:-:--.:-'-' ........ Government investment pool. ' :':-:: M-DCPS may retain a portion of the capital outlay allocation until needed by the charter school to pay current obligations. Payments to satisfy long-term contracts (such as lease or lease-purchase agreements) which require monthly payments by the charter school will be released monthly by M-DCPS, pdor to the contractual due dates. Payments required by construction contracts will be released by M-DCPS in accordance with the payment schedule contained in a separate agreement between M-DCPS and the ch_arter school, subject to the provisions of items 12-15 below. Each capital outlay project undertaken by a charter school shall be in accordance with the requirements of: a. Section 235.211, F. S., Educational Facilities Contracting and Construction Techniques; b. Section 255.05, F. S., Bond of the Contractor Constructing Public Buildings; Forms; Action by Materialmen; c. Section 287.055, F. S., Acquisition of Professional Architectural, Engineering, Landscape Architectural, or Surveying and Mapping Services; Definitions; Procedures; Contingent Fees Prohibited; Penalties. Section 287.057, F. S., Procurement of Commodities or Contractual Services. In accordance with Section 228.056 (16), F. S., Facilities, charter schools shall comply with applicable state r~inimum building codes pursuant to Chapter 553 or and state minimum fire protection codes pursuant to Section 633.025, F. S., as adopted by the authority in whose jurisdiction the facility is located. Upon completion of each project, the charter school shall submit to the District the permanent Certificate of Occupancy issued by the authority of the appropriate jurisdiction, and an Affidavit by the Architect or Engineer of Record that the project is completed in accordance with the design documents, and an Affidavit by the Chair of the governing body of the charter school that all contracts for construction, design, testing, and other support services for the project have been paid in full along with final releases for all contracts the charter school held for construction, design, or ancillary services for the pr. oject, along with a request for payment to the charter school for the amount approved for the project. The District shall make payment to the charter school accordingly in keeping with its own procedures for making such payments. Page 3 of 4 15. 16. Each project involving capital outlay funding shall be 'subject of a' separate-. agreement between the charter schi3ol and the District embodying at-'a minimum. the requirements noted abOve. Each' agreerhent shall also'include- the :following- - language: In the event that the charter school terminates operations, any unencumbered funds and all equipment and property purchased with public education fUnds shall revert to the ownership of the District as provided in Section 228.056 (10)(e) and (0, F. S., Causes for Nonrenewal or Termination. In accordance with Section 228.056(10)(e) and (f), F.S., Causes for Nonrenewal or Termination, in the event a charter school is dissolved or is otherwise terminated, all district school board property and improvements, furnishings and equipment purchased with public funds shall automatically revert to the full ownership by the distdc_t school board, subject to complete satisfaction of any lawful liens or encumbrances. Accordingly, the Charter School hereby agrees that the Sponsor shall have the right of first refusal to acquire any and all real property and improvements contained thereon utilized for the charter school in the event the charter school is dissolved or is otherwise terminated. The district shall, within its sole discretion, have the right but not the obligation to acquire real property and improvements owned by the charter school. In keeping with the requirement of the charter school legislation, the Sponsor may not assume the debt from any contract of the charter school. The Sponsor shall have the right to exercise this right of first refusal to acquire the property and improvements at any time after the charter school is dissolved or otherwise terminated, and the charter school shall cooperate and assist in the orderly transfer of title to any such property and improvements, subject to the complete satisfaction of any lawt:ul liens or encumbrances. Page 4 of 4 i Department of Education Tom Qatlaghar Commissioner P- 01./09 ' ' Florida De artment Of Education '. -' · Wayoe ¥. p Cr~oo ': Deputy Comm{ssloner for Plani{Mg~.... ;. f: !: ,,,,, Budgeting and kt~n~gement' .-:, ......... . ..... December 6, 2000 MEMORANDUM CONTACT PERSON Name: John W~tts0 n Phone: (850) 4811-I750 ~qUNCOM: 278-I750 DPBM: [ 01-58 TO: District School Superintendents, District Finance Officers, and Charter School Contacts ' FROM: Wayne V. P~.¢rso SUBJECT: Section 228.0561, Florida Statutes DOE Procedures - Charter ~chool Captial Outlay Section 228.0561, Florida Statutes, requires that the Commissioner o~'Education ~haU specify procedures for submitting and approving requests for funding under this section and procedures for documenting expenditures. To that purpose, the Department has- developed the attached pagc~, which include: defin{tions, procedures, and a sample and blank form to submit to the Department. 'Also included is a copy of thc referenced section of Florida Statutes. If you have questions, you may contact Dr. John A. Watson at (850) 488-1750. WVP:jwh Jeanine Blomberg Kathy Wooley-Bmwn Vicky Marmausa 8uzanne A. Marshall John A: Watson Andrea Willett 1.702 · The Capitol - Tatlabassee' Florida 323~9-0400 · (850) 488-6539 · FAX (850) 922-9620 http://www.fim.edu/doe P.02/09 CHARTER SCHOOL,CAPITAL OUTLAY · Pursuant to ~ection 228.0561(4), Florida Statutes, the .Com~i~.: .......... - .... · ""~'~"~ or ~v-~ucauon ,shall 'g'peelfy · procedures for aubmi.tting and approving ~equ~ts for lundin un ' ' documenting expenditures.. ..... . ... g der this section andprooedure~.for. I. Each charter school shall submit a "capital outlay plan" to its sponsor disti-ict before requesting funds pursuant--'to section 228.01~61, Florida Statutes. 2. Each charter School,s "capital ouQay plan" shall 'ceatain information on capital outlay projects the charter school expects to complete with the money allocated pursuant to section 228.0561, Florida Statutes. 3. Each capital outlay project listed in thc "capital outlay plan" shall comply with section" 228.0561 (2), Florida Statutes. 4. A char[er school may place more capital outlay projects on its "capital outlay plan" than it expects to be fund_e~t,, _fm, m the funds received from section 228.0561. ' 51 Ea_ch charter school s capital outlay lan".should ~ -,,,.-:--= J.' Fl.°,rida $.tamtes, . district's finance ofticer. P b .....,,,eu uzrectty to the sponso'r 6. Each charter school "capital outlay plan" should be approved by the governing body of the charter school prior to being submitted to the sponsor district's finance officer. 7. Within 10 working days of the receipt cfa charter school's "capital outlay plan" the district finance officer shall notify each charter school in writing as to whether the plan has 'been accepted or rejected. A project may be rejected without rejecting the entire plan. 8. A charter sch°°l may request funds for capital outlay pursuant to seetion 228.0561, Florida Statutes, as soon as it receives written notice that its "capital outlay plan" has been approved· 9. A lease agreement, lease-purchase agreement, rental contract, sales contract, construction contract, purchase order, or bill of sale shall accompany a charter school's request for capital outlay funds· Within 10 wbrking days of receiving a request for funds, the district finance officer must issue a check or transfer the requested money into the capital outlty account of' the charter school requesting the funds. 10. Prior to receiving capital outlay funds, att agreement must be in place between the charter school'and'district sponsor that in the even~ a charter school ds non-renewed or terminated, any unencumbered funds and all equipment and property purchased with public funds shall revert to the ownership of the district school board, as provided for in sections 228.05fi(10)(e) and (0, Florida Statutes. 11. The district finance officer shall use sales contracts, construction contracts, purchase orders, leases, lease-purchase agreements, rental agreements, or a bill of sale to document the expenditure of capital outlay funds transferred to a charter school pursuant to section 228.056 i(2), Florida Statutes. 12. Any amount of interest earned by the district sponsor on funds appropriated for charter school capital outlay must be transferred to the appropriate charter school as it the district. . is earned by 13. No charter school is compelled to spend its capital outla funds in th appropriated Acharter ?g,~ .... ,,~ - ..... Y e year the funds are · ~,w, ,,,~y ~uow uae tunos to reside with the district until requested by the charter school. Interest em'ned on this money by the district shall be added to the charter school's capital outlay accout~t~ ~: includes fixed assets or real property. Land, new buildings, additions to buildings, replacement of buildings, remodeling of real property which materially ex~nds its useful life, or materially improves or' changes its functional use are examples of fixed capital outlay. Operating capital outlay items normally arc included as a part ora new facility. ~l~laintenance a__n.d Repair means the upkeep of educational plants, including, but not limited roof or roofing replacement short of complete rcpiacement of membrane or structure; repainting of interior or exterior su~acc~; resurfacing of floors; repak or replacement o fglass; repair of hardware, furniture, equipment, electrical fixtures, and plumbing fixtures; and repair or resurfacing of parking lots, roads, and walkways. The term "maintenance and repair" does not include custodial or grounds keeping fuuctions, or renovation except for th9 replacement of equipment with new equipment of equal systems meeting current code requirements, provided that the replacement item neither places increased demand on utilities service~ or structural supports nor adversely affects the function of safety to life systems. New Construction: means any construction of a building or unit of a building in which the entire work'is new.or an entirely new addition connected to an existing building. _Qp_erating Capital Outlay: includes tangible personal property ora non-expendable nature with a normal life expectancy of one (1) year or more. Equipment, bound books, and fuctures are examples of operating capital outlay items. Remodeling: means the changing ofexlsting facilities by rearrangement of spaces and their use and includes, but is not limited to, the conversion of two classrooms to a science laboratory or the conversion of a closed plan arrangement to an open plan configuration. ~%novation: means the upgrading of existing facilities by installation or replacement of matedais and. equipment and includes, but is not limited to, dr-coMitioning, he, ting, or ventilation equipment; fire alarm systems; emergency lighting; electrical systems; and complete roofing or mot' replacement, including replacement of membrane or structure. _Site: means a space of grou~.d occupied or to .be ocoupied by an educational facility or program. "' * · . .. II I,I **'" '-'"" . . CHARYER' $CHdOL 'CXiSlTA'L"0i In each year that 6 ..... :: Education shal( allo~ate the funds among er~glble chatters~:~dols, (Section :~8.eS61(t), F.S.) Prior to the trahsfer of funds to Ihe cha~ter school, this form must be completed and the Information vexed anti approved by the'chaxter school govemh( sporlsolfag Oak; Ridge Cha~ter School school Oistdct . 1125V~nega~Road 2000-2001 Pine Castle, FL 32839 c~. s~=~. z~ 407-88g-0294 ~rsuant to section 228.0561, F.S., a charter school's governing body may Use charter school c~pltal oulJay funds for any purpose th.~at is directly related to the functioning of the charter school, including the: (check tJil~i~(es) that apply) __ x. ~(2) Construction, renova~Jon, repair and maintenance nfs - ~ ~_~(3) Purchase, lease-Purchase nr~,,= ..... cheolfadl~es. X --'-- p ....... - -, .....~ u[ permanem or relocatable school facilities, -- ~_~t'*] urc~ase or vemc~es to transpod students to and fro ---.---x _._J (5) Other m the charter school. In the space below, please provide detailed informatloniconce _ i ~ ming me expenditure of capital outlay funds that dire~ly relate tO the boxes checked above. 1. Buy 2 acces al land et the COrner of 12th Ave and Brandon Road 2. Renovation existing classrooms building - 1,200 ns[ 3. Lease one relocatable for 9 months 4. Purchase 2 - 24 passenger buses (~ $24,000 each 5. Purchase 38 Computers for classrooms ~ $2500 each 20,000.00 66,000.00 '3,150.00 48,000.00 g5,000.00 2~.00 325 We.~t Gaines Street, Room 1004, Tallahessae, FL 32:3gg . Fax850-488-2708. In each year that funds are appcopd=ted for charter school capital outlay purpose, the OOmmlssloner of ... Education shall bllocate the funds among eligible charter schools. (Sectiol1228.0561 '1 F S.) . Prior to the tmhsfer of'funds to the charter school, thl.<~ fom~ must be completed etd the In~o(l~)'alti~n vedfied and approved by the'charte~ school governing boa~l and spoasm~tg ;dist, ricL : · n 22.8.0561, F.8 e charter schoors -ovemlno purpose that is directly related to the functioning of the charter school, including ~e: (check the box(es) that apply) (1) Purchase of reel property. ' (2) Construction, renovation, repair, and maintenance of seAool fedr~ies. (3) Purchase, lease-purchase,' or lease of permanent or relocatable school facilities. ](4) Purchase of vehicles to transport students to and from the charter school. ] (~) Other. In the space below, please pro~ide detailed Information concerning the expenditure of capital outlay funds that directly relate to the boxes checked above. Step 1 I T he State notifies the charter schools and the I school district ct' the distribution of the capital outlay I'unds. .. Step 2 ; fEach charter schoct submits its capit~l outlay plan ~ o the M-DCPS Chief Fina~al Officer. ~_~ Procedures for Submitting and Approving Requests for Funding Pursuant to Section 228.0561, F.S., Charter Schools Capital Outlay Funding Step 3 · IWithin 5 working days of receipt of a Cap ta ]Outlay Plan, the Chief Finandal Officer convenes ~the Capital Outlay Plan Review Committee to I,review plan(s). Step 4 ~ Within t0 working days of receipt of a cap tal outlay plan, the Chief Financial Officer notifies the charter school of the Review Committee's decision. Step 5 IChader schools may request distribution of their Icapital outlay funds a~ter written notification of an lappreved Capital Outlay Plan. Step 6 Within 10 working days of receipt of request, capital outlay funds shall be distributed (copies of signed pumhase orders or bills of sale, etc., must be -. attached for verification). In addition to distributing the requested capital outlay funds, the Chief Financial Officer is authorized to: 1. retain a portion of the funds until needed; 2~ release funds for a long term contract on a monthly basis prior to the contracted due date; and 3. release funds for payment ~'or construction contracts will be in accordance to the agreed schedule between M-OCPS and the charier school. Step 7 M-E)CPS will credit each charier school every six ~(6) months with interest on any undistributed fund ~balaeces. Capital Outlay Plan must Include: A. information on all capital outlay projects, completed or expected to complete with capital outlay funds; S. signature of the chair of the governing board; C. copy of the annual budget adopted by the board of directors; and D. official minutes ( certified by the chair and secretary of the governing board) of the meeting in which the governing board approved the plan. Each request for distribution o[ funds must be accompanied by documentation [or the full amount requested, including: A. copies of fully executed contracts (lease or lease purchase agreements, rental contracts, sales contracts, and/or construction contracts); B. copies of signed purchase orders or bills oi sale, etc. and C. detailed copies of expenditures of previous capital outlay distributions, includin9 School le[rastnJctum Thrift (SIT) Funds. February 2001 Append!x L RULES OF THE AUDITOR GENERAL CHAPTER 10.850 CHARTER"SCHOOL AUDITS EFFECTIVE 06-30-01 Appendix M' AUDIT COMPLETION CHECKLIST FOR CI-L~RTER SCHOOLS AND OTHER ORGANiZATioNs MIAMI-DA, DE COUN'T'Y' PUBLIC SCHOoLs The following information should be included in the yearly audit by the organizations submitting their annual external audit. For charters.schools, the Auditor General of the State of Florida has issued rUles that must be complied with (Chapter 10.850). Please share this checklist with your external auditor. __ 1. The name and address of the school. .. 2. The name of the principal rUnning the school. 3. Current list of the Board of Directors of the school. _ 4. If the school is operated by a management company: a. Name of the company b. Address __ c. List of principal officials _. d. Contractual arrangement with the company, such as length of contract, terms, total fees paid for the year, etc. (This information should be included in the footnotes to the financial statements). 5. The financial statements must include comparative totals for the prior year. __ 6. The financial statements must comply with GASB 34 requirements, if applicable. . 7. In the footnotes of the financial statements, the following should be disclosed: a. Total school enrollment and grade Configuration. If separate facilities are in disclose name, address, and the enrollment and grade configuration at each facilify. b. Full disclosure of related party transactions, which should include the related pady's name and address, and disclosure of the transaction, parUcularly if it is a loan that needs to be repaid (principal and interest paid and unpaid). If the debt is in arrears, disclosure of arrangements made to satisfy the debt. c. Full disclosure of any other debts in arrears, particulady as they relate to the payment of withholding/social security taxes. Arrangements made to pay the debt(s). d. For chad[er schools, full disclosure in the notes or as a separate schedule in the audit of the tangible personal property purchased with public funds. (It is a current contractual requirement for charter schools; however, we recommend that it be part of the audit). e. If there is a deficit cash position or significant losses shown in the financial statements, full disclosure as to how the school plans to keep operating. The issue is whether · sufficient resources would be available to maintain the school open. This issue may be addressed in the Management Letter. -- f. Any disclosure of events subsequent to the balance sheet date that the auditor believes are impodant to the readers of the financial statements (e.g., significant contractual arrangements and financin~ or refinancing of debt, payment of past due taxes, etc.). __ 8. If the audit is not submitted within the contractually required deadline, the Management Letter must Comment on it with the appropriate response from the organization as to .how it is going to be remedied in future audit submittals. _ 9. If there are Management Letter findings, each finding must include a response by the .. organization. If there, were prior audit findings, the cerrent audit must include the status of action taken, i.e., whether the recommendation was fully implemented and, if not, when (date) it will be fully implemented. Note that quarterly reports may be required on a case-by-case basis depending on the severity or lack of resolution of the issues noted in the Management Letter. __ 10. Please enter the following information about the Certified Public Accountant issuing the audil report: CPA's Name CPA's Address License No. ' Status Expiration Date In reference to this checklist, please refer any questions to the Office of Management and Compliance Audits, attention Mr. Norberto Ferradaz, CPA (305) 995-1318. Please forward a copy of the completed checklist with your audit. Estimated I~ase Funding REVENUE WORKSHEET CHARTER SCHOOLS BASE FUNDING ESTIMATE 2001-02 WEIGHTS AND DCD Sample Charter School Appendix-N Program District District Uowelghted Cost Weighted Student Cost Base No. Program FTE " Factor FTE A0ocafloo Differential Funding lb) x (c) (d) x (e) x (f) la) lb) (c) (d) (e) (f) (g) BASIC 101 K-3Basic 100.00 x 1.007 = 100.70 x $ 3,413.80 x 1.0521 = $ 361,680 102 4-8 Basic :.':::.::!:0.'.'0.'.:0.'.'0.'::: x 1.000 =' ................................... ................ i'6'~:~:J'" x $ 3,413.80 x 1.0521 = '"~'"-'~'~"i'~-' 103 9-12Basic ............... £ ........ x 1.113 = ........................ : ....... x $ 3,413.80 x 1.0521 = $ 111 K-3 Basic w/ ESE 10.00 x 1.007 = 10.07 x $ 3,413.80 x 1.0521 =-'~"-'"'~'~:'~'~'" 112 4-B Basic w/ ESE ........... J'~:(~'~" x 1.000 =' ...................... i'~:(~d'"x $ 3,413.80 x 1.0521 ='"['"'""~'~'i'~'" 113 9-12 Basic w/ ESE ........................ x 1.113 = ........................... : ........ x $ 3,413.80 x 1.0521 = ~ ....................... 130 ESOL 25.00 x 1.265 = 31.63 x $ 3.413.80 x 1.0521 = $ 113,586 EXCEPT. ED. PGMS, ' ........................ 254 ESE Suppod Level4 ......................... x 3.948 = .......................... : ........ x $ 3.413.80 x 1.0521 = $ 255 ESE Support Level 5 x 5.591 ................... 7- ....... voc. JP(7-12) .................................................... : ....... x $ 3.413.80 x 1.0521 = $ 300 Vocalional Educ. 7-12 x 1.206 = x $ 3.413.80 x 1.0521 = $ TOTAL K-12 --245'00 252.40 $ 906,517 A B C 2. School's FTE divided by district's ETE = school's w~:TE uwFTE uwFTE share of FTE: Total K-12 (Progs 111-113) Total K-t 2 School's FTE (Column bord above) 252.40 20.00 245.00 District's Total FTE + ........... School's % of Total District FTE = 0.0615°/o 0.0328% 0.0661% See Total Estimated Notes District School % School Below Revenue (See Notes) Revenue 3. Discretionary Millage A $ 51,487,577 x 0.0615% $ 31,665 4. Discretiona[y Equalization Allocation A $ 18,575,910 x 0.0615% $ 11,424 5. Discretionary Lottery A $ 27,527,989 x 0.0615% $ 16,930 6. Less EEC Altacation E .. ~'~]~'~~~~ $ (2,450)' CATEGORICAL ALLOCATIONS 7. tastruclional Materials Allocation C $ 32,845,529 x 0.0661% $ 21.71 8. Student Transporiation O 328 x 0.0 9. Supplemental Academic Instr. A $ 140,792.819 x 0.0615% $ 86,588 10. Instr. Technology C $ 9,491.083 x 0.0661% $ 6,274 11. ESE Guaranteed AIIoc. $ 130,694.373 ~'~~! $ 22,700 12. Safe Schools C $ 13.859.193 x 0.0661% = $ 9,161 13. a. Teacher Training A $ 5.474,241 x 0.0615% = $ 3,367 14. Teacher Recruitment / Retention F $ 915 x # of Eligible Instructional Staff fla 15. Teacher Lead Program F $ 100 x # ot Eligible Instructional Staff na 16. School Recognition Allocation G $ t00 x # of Enrolled Pupils na 17. Other Revenues / Adjustments a. EEC AIIoc. ($10 per Ueweighted FTE) E $ 10 x 245.00 $ 2,450 Z'"'~iif~"i:"~'~i';~'~"G';~'d'~'/ .............................. '~': .............................................................................. $ x - $ e. . ........................ $ x 0.06150/, = $ ' f '"~:~'~'i~"tB'~":~i'~ ~"i'~'~J't~'~ i~'~i' A $ x = $ TOTAL ESTIMATED REVENUE ' $ 1,116,337 N~n~e of ¢il~er S¢floo{ . REVENUE WORKSHEET CHARTER SCHOOLS BASE FUNDING ESTIMATE 2001-02 WEIGHTS AND DCD Sample Charter School FUNDING FROM ESE GUARANTEE UFTE $ Value $ AIIocatiqll Program 111 - Level 1 10.000 $ 1.070 $ 10.700 - Level 2 $ 3.455 $ - Level 3 $ 7.050 Program 112-Level 1 10.000 $ 1,200 $ 12,000 - Level 2 $ 3.584 - Level3 $ 7.179 $ Program 113 - Level 1 $ 854 $ - Level 2 $ 3,238 $ - Level 3 $ 6.833 $ 20.000 $ 22.700 NOTES A Use % calculated in #2, Col. A above B Use % calculated in #2, CoL B above C Use % calculated in #2, Col. C above D Will be ca[colated by district based upon number of students actually transported, who are eligible in accordance with Chapter 234, Florida Statutes. I Eli(:Jible Students Transported t 0.0 I E The Florida Legislature requires that $10 per FTE be allocated from basic FEFP funds to be expended at the discretion of the school advisory committee to implement the required school improvement plan. As a result $10 per FTE is deducted I'rom basic FEFP and added as a categorical aliocalion. F Single, Jump-sum payments will be provided to charter schools based upon the number of eligible instructional staff employed by the charter school. Instructions for documenting eligibility will be issued by the Office of Personnel and/or the Office of the Controller es soon as state guidelines are known. (Subject to proration) Single, lump-sum payments wilt be provided to charter schools which for the prior school year either received an "A" grade or improved one letter grade from the year before.. Eligible schools receive $100 per pupil. (Subject to proration) All revenue calculations will be recalculated dudng the year ID reflect changes in school, district and statewide data on which tile calculations are based. Calc 1 : Based on the Florida Education Finance Program - First Calculation Calc 2: Based on the Florida Education Finance Program - Second Calculation Calc 3: Based on the Florida Education Finance Program - Third Calcotation Calc 4: ~Based on the Flonda Education Finance Program - Fourth Calculation Sample Charter School Contract with Dade County Public Schools Fiscal Year 2001-02 Base FEFP Funding Other FEFP Less EEC Allocation Sub-Total Categorical Allocations: Instructional Materials / Textbooks Transportation Supplemental Academic Instruction Instructional Technology ESE Guaranteed Allocation Safe Schools- Teacher Training EEC Allocation Sub-Total Title I Allocation - Schoolwide Title I Allocation - Reading Leader TOTAL ANNUAL REVENUE" Less: 5% Administrative Overhead Add (Deduct) Other Adjustments: Annual Revenue $ 906,517 60,019 (2,450 964,086 21,711 86,588 6,274 22,700 9,161 3,367 2,450 $ 152,251 Prior Mos. $ $ $ $ $ $ $ $ $ $ $ $ Payments This Mo, ~ ~J3.t al Y~D_ 90,652 $ 90,652 6,002 $ 6,002 (245) $ (245) 96,409 $ 96,409 16,283 $ 16,283 $ 8,659 $ 8,659 627 $ 627 2,270 $ 2,270 916 $ 916 337 $ 337 245 $ 245 $ S 29,337 $ 29,337 $ $ 1,116,337 $ (55,817 S $ S $ S 125,746 $ 125,746 $ $ $ $ s (5.582) S (5,582 Summer School Charge @ $300 TOTAL PAYMENTS $ S $ $ s $ $ S $ $ s $ $ 1,060,520 $ S 120,164 $ 120,164 10 0 1 Total Number of Payments Remaining Revenue calculation from worksheet Calc 2 b (Total Revenue - Prior Mos Payments) + (# of Remaining Payments) Approved for Payment by: Stanley R. Corces, Chief Budget Officer Date Magaly C. Abrahanle, Administrative Director Date Mercedes Toural, Assoc. Superintendent Date INVOICE Sample Charter School Contract with Dade County Public Schools Fiscal Year 2001-O2 Base FEFP Funding Other FEFP Less EEC Allocation Sub-Total Categorical A{Iocations: Instructional Materials / Textbooks Transportation Supplemental Academic Instruction Instructional Technology ESE Guaranteed Allocation Safe Schools Teacher Training EEC Allocation Sub-Total Title I Allocation - Schoolwide Title I Allocation - Reading Leader TOTAL ANNUAL REVENUE ° Less: 5% Administrative Overhead Add (Deduct) Other Adjustments: Summer School Charge @ $300 TOTAL PAYMENTS Total Number of Payments Remaining Revenue calculation from worksheet Calc 2 Annual Revenue' $ 906,517 60,019 (2,450 $ 964,086 Prior Mos, $ 90.652 $ 90.652 $ 181,304 $ 6,002 $ 6.002 $ 12,004 $ (245) $ (245) $ (490) 96,409 $ 96,409 $ 192,818 $ 21,711 $ $ 86,588 $ 6,274 $ 22,7OO $ 9,161 $ 3,367 $ 2,450 $ 152,251 $ $ -$ 1,116,337 $ (55,817 $ $ 1,060,520 16,283 $ 603 $ 16,886 $ $ 8,659 $ 8,659 $ 17,318 627 $ 627 $ 1,254 2,270 $ 2,270 $ 4,540 916 $ 916 $ 1,832 337 $ 337 $ 674 245 $ 245 $ 490 10 b (Total Revenue - Prior Mos Payments) + (# of Remaining Payments) Approved for Payment by: 29,337 $ 13,657 $ 42,994 $ $ $ $ 125,746 $ 110,066 $ 235,812 (5,582) $ (5,582) $ (11,164 $ $ $ $ $ $ $ $ $ $ $ $ $ 120,164 $ 104,484 $ 224,648 2 Stanley R. Corces, Chief Budget Officer Date Magaly C. Abrahante, Administrative Director Date Mercedes Toural, Assoc. Superintendent Date Appendix O- - PARENT CONTRACT I (We) the parent(s)/guardian(s) of have read and agree to abide hy the Code of Conduct and the Dress Code of the [Name of School]. WHEREAS, in order to provide my (our) child with a unique educational opportunity; WHEREAS, by choosing to enroll my (our) child at the [Name of School] is a decision of my (our) personal choice and not a privilege; WHEREAS, my (our) desire to enroll my (our) child at the [Name of School] is premised upon my (our) desire to become an active partner in the education of my (our) child; NOW THEREFORE, in consideration of the foregoing: 1. As a parent of a student at the [Name of School], my (our) commitment is to abide by the following resolutions: A. To recognize and embrace my role as the primary educator of my child. B. To participate in the parenting workshops as provided by the [Name of School]. C. To attend all conferences scheduled with any member of the [Name of School] staff. D. To participate in the Parent Volunteer Program, by fulfilling the requirements outlined in the Volunteer Opportunities List provided at registration. E. To provide transportation to and from school for my child. I understand that ifI am late picking up my child, [Name of School] is not responsible for my child's safety. If my child is continually tardy, [ understand that for the benefit of my child's education, he/she may be required to transfer to a school that is more accessible for my child. F. To purchase uniforms for my child from the [Name of School] approved supplier. G. To supply a lunch, either brown bagged or purchased from the [Name of School] approved vendor, each school day for my child. H. To be responsible for timely payment of any fees accrued to my account at the [Name of School]. I. To participate in at least one of the many parent groups. (e.g., PTO, School Improvement Committee, etc.) J. To read and use information sent home by the school for the purpose of keeping parents informed of the academic topics to be introduced and studied in the classroom. I (we) understand that by not fulfilling my contractual obligation to the School and to my (our) child, this may result in my (our) child being requested to stay after school, be suspended, or withdrawn and sent to a regular Public School at the sole discretion of the Principal as approved by the School's Governing Board. X Signature of Parent/Guardian Date X Acknowledged By Date (School OfficiaO City of Aventura © Charter Schools USA primary/parentcon/2001 PARENT CONTRACT Appendix I (We) the parent(s)/guardian(s) of have read and agree to abide hy the Code of Conduct and the Dress Code of the ]Name of School]. WHEREAS, in order to provide my (our) child with a unique educational opportunity; WHEREAS, by choosing to enroll my (our) child at the [Name of School] is a decision of my (our) personal choice and not a privilege; WHEREAS, my (our) desire to enroll my (our) child at the ]Name of School] is premised upon my (our) desire to become an active partner in the education of my (our) child; NOW THEREFORE, in consideration of the foregoing: 1. As a parent of a student at the [Name of School], my (our) commitment is to abide by the following resolutions: A. To recognize and embrace my role as the primary educator of my child. B. To participate in the parenting workshops as provided by the [Name of School]. C. To attend all conferences scheduled with any member of the [Name of School] staff. D. To participate in the Parent Volunteer Program, by fulfilling the requirements outlined in the Volunteer Opportunities List provided at registration. E. To provide transportation to and from school for my child. I understand that if i am late picking up my child, [Name of Schooll is not responsible for my child's safety. If my child is continually tardy, I understand that for the benefit of my child's education, he/she may be required to transfer to a school that is more accessible for my child. F. To purchase uniforms for my child from the [Name of School] approved supplier. G. To' supply a lunch, either brown bagged or purchased from the [Name of School] approved vendor, each school day for my child. H. To be responsible for timely payment of any fees accrued to my account at the [Name of School]. I. To participate in at least one of the many parent groups. (e.g, PTO, School Improvement Committee, etc.) J. To read and use information sent home by the school for the purpose of keeping parents informed of the academic topics to be introduced and studied in the classroom. I (we) understand that by not fulfilling my contractual obligation to the School and to my (our) child, this may result in my (our) child being requested to stay after school, be suspended, or withdrawn and sent to a regular Public School at the sole discretion of the Pr/ncipal as approved by the School's Governing Board. X Signature of Parent/Guardian Date X Acknowledged By Date (School OfficiaO City of Aventura © Charter Schools USA primary/parentcon/2001 PARENT CONTRACT Appendix 0 · I (We) the parent(s)/guardian(s) of have read and agree to abide hy the Code of Conduct and the Dress Code of the ]Name of Schooll. WHEREAS, in order to provide my (our) child with a unique educational opportunity; WHEREAS, by choosing to enroll my (our) child at the [Name of School] is a decision of my (our) personal choice and not a privilege; WHEREAS, my (our) desire to enroll my (our) child at the [Name of School] is premised upon my (our) desire to become an active parmer in the education of my (our) child; NOW THEREFORE, in consideration of the foregoing: 1. As a parent of a student at the [Name of School], my (our) commitment is to abide by the following resolutions: A. To recognize and embrace my role as the primary educator of my child. B. To participate in the parenting workshops as provided by the [Name of School]. C. To attend all conferences scheduled with any member of the [Name of School] staff. D. To participate in the Parent Volunteer Program, by fulfilling the requirements outlined in the Volunteer Opportunities List provided at registration. E. To provide transportation to and from school for my child. I understand that if I am late picking up my child, [Name of Schooll is not responsible for my child's safety. If my child is continually tardy, I understand that for the benefit of my child's education, he/she may be required to transfer to a school that is more accessible for my child. F. To purchase uniforms for my child from the [Name of School] approved supplier. G. To supply a lunch, either brown bagged or purchased from the [Name of School] approved vendor, each school day for my child. H. To be responsible for timely payment of any fees accrued to my account at the [Name of School]. I. To participate in at least one of the many parent groups. (e.g., PTO, School Improvement Committee, etc.) J. To read and use information sent home by the school for the purpose of keeping parents informed of the academic topics to be introduced and studied in the classroom. I (we) understand that by not fulfilling my contractual obligation to the School and to my (our) child, this may result in my (our) child being requested to stay after school, be suspended, or withdrawn and sent to a regular Public School at the sole discretion of the Principal as approved by the School's Governing Board. X Signature of Parent/Guardian Date X Acknowledged By Date (School OfficiaO City of Aventura © Charter Schools USA primary/parentcon/2001 CHARTER SCHOOLS USA ~ 6245 N. Federal Hwy., Suite 500 Fort Lauderdale, FL 33308 .' Corporate Office: (954) 202.350~'1 Fax: (954) 202-1979 ! APPendix p Charter Schools USA Employee Policies and Procedures Page 1 of 3 Ciiy of Aventura Aventura Cha*ter Elementary School 6245 N. Federal Hwy., Suite 500 Fort Lauderdale, FL 33308 CHARTER SCHOOLS USA Corporate Oaic¢: (9s4) 2o2.3so-loI Fax: (954) 202-1979 I r an I h I It is CSUSA's desire to ~mvide a drag-free, healthful and safe workplace. To promote this goal, employees are required to report to work in appropriate mental and physical condition to perform their jobs in a satisfactory manner. While on company/school premises and while conducting business-related activities off company/school premises, no employee may use, possess, distribute, sell, or be under the influence of alcohol or illegal drags. The legal use of prescribed drags is permitted on the job if it does not impair an employee's ability to perform the essential functions of the job effectively and in a safe manner that does not endanger other individuals in the workplace. Violations of this policy may lead to disciplinary action, up to and including immediate termination of employment, and/or required participation in a substance abuse rehabilitation or treatment program. Such violations may also have legal consequences. Employees with drag or alcohol problems that have not resulted in, and are not the immediate subject of, disciplinary action may request approval to take unpaid time off to participate in a rehabilitation or treatment program through CSUSA's health insurance benefit coverage. In addition, CSUSA has established a free benefit service with Life Works OneSource that is available to all employees. Employees can call a toll free number at 888-267-8126 and get free confidential assistance with all issues of daily living, including addiction and recovery. Leave may be granted if the employee agrees to abstain from use of the problem substance; abides by all CSUSA polices, rules and prohibitions relating to conduct in the workplace; and if granting the leave will not cause the Company any undue hardship. Under the Drug-Free Workplace Act, an employee who performs work for a government contract or grant must notify CSLISA of a criminal conviction for drug-related activity occmring in the workplace. The report must be made within five days of the conviction. Employees with questions on this policy or issues related to the drug or alcohol use in the workplace should raise their concerns with their supervisor or the Vice President of Human Resources without fear of reprisal. Page 2 of 3 City of Aventura Aventura Charter Elementary School · 6245 N. Federal Hwy., Suite 500 CHARTER SCHOOLS USA I Fort Lauderdale, FL 33308 Corporate Office: (954) 202-3500{ Fax: (954) 202-1979 ! DRUG-FREE WORKPLACE Pre-Employment Agreement - Please read carefully I freely and voluntarily consent to a drag and alcohol test of my urine and blood as part of my application for employment. I understand that my refusal to submit to the drag and alcohol test, or my failure to qualify accordingly to the minimum standards established by Charter Schools USA for this drug and alcohol test may disqualify me from further consideration for employment. I further understand that upon commencement of employment and thereafter with Charter Schools USA, I may again be required to submit a drug and alcohol test. I understand that refusal to take a requested test or failure to meet the minimum standards set for the test may result in discipline up to and including termination of employment. I have read and understand the above statement and conditions of employment. Applicants Signature Date Applicant: Print Name Date Witnessed by Date Witness: Print Name Page 3 of 3 City OF Aventura Aventura Chade¢ Elementary School Appendix Q :: The School Board of Miami-Dade County 6Gx13- 4-1.05 General Personnel Policy Statement DRUG-FREE WORKPLACE GENERAL POLICY STATEMENT The School Board of Miami-Dade County, Florida recognizes that substance abuse in our nation and our community exacts staggering costs in both human and economic terms. Substance abuse can be reasonably expected to produce impaired job performance, lost productivity, absenteeism, accidents, wasted materials, lowered morale, rising health care costs, and diminished interpersonal relationship skills. Miami-Dade County Public Schools (M-DCPS) and its employee unions share a commitment to solve this problem and to create and maintain a drug-free work environment. Miami-Dade County Public Schools is responsible for the instruction and well-being of the students entrusted to its care. A consistent message needs to be communicated to Miami-Dade County Public Schools students; the use of illegal drugs, the abuse of alcohol, and the misuse of prescription drugs is unacceptable and will not be tolerated. Policy Objectives A. To promote a healthy, safe working and learning environment. B. To seek the rehabilitation of permanent employees with a self-admitted or detected substance abuse problem. C. To eliminate substance abuse problems in the workplace. D. To provide a consistent model of substance-free behavior for students. E. To provide a clear standard of conduct for Miami-Dade County PUblic Schools employees. F. To communicate that persons Who violate the standards of conduct cited in this rule and who refuse or cannot be assisted by rehabilitation or who have negatively impacted students and/or staff shall be dismissed. H. To hire drug-free employees. O~JX J. 5~ 4-1.05 I. Policy Statement - Illegal Drugs Drag abuse by employees interferes with the educational and work process, and compromises the safety and well-being of staff and students. Employees are expected to conduct themselves in a manner consistent with the following provisions: A. Employees on duty or on School Board property will not manufacture, distribute, dispense, possess or use illegal drugs, nor will they be under the influence of such drugs. B. Employees on or off duty will not influence students to use illegal or abuse legal drugs. C,. An employee convicted, adjudicated gui ty, or who has entered a plea of guilty for any criminal drug statute violation occurring in the workplace shall notify Miami-Dade County Public Schools within 48 hours after final judgment. One time only, prior to testing, the Miami-Dada County Public Schools shall give all job applicants and part-time employees going to full-time employment a written statement of its policy on a drug-free workplace. II. Policy Statement - Alcohol and Prescription Drugs Alcohol, prescription and over-the-counter drugs are legal and readily available. Generally safe and acceptable, these drugs, when abused over time or used in combination with one another, can result in chemical dependency or poly-dru9 addiction. Employees are expected to conduct themselves in a manner consistent with the following provisions: A. Employees on duty or on School Board property shall not be under the influence of alcohol. Employees in safety sensitive posit~ons, as defined in the Drug-Free Workplace Technical Guide, which is incorporated by reference into this rule, and made a part thereof, will be free of measurable alcohol concentrations. Further, employees will not manufacture or use alcoholic beverages while on School Board property or on duty. B. Employees on duty will not use or take prescription drugs above the level recommended by the prescribing physician, and will not use prescribed drugs for purposes other than what the prescribed drugs were intended. In addition, the employee will not distribute or dispense such drugs, except as provided in School Board Rule 6Gx13-5D-1.(~21, School Health Services Program. II1. Policy Statement - Employee Physical Examinations/Screening/HealthServlces In order to establish and support a clear standard of conduct for employees, http://www d~cl,~ I~1') n ,...n.^...~/_.,__,. , 67x13- 4.-1.o5 Miami-Dade County Public Schools adheres to the following provisions: A. Drug screening will be included in all physical examinations; existing employees and contracted persons in covered positions will be screened under the Omnibus Transportation Employee Testing Act of 1991 (OTETA), and as required under existing labor contracts, statutes, State Board Rules, and Miami- Dade County Public Schools Board Rules. B. Circumstances under which testing may be considered include, but are not limited to, the following: · observed use of illegal drugs and/or abuse of alcohol during work hours; · apparent physical state of impairment of motor functions; · marked changes in personal behavior on the job not attributable to other factors; · employee involvement in serious or repetitive accidents on the job causing personal injury to self or others and/or significant property damage; · employee involvement in an accident requiring the vehicle to be towed or medical treatment away from the scene of the accident; and · any vehicular fatality. C. Drug and/or alcohol screening shall be conducted by Board approved, independent, certified laboratories utilizing recognized techniques and procedures as described in the Miami-Dade County Public Schools Drug- Free Workplace Technical Guide. The Technical Guide shall be located in the Board Office, Citizen Information Center, and the Office of the School Board Clerk. D. Medical records and information relating directly thereto shall be maintained in stdct confidentiality, with the highest regard for employee pdvacy consistent with Florida's Public Records Act and the purpose of achieving and maintaining a drug-free workplace. Any laboratory contract shall provide that the contractor's records are to be kept confidential under provisions of Flodda Laws. M-DCPS shall establish a system of maintaining records to include both the district's and the contractor's record of applicant and employee urinalysis and blood alcohol results. E. Miami-Dade County Public Schools recognizes that chemical dependency is an illness that can be successfully treated. It is the policy of Miami-Dado County Public Schools, where possible, to seek rehabilitation of permanent employees with a self-admitted or detected drug problem. 6Gxt3- 4-1.05 IV. Policy Statement - Pre-employment Drug Screening A. Miami-Dada County Public Schools will require pre'employment drug screening of applicants in the manner set forth in the Drug-Free Workplace Technical Guide. B. Applicants will be referred to Board approved, independent, certified laboratories utilizing recognized techniques and procedures, as described in the Drug-Free Workplace Technical Guide. C. Specimens collected will not be used to conduct any other analysis or test unless otherwise authorized by law. D._The validity period for pre-employment drug screening is one year. E. Applicants will be informed in advance of the requirement of a negative drug screen as a condition of employment. Applicants testing positive will not be eligible for employment by Miami~Dade County public Schools for three years from the date of the test. Applicants for designated positions will be informed of the requirement for a random drug screening test, without prior notification, after employment, under existing labor contracts, statutes, OTETA, and Board Rules, except as otherwise provided. V. Disciplinary Sanctions Employees who violate the standards of conduct cited in this rule and who the Board determines will not be assisted by rehabilitation or who have negatively impacted students and/or staff shall be dismissed. A refusal to submit to a drug test or a second violation of the Drug-Free Workplace Policy shall constitute an inability to be assisted by r~habilitation. Nothing will preclude the Board from seeking criminal prosecution for violation of this policy where the Board deems appropriate. Specific Authority: 230.22(2); 230.23 (17) F.S. Lav~ Implemented, Interpreted, or Made Specific: 234.091 F.S.; 34 CFR § 86.201; 49 CFR pads 40 and 382, et al; 41 USC § 701-706 History: THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA New: 10-4-89 Amended: 9-26-90; 1-6-93; 12-14-94; 8-25-99 The official Rules of the School Board Of Miami-Dade County, Florida are maintained by the School Board Clerk. This is not att official copy. 4er OA-6 - Part XI Appendix R State Boar. d of-E ucation Pag~ I ot'4 CHAPTER 6B-I CODE OF ETHICS- EDUCATION PROFESSION _6B-1 006 Principles of Professional Conduct for the Education Profession in Florida 6B-1.001 Code of Ethics of the Education Profession in Florida. (1) The educator values the worth and dignity of every person, the pursuit of troth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity tbr all. (2) The educator's primary professional concern will always be for the student and for the development of the student's potential. The educator will therefore strive for professional growth and will seek to exercise the best prot'essional judgment and integrity. (3) Aware of the importance of maintaining the respect and confidence of one's co!leagues, of students, of parents, and of other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct. Specific Authority 229.053(1), 231.546(2)(b) FS. Law Implemented 231.546(2)(b) FS. History ~ New 3-24-65, AmendedS_9_69, Kepromulgated 12-5-74, Amended 8-12-81 7- 6-82, Formerly 6B-I.01. ' 6B-1.006 Principles of Professional Conduct for the Education Profession in Florida. (I) The following disciplinary rule shall constitute the Principles of Professional Conduct for the Education Profession in Florida. (2) Viol?on of any of these principles shall ~ubject the individual to revocation or susponsmn of the individual educator's certificate, or the other penalties as provided by law. (3) Obligation to the student requires that the individual: (a) Shall make reasonable effort to protect the student from conditions harmful to learning )ter 6A-6 Part X{ and/or to the student% mental and/or physica! heahh and/or safety. Page 2 °,~-4 - ~ (b) Shall not unreasonably restrain a student from independent action in pursuit of learning. (c) Shall not unreasonably deny a.. student access to diverse 'points of view. ? -. (d) Shall not intentionally suppress or distort subject matter relevant to a student's academic program. (e) Shall not intentionally expose a student to unnecessary embarrassment or disparagement. (O Shall not intentionally violate or deny a student's legal rights. (g) Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination. (h) Shall not exploit a relationship with a student for personal gain or advantage. (i) Shall keep in confidence personally identifiable infom~ation obtained in the course of' professional service, unless disclosure serves professional purposes or is required by law. (4) Obligation to the public requires that the individual: (a) Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. (b) Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression. (c) Shall not use institutional privileges for personal gain or advantage. (d) Shall accept no gratuity, gift, or favor that might influence professional judgment. (e) Shall offer no gratuity, gift, or favor to obtain special advantages. (5) Obligation to the profession of education requires that the individual: (a) Shall maintain honesty in all professional dealings. (b) Shall not on the basis of race, color, religign, sex, age, national or ethnic origin, political beliefs, marital status, handieapping'condition if otherwise q.u?lified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization. (c) Shall not interfere with a olleague s exercme ofpoht~cal or c~wl rights and responsibilities. //www.firr!.edu/doe/rules/6b4 .btm ,ter ~A-O - l'art (d) Shall not engage in harassment or discriminatory conduct which unreasonably ,. interferes with an individual's performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further; shall make reasonable effort to assure'. that each individual is'protected f?om such harassment or discrimination. (e) Shall not make malicious or intentionally false statements about a colleague. (17 Shall not use coercive means or promise special treatment to influence professional judgments ol'colleagues. (g) Shall not misrepresent one's own professional qualifications. (h) Shall not submit fraudulent information on any document in connection with professional activities. (i) Shall not ~nake any fraudulent statement or fail to disclose a material fact in one's own or another's application for a professional position. (j) Shall not withhold information regarding a position from an applicant or misrepresent an assignment or conditions of employment. (k) Shall provide upon the request of the certificated individual a written statement of specific reason for recommendations that lead to the denial of increments, significant changes in employment, or termination of employment. (I) Shall not assist entry into or continuance in the profession of any person known to be unqualified in accordance with these Principles of Professional Conduct for the Education Profession in Florida and other applicable Florida Statutes and State Board of Education Rules. (m) Shall self-report within forty-eight ~48) hours to appropriate authorities (as determined by district) any arrests/charges involving the abuse ora child or the sale and/or possession ora controlled substance. Such notice shall not be considered an admission of guilt nor shall such notice be admissible for any purpose in any proceeding, civil or .Criminal, administrative or judicial, investigatory or adjudicatory. In addition, shall self- report any conviction, finding of guilt, withholding of adjudication, commitment to a pretrial diversion program, or entering ora plea of guilty or Nolo Contendre for any criminal offease other than a minor traffic violation within forty-eight (48) hours after the final judgment. When handling sealed and expunged records disclosed under this rule, school districts shall comply with the confidentiality provisions of Sections 943.0585(4) (c) and 943.059(4)(c), Florida Statutes. (n) Shall report to appropriate authorities any'known allegation of a violation of the Florida School Code'fir State Board of Education Rules as defined in Section 231.28(1), l~lorida Statutes. (o) Shall seek no reprisal against any individual who has reported any allegation ora violation of the Florida School Code or State Board of Education Rules as defined in Section 231 ~28(1), Florida Statutes. Page 3 of 4 (p) Shall comply with the conditions of an order of the Education Practices Commission imposing probation, imposing a fine, or restricting the authorized scope of'practice. (q) Shall, as the supervising administrator, cooperate with the Education Practices Commission in monitoring the probation of a.subordinate. Specific Authority 229.053( I ), 231.546(2)(b) FS. Law Implemented 23 I.$46(2), 231.28 FS. History - New 7-6-82, Amended 12-20-83, Formerly 6B-1.06, Amended 8-~0-92, 12- 29-98. Page~4 o f~- - Relur~ to Rte ndex ~ww. firn.edu/doe/rules/6 b~ 1 .btm