Webnew.ped.state.nm.us
KIDS’ COLLEGE
ACADEMY CHARTER SCHOOL
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Charter Application to the State of New Mexico
July 1, 2010
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I. TABLE OF CONTENTS
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|Section Titles and Subsection Items |Page Number(s) |
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|I. TABLE OF CONTENTS |Page 1 |
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|II. Application Cover Sheet/notice of intent/Abstract |Page |
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|III. StatementS of Assurances/ASSURANCE THAT ALL GOVERNING BODY MEMBERS HAVE READ THE COMPLETED APPLICATION |Page |
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|IV. Charter School Mission and Statement of need |Page |
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|V. EDUCATIONAL PLAN |Page |
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|CURRICULUM FRAMEWORK |Page |
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|EDUCATIONAL PROGRAM |Page |
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|STUDENT PERFORMANCE EXPECTATIONS |Page |
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|PLAN FOR EVALUATING STUDENT PERFORMANCE |Page |
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|SPECIAL POPULATIONS |Page |
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|VI. FINANCIAL PLAN |Page |
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|BUDGET |Page |
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|FISCAL MANAGEMENT |Page |
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|VII. GOVERNANCE/MANAGEMENT PLAN |Page |
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|GOVERNANCE/MANAGEMENT STRUCTURE |Page |
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|DESCRIPTION OF THE GOVERNING BODY |Page |
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|PARTNERSHIPS (IF applicable) |Page |
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|SCHOOL ORGANIZATIONAL STRUCTURE |Page |
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|EMPLOYEE RELATIONS |Page |
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|STUDENT ENROLLMENT PROCEDURES AND DISCIPLINE POLICY |Page |
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|FACILITIES |Page |
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|OTHER STUDENT SERVICES |Page |
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|VIII. REQUIREMENTS |Page |
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|LEGAL LIABILITY AND INSURANCE COVERAGE |Page |
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|WAIVERS |Page |
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|APPENDICES (include Table of Contents for Appendices) |Page |
|Appendix A The School’s proposed personnel policies; | |
|Appendix B The School’s proposed student discipline | |
|Appendix C A completed Form 910B5; | |
|Appendix D A completed 5-Year Budget Plan; | |
|Appendix E Bibliography of Citations | |
|Appendix F Acronyms List | |
|Appendix G Kids’ College Academy Charter Core Values | |
|Appendix H Partial Content Standards for KCAC | |
|Appendix I Instructional Strategies and Best Practices | |
|Appendix J Evaluation and Assessment of Student Performance | |
|Appendix K KCAC Strategic Planning; School-wide Systems | |
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II. APPLICATION COVER SHEET/ NOTICE OF INTENT/ABSTRACT
School Information:
Name of Proposed Charter School Kids’ College Academy Charter K-8 School
School Address (if known) Unavailable at this time/target Downtown Albuquerque Metro
School Location (City/Town) Southwest Quadrant/Downtown Metro Area
School District within which the school will be located New Mexico Public Education Department Charter School
Contact Information:
Primary Contact Person Cecilia Martinez-Sanchez
Address 6817 Avenida La Costa NE
City Albuquerque State New Mexico Zip 87109
Daytime Tel (505) 821-3354 Fax (505) Not available
Alternate Tel (505) 681-4234 E-mail cmsanchez11@
Secondary Contact Person Fred Sedillo
Address 6015 Los Hermanos Ct. NE
City Albuquerque State New Mexico Zip 87111
Daytime Tel (505) 553-6020 Fax (505) Unknown at this time
Alternate Tel (505) 604-8060 E-mail eandf7@
Partner Organizations (if applicable):
Unavailable at this time
Enrollment Information:
NOTE: If the charter school will be located in a school district that has a total enrollment of not more than one thousand three hundred (1,300) students, the charter school’s proposed enrollment for all grades, in combination with any other charter school’s enrollment for all grades, will neither equal nor exceed ten (10) percent of the total MEM of that school district [6.80.4.9.C.6 NMAC]
Grade span at full enrollment Kindergarten through Eighth Grade
Total number of students at full enrollment *390.
* 360 students K through 8th Grades; 30 students for preschool program if pursued and funded.
Complete the chart. Indicate phase-in grades if applicable.
|School Year |Grade Levels |Total Projected Student Enrollment |
|First Year 2011-12 |Kindergarten – 3rd |160 Students |
|Second Year 2012-13 |Kindergarten – 4th |200 Students |
|Third Year 2013-14 |Kindergarten – 5th |240 Student |
|Fourth Year 2014-15 |Kindergarten – 6th |280 Student |
|Fifth Year 2015-16 |Kindergarten – 7th-8th |320 Student |
* Second year of operation, KCAC will research and pursue funding for preschool program.
Notice of Intent:
6817 Avenida La Costa NE
Albuquerque, NM 87109
January 7, 2009
Dr. Don Duran
Assistant Secretary, Charter School Division
5600 Eagle Rock Avenue
Room 227
Albuquerque, NM 87113
Dear Dr. Duran:
This letter is written to inform you of our intent to establish a bilingual/multicultural charter school which will serve Kindergarten through 8th grade students. It is our intent to establish this school to meet the needs of our bilingual/multicultural families throughout the city of Albuquerque. Our focus will include reading, mathematics, science, technology with an emphasis in dual language instruction and school to career enrichment activities.
We believe all children can learn by providing an integrated curriculum which addresses the different learning styles of all students. Our approach will address Linguistic, Logical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and the Naturalist intelligence way of learning. We believe all families should have an opportunity to choose the best educational setting and process for their children.
In order to accomplish our goals we believe parents are their children’s first teachers and by reaching out to all our families we will form an ongoing partnership which will support our goal of ensuring all of our students are performing at their proficiency level and above in order to ensure all children work to reach academic success in learning and in serving as responsible citizens for their future and the future of our community. Parents will be included in the educational and governance process of the school through ongoing parent workshops which will enhance their ability to support the education of their children. Our goal is to form a partnership which will include parents, students, community, and staff who will continuously work in a collaborative manner, in order to develop a culture of life-long learning for all.
We will measure student success by using formative and summative assessments in all content areas. Students will learn to set their own individual academic goals and track their progress using technology and data notebooks. The New Mexico State standards will serve as our guide for developing and planning our curriculum.
We anxiously await your approval as we begin the application process for 2011. Please feel free to contact Cecilia Martinez-Sanchez at 505-821-3354 should you have any questions regarding our charter school.
Sincerely yours,
Cecilia Martinez-Sanchez
CC: Winston Brooks
PO Box 25704
Albuquerque, NM 87125
Organizers
Cecilia Martinez-Sanchez Fred Sedillo
6817 Avenida La Costa NE 6015 Los Hermanos Ct., NE
Albuquerque, NM 87109 Albuquerque, NM 87111
cmsanchez11@ eandf7@
505-821-3354 505-821-9517
Fax 505-821-3354
Elyse Sedillo Carol Carriaga
6015 Los Hermanos Ct., NE 2010 Blake Road, Sw
Albuquerque, NM 87111 Albuquerque, NM 87105
eandf7@ ccarriaga@
505 -821-9517 505-417-1767
Abstract of Proposed Charter School:
The Kids’ College Academy Charter (KCAC) staff, parents and students are committed to its mission, “To prepare Kindergarten through eighth (K-8) grade students from diverse cultures, in collaboration with parents and community, to develop career paths, become bilingual, multicultural, autonomous, life long learners who will positively impact their community with their high performing skills, achievements and career goals by providing every student with a strategic data-driven instruction.
KCAC will provide every student with strategic data- driven quality instruction, by creating and implementing a well executed approach to continuous improvement in every classroom and throughout the school. We will develop school-wide systems and classroom systems that will exemplify a culture of learning for all of our stakeholders.
We will model visionary leadership by insuring that our delivery of instruction in all classrooms includes best practices in all content areas. English as a Second Language (ESL) and Guided Language Acquisition Design (G.L.A.D.) strategies will be an integral part of all instruction in order to provide all students research based opportunities to master their skills in reading, written language, math, science, social studies and technology. In alignment with our goals and mission, students will develop the skills necessary for future career paths as well as higher level learning.
The KCAC staff will demonstrate ongoing communication with all stakeholders in order to continuously improve their own teaching practice in order to meet the needs of all students. Staff will be readily available to meet with parents regarding any concerns parents may have. KCAC learning community will use the Plan Do Study Act (PDSA) process to strategically work on academic areas of growth. Each classroom will have a PDSA showing their strategic plan for improvement along with on-going pre and post data for reflection, celebration and development of on-going action plans.
The KCAC learning community will showcase and celebrate the successes of our students, staff and parents by having presentations and symposiums to model student learning and student achievements. We will use our website, along with newsletters to inform our community of our work and successes.
Parent involvement and parent education will be a strong component of our work at KCAC. We will engage parents in our parent involvement academic sessions in order to help parents help their children at home in the academic areas of reading, writing and math. In addition, parents will be invited to health and wellness sessions for themselves and their families, technology classes. ESL and GED classes will be initiated so parents can raise their own education levels, qualify for better paying jobs and improve the overall economic status of their families.
The KCAC staff is committed to implementing our Core Values that will ensure a highly effective school-wide integrated system with integral parts that will work together to achieve performance excellence for all stakeholders.
III. STATEMENTS OF ASSURANCES / ASSURANCE THAT ALL GOVERNING BODY MEMBERS HAVE READ THE COMPLETED APPLICATION
These forms must be signed by a duly-authorized representative of the governing body of the proposed charter school and submitted with the final application. An application will be considered incomplete if it is not accompanied by the Statements of Assurances and an assurance from each governing body member that they have read the completed application and agree to its submission.
STATE OF NEW MEXICO )
)
COUNTY OF )
I, Cecilia Martinez-Sanchez, after being duly sworn, state as follows:
1. My name is Cecilia Martinez-Sanchez and I reside in Albuquerque, New Mexico.
2. I am the authorized representative of the governing body of the proposed Kids’ College Academy Charter School to be located at near the Southwest Quadrant/Dowtown Metro Area, I certify that, if awarded a charter:
1. The CHARTER SCHOOL’s admission process shall not discriminate against anyone regarding race, gender, national origin, color, ability level, or age.
2. If more students apply than can be accommodated, The CHARTER SCHOOL shall admit students on the basis of a lottery.
3. The CHARTER SCHOOL’s admission processes shall be in compliance with Section 22-8B-4.1 NMSA 1978.
4. The CHARTER SCHOOL shall be a nonsectarian, non-religious, and non-home-based public school.
5. Except as otherwise provided in the Public School Code, the CHARTER SCHOOL shall not charge tuition or have admission requirements.
6. The CHARTER SCHOOL shall comply with all state and federal health and safety requirements applicable to public schools, including those health and safety codes relating to educational building occupancy.
7. The governing body shall not contract with a for-profit entity for the management of the CHARTER SCHOOL.
8. The CHARTER SCHOOL shall comply with all applicable state and federal laws and rules related to providing special education services.
9. The CHARTER SCHOOL shall avoid apparent and actual conflicts of interest when administering grants and entering into contracts for equipment and services.
10. The CHARTER SCHOOL shall comply with conflict of interest provisions identified in the New Mexico Procurement Code, Section 13-1-128 et seq. NMSA 1978 and the Prohibited Sales Act, Section 22-21-1 et seq. NMSA 1978; and the federal regulations at 34 CFR 75.525 and 80.36.
11. The CHARTER SCHOOL shall ensure that criminal background checks are conducted on all employees in accordance with Section 22-10A-5 NMSA 1978.
12. The CHARTER SCHOOL shall develop written procurement procedures and conduct all procurement transactions in a manner that provides open and fair competition.
(Statements of Assurances page 2 of 4)
13. The CHARTER SCHOOL shall comply with the Age Discrimination Act of 1975, Title VI
14. of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and part B of the Individuals with Disabilities Education Act;
15. The CHARTER SCHOOL shall provide equitable access to and participation in its federally assisted program for students, teachers, and other program beneficiaries with special needs.
16. The CHARTER SCHOOL shall be economically sound and the fiscal management shall comply with all applicable federal and state laws, regulations and rules relative to fiscal procedures.
17. The CHARTER SCHOOL shall provide to the Public Education Commission by the sooner of the end of the planning year or within ten (10) days of receipt of any federal or state stimulus funds a detailed plan indicating how the CHARTER SCHOOL will manage its fiscal responsibilities, the plan will include a description of the internal control procedures that the charter school will utilize to safeguard assets, segregate its payroll and other check disbursement duties, provide reliable financial information, promote operational efficiency, and ensure compliance with all applicable federal statutes and regulations and state statutes and rules relative to fiscal procedures.
18. Meetings of the CHARTER SCHOOL Governing Body shall comply with the New Mexico Open Meetings Act, Sections 10-15-1 et seq., NMSA 1978.
19. The CHARTER SCHOOL shall adopt policies and procedures of the governing body, that address governance, relationship to staff, professional development, the role of the governing body in policy-making, personnel decisions, budgeting, and operation of the school, including how decisions will be made.
20. The Governing Body or head administrator of the CHARTER SCHOOL shall recognize and work with employee labor representatives, if any.
21. The CHARTER SCHOOL shall produce a certificate of occupancy prior to opening a facility for use as a school; the facility shall meet all applicable federal and state health, safety and code requirements and be suitable for use as a school.
22. The CHARTER SCHOOL shall develop and maintain a plan for addressing code, accessibility, health and safety requirements as well as operation, maintenance and repair of any facility it seeks to use as a school.
23. The CHARTER SCHOOL shall develop personnel policies that comply with all applicable federal and state labor laws, regulations and rules implementing them and shall submit the policies to the Public Education Department for comment prior to the hiring of any employees.
I hereby certify that the information submitted in this application for a charter is true to the best of my knowledge and belief. I understand that I am the authorized representative of the governing body of this proposed charter school.
[Signatures required on next page]
(Statements of Assurances page 3 of 4)
___________________________________ _________________
[Signature] Date
___________________________, governing body member, or authorized representative, of the proposed Kids’ College Academy Charter School.
Subscribed and sworn to before me, this _____day of ___________, 20___.
[Notary Seal:]
__________________________________
[signature of Notary]
__________________________________
[typed name of Notary]
NOTARY PUBLIC
My commission expires: ________________, 20____.
(Statements of Assurances page 4 of 4)
SIGNED STATEMENT OF ASSURANCE THAT EACH GOVERNING BODY MEMBER HAS READ THIS APPLICATION AND AGREES TO ITS SUBMISSION TO THE PUBLIC EDUCATION COMMISSION
This form must be signed by each governing body member of the proposed school and submitted with the final application. An application will be considered incomplete if it is not accompanied by this Assurance document. (Please “copy” and paste this form for each school governing body member to sign, and then submit all signed forms with the final application.)
STATE OF NEW MEXICO )
)
COUNTY OF ___________ )
1. My name is Cecilia Martinez-Sanchez and I reside in Albuquerque New Mexico.
2. I am a member of the governing body of the proposed Kids’ College Academy Charter School to be located at near the Downtown Metro Area . I certify that I have read this charter application in its entirety and hereby agree to its submission to the Public Education Commission.
___________________________,
[Printed Name]
___________________________________ _________________
[Signature] Date
IV. Kids’ College Academy Charter School Mission and Statement of Need
(Knowledge, Culture, Achievement, Careers)
IV.A.1. Kids’ K- 8 College Academy Mission
To prepare Kindergarten through eighth (K-8) grade students from diverse cultures, in collaboration with parents and community, to develop career paths, become bilingual, multicultural, autonomous, life long learners who will positively impact their community with their high performing skills, achievements and career goals by providing every student with a strategic data-driven instruction.
Kids’ K-8 College Academy Charter (KCAC) Core Values:
1. Visionary Leadership
The academic leadership team at the KCAC will ensure that all students receive a strategic delivery of instruction in all content areas with an emphasis on meeting the needs of all students inclusive of bilingual, second language students and special education students.
• We will use data driven instruction to accomplish our goal of having all students perform at their proficiency and advanced levels in reading, written language and math.
• We will model best practices for all content areas using English as Second Language (ESL) and Guided Language Acquisition Design (G.L.A.D.) strategies.
• We will implement the learning goals and objectives outlined for each special education student as specified in the students’ IEP or 504 Plan.
2. School-Wide Visionary Leadership
• Staff will demonstrate visionary leadership in their classrooms, grade levels, goal teams, and in their work with parents and students in order to help students become proficient and advanced in all content areas.
• Staff will demonstrate visionary leadership by always using best practices in their delivery of instruction, integrating ESL and G.L.A.D. strategies in all content areas.
• Staff will demonstrate visionary leadership by actively participating in their grade level and goal team work.
• Staff will collaborate with creating enriched thematic units that will challenge all students to meet and exceed grade level standards and above.
• Staff will engage special education students within the learning community by providing supports, modifications and accommodations so that they may access the curriculum standards at their grade level.
3. Learning Centered Education
• The Kids’ College Academy (KCAC) will focus on learning activities that meet the needs of all students. Learning activities will include differentiated instruction, hands-on learning, project based learning and the inclusion of multiple intelligences.
• Students will use data driven instruction to monitor their own progress in the content areas by charting their own progress in their individual data notebooks.
• Teachers will use data driven instruction and the Plan, Do, Study, Act (PDSA) process to monitor the progress of their students and improve their delivery of instruction.
• KCAC will focus on students being prepared for the 21st century work force through higher level education and skill development by viewing the standards as a continuum into those areas.
4. Organizational and Personal Learning
• All KCAC staff will be engaged in a well executed approach to continuous improvement, which will engage staff in on-going professional development. Professional development will focus on enhancing their delivery of instruction in all content areas using ESL and G.L.A.D. strategies, reading and math improvement strategies that will provide students with the skills needed to perform at the proficient and advanced levels, in order to be successful learners.
• KCAC’s learning community will provide on-going parent involvement training for all parents in the content areas in order to help parents support the academic achievement of their children.
• KCAC will create partnerships with higher education institutions such as CNM, UNM, etc. to raise the level of education for our parents and to help them become proficient in English as a Second Language.
5. Valuing Faculty, Staff, Students and Partners
• KCAC will develop systems to celebrate and focus on our goals and accomplishments as a school, staff, students, parents and community. We will establish benchmarks and plan symposiums to showcase students’ projects and work.
• KCAC will document and communicate all student, staff and school accomplishments and successes through our website and school community newsletter in English and Spanish.
• Parents will be an integral partnership in reviewing our curriculum, achievements, goals and strategic plans in order to implement on-going continuous improvement and stakeholder input.
6. Agility
• KCAC will plan and monitor our academic progress through the use of data and data driven conferences in order to demonstrate our agility in responding to students’ needs and learning.
• KCAC will demonstrate its agility to respond to parents’ needs and concerns by demonstrating on-going communication in English and Spanish by phone, email, written communication or in person.
7. Focus on the Future
• KCAC will engage in long term and short term planning in order to foster continuous improvement through data driven instruction for all students and staff. As a learning community, we will make a long-term commitment to excellence in all that we do. We shall ensure that at all times our students and all stakeholders are our priority.
• KCAC will provide students with critical and creative thinking skills to be autonomous learners who will positively impact their community with their leadership and achievements.
• KCAC will ensure that students see the relevancy between their education and their career goals, higher education and their responsibility to their community through inquiry based career investigations and service learning projects.
8. Management
a. Managing for Innovation
• KCAC will continuously focus on making meaningful changes to improve our school-wide systems and classroom systems in order to create new value for all students and stakeholders by making data driven decisions.
b. Management by Fact
• KCAC will model decision making based on measurement, information, data and analysis.
9. Social Responsibility
• Each classroom will serve as a role model for others by using data driven instruction in the classroom for the whole class as well as for each student to own and monitor their own learning. Classroom teachers will use Plan, Do Study, Act (PDSA) process to document their own improvement. Teachers and students will share their improvement strategies with parents, students and other classes through planned data dialogues.
• Each KCAC classroom will work collaboratively with other classrooms and goal teams in order to share data and best practices. Our classrooms will work together to build a learning community throughout the school through planned data dialogues.
• Our middle school students will complete a community service project as part of their learning each year. This will enable students to serve their community as well as see the possibilities for their school to careers component.
10. Focus on Results and Creating Value
• KCAC will focus on our students’ academic data results, which will demonstrate our students’ successes in being proficient and advanced as measured by state standards based results and school formative assessments.
• Cultural diversity will be valued and celebrated through the arts, and learning activities. Members of the Albuquerque metro community as well as parents will be invited to share, model and showcase an understanding of their cultural traditions and practices in order for the students to value, validate and sustain the richness of the cultural roots that the child brings to their learning environment.
11. Systems Perspective
• KCAC’s Core Values form the building blocks of a school-wide integrated system aligned with integrated parts working together in order to achieve performance excellence for all stakeholders to create a strategic delivery of instruction.
Our approach:
• To create a K -8 culture of learning for multicultural students in a small group setting that promotes an appreciation of world cultures, bi-literacy (inclusive of reading, writing and speaking) and active student engagement through cooperative learning, hands-on, multimodal approaches.
• To promote academic excellence in reading, written language, math, science and technology.
• To utilize Extended Learning Time (ELT) opportunities within an alternative calendar, offering remediation and enrichment during off track periods.
• To create partnerships that actively engages parents and community in order to foster student success. Parents and community will be invited to share their time, talents and culture with the students and each other.
• To create a learning community that supports parent involvement and personal growth through activities such as volunteering, English as Second Language classes and GED classes.
• To create a culture of learning that emphasizes the skills necessary for schools to careers success and higher level education.
• To instill a sense of personal value, pride and empowerment in each of our students that will enable them to be productive local and global citizens.
• To use disaggregated data, including formative and summative assessments, in an on-going process to measure student achievement, plan and set goals to meet the needs of our diverse learners.
• To develop school-wide systems, classroom systems to focus on measurable goals, processes, and student achievement.
IV.A.2. How will the school know if it is achieving its mission?
We will know that we are achieving our mission when:
I. Organizational Framework:
• Within five years, all school-wide systems are in alignment and working as an integrated system to support the school’s mission and student achievement, as measured by a school-wide systems evaluation such as one developed by Jim Shipley and Associates.
• Within five years, all staff consistently provides every student with a strategic data-driven instruction, as measured by a classroom system evaluation such as one developed by Jim Shipley and Associates.
II. Student Achievement:
• Within five years, more students attending KCAC achieve at the proficient to advanced levels when compared to their cohorts from the same subgroups from the local district in reading, math, written language as measured by formative (such as Dynamic Indicators of Basic Literacy Skills (DIBELS) Developmental Reading Assessment 2 ( DRA2), District Benchmark Assessment( DBA) etc.) and summative assessments (such as the NM Standards Based Assessment in reading, math, and written language).
• Within five years, more of English Language Learners ( ELL) students attending KCAC will be able to demonstrate proficiency in English when compared to their cohorts from the local district as measured by a summative assessment such as the New Mexico English Language Proficiency Assessment (NMELPA).
• Within five years, all students will demonstrate up to date, cutting edge skills in technology based on the national technology standards with 90% proficiency using formative and summative assessments prepared by the school.
III. Parent Involvement:
Within five years, 98% or more of the parents of students attending KCAC will participate in the KCAC learning community through volunteering, attending literacy and math family nights, parent classes for content area projects and/or content area instruction, student and school presentations, parent/teacher conferences, or attending classes such as ESL, Graduate Equivalency Diploma (GED), as measured by volunteer
Rosters, sign in sheets and class rosters each year.
IV.A.3. Explanation of need that describes how Kids’ College Academy Charter is in the
best interest of the students and community that is proposes to serve?
Census 2000 Data: As of the census of 2000, there were 448,607 people, 183,236 households, and 112,690 families residing in the city. The racial makeup of the city was 71.59% White, 3.09% Black or African American, 3.89% Native American, 2.24% Asian, 0.10% Pacific Islander, 14.78% from other races, and 4.31% Multiracial (from two or more races). 39.92% of the population was Hispanic or Latino of any race. 2008 Estimates: Albuquerque and the Albuquerque Metropolitan Statistical Area's July 1, 2008, populations were estimated at 521,999 and 845,913 respectively by the United States Census Bureau's Population Estimates Program.
At the 2005–2007 U.S. Census American Community Survey 3-Year Estimates, the city had 488,416 persons of a single race, divided as: White, 342,324 (70.1%); Black, 17,072 (3.5%); American Indian or Alaskan Native, 24,891 (5.1%); Asian, 12,848 (2.6%); Native Hawaiian or Pacific Islander, 793 (0.2%); and some other race, 90,488 (18.5%). There were 17,162 (3.4% of the population) of two or more races. There were 221,175 (43.7% of the population) Hispanics (of any race).
As documented by the US census, Hispanics or Latino and Asian populations demonstrated the most percentage growth over an eight year period from 2000 to 2008. This growth is projected to increase over time. The current Albuquerque Public Schools statistics indicate that 56.5% of their population is Hispanic, with 56% eligible for free or reduced lunch, while 17% are ELL.
The proposed location of Kids’ K-8 College Academy is the Southwest Quadrant/downtown area, a centralized location for many of the Hispanic population living in the Albuquerque area. The surrounding Albuquerque Public Schools in this area have been identified as low achieving as documented by state standardized testing (Standards Based Assessment, SBA), Title I schools (low socio-economic status) with a high percentage of English Language Learners. The mission of KCAC is to provide all students, including those most identified “at risk” due to low socio-economic status or cultural linguistic differences with the skills necessary to close the achievement gap in New Mexico.
"At a time when the public is actually demanding greater retention of information and higher levels of achievement from the nation's students, educators and parents must change business as usual and challenge the wisdom of maintaining that long summer of forgetting," Dr. Charles Ballinger, executive director of the National Association for Year-Round Education, told Education World.
Research has demonstrated the benefits of Extended Learning Time (Gabrieli, Goldstein) as well as the benefits of an alternative calendar, which allows students to have shorter breaks throughout the year, rather than one long summer (Gladwell). During the shorter breaks, our students will be able to access remediation as well as enrichment learning activities. Our longer
day will provide students with additional opportunity to extend their learning time. In addition to supporting student learning and retention of previously learned information, our schedule will provide students with a safe, nurturing, enriching environment while their parents are at work. Since many of our families will be from low socio-economic status, they may not able to afford enrichment and extended learning opportunities for their children during times off from school. Vacation time for many children is filled with ennui, boredom, television, video games and isolation. Research on student achievement indicates that students from low-socio economic families make the same amount of gains during the school year their same age peers from middle to high socio-economic status. Unfortunately due to lack of opportunity during the summer, children from low-socio economic status lag behind because of the gains not made during summer, the lack of opportunity to access enrichment and learning.
Barbara Heyns in her 1978 book Summer Learning, established that achievement gaps by family SES (socioeconomic status) and race/ethnicity widen more during the summer months than during the school year.
For many adolescents, the bridge from elementary to high school can be very difficult and challenging. In addition to the influences of hormones, peers, and individual learning styles, many adolescents feel lost in larger class sizes, and being one out of a hundred and fifty case loads per teacher in seven classes. Our learning community will include sixth, seventh, and eight grades to present choice and differentiated instructional practices for this population.
Some benefits for the transformation to the K-8 configuration include:
◦ Increased test scores: Several studies on grade configuration have reported middle schools to be less effective in terms of test scores than K-8 schools in the same district. The evidence is especially strong for students in high-poverty schools and rural schools. (Tucker & Andrada, 1997; Wihry, Coladarci, & Meadow, 1992; Franklin & Glascock, 1998; Offenberg, 2001)
◦ Improved student discipline: Some large middle schools, containing a concentrated group of adolescents, have experienced a large number of discipline problems resulting in office referrals, in- and out-of school suspensions and expulsions. The belief is that closing middle schools and moving the students to smaller, less crowed K-8 schools with greater parental involvement and greater student accountability will lead to a reduction in undesirable outcomes and improved student discipline. (Franklin & Glascock, 1998).
◦ Eliminating a big transition: Alspaugh (1998) found a significant achievement loss was associated with transition from elementary to middle school at the sixth grade level when compared to K-8 after sixth grade.
◦ Longer and potentially more positive teacher-student relationships and increased parent involvement.
IV.A.4. Demographic description of the student and community population within which
the Kids’ College Academy Charter will be located.
The proposed location of KCAC is in the downtown metro area of Albuquerque. This is an area which will draw from heavily populated Hispanic families in the Downtown, South Valley and parts of the West Side. It is also a location that is in close proximity to places of business where Mexican immigrant families and highly educated English dominant families work. The majority of the elementary schools and middle schools within Albuquerque Public Schools from the areas where our potential families reside suffer from low academic achievement, most especially for their English Language Learners, as documented by their Adequate Yearly Progress status.
AYP SCHOOL DESIGNATION 2009-2010 (AHS, RGHS, AND WMHS)
|SCHOOL |AYP SCHOOL DESIGNATION |
|ALBUQUERQUE HIGH SCHOOL |R-2 |
|Dolores Gonzales Elementary School |SI - 1 |
|East San Jose Elementary School |SI - 2 |
|Eugene Field Elementary School |SI - 1 |
|Longfellow Elementary School |SI -1 |
|Lowell Elementary School |SI - 1 |
|Monte Vista Elementary School | Progressing |
|Montezuma Elementary School |R - 2 |
|Reginald Chavez Elementary School |Progressing |
|Lew Wallace Elementary School |Progressing |
|Zia Elementary School |SI – 1 Delay |
|Jefferson Middle School |R-1 |
|Washington Middle School |R-2 |
| | |
|RIO GRANDE HIGH SCHOOL |R – 2 |
|Adobe Acres Elementary School |R – 1 |
|Armijo Elementary School |SI-1 |
|Atrisco Elementary School |R-2 |
|Barcelona Elementary School |CA |
|Kit Carson Elementary School |R-1 |
|Los Padillas Elementary School |SI-1 |
|Mountain View Elementary School |Progressing |
|Navajo Elementary School |R-2 |
|Pajarito Elementary School |R-2 |
|Valle Vista Elementary School |R-2 Delay |
|Harrison Middle School |R-2 |
|Polk Middle School |R-2 |
|Ernie Pyle Middle School |R-2 |
| | |
|WEST MESA HIGH SCHOOL |R-2 |
|Alamosa Elementary School |SI-1 |
|Carlos Rey Elementary School |R-2 |
|Chaparral Elementary School |SI-2 |
|Lavaland Elementary School |R-2 |
|Mary Ann Binford Elementary School |SI-1 |
|Painted Sky Elementary School |SI-1 |
|Susie Reyes Marmon Elementary School |R-1 |
|John Adams Middle School |R - 2 |
|Jimmy Carter Middle School |R - 2 |
|Truman Middle School |R - 2 |
Albuquerque Public Schools Data, 2010 (excluding charter school students)
|Total Number of Students in APS Schools |89,500 |
|Percentage of Students Eligible for Free or Reduced Lunch |56% |
|Percentage of English Language Learners |17% |
|Percentage of Students with Disabilities |15% |
Student Ethnicity within APS, 2010
|Hispanic |56.5% |
|Caucasian/White |32% |
|Native American |5% |
|Black |4% |
|Asian/Pacific Islander |2.5% |
Based on current demographics and current AYP academic achievement, KCAC believes that the ELL students of these elementary and middle schools could be better served by its program. Research supports a need for middle school students to attend a small supportive academic setting in middle school.
Cultural diversity will be valued and celebrated through the arts, and learning activities. Members of the Albuquerque metro community as well as parents will be invited to share, model and showcase an understanding of their cultural traditions and practices in order for the students to value, validate and sustain the richness of the cultural roots that the child brings to their learning environment.
Aiming to serve students from English and non-English speaking families from the Albuquerque metropolitan area, KCAC’s academic goal is to set a foundation for content based learning, which will give students from diverse populations the opportunity to succeed academically, enter a workforce with 21st century skills and become contributing members of their community.
V. EDUCATIONAL PLAN
V.A. CURRICULUM FRAMEWORK
V.A.1. Philosophy and Approach to Instruction
The KCAC Curriculum Framework encompasses a student centered, strategic delivery of instruction, differentiated research based programs that will focus on rigor, relevancy and relationships (W. R. Daggett Ed. D.). KCAC students will acquire knowledge and skills through relevant content, which taps into their prior understanding, experience and cultural lens of the world. Big Ideas or Essential Questions will target the concepts or powerful ideas within each content area to develop an in-depth understanding and create opportunities for synthesis. Within each thematic unit, skills aligned to the grade level benchmark standards will be developed and practiced so that students will be able to succeed academically, socially and in a career of their choosing. Cultural relationships will be respected, honored, and utilized to apply the knowledge, skills of the content area through project based learning. Inquiry based learning projects will foster a culture of curiosity, critical thinking and collaboration. Special education students will have equal access to the KCAC curriculum framework through support, modifications and accommodations.
K-8 Curriculum Areas:
a. Language Arts, Target English
Reading
Written Language
Oral Language
Presentation Skills
b. Language Arts, Target Spanish
Spanish Language Arts component that is content based, which will develop knowledge of the content, as well as reading, written language, oral language, and presentation skills in Spanish
c. Mathematics
d. Science
e. Social Studies
f. Technology
g. Visual and Performing Arts
h. Physical Education, Health
i. Middle School: Community Based Service Learning Program
Educational philosophy and curricular approach of Kids’ College Academy Charter
We believe that all children are motivated to learn, have something to share, can be successful, and will achieve their dreams with the proper guidance, support and educational environment. Kids’ College Academy Charter K-8 (KCAC) believes that students will be successful when presented with a curriculum that focuses on rigor, relevancy, and relationship (W. R. Daggett Ed.D.). KCAC is committed to maintaining the highest standards and expectations for all students and to creating opportunities for that success. With an Extended Time to Learn,
students will have the opportunity to increase their academic skills in reading, writing and math, and Alternative Academic Year, more frequent breaks with less time off track, we believe that students will have time to process and master their learning of the curriculum rather than receive a “drive by” of standards and benchmarks. Our curriculum, which is aligned to the New Mexico Content, Standards and Benchmarks, will prepare students for the 21st century workforce and higher level education while teaching students to think critically, creatively, globally, as well as speak more than one language. KCAC is committed to teaching students how to examine their own learning (Costa, Farr, Lazear), set high performing goals and to track their own progress toward those goals (Goodman, Shefelbine, Cummins, Smith and Collier) in order to become autonomous learners. Cooperative learning (Kagan, Long), small group, hands-on inquiry based, workshop model teaching and learning in all content areas within heterogeneous, homogeneous flexible groupings (Long, Kagan, Vygotsky, Cummins, Shefelbine) are approaches that are designed to assist individual students achieve academic and personal success. Students can model target language for each other.
We are committed to providing a continuum of services for students identified with special education needs ranging from learning disabled to gifted services. The use of Multiple Intelligences (Gardner) will be used to promote student learning. Differentiated instruction and opportunities for students to work with greater depth, complexity and faster pacing in their strength areas will be driven by students and their learning needs. We will use best practices for English Language Learners (ELL) instruction, which will include thematic units integrating language arts, math, science and social studies (Cummins), cooperative learning (Kagan), and Guided Language Acquisition Design (G.L.A.D.). These strategies will enhance language development and increase vocabulary and comprehension in all content areas for all students. In addition, we will interweave strategies that foster standards-based learning, respect, voice, trust and personal identity (Cummins, Berman, Baron). By managing dynamics of difference, each student will see themselves as a valuable member of a team, contributing to the learning culture through the lens of his/her culture (G.L.A.D.). We will select literature that highlights multiculturalism and an appreciation of world cultures.
We are committed to offering an educational choice to adolescents in our community by offering a seamless bridge from elementary to middle school, Kindergarten through 8th grade, which will focus on a learning community where “everyone knows your name.” Middle school students will participate in a service learning project each year to contribute back to the community as well as to increase their awareness of school to career choices.
Our philosophy and commitment will include parents and community as contributing members of each student’s learning and success. When parents are engaged as partners and asked to collaborate in their child’s learning, students are more likely to succeed and be motivated. Parents will be invited to share their time and talents within our learning community. Parents will be invited to learn what their children are learning as well as to continue their personal learning journey through classes in ESL or GED in order to increase their socio-economic status and career choices.
Analyses of a study conducted by John Hopkins University revealed that students with parents who were more involved at school and who more closely monitored their schoolwork at home felt more confident about their own ability to succeed in school. The results also suggested that school outreach helped increase parental involvement in the middle grades, and that parental involvement was associated with student motivation and attitudes toward the school (Epstein, Sanders, Sheldon).
Our educational philosophy aligns with our mission by educating all our Kindergarten through 8th students of diverse cultures to develop into bilingual/multicultural citizens who will achieve their high performing academic goals and positively contribute to our community and society at large with their skills and achievements.
V.A.2. Description of the Curriculum
Rigor and Relevance (W. R. Daggett, Ed.D.)
a. Aligned to NM Standards and Benchmarks
b. Thematically integrated
c. Values and reflects students’ culture
d. Integrates critical thinking
e. Supports oral and written communication skills
f. Integrates technology
g. Develops skills needed for the 21st century workforce, and higher level education
1. Language Arts: Readers’ Workshop and Writers’ Workshop: A research based literacy program using the readers’ and writers’ workshop model will be utilized for instruction in K-8. This framework, which allows for teacher modeling, guided group work, followed by individual work time facilitates the literacy development of students by providing modeling of the targeted learning objectives, guided practice with peers and time in which to practice the skills independently. This model is especially beneficial for second language learners because it allows them to see the target clearly, opportunity to work within a small group during the guided practice with peers, as well as opportunity to practice the skill independently. During the workshop model, students will be able to be moved through fluid groups based on need/ levels of performance. Teachers will work
with a small group of students to practice or assess a specific skill while the other groups are working within their peer group. Teachers will meet individually with students during the independent work time to discuss or practice specific skills. Teachers will use thematic units to support learning content across disciplines and academic areas. Backwards planning will necessitate identifying the “Big Question” within the theme, the skills identified by the standards at each grade level. A Language Arts Program, such as Treasures (Published by Macmillan/McGraw-Hill) or Success for All (SFA), will be adopted school-wide. G.L.A.D. strategies and ELL strategies outlined in the Language Arts Program will be implemented. Students will use the assessments provided in these programs for progress monitoring. If a student is deficient in a skill or concept, he/she will receive an intervention identified by the teacher. These strategic teaching methods have been selected because of their proven effectiveness for all children, including special education students, ELL, students from low-socio economic status subgroups.
2. Mathematics: A research based mathematics program, which emphasizes a constructivist, inquiry based, model will be utilized, such as Everyday Mathematics, third edition (Developed by the University of Chicago School Mathematics Project, Published by Wright Group/McGraw-Hill) for K- 6th grade (At this time, Everyday Mathematics is available for K-6th grade, English and Spanish). The Everyday Mathematics curriculum utilizes a helix framework to introduce, explore, practice and develop skills in each of the mathematical strands. The program content is rigorous, providing opportunity for enrichment as well as for additional practice. The games are essential to students’ development of automaticity with math facts. The program lends itself to the workshop model in which the teacher identifies and models the learning objective; students work in peer groups to solve problems; students work individually to practice the skills. Embedded in the lessons, students use manipulatives, number lines, diagrams, charts, etc. to solve word problems. Students are able to develop meaning from “playing” with the concepts before learning the algorithms. In this way, students learn to think critically and make sense of mathematics. The program provides math boxes and support for parents with Home Links. The Everyday Mathematics Program also has on-line math games for skill practice at each grade level and with each concept. These strategic teaching methods have been selected because of their proven effectiveness for all children, including special education students, ELL, students from low-socio economic status subgroups.
KCAC is searching for a good fit for a mathematics program for 7th and 8th grades that will complement the Everyday Mathematics Program.
3. Science: By actively engaging students in hands-on inquiry based science in a research based program such as FOSS (Full Option Science System) from Delta Education in grades K-5, instruction is easily adapted for different levels and styles of learning. Through experiential learning, students will investigate; apply scientific concepts, skills and process to everyday experiences. The teacher facilitates the students’ learning by guiding them to make detailed observations, formulate predictions based on observations, develop habits of the mind including curiosity and critical thinking, test for verification, keep data, make generalizations, evaluate findings, ask questions to solve problems. Students build meaning out of their investigations by applying the scientific method. Aligned to the New Mexico standards, the FOSS kits provide texts for providing background knowledge, literacy skills in science and can be used to complement thematic units of study.
KCAC is searching for a good fit for a science inquiry based program for 6th, 7th and 8th
that will complement the FOSS program such as the CPO materials.
4. Social Studies: Teachers will use hands on thematic units, cooperative learning activities and experiential learning through history, U.S. history, New Mexico history, civics, government, people and their environment, World history, social behavior, society and the world they live in. Lessons will integrate literacy and writing skills as a means of crossing content areas and providing students with experiences that will take them through a journey of exploration.
5. Technology: Technology will be utilized as a tool for students to conduct research, create power-point presentations related to topics being studied in a thematic unit, communicate, keyboarding, inquiry-based project learning, as well as for skill practice/or remediation.
6. Visual and Performing Arts: Teachers will integrate art as part of each thematic unit. Visual art will be a vehicle for introducing artists from around the world, their times, themes and best known works. In addition, to an aesthetic appreciation, art “vocabulary” and visual literacy will be taught. Students will learn how to adapt a short story into a play as well as how to write a play of their own. Students will showcase their visual arts and performing arts to parents and community as part of a culminating activity to one of their thematic units.
7. Physical Education: The teacher will provide students with the necessary skills needed to improve their fitness levels and knowledge base, while having fun through activities that utilize large muscle, gross motor and fine motor development. Students will participate in a variety of sports and sports related games. Students will be challenged both mentally and physically through developmentally and age appropriate activities, Kindergarten through eighth grade, utilizing the New Mexico State Standards and Benchmarks.
8. Spanish, as a Second Language – Students will be immersed in Spanish as a Second Language through content based materials in Social Studies and Science. Students will practice oral skills through drama presentations in Spanish. G.L.A.D. strategies will be used to guide language acquisition in Spanish.
NB: The Scope and Sequence is in its developmental stages. Refer to appendices for Scope and Sequence in content areas which have been completed thus far. Members of the Governing Council will complete the full Scope and Sequence by December 1, 2010.
V.A.3. Alignment with NM Standards
KCAC will implement an integrated curriculum across content standards using thematic units. It will be aligned to each of the standards and benchmarks established by the New Mexico Public Education Department.
V.A.4. Strategies and Methods:
In addition to providing a rigorous, enriched and accelerated curriculum that is aligned to the state standards, KCAC teachers will implement quality cognitive objectives that incorporate the types of thinking and product(s) that students will use to manipulate the required content. KCAC teachers will use standards-based thematic units. Learning standards will be embedded into the core content at each grade level. Classroom teachers will work together collaboratively by grade level and cross grade level to develop highly integrated lesson plans that combine the content areas in order to have students use real world experiences and application of what they are learning. Backwards planning which begins with the desired outcomes (essential question/ big idea from the standards), acceptable evidence (assessments) and sequence of learning activities will be followed by teachers to design thematic units (Project G.L.A.D.). Teachers will develop rubrics that will guide and define the work of students in order to assess student learning and mastery of all content area standards that are being presented. Our best practices and strategies will be implemented in order to meet the needs of our second language learners as well as all our students. Our goal will be to successfully move our students through the five levels of the English Language Development Standards. Our delivery of instruction will address the different levels of Language proficiency beginning with those students who are functioning within the range of Level 1 (Entering), Level 2 (Emerging), Level 3 (Developing), Level 4 (Expanding), and Level 5 (Bridging). Our delivery of instruction will address the five standards which include the following: Standard 1 (Social and Instructional Language), Standard 2 (The Language of Language Arts Standard), Standard 3 (The Language of Mathematics), Standard 4 (The Language of Science), and Standard 5 (The Language of Social Studies).
Other strategies and methods may include, but are not limited to:
a. Direct teaching which identifies very specific learning targets. Students are told reasons why content is important - helps to clarify lesson objective.
b. Cooperative learning which helps to foster mutual responsibility (Supported by research as an effective technique) in math, science, social studies, etc.
c. Small group discussion, which allows for everyone’s participation. Develops receptive and expressive language skills (Students are often more comfortable in small groups).
d. Inquiry based projects which develop analytic and problem solving skills. Inquiry based projects allow students to explore solutions for complex issues, while applying new knowledge and skills.
e. Skills building in self-awareness, self-efficacy and emotional intelligence through role-playing, guest speakers, small group discussion, video, etc.
f. Constructivist approach to math and science, which allow students to construct meaning from doing. Teachers will create situations for students that will foster their making the necessary mental constructions. Teachers observe, and interview with students as they attempt to learn a concept.
g. Inquiry Based Math Program
h. Workshop-Based Literacy Instruction
Readers’ Workshop
Writers’ Workshop
Spelling Workshop
i. ELL strategies that will employ the use of visuals to increase the understanding of new vocabulary that is presented in all content areas with a particular emphasis on reading, writing and language arts. In addition students will engage in role playing, drawing of pictures and illustrations in order to expand learning and comprehension.
j. G.L.A.D. strategies that engage students in a comprehensive approach in learning new vocabulary with a strong emphasis on the use of visual cues and pictures, as well as using new vocabulary in context and identification of new vocabulary as words are used in the teacher directed aspect of the G.L.A.D. lesson. Students will demonstrate a mastery of learning new vocabulary, the use of new vocabulary in context and will increase their comprehension and fluency in reading as measured by formative assessments that align with the stories and text they are reading.
G.L.A.D. Units always include:
Whole class modeling of every skill the student will be expected to use independently
“Team tasks” in which groups of 3 to 4 students work together to practice academic skills
Individual tasks to demonstrate learning.
Management system for fostering a classroom environment in which every student is both encouraged and required to used oral academic language and to work productively with others
“Input charts,” is a way to teach key information through pictures and words.
Chants which teach and reinforce academic concepts and vocabulary.
“Cooperative strip paragraph,” a teacher-led process through which the class develops an expository paragraph that addresses a key concept. ()
k. Differentiated instruction that addresses the different learning styles and needs of our students.
l. Reading development, which will focus on each of the 5 Big Ideas in research based reading program Alphabetic Principal, Phoneme awareness, Accuracy and Fluency, Vocabulary Development, Comprehension)
m. Learning activities will include the incorporation of the multiple intelligences of the students in every classroom.
n. Arts Education will be used to support the learning in a content area as well as to explore the life and times of artists, their messages, statements and the aesthetics which their arts imbue. Reading, written language and oral/ visual presentation skills.
o. Technology Education: Hands on instruction through technology in order to research various topics related to their projects. Students will develop power point presentations, brochures and demonstrations in order to share their knowledge with their peers and their community.
p. Students will develop oral presentation skills that align with the New Mexico State Standards. Included in their presentations will be a strong focus in developing their reading, writing and verbal presentation skills to share their knowledge with others.
q. Inquiry based field studies that will extend the student’s learning regarding their content area studies and career related opportunities based on twenty-first century job opportunities.
r. Spanish language development through authentic use in a content area, drama and written language productions.
s. Parents and community members as partners in learning activities for the students.
t. All students will have access to counseling/ social work support based on individual needs (through contractual services).
Our classroom teachers will demonstrate teacher directed activities and will also act as facilitators and coaches depending on the cooperative learning and hands on learning activity or project that the students are engaged in. Classroom teachers will be modeling, teaching, assessing, providing feedback and providing positive reinforcement and redirection when necessary.
KCAC will create a specific time monthly for teachers to meet with students as mentors in order to support students with reflecting upon their learning, identifying areas of possible need or enrichment, etc. Time on task will be evident with a culture of learning where students are actively engaged in the process of learning.
Students with Special Education or 504 needs will be serviced based on need; however every attempt will be made to include students in the regular education setting through an inclusion model. All teachers working with students with an Individual Educational Plan (IEP) or 504 Plan will be responsible for following and implementing the support outlined in the student’s plan, per Individuals with Disabilities Act (IDEA), and American Disability Act (ADA). Such students will be serviced within their specific reading and math instructional levels. There will be a natural fit with Special Education students and the content area of science with multi-modal and multi-sensory approaches to learning.
Student exemplars with standards will be posted throughout the classroom along with classroom data in reading, writing and math. The PDSA process will document classroom foci and areas of improvement that the class and the teachers are focusing on. In addition each student will also have their own data binder with their goals and their formative and summative assessments to support their progress and academic achievement.
KCAC Staff Professional Development will include, but not be limited to:
a. A continuous improvement framework
b. Continuous training on aligning content standards within thematic units horizontally and vertically
c. G.L.A.D. and ESL training
d. Daggett – rigor and relevance training
e. Marzano strategies
f. Content specific training
g. Parent and community training
V.B. EDUCATIONAL PROGRAM
V.B.1. Length of School Day and School Year:
Length of the school day: 7.5 hours Monday – Thursday,
3.5 hours Friday,
30 minute lunch daily, 181 days – alternative calendar
Instructional hours: 1158.40
Teacher schedule: Additional 20 days, distributed throughout the academic year for Professional Development
Alternative Calendar: From July through June
Rationale: English Language Learners require more time in which to master the English language; children from low socio-economic status require shorter time spans away from school in order to increase retention of previously learned material.
In Massachusetts, after just one year of the Expanded Learning Time Initiative, which added 30 percent (about two hours) to a redesigned school day in ten urban elementary and middle schools, the ELT schools not only improved their own performance; they improved faster than the rest of the state. The average proficiency rate — that is, the percentage of students scoring Proficient or Advanced on the statewide test known as the Massachusetts Comprehensive Assessment System — compared to the schools' performance for the four previous years, jumped 44 percent in math, 19 percent in science, and 39 percent in English language arts. (Gabrieli and Goldstein)
V.B.2. Grade Levels, Class Size and Projected Enrollment:
Grade Levels, Class Size and Projected Enrollment
KCAC will serve students from grades K-8
Phase in Plan
Year One, Phase I – Opening with K, 1, 2, 3,
2 classrooms at each grade level in K, 1, 2, 3
Year Two, Phase II – Add 4th Grade
2 classrooms at each grade level in K, 1, 2, 3, 4
Year Three, Phase III – Add 5th Grade
2 classrooms at each grade level in K, 1, 2, 3, 4, 5
Year Four, Phase IV – Add 6th Grade
2 classrooms at each grade level in K, 1, 2, 3, 4, 5, 6
Year Five, Phase V – Add 7th and 8th Grade
2 classrooms at each grade level in K, 1, 2, 3, 4, 5, 6, 7, 8
Rationale: Aiming to serve students from English and non-English speaking families from the Albuquerque metropolitan area, KCAC’s academic goal is to set a foundation for content based learning, which will give students from diverse populations the opportunity to succeed academically. With the phase in plan, KCAC will open with grades K- 3, and will add a grade level per year until the fifth year when grades 7th and 8th are added to the school. This will give KCAC an opportunity to build its credibility within the community, as well as move students from its opening base into the middle school grades.
Projected opening enrollment – 160 students
Maximum enrollment for the school – 320 students in Kindergarten through 8th grades, plus 30 students for pre-school, Total 320
Projected class size:
K, 1st, 2nd - 20 students each class, 2 classes each grade level
3rd, 4th, 5th 20 students each class, 2 classes each grade level
6th, 7th, 8th - 20 students each class, 2 classes each grade level
Before and After School Program:
KCAC will solicit grants from the City of Albuquerque and Bernalillo County, as well as Title I to fund a before and after school program which will provide students of working parents with:
• homework and study skills assistance
• activity electives such as drama, art, music, technology, science, sports, etc.
• snacks
Pre-school
KCAC will research the possibility of adding a publicly funded preschool component in its second year of implementation; thirty students maximum.
Rationale: The NIEER study found that as a result of attending the New Mexico program at age 4:
• Children showed gains in vocabulary that were 54 percent greater than the gains of children without the program. This outcome is particularly important because the measure is indicative of general cognitive abilities and predictive of becoming a successful reader.
• Preschool education increased children's gains in math skills by 40 percent compared to children's growth without the program. Skills tested include basic number concepts, simple addition and subtraction, telling time and counting money.
• The New Mexico preschool program had strong effects on children's understanding of print concepts. The program produced a 26 percent increase in growth in print awareness among children enrolled compared to growth in this domain by children without the program, nearly doubling growth over the year due to the program. Children who attended New Mexico PreK before entering kindergarten knew more letters, more letter-sound associations and were more familiar with words and book concepts. (Jason T. Hustedt, W. Steven Barnett, and Kwanghee Jung (2007).
V.B.3. GRADUATION REQUIREMENTS (if applicable):
(NOT APPLICABLE FOR KIDS’ COLLEGE ACADEMY CHARTER SCHOOL)
V.C. STUDENT PERFORMANCE EXPECTATIONS
Student Performance Goals (SMART Annual Goals):
85% or more of the students who attend KCAC will annually:
a. Demonstrate better than average growth in Reading when compared with the results of the local school district, as measured by summative standardized assessments such as the DIBELS, DBA, Standard Based Assessment ( SBA) at the end of the academic year.
b. Demonstrate better than average growth in Math when compared with the results of the local school district, as measured by summative standardized assessments such as the DBA, SBA at the end of the academic year.
c. Demonstrate better than average growth in Written Language when compared with the results of the local district, as measured by summative standardized assessments such as the SBA at the end of the academic year.
d. 90% or more of the parents of students attending KCAC will participate in the KCAC learning community through volunteering, attending literacy and math family nights, parent classes for content area projects and/or content area instruction, student and school presentations, parent/teacher conferences, or attending classes such as ESL, GED as measured by volunteer rosters, sign in sheets and class rosters each year
Internal Long Term Goals:
Organizational Framework:
• Within five years, all school-wide systems will be aligned and working as an integrated system to support the school’s mission and student achievement, as measured by a school-wide systems evaluation tool, such as one developed by Jim Shipley and Associates .
• Within five years, all staff will consistently provide every student with a strategic data-driven instruction, as measured by a school-wide systems evaluation too, such as one developed by Jim Shipley and Associates.
Student Achievement:
• Within five years, 85% or more of the students attending KCAC will achieve at the proficient to advanced levels when compared to their cohorts from the same subgroups within the local district in reading, math, written language as measured by formative (such as DIBELS, DRA2, DBA, etc.) and summative assessments (such as the NM Standards Based Assessment in reading, math, and written language).
• Within five years, 85% or more of ELL students attending KCAC will be able to demonstrate proficiency in English when compared to their cohorts from APS as measured by a summative assessment such as the NMELPA.
• Within five years, all students attending KCAC will demonstrate up to date, cutting edge skills in technology based on the national technology standards with 90% proficiency using formative and summative assessments prepared by the school.
Parent Involvement:
• Within five years, 98% or more of the parents of students attending KCAC will participate in the KCAC learning community through volunteering, attending literacy and math family nights, parent classes for content area projects and/or content area instruction, student and school presentations, parent/teacher conferences, or attending classes such as ESL, GED as measured by volunteer rosters, sign in sheets and class rosters each year.
V.D. PLAN FOR EVALUATING STUDENT PERFORMANCE
1. Student Performance Standards:
KCAC will utilize the New Mexico Student Performance Standards for each content area.
Formative and summative assessments will be used to measure student learning each year. Formative assessments, such as end of unit tests, DBA, DRA2, DIBELS, school-wide writing prompts, etc., (minimal administration will be three to five times a year school-wide, dependent upon the intent of the assessment ie. Math – end of unit test will be more frequent, school-wide writing prompt (on-going pre/post) administered four times a year,) will be administered throughout the academic year to monitor student progress and to make data- driven decisions for instruction, strategically set goals, differentiate instruction. Summative assessments will be administered at the end of each academic year to determine how the students actually performed in reference to their learning objectives and standards. Summative results will be used as baseline data for the following academic year to tailor instruction to the needs of the students and to set academic goals for student achievement.
◦ Longitudinal data by student on summative assessments will be utilized to determine student achievement over time as compared with their cohorts in other learning settings of similar demographics within Albuquerque Public Schools (APS).
◦ Rubrics, such as the 6 Trait Rubric, will be utilized to measure student achievement in written language in English.
◦ Within five years of attending KCAC, each student will achieve or exceed the NM Standards and/or the school’s students’ performance expectations.
a. KCAC will utilize a Standards Based Progress Report System (to be developed, such as the APS SBPR ). Results will be reported to students and parents on a trimester grading system.
b. At least three vertical and horizontal professional development dialogues will be scheduled to focus on examining the formative assessment data, and student data from individual student portfolios, and examining trends, discussing strengths, weaknesses of programs/ instructional practices, and developing an action plan to improve student achievement.
c. Formal cross grade level articulation based on data and thematic units, frequent collaboration and planning between grade levels, Special Ed. technology, Spanish Language teachers, to examine assessment data and conduct a PDSA (Plan, Do, Study, Act) to increase student achievement.
d. Monthly Data Conferences to identify interventions, strategies that are effective as well as to identify areas of potential need.
e. Teachers will be responsible for tracking their own classroom data, evaluating it and developing an improvement plan with students.
f. Students will maintain an individual student data folder to set their individual learning goals, and to track their progress toward those goals, facilitated by the teacher.
g. Parents will be notified of their child’s progress by viewing the student data folder weekly and completing a survey which will include an action plan to be signed by the student, parent and teacher.
h. Formative and summative data will be reported to students and parents at least three times a year on a school-developed form which will include goals and an action plan. The final results will include a reflection piece for what worked well for the student to achieve his/her learning goals. Such a reflection tool empowers students to be responsible for their own learning.
i. Quarterly, school-wide data in reading, math and written language will be posted in the school halls and on the website.
j. Student portfolios will include artifacts that demonstrate student learning.
k. Student led parent/teacher conferences in K-8 will be held at least twice a year. Students will reflect upon and evaluate the contents of their portfolios, student data folders and share those results with their families.
1. Corrective Action for students whose performance falls below the NM Standards and/or the schools performance expectations will include, but not be limited to:
a. Notification in writing to the parent that the student is not performing at the targeted level and will require interventions. Parents will be invited to attend an Academic Improvement Plan meeting.
b. Create an Academic Improvement Plan to target interventions within the area(s) in need. Teacher, parent and student will be collaborators in this process. The Academic Improvement Plan created will be documented with specific interventions and time frames. All stakeholders will review possible other influences affecting student performance. All documentation will be kept by the teacher in the student’s working folder.
c. Teacher will design and implement (with timeline) a set of interventions designed to assist the student in reaching the targeted goal (documented)
d. The teacher will set specific measurable skills development that must be met (documented)
e. Teacher and student will progress monitor for six weeks; results will be charted, reviewed weekly by teacher, student and sent as written communication to parent (documented), followed by a phone or in person conference with the parent.
f. In addition to in-class interventions, a student may be referred for mandatory tutoring and content support by a regular education staff member within a time built into the day.
g. Students may also be referred to attend off track tutoring sessions in the area of specified need.
h. Counseling or social worker services may be utilized as an intervention to address emotional issues, which may be impacting the student’s academic achievement. A Behavior Intervention Plan may be suggested and implemented.
i. As targets are met, the student may require less support with an Academic Improvement Plan and may move to a Class Improvement Plan, in which targets are re-enforced (documented) with additional opportunities for practice and application by the student (documented for 4 to 6 weeks). For students who may not maintain the targeted levels, additional remediation, Student Assistance Team referral may be needed.
Student Assistance Team (SAT) Process
After receiving documented interventions as prescribed in an Academic Improvement Plan (AIP), and demonstrating no substantial growth, a student will be referred to the Student Assistance Team (SAT) for discussion of additional classroom interventions, home interventions, and specific timelines for implementation of the remediation plan. The Student Assistance Team will be composed of regular education staff, bilingual Teaching English to Speakers of Other Languages (TESOL) endorsed staff, specialist (i.e. Nurse, counselor, social worker), parent and an Administrator. A student may also be referred for counseling, social work services, and/ or other mental health services if there is a need. These services will be contracted by KCAC as well.
The Student Assistance Team (SAT) will meet regularly throughout the year to discuss appropriate targeted interventions to support student learning and academic gains within the regular education setting (Tier I, core instruction) at a Tier II level. These targeted interventions, or other supports, to close the gap in performance of these students may include but are not limited to small group instruction, 30 minutes beyond the core instruction, leveled reading material, use of a specialized technology program, etc. Based upon a student’s lack of response to targeted interventions and supports over a period of 6 to 12 weeks, a student may be referred for further diagnostic assessment (contracted services) to determine eligibility for special education services. English as a second language must be addressed by SAT in order to ensure that the student is not experiencing academic difficulty due to language issues. A TESOL endorsed teacher will be responsible for facilitating development of methods and curriculum materials appropriate for accessing ELL students to the standards and benchmarks at their grade level, providing additional language supports, interventions based on an individual student’s need.
Students who exhibit a need for acceleration, enrichment and rigor beyond the regular education curriculum will also be eligible for the SAT process. These students will receive in-class interventions, to build on a student’s strengths such as prescribed by the regular education teacher, documented and within a timeframe of 6 to 12 weeks. If these interventions are not sufficient to meet the learning needs of the student, the student will be referred to the Student Assistance Team for discussion of possible giftedness. Based on the recommendations of the SAT team, the student’s current levels of performance, the documented interventions, documented traits, aptitudes and behaviors, which may suggest “giftedness,” the student may be referred for further diagnostic assessment (contracted services) to determine eligibility for special education services as Gifted within the State of New Mexico. Factors such as cultural/ linguistic differences, low socio-economic status and /or the presence of a learning disability will be identified during the SAT meeting. This information will be given to the diagnostician so that an appropriate evaluation tool can be administered.
Once a student has completed diagnostic testing, a Multi-Disciplinary Team (MDT), which will include a regular education staff member, parent, special education staff member and the Diagnostician, meeting will be held to discuss eligibility requirements for special education services and the results of the evaluation. If the student meets the eligibility requirement, and the parent/ guardian agrees to services for the student, an Individualized Educational Plan (IEP), a legal document, will be written to identify the strengths and weaknesses of the student, the goals for the identified academic areas, the modifications and/or accommodations, which will be needed within the regular education setting to ensure the student’s access to the general education curriculum as well as a possible need for ancillary services. KCAC will follow all state and federal mandates for ensuring that the student’s IEP is followed and all services are provided. Parents will be notified of progress toward goals as per the timeframe outlined in the student’s IEP.
Remediation for students not achieving standards: Due to low socio-economic status and cultural/linguistic differences, many of our students may be identified “at risk for academic failure” when they register to attend KCAC. The following list is a continuum of possible interventions and strategies that might be utilized, but not limited to, in order to address this need.
a. Curriculum designed to connect each child to the material being learned
b. Project G.L.A.D. which emphasizes comprehensible input focused on strategies to reach ELL. (Emphasis on visual and auditory patterning, cooperative learning).
c. Differentiated instruction – focused on student learning styles and needs.
d. Early intervention for students with reading, math deficiencies.
e. Mandatory Before and/or After school tutoring
f. Remediation or enrichment during off track periods
g. Technology as a tool for skill practice, such as Fast Forward, Reading Assistant, A- Z Reading
h. Academic Improvement Plan (AIP) for students not achieving benchmark level with the standards.
i. Student Assistance Team (SAT), classroom teachers and specialists, who will meet with parent to develop classroom interventions, home interventions, specific timelines for implementation of the remediation plan.
J. When interventions are documented to be ineffective, the SAT will follow state established procedures for referring a student for diagnostic testing with a contracted specialist.
e. Other Assessments:
a. End of unit tests in reading, math, social studies, science
b. Running records in reading
c. Teacher- student made rubrics for student projects
d. Student portfolio artifacts
e. 6 Trait rubric for written language
f. Testing Accommodations/ In class Modifications and/or Accommodations:
a. English Language Learners, Special Education Students, Students with a 504 Plan will be provided the allowable accommodations as per New Mexico State requirements on all state mandated assessments.
b. Special Education Students and Students with a 504 Plan will be supported in the regular education setting with modifications and/or accommodations specified in their IEP or 504 Plan.
g. Documentation and reporting of student data to students and parents:
a. Three times a year, a student led parent/teacher conference in K-8 will be scheduled. The student led conference will focus on the student data folder (a collection of student data and goals in reading, math, written language and other content areas identified by the classroom teacher), the student portfolio (which will include student artifacts in each of the content areas), and the Standards Based Progress Report.
b. Weekly, student data and work samples will be sent home for parent signature and input
c. Projects will be evaluated using a rubric and checklist. Students will be responsible for developing a self-grade in addition to the teacher’s grade. Parents will be given an opportunity to sign off on long term projects and an opportunity to review the project components and rubric.
d. Students will monitor and track their progress on school-wide formative and summative assessments. The student will set goals and create an action plan for each assessment in reading, math, and written language. The parent, student and teacher will sign off on the action plan.
e. Students will keep an individual student data folder. The student data folder will be sent home weekly for parent review and signature.
V.E. SPECIAL POPULATIONS
Proposed educational program to meet individual student needs, such as bilingual, limited English proficient, and special education:
Kids’ K-8 College Academy Charter is committed to its philosophy that “all children are motivated to learn, have something to share, can be successful, and will achieve their dreams with the proper guidance, support and educational environment.” We are committed to the provision of a Free Appropriate Public Education (FAPE) for all students and will comply with the laws and guidelines under IDEA and ADA. Special education services, modifications, accommodations and supports will be provided as needed and outlined in the IEP in order to ensure access to the regular education curriculum, as will all ancillary services such as Speech and Language Pathologist, Occupational Therapist, Physical Therapist, Counseling, Social Work, Diagnostician and Psychological Services (contracted through an agency such as Cooperative Educational Services) based on a student’s IEP or 504 Plan.
Special Education Gifted services, will include those students who exhibit a need for acceleration, enrichment and rigor beyond the regular education curriculum. As with students with Learning Disabilities, students who are determined Gifted, in accordance to the New Mexico Public Education Department (NMPED)) regulations, will receive appropriate services based on need, current levels of performance, goals and recommendations of the MDT or IEP Team.
A specially trained and licensed “Special Education Teacher” on staff will act as the “Case Manager” and be responsible for ensuring that all federal and state mandates are followed for special education students. The school will offer a continuum of services, modifications and accommodations based on a student’s needs as outlined in the student’s Individualized Educational Plan (IEP), per state law. KCAC will use the Special Education IEP form template designed by the NMPED. An inclusion model is proposed to serve the needs of special education students when appropriate. Students who qualify for Special Education services will be placed in a least restrictive environment (LRE). Modifications and accommodations for the student with special education needs will be put in place as per the IEP so that the student can access the regular education curriculum.
Students who are identified as English Language Learners (ELL) from a home language survey will receive sheltered content services in English, comprehensible input, cooperative learning and differentiation of instruction. The content will not be watered down, but will reflect a differentiated delivery. A TESOL endorsed teacher will be responsible for facilitating development of methods and curriculum materials appropriate for accessing ELL students to the standards and benchmarks at their grade level. As a multicultural school, KCAC will select literature that highlights multiculturalism and an appreciation of world cultures.
Assessment Accommodations - Special Education students (as per their IEP), students with a 504 Plan and English-limited students will be provided special accommodations as per state requirements on formative and summative assessments such as the New Mexico Standards Based Assessment.
Alternate Assessment – For students with severe cognitive ability and in compliance with their IEP, an alternate assessment will be used to gather information on the standards based performance and progress of the student. The IEP team will be responsible for completing the New Mexico Public Education Department’s Addendum for Determining Eligibility for the New Mexico Alternate Assessment. They will provide documentation that the student meets participation and eligibility criteria.
Ancillary Services - KCAC will contract ancillary services such as, but not limited to, SLP, OT, PT, Diagnostician, Social Work, Counselor, and Psychological Services until such time when there is a need to hire a part-time or full time service provider.
VI. FINANCIAL PLAN
VI.A. BUDGET
The school leadership will follow all state and federal guidelines in order to manage school finances which will insure that public funds will be used appropriately and in compliance with all requirements, regulations and laws.
Our initial revenue for our operational budget for our first year is estimated at $1,247,250.24
The Kids’ College Academy Charter will employ 10 certified teachers who will be working with two classes per grade level. The following is our plan to serve 160 students at KCAC for 2011-2012:
K 2 early childhood teachers
1st 2 first grade classroom teachers
2nd 2 second grade classroom teachers
3rd 2 third grade classroom teachers
We are planning to hire 10 additional ESL and bilingual endorsed certified teaching staff through our Title I budget, special education budget and bilingual budget. KCAC will follow the Tier III licensure salary levels. The average salary amount we anticipate for the certified teaching staff is $40,000.00 per teacher, which will include Level III, II and I, or Nationally Certified teachers. In addition, we will hire 2 bilingual assistants at 20,000.00 per assistant. In addition our operational budget will include the salaries for 1 Director and 1 Vice Principal. One Business Manager will be employed to oversee the budget, financial records/ reports, payroll, and fiscal health of the school. One administrative assistant will also be hired to handle all secretarial and administrative responsibilities. One custodian will be hired who will be responsible for the cleanliness and of the school facility and school grounds.
We estimate monies to be set aside for supplies, utilities, lease, technology costs, travel and budgetary personnel. In addition our budget aligns to our mission and goals of hiring certified staff who are Regular Education Certified, Special Education Certified, ESL and/or Bilingually Endorsed, and highly qualified in a content area (for our middle school). The KCAC has also included funding for instructional supplies that will be necessary for our delivery of instruction using ESL, G.L.A.D., Baldrige (or other continuous improvement model) and best practices to help students reach their highest academic potential. The professional development we have outlined will be provided by our own staff that are certified in ESL, GLAD strategies, Baldrige (or other continuous improvement model). In addition, we have three staff members who are national Baldrige presenters on data driven instruction, school-wide systems and classroom systems. All staff development training will be provided in-house with no cost to the charter.
Our growth plan is defined in our five year budget description. Our initial numbers for the
first year will be 160 students. By the fifth year we estimate we will have 320 students, excluding the proposed pre-school program.
Based on our projected population we believe we will qualify as a school-wide Title I free lunch
School, bilingual, ESL and Special Education funding. Finally, we will be applying for grants to fund and support our technology, bilingual program, parent involvement, and career development component. We will also seek out resources that will support renewable energy, science investigations, Health and Physical Education.
Start Up Expenses
Through the use of the Proposed Charter Schools Program Federal Grant (PCSP), the KCAC foresees securing adequate resources to open for the 2011-2012 school year. Upon charter approval, KCAC will follow all prescribed procedures to secure the following materials and services necessary for opening the school.
a. Advertising: Electronic media, website construction, print media
b. General Education Equipment and Supplies: Tables, chairs, desks, bookcases, bulletin boards, trash cans etc.,
c. Office Equipment: Office furniture including desks, chairs, filing cabinets with locks, tables, copy machine, scanner, fax machine, printers, phone system, facsimile machine, etc.,
d. Contract Services (deliverable Services)
e. Books, educational Materials, Curriculum: including educational software programs
f. Playground and Gymnasium Equipment: including physical education equipment for PE classes.
g. Performing Arts Classroom Equipment: including music, art, dance equipment and supplies
h. Technology: Active boards, laptops, digital cameras, video cameras, televisions, and AV/LCD projectors
i. Nursing Station: Refrigerator, locking cabinet, medical supplies and health center equipment desk, bed, blankets, etc.,
j. Computer Software: IEP preparation program, curriculum based software etc.,
k. Financial Management System: Forms, checks, receipt books, purchase orders, order forms, log books
l. Professional Development Certification and Additional Training
VI.B. FISCAL MANAGEMENT
Financial Plan
Pursuant to 6.20.2 NMAC, Kids’ College Academy Charter School will follow Generally Accepted Accounting Principles and NM State laws and regulations in accounting for all funds in its custody and control. KCAC will utilize an accounting program which will accommodate the account structure (fund, function, and object code) and chart of accounts mandated by the Public Education Department. KCAC will hire a licensed business manager pursuant to 6.63.12 NMAC who will ensure the appropriate use of public funds as required by law.
SEG and most other revenues will flow from the State of New Mexico directly to KCAC School. The PED will retain 2% of the school’s SEG for administrative expenses. KCAC School will work collaboratively with the PED to assure timely reporting and other financial/fiscal processes. In accordance with the Charter Schools Act and good business practices, the school will be held solely accountable for its fiscal performance. Upon approval of the charter and after classes begin in fall 2011, a revised budget will be prepared and submitted to the PED, based on the actual, rather than estimated or projected enrollment numbers for the charter student population.
The Governing Board agrees to maintain appropriate financial records in accordance with all applicable federal, state and local laws, rules and regulations. KCAC School also agrees to contract with an independent, outside auditor and pay for its proportionate share. The results of the audit shall be provided to the PED in written form and shall be published and posted as required by law.
The Governing Board recognizes that he Public Education Department may adjust the funding based on the 40th and 80th day STARS enrollment counts to reflect the actual student count as compared to the estimated numbers used at the beginning of the school year. The adjustment in funding flows from the PED, to the charter school, minus the PED’s 2% administrative fee. If a student who has been included in the enrollment counts of any district transfers to _ Charter School during the school year, the unallocated pro-rata portion of the funding for the student shall be allocated to the charter school, and vice versa. This will require KCAC School and respective school districts to share student enrollment information freely.
The school will provide Special Education services to its students in complete conformance with all State and Federal regulations. The special education funding will be generated as part of the SEG formula. Special Education numbers cannot be anticipated in the formula, therefore the adjustment will be made in the funding formula based on the 40th and 80th STARS enrollment counts. This money flows from the PED to the charter school. IDEA- B funds flow from the federal government, and the state to the charter school. In the first year of operation, districts typically estimate the anticipated special education enrollment for the charter school based on the district’s special education average enrollment and fund the charter school based on that number.
The school will provide its own payroll function for the school, including the preparation of W-2’s and other reports required by state or federal law. All payroll information will be certified to the PED in a timely manner. The school will provide employees of the School comparable benefit programs to other public schools including, basic life, health, dental, vision care, unemployment and workers’ compensation consistent with the same eligibility requirements that apply to other school employees and state law.
School Budget Process
The Governing Board will present the PED a balanced budget consistent with the school’s mission, goals and objectives. This budget shall be in a format and on the schedule prescribed by Governance Board and the PED.
The adoption of the annual operating budget for presentation to the PED is the responsibility of the Governance Board. The Governing Board’s Finance Committee shall provide input and guidance into establishing the school’s budget. The Director will propose a specific budget calendar to the Governing Board for its adoption that meets the deliverable deadlines established by PED. The PED will give the charter school the schedule for submitting the budget to the assigned PED Budget Analyst, and set a meeting to obtain PED budget approval. The Governance Board will identify priorities and give general instructions to the Administrator to prepare a balanced budget incorporating school priorities to fulfill its mission articulated in the approved charter.
Budget Formulation.
KCAC School will submit its budget to the PED for each assigned cost account. If there are requirements for which cost accounts have not been assigned, the PED will be asked to establish additional cost accounts. As a state-chartered school, the 1999 Charter School Act does not require budget approval via the normal Local School Board review process.
Financial Reporting & Budget Monitoring
KCAC School will furnish the authorizer and the PED with Quarterly Revenue and Expenditure Reports as required by law.
Changes to Budget
During the course of the school year, it is probable that budget changes, increases, or transfer will be necessary. The licensed Business Manager will prepare Budget Adjustment Requests (BAR’s) with the appropriate documentation or revenue source (e.g., a contract from outside agency) and an appropriate expenditure cost account for new and/or changes in revenue streams and submit them to PED for approval. Depending on the BAR, both PED approval and/or Governing Board approval may be required and funds will be spent only after receiving appropriate approval.
Procurement Process
The school shall adhere to all requirements in 13-1-21 et seq. NMSA 1978. The school will initially follow the GSD procurement regulations set forth in Title 1 Chapter 4 NMAC. All purchases shall be made subject to available budget and adequate segregation of duties.
Signatory Authority on Contracts
The Governing Board will determine individuals with Signatory Authority for the school. However, in no instance shall the party initiating the purchase be the same party who acknowledges receipt of these goods or services; nor shall the party acknowledging or recording receipt, be the same party who authorizes payment to the provider of these goods or services. This segregation of duties shall be enforced to protect the school from fraud.
Disbursements Process
In no instance shall the party initiating a request for disbursement be the same party who approves that disbursement. Nor shall the party approving the disbursement be the same party who distributes the payment This segregation of duties shall be enforced to protect the school from fraud.
Payroll Procedures
The Governing Board will determine the policy and payment schedule for all employee compensation. Payroll payments will be made in the manner defined by policy in accordance with the appropriate separation of duties and approval of payroll time records to ensure that employees of the school are paid only for services rendered. Time records will be maintained for all employees.
Non-Payroll Disbursements
The school shall be responsible for paying all approved and authorized school-related bills in accordance with school policy prescribed in the Charter Schools Act, as amended.
Property Management
Management of school property includes ensuring its proper allocation, control, care, use, and safeguarding. Responsibilities include liability for loss, damage, or destruction of school property resulting from mismanagement, or unauthorized use. School personnel must ensure that equipment is protected, conserved, and maintained. School property or equipment will be managed in compliance with 6.20.2 NMAC.
Audit of Inventory Records
An equipment inventory will be kept and will be available for audit at all times. Applicable equipment will be inventoried as it is received; inventory records will be part of the internal audit.
Grant Applications and Awards
All grant applications will comply with the policy established by the school’s Governance Council. Awards will be budgeted according to state statutes and regulations before any spending takes place.
A. Budget
KCAC School provides a sample of a completed revenue projection form 910B5 and a proposed operating budget covering each year of the charter term based on current unit value using the 5-Year Budget Plan.
Revenue Expectations
We are basing our revenue projections on the following numbers:
▪ Year 1 – we expect to enroll 160 students in grades K, 1, 2, 3.
▪ Year 2 – we expect to enroll 200 students in grades K, 1, 2, 3, 4.
▪ Year 3 –we expect to enroll 240 students in grades K, 1, 2, 3, 4, 5.
▪ Year 4 - we expect to 280 students in grades K, 1, 2, 3, 4, 5, 6.
▪ Year 5 - we expect to 320 students in grades K, 1, 2, 3, 4, 5, 6, 7 and 8.
Expenditure Expectations.
▪ Teachers: Staffing totals of 10 FTE teachers at an average of $45,000 per teacher. Increasing the number of teachers to 12 FTE at Year 2 and to 14 FTE at Year 3 and 18 FTE Year 4 through Year 5. One of these teachers will serve as the special education director with a stipend available for the additional duties.
• This pay scale takes into consideration the three tiered salary schedule as
required by the School Personnel Act. Our assumption is that we will attract and
hire teachers at all skill levels
▪ Instructional Assistants: Year 1 we will start with a 2.0 FTE Instructional Assistant at $16,000, increasing to 3.0 FTE Instructional Assistants, in Year 4 and Year 5 with a average salary of $16,000.
▪ Director: The Director will be paid $70,000 in Year 1 as a 1. FTE. Increase to a salary of $85,000 in year 2. Increase to $90,000 in Year 3. Increase to $95,000 in Year 4. Increase to $98,000 in Year 5.
▪ Vice Principal: The Vice Principal will be paid $55,000 in Year 1 as a 1. FTE. Increase to a salary of $75,000 in year 2. Increase to $80,000 in Year 3. Increase to $85,000 in Year 4. Increase to $88,000 in Year 5.
▪ Business Manager: No salary has been calculated for this position as it will be contracted.
▪ Secretarial/Clerical: Year 1 and 2, a 1.0 FTE position will be hired to assist with administrative needs of the school at a salary of $24,000. In Year 3 increase the salary, to $26,000. In year 4 the salary will increase to $28,000 and Year 5 the salary will increase to $30,000.
▪ Maintenance/Custodial: In Year 1, a .1.0 FTE position will be hired to be responsible for all the custodial and maintenance needs of the school at a salary of $20,000 per year. In Year 2, the FTE will 1.0 at a salary of $20,000. In Year 3, the salary will be increased to $24,000. In Year 4, the salary will be increased to $26,000. In Year 5, the salary will be increased to $28,000.
▪ Benefits: Benefits are paid for all part time and full time employees. The benefits are figured at 35% of the salary. This amount will account for all benefits that employees are eligible for according to the New Mexico Public School Insurance Authority, as well as account for FICA, Medicare, Unemployment and Worker’s Compensation Fees. This also accounts for Educational Retirement and Retiree Health benefits.
▪ Professional Development: It is the intention of the school to develop the staff as well as assist in providing other charter schools with training that has been successful to _. Year 1, $2,000 has been budgeted. Year 2, $20,000. Year 3, $5,000. Year 4, $20,000 and Year 5 at $25,000.
▪ Related Services Contracts: Budget for additional ancillary needs of the student. In Year 1, $30,000. Year 2, $50,000. Years 3, $60,000. Year 4, $65,000 and Year 5, $80,000.
▪ Auditing: Years 1, and Year 2, $20,000, Year 3, $25,000, Year, 4, $30,000, and Year 5, $30,000 has been budgeted for each annual end of the year audit.
▪ Legal: Budget for legal counsel, Year 1 and Year 2 is $3,000. Years 3, and 4 $20,000, Year 5 is $25,000.
▪ Finance/Bookkeeping/Accounting: Budget for Business Management needs of the school. The amount budgeted for Year 1, $50,000, Year 2, $55,000, Year 3, $60,000, Years 4, and 5 $65,000.
▪ Other Professional Services: Money has been budgeted to take care of any other professional services that may be needed for the school, such as a contracted nurse and counselor. In Year 1, $ 10,000. Year 2, $70,000, Year 3, $68,758.35. Year 4, 70,000 and Year 5, $73,000.
▪ Maintenance & Repair: In Year 1, $2,000. Year 2, $2,000. Year 3, $ 4,000. Years 4 – 5, $5,000.
▪ Rental-Land and Buildings: In Year 1, $130000. Year 2, $50,000. Year 3, $55,000. Years 4 -5, $ 70,000.
▪ Rental – Equipment & Vehicles: At this time KCAC does not have a need to budget for this line item.
▪ Rental – Computers & Related Equipment: In Year 1, $0, Year 2, $30,000. Year 3, $ 35,000. Years 4 and 5, $40,000.
▪
▪ Electricity : Years 1 and 2, $7,500, Years 3,4 and 5 $8,000.
▪
▪ Natural Gas/Propane: Year s 1, and 2 $7,500. Year 2, $10,000. Years 3, 4, and 5 $8,000.
▪ Communication Services: Years 1 and 2 $5,000, Year 3, $40,000 for Years 4, and 5, $8,000.
▪ Water/Sewer: Budget is for Years 1 and 2, $3,000, Year 3. $8,000, Years 4, and 5, $7,000.
▪ Employee Travel: In Year 1, $2.000. In Year 2, $5,000. Year 3, $6,000. Years 4 and 5, $8,000. This will account for employee transportation and per diem costs for professional development or travel required by the school.
▪ Student Travel: In Year 1, $3,000. Year 2, $7,000. Years 3, 4, and 5, $8,000. This will account for student travel and meal costs for field trips and other educational travel.
▪ Other Contract Services: In Year 1, $2,000. Year 2, $40,000. Year 3, $35,400. Year 4, $37,567.96. Year 5, $10,000. This will account for any additional services needed by the school for instruction or administrative needs.
▪ Property/Liability Insurance: $15,000 has been budgeted Years 1. Year 2, $20,000. Years 3, 4 and 5, $25,000.
▪ Advertising/Marketing: This will include newspaper, radio, television, all marketing and publicity pieces. This is budgeted at $3,000 for Year 1, Year 2, 5,000, Year 3, 7,000, Year 4, $20,000, and Year 8,000.
▪ Board Training and Travel: Board training is budgeted for Year 1, $2,500, Year 2, 4,000, Year 3, 5,000, Year 4, $10,000 and Year 5, $6,000. This will cover any required and needed training as well as retreats for planning.
▪ Other textbooks: Textbooks are budgeted at $15,000 for Year 1, $30,000 for Year 2. Years 3 and 4, $40,000, and Year 5, $25,000 This will take care of the textbooks needs of the students.
▪ Software and Software licenses: $12,000 for Year 1. $30,000 for Year 2. $35,000 for Years 3 and 4, and $20,000 for Year 5. This will take care of software needs for accounting and student management systems. It will also allow for some student curriculum on-line (EDM Games).
▪ General Supplies and Materials: This is to account for student instructional needs, as well as administrative and janitorial needs. In Year 1, $ 7,650.24 has been budgeted. Years 2 and 3, $45,000. Year 4, $30,000. Year 5, $10,000.
▪ Library & Audio/Visual: Students will be studying philosophy so more money will be put into providing a library for the students. Year 1, $2,000. In Years 2 3,and 4, $45,,000, and Year 5, $1,746 has been budgeted.
▪ Food (for student nutrition purposes): has budgeted $0.0 for Year 1, $10,000 for Years 2 and 3, Year 4, $8,108.01, and $0. Is budgeted for Year 5. The students will be bringing their own lunch. This allocation will provide _ an amount to spend for additional nutrition needs of the students.
▪ Supply Assets: This is to account for desktop computers, printers, servers, laptops and LCD Projectors for the students. Year 1 , $30,000, $120,099.25, for Year 2, $75,000 for Year 3, $30,000 for Year 4, $18,000 for Year 5.
▪ Fixed Assets: In Year 1, $5,000, Year 2, $5,000. Year 3, $33,000. Year 4, $21,216.02. Year 5, $17,200.
In terms of non-SEG related funds, the school will seek funding from the Lease Assistance Fund and Instructional Material funds. In addition, the school will seek grant opportunities such as federal start up funding for charter schools, E-rate grants, all federal grant funds for which the school qualifies based on its revenue generated by students, such as IDEA A and B and Title I funds, and private sector grant opportunities.
B. Fiscal Management
Kids’ College Academy Charter School will apply sound fiscal practices that adhere to GAAP, NM State school law as well as federal and local laws and statutes. To minimize the risk inherently involved in administering any school’s finances, KCAC has clearly defined roles for the Governing Board, the Director, the Business Manager, and other employees responsible for handling the school’s financial assets, thus giving reasonable assurance of the school’s long-term financial health and the school’s success. The Governing Board will establish both Finance and Audit Committees as required by state statute.
KCAC School Governing Board will apply to become a Board of Finance, provide oversight of the school’s finances by regularly reviewing and approving financial reports at the monthly board meeting. The Governing Board will also establish and approve the yearly budget, as well as approve the Administrator’s contract and the staff salary schedule.
The Director will have ultimate responsibility for all management and fiscal decisions. These fiscal responsibilities include, but are not limited to the proper oversight of the school’s approved budget, hiring of all employees, and monitoring of the proper reporting student data. The Administrator will ensure that reports to all federal and state agencies (such as the NM PED and the school’s authorizer) are completed accurately and submitted in a timely manner. The Director will hire the Business Manager who will hold a State of New Mexico School Business Official License. The Business Manager will report to the Administrator and be responsible for conducting or ensuring that all fiscal activities of the school are conducted in a timely manner and in full accordance of the law. To this end, the school will use a computerized fund accounting financial software system, to process its daily financial business.
Statement of Management of Fiscal Responsibilities
The Governing Board will insure that the charter school is following general standards of accounting and otherwise sound public school business practices by requiring regular reporting by the Director and Business Manager at meetings. The Governing Board will develop sound financial management policies and procedures to address the following aspects of the school business:
• Procurement (adopt policies to implement the New Mexico Procurement Code, NMSA 1978, §13-1-1, et. seq.);
• Budget policies: fiscal year, budget preparation, budget maintenance standards; budget adjustment requests;
• Segregation of duties; anti-nepotism policies;
• Internal controls;
• Cash management program to safeguard cash in custody;
• Procedures for expenditure projections to identify school staffing and equipment needs;
• Receipt of funds;
• Cash disbursement;
• Procedures for Bank Reconciliation (monthly review and reconciliation); personnel and payroll policies (contracts, personnel/payroll action forms, certification records, employment eligibility, federal/state withholding, pay deduction authorizations, Educational Retirement Act plan and direct deposit authorizations);
• Compliance with the annual school audit as outlined in New Mexico Audit Act, NMSA 1978 §12-6-1 et seq.;
• Conflict of interest disclosure statement and policy;
• Such other policies to ensure that the school complies with the Public School Finance Act, NMSA 1978 §§22-8-1, et seq., Title 6, Chapters 19 through 21 of New Mexico Administrative Code and the New Mexico Public School Accounting Budgeting Manual;
• Policy defining the relationship to the charter authorizer; and
• Charter amendment procedure.
KCAC Charter School will employ a licensed full-time Business Manager or contract with a Business Manager to manage the school’s fiscal responsibilities. The Business Manager must hold a State of New Mexico Professional School Business Official License. The Business Manager must also attend all required NM PED trainings and workshops. The Business Manager must have the following areas of expertise and knowledge:
▪ Public school accounting and budgeting
▪ Budget preparation and management
▪ Preparation and submission of all NM PED Reports
▪ Internal control policies and procedures
▪ Standards for fund accounts and reports
▪ Cash management and controls
▪ Payroll Preparation
▪ NM PED Reimbursement Request Submissions
▪ Procurement oversight
▪ Asset and inventory management oversight
▪ Accounts Payable oversight
▪ Accounts Receivable oversight
▪ Human Resources Oversight
Internal Control Procedures
The school will adopt an Internal Control Procedure during the planning year. However, the following is a general outline of the types of procedures and protocols that the school anticipates using. However, procedures and protocols will always comply with appropriate laws and generally accepted accounting protocols.
Segregation of Duties
Segregation of duties will be implemented at KCAC School to ensure that one staff member does not have full control of all processes involved in receiving and expending funds, thus protecting the school’s assets and limiting the possibility of fiscal fraud. The procedures that _ Charter School will follow will be approved in advance by the firm that will be hired to conduct the school’s yearly audits.
Purchasing
The school will establish the protocols regarding the issuing of purchase orders and when they will be required. Both the Diretor and the Business Manager are required to approve all purchase orders, ensuring that sufficient funds are available for the purchase. Once a purchase order has been approved, it is assigned a number and a copy will be given to the employee who submitted the purchase order. The requesting employee then has authorization to make the purchase. The vendor will receive either a copy of the purchase order or the purchase order number. Vendors will be required to include the purchase order number on their invoices.
Receiving Purchases
When orders are received they will be reviewed for accuracy and items compared to the packing slip for completeness. The packing lists will then be signed and forwarded to the bookkeeper. This will let the bookkeeper know that items have been received and are in good order. If a packing list in not included with the shipment, the staff member receiving the shipment sends a confirmation email to the bookkeeper stating that the order has arrived.
Cash Disbursements
Incoming invoices will be verified for accuracy and then stamped by the bookkeeper to indicate approval. Areas on the stamp will provide space for identification of fund, function, and account code to be charged for the purchase, as well as the check number that the invoice was paid with and the date the check was written. The bookkeeper will then attach the invoice to the purchase order and packing slip, if applicable. The Business Manager will review and initial all invoices and then return them to the bookkeeper who will input the invoice into the accounting system and print all checks. The Administrator will make the final review and grant final approval of all invoices and sign all checks. Blank check stock will be kept in a locked cabinet in the Business Manager’s office. Neither the Administrator nor the Bookkeeper will have a key to this cabinet. All check stock will be imprinted “Void after one year from issue date” as required by state law.
Cash Receipts
The Bookkeeper will accept, count and write receipts for all cash and checks received at the school. The Business Manager will perform a second count, prepare deposits, and return the paperwork associated with the deposit to the bookkeeper. The bookkeeper will then enter the deposit into the accounting system and attach the bank deposit receipt to the paperwork after the deposit is made. All deposits will be made within 24 hours of receipt.
A log will be utilized as a final safeguard to reasonably assure that all money collected is deposited in to the bank. The bookkeeper will log the date, person received from, form in which received (including check information) and amount. The Business Manager will initial the log and note the amount on the deposit slip. Finally, the bookkeeper will initial the log and note the amount on the bank deposit receipt. If there is a discrepancy in cash greater than $5.00, it will be noted and investigated. If a receipt is voided, this will be noted on the log with an explanation as to why the receipt was voided. The completed log will be placed in the file folder which holds the paperwork from the deposits.
Payroll.
The Office Manager will assemble all personnel files. The Governing Board and the Administrator approve and sign all staff contracts. The Business Manager inputs the employee information into the accounting system and prepares the payroll. When payroll is prepared, a report is printed and given to the Administrator to review and sign. This report will be filed with other payroll reports for the period.
Bank Reconciliations
The Business Manager will reconcile the bank statement within five business days of receipt. Once the reconciliation is complete, a bank account reconciliation report will be generated in the financial software system and attached to the bank statement. A cash balance report will be attached which will detail each active fund and its corresponding cash balance. The bank provides an analysis statement and, when necessary, a collateral statement; these statements will also be attached to the bank statement. This bank reconciliation packet will then be given to the Administrator who will review and initial it.
Inventory
A member of the staff designated by the Administrator will be responsible for maintaining inventories of books, computers and other technology, and other furniture and equipment belonging to KCAC School. Physical inventories will be conducted each year by a third party, and all books, computers, equipment and furniture must be accounted for.
Journal Entries
Non-standard journal entries are prepared by the Business Manager and are reviewed and signed by the Administrator on a monthly basis.
Professional Development and Staff Travel
Staff members planning to participate in professional development submit a Request for Professional Development. This request details the need and the benefits for this opportunity as well as the costs involved. It is then forwarded to the Administrator. When approved, the staff member can then proceed with any registration and travel arrangements. Staff is reimbursed for all reasonable and customary expenses for travel within the guidelines and limitations of the law.
Petty Cash
KCAC Charter School will not use a petty cash system.
Insurance and other Employee Benefits
The school will work with New Mexico Public Insurance Authority to determine appropriate insurance and employee benefits.
Budget
KCAC School will prepare and adopt an annual budget in accordance with statutory requirements. Sample budgets are attached in the Appendix. The budget will be prepared by the Business Manager under the direction of the Administrator with input and oversight by the Governing Board. The school will establish a Finance Committee as required by law with the required members. This Committee will assist in making decisions around budgetary issues as well as provide additional oversight of all financial decisions.
Once the budget is set, any variances from it may require a Budget Adjustment Request (BAR). Variances include new money received by the school or a change in spending patterns. The Business Manager will prepare a BAR to be presented at a Governing Board Meeting. When the BAR is approved by the Governing Board, it will be submitted to the PED.
Financial Statements/Financial Reports
The Business Manager will prepare a monthly financial report that will be presented at the monthly Governing Board meeting. It will be reviewed and approved by the Governing Board and this will be noted in the minutes. The report will be designed by the Governing Council to meet their requirements for effective financial oversight.
Annual Audits
Pursuant to state law, the school will create an Audit Committee whose composition will reflect current statutory requirements. The Audit Committee will play a large role in overseeing the annual audit process. Annual audits will be conducted following the guidelines set forth by the NM State Auditor and the State Audit Rule. The school’s annual audit will be conducted pursuant to the instructions of the PED, Charter Schools Division. Currently, it is anticipated that the school will be audited as a component unit of the Public Education Department. The school will be responsible for paying its proportionate share of the audit and making all of the requested information available to the auditor at a time and place designated by the PEC/PED auditor upon reasonable advanced notice. It is anticipates that the annual audits will be conducted between July and October of every year, with the final report submitted to the NM State Auditor following the close of the previous fiscal year.
Audit findings assessed against the school will be addressed and become a part of the audit report. An audit finding is any deficiency, major or minor, found during the audit process. State audit guidelines have no “materiality factor” built in, therefore even the smallest deficiency found becomes a part of the audit report. The audit will be discussed after the audit is completed in a meeting termed the audit exit interview. At a minimum, the Audit Committee members, the Administrator, the Business Manager, and the treasurer of the Governing Board will attend this meeting along with members of the audit firm and representatives of the PED as necessary.
KCAC School will make every attempt to minimize the possibility of audit findings and repeat audit findings (a finding that occurs in more than one audit). However, during the course of a year items can and do get overlooked and are brought to the school’s attention by the Business Manager or auditor. The school will respond to all audit findings through a corrective action report approved by the Governing Board, which will become part of the audit report. A corrective action plan will be submitted to the authorizer as negotiated or upon request.
Reports to the PED and the Schools Authorizer
KCAC School will provide quarterly financial reports to the PED and its authorizer as required by law. These reports are prepared and transmitted through the school’s financial software. The Director will report to the Governing Board on the timeliness of the quarterly report and review with them the content provided therein.
End-of-year reports will also be submitted to the Public Education Department. They include the reports described above as well as any other reports required by the PED. These too will be provided to the Governing Board during a regular and open meeting.
VII. GOVERNANCE/MANAGEMENT PLAN
VII.A.1 GOVERNANCE /MANAGEMENT STRUCTURE
Describe how the school will be governed.
The Kids’ College Academy Charter will be governed pursuant to the bylaws adopted by its Governing Council and applicable state statutes and regulations. The primary role of the Governing Council will be to establish and approve all operational policies, contracts and the school’s annual budget. It will oversee the school’s fiscal affairs, recruit, select and evaluate the school’s instructional leader, the Director. It will utilize a collaborative decision making process in which the Director will represent the school’s site-based management teams’ viewpoint, work and input to the Governing Council. Parents will be represented directly at open Council sessions and indirectly through input from the Director and the site-based management teams. At all times parents will have the opportunity to address the Governing Council, either through public comments, or an item placed on the approved monthly meeting agenda.
The Kids’ College Academy Charter will be site-based managed. The Governing Council through policy will delegate the day-to-day operations to the Director, who will report to the Kids’ College Academy Charter Governing Council. A licensed business manager will be hired and report directly to the school Director. The business manager will also attend monthly Governing Council meetings to render a report on the fiscal health of the school. While the Director will have the final say over the school’s daily operations, he/she will implement a distributive leadership model, which will include input from:
1. The Academic Leadership Team: Director, Vice Principal, and the Instructional Coach. Their functions are to ensure quality assurance and compliance, academics, and monitor continuous improvement, goal team leadership and to oversee parent involvement and office staff.
2. The School-wide Strategic Planning Team: Academic Leadership Team, Grade Level Chairs, Goal Team Chairs and the Chair of the Parent Advisory Board. Their functions are to develop, implement, measure, analyze data and results, process management for academics, parental involvement, student attendance, Bilingual/ELL and Special Education.
3. The Instructional Council Team: Academic Leadership Team and the School-wide Strategic Planning Team. Their functions are to make decisions regarding school related goals, alignment, develop the master calendar for the school year, provide answers to questions related to academics/instructions, provide direction and alignment of standards, input for academic strategic planning, assist with the organizational issues related to the running of the school, source of information/ dissemination and input from grade levels and goal teams, prioritize school needs.
4. The Continuous Improvement Team: Staff members on each of the goal teams. Their functions are to ensure that systems are in place in the classroom and school-wide so that instruction is data driven and to provide data, analysis and knowledge input to the other leadership teams. All decisions are in alignment with KCAC mission, annual goals, and objectives as well as standards and benchmarks to support student learning, academic achievement and progress.
The site-based management teams will work in tandem to ensure KCAC’s high standards for student success and to develop policy recommendations for the Director to present to the Kids’ College Academy Charter Governing Council. KCAC’s site-based management teams will be responsible for measuring, analyzing and disseminating the results of their work to all stakeholders and for implementing all policies approved by the Governing Council.
VII.A.2 Organizational Chart
KIDS’ COLLEGE ACADEMY CHARTER ORGANIZATIONAL
CHART
Narrative of and description of KCAC’s Organizational Chart: the reporting structure is represented in this organizational chart.
The KCAC Governing Council reports to the NM Public Education Department, authorizer of the charter.
The Director of KCAC is the instructional leader of KCAC. He/she will be responsible to provide visionary and instructional leadership in alignment with the mission and vision of KCAC, work collaboratively with the Governing Council, act as the liaison between the Council and the site-based management teams, and ensure the day to day operations of the school. As the instructional leader, he/she will facilitate the development of the educational program and each of the site-based management teams. The Director will report directly to the Governing Council, which sets policy and provides oversight to KCAC. He/she will be responsible for communicating with all stakeholders regarding student achievement, goals/benchmarks, polices/recommendations approved by the Governing Council. He/she will be responsible for fiscal operations of the school, securing appropriate state, federal, and local monies, to support and achieve the goals approved by the KCAC Governing Council. He/she will be responsible for evaluating KCAC employees as per their job descriptions. He/she will work closely and collaboratively with the Vice Principal and the Business Manager.
The Vice Principal reports directly to the Director and assists with all administrative, supervisory and operational duties.
The Business Manager reports directly to the Director and is responsible for ensuring the fiscal health of KCAC and for providing monthly fiscal reports to the Director and the Governing Council. He/she is also responsible for fulfilling all finance and audit obligations in a timely manner to Council to report to the NM PED.
All employees, including but not limited to teachers (certified staff), special education teacher, social worker, bilingual teacher (support staff),educational assistants (non-certified staff), custodial staff, administrative assistant, ancillary staff, contractual personnel, etc. of KCAC are under the direct supervision of the Director and Vice Principal.
The Parent Advisory Board is an active voice for the parents of the KCAC learning community and reports to the Director in an advisory capacity. The Parent Advisory Board as well as individual parents/guardians will at all times have the opportunity to address the Governing Council, either through public comments, or an item placed on the approved monthly meeting agenda.
VII. A.3 Parental Involvement:
KCAC embraces the philosophy that active parent, student, and employee participation in school governance and operations is critical to fostering a school’s long term sustainability as a successful learning community. To that end, KCAC will establish a Parent Advisory Board (PAB). The focus of the PAB will be to elicit parental involvement, parent input, and provide an avenue for open communication so parents can take an active role in the academic progress of their enrolled child(ren), as well as have an active voice in the direction and governance of the school. Parents will be surveyed in English/ Spanish at least twice a year to determine their satisfaction levels with the KCAC learning community with respect to open governance, curriculum, instruction delivery methods and design, achievement of performance goals and objectives, and other metrics that factor into the school’s governance and accountability. Public meetings of the KCAC Governing Council will be the forum for major school decisions. Parents will be notified in advance of such meetings and will have the opportunity to share concerns and provide oral and/or written communication regarding decisions pending before the Governing Council. At all times parents will have the opportunity to address the Governing Council, either through public comments, or an item placed on the approved monthly meeting agenda.
Parent involvement and parent education will be a strong component of our work at KCAC. We will engage parents in our parent involvement academic sessions in order to help parents help their children at home in the academic areas of reading, writing and math. In addition, parents will be invited to health and wellness sessions for themselves and their families, technology classes. ESL and GED classes will be initiated so parents can raise their own education levels, qualify for better paying jobs and improve the overall economic status of their families.
KCAC’s Governing Council, Administration and staff will encourage parents/guardians to participate in the KCAC PAB. KCAC will provide its PAB with a section on its home website where PAB can communicate their plans and activities to other parents. KCAC will create partnerships that actively engage parents and community in order to foster student success. Parents and community will be invited to share their time, talents and culture with the students and each other.
VII. A.4 Compliance with Applicable Statutes and Regulations:
KCAC will comply with all federal and New Mexico state statutes and regulations which apply to a charter school governing council, including but not limited to the Open Meetings Act (Sections 10-5-1 et seq., NMSA 1978). KCAC will operate in accordance with federal and state laws, with the exception of those laws which may be waived by the NM PED. When and if any part of a council meeting is closed pursuant to the exclusions permitted in the Open Meetings Act, the closure must be approved by a majority vote of a quorum of the council. Only those issues addressed in the motion for closure may be addressed in the closed session. The reason and the authority for the closure of the meeting must be stated with general specificity in the motion requesting a vote on the closed session.
Council Powers and Responsibilities:
The KCAC Governing Council’s primary duties and powers (New Mexico State Statues, Section 22-5-4) are to set school policy and review and approve the budget for KCAC.
Criteria and Process for Selecting the School’s Head Administrator:
The KCAC Governing Council will form a search committee to recruit and select a Director, the school’s head administrator, upon approval of this charter proposal. The Governing Council will publicize these job openings through paid newspaper advertisements.
The KCAC Governing Council seeks a Director with the following qualifications:
▪ As required by NM State statute, the Director shall hold a current New Mexico Level Three B, Administrator’s license
▪ A minimum of three years experience as a school administrator
▪ Proven leadership, strong communications skills (English and Spanish) and mediation skills
▪ Expertise with curriculum design and implementation
▪ Experience working with families and students from diverse populations
▪ Experience with financial policy, budgets and procedures in an organizational setting
▪ Experience with a continuous improvement framework, such as Baldrige, Langford, etc.
and data driven instruction.
▪ Effective problem solver and able to adapt quickly to changing conditions
▪ Committed to high standards and excellence in a learning community
▪ Possesses personal qualities such as integrity, fairness, clear and open communication
Budgeting and Operation of the School:
The KCAC Director and Business Manager will work together to prepare a proposed annual school budget, which will be presented to the Governing Council for approval. The Business Manager will collaborate with the Council Treasurer to review the budget. The Council Treasurer will present the school’s proposed budget to the Governing Council for its approval.
Decision Making:
Each KCAC Governing Council member will have one vote. A quorum, that is a majority of the vote, will be necessary for approval of any issue, budget, policy or change, which is presented to the Council.
Audit:
The financial records and accounting books of KCAC will be audited each fiscal year by an independent Certified Public Accountant, pursuant to state statute 12-6-1 NMSA 1978. Costs associated with the audit shall be paid by KCAC. Results of the audit will be reported to the Director and Business Manager, who will present the audit to the Council Treasurer. The KCAC Governing Council will be responsible for submitting the audit results to NMPED, the authorizer of the charter.
To further comply with the applicable laws, statutes, KCAC Governing Council will formalize the policies and procedures of the Council as well as the policies and procedures of KCAC contained within its charter during the planning year.
VII.B. DESCRIPTION OF THE GOVERNING BODY
The KCAC Governing Council will mange and govern Kids’ College Academy Charter in a semi-autonomous manner (Charter Schools Act, NMSA 1978). The KCAC Governing Council will report directly to the New Mexico Public Education Department, authorizer of the school’s charter.
The Kids’ College Academy Charter Governing Council will be responsible for the fair, uniform application of all federal state, and local laws as well as rules, regulations and policies of KCAC in the operation of the school in conformance with its charter. The Governing Council will be responsible for the accountability requirements established under No Child Left Behind, and all applicable New Mexico laws. Its primary responsibility as a Council will be to ensure that KCAC is meeting its annual accountability targets. The Governing Council for KCAC will use a continuous improvement framework model that is congruent with the one being used at the school level, such as Baldrige, Langford, etc. The Governing Council’s major duties, responsibilities will include:
1. Commitment to using a continuous improvement model and tools for its own operation as well as to monitor the work of KCAC.
2. Commitment to ongoing training to support the work of the school, attending training provided by the NMPED regarding charter school governance and operations, or other mandated trainings. In order to accommodate the schedule of board members, school site professional development activities will be made available through such devices as Skype, webinars, video taped sessions, etc.
3. Approving all major educational and operational policies.
4. Approving all major contracts.
5. Approving the school’s annual budget, as submitted by the Principal, salaries, staffing descriptions, school policies and governing procedures of KCAC
6. Overseeing the school’s fiscal affairs and assuring compliance.
7. Hiring, establishing the duties of, evaluating, and determining the salary of the principal.
8. Developing an accountability plan to measure progress towards the approved goals and objectives in the charter.
9. Develop annual goals for the school and long range objectives with input from the Principal and the site based management teams.
10. Receiving monthly reports from the Principal and providing feedback, recommendations and commendations to the Principal, who will report results to all stakeholders.
11. Developing a systems progress monitoring tool to assess KCAC’s progress toward goals, objectives, student progress, academic achievements, financial status, legal compliance and learning climate. The tool will include assessment of key performance indicators, i.e. leadership, strategic planning, stakeholder focus, human resource, measurement and analysis, process management and results. The tool will be administered at least three times per academic year. Results will be reported to the Principal who will be responsible for reporting results, recommendations and celebrations to all stakeholders.
12. Developing a collaborative relationship with the authorizer and the PED and resolving any issues to the mutual benefit of the charter school
13. Approving any amendments to the charter before requesting such from the authorizer.
14. Preparing an annual performance report, including any yearly reports required by the authorizer. This report will also assess how well KCAC is fulfilling its mission, specifically regarding student progress.
The Director will attend monthly Governing Council meetings and will be responsible for submitting a monthly summary report focused on the key performance indicators, i.e. leadership, strategic planning, stakeholder focus, human resource, measurement and analysis, process management and results, to the Governing Council at each meeting.
The Governing Council of KCAC will consist of five members, expanding to seven as needed, who will be recruited from the professional, business and at-large community members. Governing Council members will be chosen based on qualifications and experience with the student population served by the school; public school and public finance expertise; training in law; fund raising experience; real estate and facilities management experience; community development experience and other qualifications that will enhance the leadership and effectiveness of the Governing Council as the school evolves. Members will be committed to ensuring that KCAC operates with ethical and legal integrity as well as supportive of the school mission.
Council Member Roles:
The Council will appoint a Chairperson, a Vice-chairperson, a Secretary, a Treasurer and a General Member pursuant to the bylaws.
The Chairperson will be responsible for ensuring the functioning of the council and to conduct council business and meetings. He/she will set the meeting agenda with consultation from the council membership and the KCAC Director. He/she will consult with the Director on a regular basis on school maters. The Chairperson and Vice- chairperson will be responsible for orienting new members on to the Council.
The Vice-chairperson will be responsible for assisting the Chairperson with his/her duties and for facilitating council meetings in the absence of the Chairperson.
The Secretary will be responsible for disseminating an agenda to all stakeholders in a timely manner (five days before each regular or special meeting, or one day before an emergency meeting) and for maintaining and disseminating minutes of council meetings and business.
The Treasurer’s primary responsibility will be to monitor KCAC’s fiscal affairs and health. He/she will be responsible for overseeing and reviewing financial statements created by the school’s Business Manager. He/she will consult with the Director and school’s Business Manager regarding budgetary matters.
A General Member will be responsible for maintaining contact with the PAB chair to ensure that parent concerns, issues, suggestions are always being addressed and presented at the monthly meetings.
A copy of the agenda and minutes for each council meeting will be kept on file by the Director at the school site and by the Council Secretary.
Roberts Rules of Order will be used to govern the council meeting proceedings.
Initial KCAC Governing Council Members: Vitas
Cynthia Chavez (Chairperson)
Retired APS Elementary School Principal
Educational Experience:
26 years with Albuquerque Public Schools; 9 years as an elementary school principal; 13 years as a Speech and Language Pathologist; Diagnostician in Speech and Language; 4 years as a Facilitator of a parent involvement program, Juntos Para Los Ninos; Facilitator for the Epstein Model
Degrees: Bachelor of Arts and Master of Arts degree in Speech Pathology; Educational Specialist Degree in Administration
Licenses: State of New Mexico Level III B, Administrative License; State of New Mexico Level III A, Instructional Leader K-12 Special Education; Licensed in Speech Pathology
Specialized Training: Baldrige, Multiple Intelligences, Writing Process, Cooperative Learning, English as a Second Language, Seven Habits of Highly Effective People, National Trainer for Early Prevention of School failure, Co-researched and developed a literacy program for bi-cultural special education students; Presenter and trainer for The Acquisition of Written Language and Symbolic Play; National co-presenter and developer of Empowering Families of Language Learning Disabled Minority Students; National presenter and trainer of Teacher-Child Discourse Strategies in Language Disabled Students; Facilitator for an organizational process to incorporate parent involvement in 14 schools called the Epstein Model; Facilitator for Juntos Para Los Ninos in 10 elementary schools serving 200 families per year.
Special Awards and Recognition: Quality Schools Pinon Recognition Award Principal; Certificate of Merit from Educational Administration at UNM; Certificate of Graduation-Seven Habits of Highly Effective People, Steven Covey; Outstanding Achievement and Exceptional Accomplishment from House of State Representatives NM; OutstandingAcademic Award in the Department of Administration UNM.
Other: Small business entrepreneur
Cecilia Martinez-Sanchez (Vice Chairperson)
Principal, Mary Ann Binford Elementary School
Educational Experience:
24 years of educational administration as a principal at an Elementary and Kindergarten – 8th School
8 years experience as an APS Cluster Leader Principal for Rio Grande Cluster Schools; responsible for the supervision of 14 principals and 14 schools including elementary, middle and one high school
11 years combined experience as a classroom teacher and reading specialist
Degrees: Bachelor of Science in Elementary Education with a minor in Spanish; Master of Arts in Bilingual Education and Reading; Educational Specialist in Administration
Licenses: State of New Mexico Elementary Education, Level III B Administrative License
Certifications/ Endorsements: Reading Specialist, Bilingual Education, TESOL, G.L.A.D.
Specialized Training: Baldrige (8 years), full implementation of school-wide and classroom Baldrige systems; Guided Language Acquisition Design; Marzano Strategies; Dr. Daggett Training, Rigor and Relevance; ESL strategies; Reading Specialist training
Special Awards and Recognition: National Blue Ribbon School Principal; National Hispanic School Principal Award; School on the Rise Principal at Barcelona Elementary School and again at Mary Ann Binford; Quality Schools Pinon Recognition Principal; Principal and Co-recipient of the Excellence in Education Urban Schools Award for Mary Ann Binford Elementary School; Co-presenter at the National Quality Education Conference in Chicago and Miami; Co-presenter at the New Mexico Quality of Education Conference..
Carol Carriaga (Secretary)
Technology Coordinator, Reading Teacher, Mary Ann Binford Elementary School
Educational Experience:
7 years in grades 2 through 8 with the Albuquerque Public Schools, 5 years as an Educational Assistant for grades Pre-School through 8th with Albuquerque public Schools
Degrees: Bachelor of Science in Elementary Education
Licenses: Sate of New Mexico K-8 Level II, Teaching License
Certifications/ Endorsements: TESOL; Highly Qualified in the areas of science, language arts and social studies
Specialized Training: Baldrige,(10 years) Train the Trainer; Guided Language Acquisition Design; Spalding; Multiple Intelligences; Success for All Reading and Math; SMART Board
Special Awards and Recognition: Her students represented their elementary school at the NM Regional Science Fair, State of New Mexico Science Fair, NMRSTEM Science Teacher Award (3 years) and the State Science Olympiad.
Other: She has served on the Leadership Team, Instructional Council, Grade Level Chair and Chair of the Math Goal Team
Fred A. Sedillo (Treasurer)
Vice Principal, Mary Ann Binford Elementary School
Educational Experience:
8 years administrative experience at the elementary and middle school level
14 years teaching and coaching experience, Physical Education
14 years U.S. Professional Tennis Association Pro I Level License
Degrees: Bachelor of Science from Eastern New Mexico University; Masters in Business Administration from University of Phoenix; Educational Leadership Internship Program from University of New Mexico
Licenses: State of New Mexico K-12 Level III B, Administrator’s License; State of New Mexico K-12 Level III A, Teaching License
Certifications/ Endorsements: K-12 Physical Education, Coaching Emphasis, Health, Social Studies, Business
Specialized Training: Baldrige (8 years), full implementation of school-wide and classroom Baldrige systems; Marzano Strategies; Dr. Daggett Training, Rigor and Relevance; ESL strategies; Langford
Special Awards and Recognition: School on the Rise Vice Principal at Barcelona Elementary School and again at Mary Ann Binford; Quality Schools Pinon Recognition Vice Principal; Vice Principal and Co-recipient of the Excellence in Education Urban Schools Award for Mary Ann Binford Elementary School; Co-presenter at the National Quality Education Conference in Chicago and Miami; Co-presenter at the New Mexico Quality of Education Conference.
Elyse Sedillo (General Member)
Teacher of the Gifted/ Talented, Quest Program, Adobe Acres Elementary School
Educational Experience:
18 years teaching: regular education, Special Education/Self-contained Cross Cat., Special Education/ Resource, Special Education/ Gifted and Talented Quest Program, Math Interventionist, Instructional Coach for K-3 Plus Program
Other Work Experience:
5 years bookkeeper/co-owner of Bright Beginnings Child Care Centers; 1 year bookkeeper/ office manager for Adobe Animal Medical Hospital; 4 years assistant youth minister; 5 years Senior Executive Macy’s New York, Information and Control Systems
Degrees: Bachelor of Arts in Education; Master of Arts (Plus 55 hours+) in Special Education, Emphasis on the Twice Exceptional Child
Licenses: State of New Mexico Level Three-A Instructional Leader Pre K-12 Specialty Area License; State of New Mexico Level Three-A Instructional Leader Pre K-12 Special Education License
Certifications/ Endorsements: TESOL, Gifted Education, Modern and Classical Languages
Specialized Training: Baldrige, Train the Trainer; Guided Language Acquisition Design; Spalding; Multiple Intelligences; Mediation in the Schools District Trainer and Coordinator (10 yrs,); DIBELS trainer for APS on tools and reports; SMART board; Junior Great Books; Wrinkle Writing Drama Activities
Special Awards and Recognition: Adobe Acres Gifted and Talented program recognized in its publication, In Search of the Dream, Designing Classrooms and Programs that Work for High Potential Students from Diverse Cultural Backgrounds by the National Association for Gifted Children; co-author and recipient of the Quality Schools Pinon Recognition Award at Adobe Acres ES; Recipient of grant from PNM; recipient of Grant from Join-a-school (3)
Other: Former Board Member for New Mexico Future Problem Solving (6 years); New Mexico Future Problem Solving State Bowl Chair (2 years); New Mexico Future Problem Solving Evaluation Director (4 years); New Mexico Problem Solving Evaluator; Current member of the Data Team; Former member of Instructional Council, Math Goal Team, Writing Goal Team, Effective and Efficient Goal Team Chair, Student Discipline and Safety Team Chair.
Recruiting Council Members:
The Governing Council of KCAC will consist of five members, expanding to seven as needed, who will be recruited from the professional, business and at-large community members. Governing Council members will be chosen by other members based on qualifications and experience with the student population served by the school; public school and public finance expertise; training in law; fund raising experience; real estate and facilities management experience; community development experience and other qualifications that will enhance the leadership and effectiveness of the Governing Council as the school evolves. Council members will commit to a three year term. A Council member who chooses to continue to serve on the Council must go through the same application process as a new applicant.
Orientation Process for New Members and Ongoing Professional Development:
The Chairperson and Vice Chairperson will be responsible for orienting new members to the Council. All members are expected to be committed to ongoing training to support the work of the school, attending training provided by the NMPED regarding charter school governance and operations, or other mandated trainings. All members will be expected to be familiar with the by-laws, policy manual, and charter of KCAC in order to fulfill its responsibilities as the school’s guardian. Other regular professional development opportunities may be accessed through but not limited to membership in the New Mexico Charter School Coalition.
Council Meeting Schedule and Opportunities for Family, Staff and Community Involvement:
The KCAC Governing Council will meet on the third Thursday of each month, with special meetings to be scheduled as needed. The Secretary will publish the agenda five days before each regular or special meeting, or one day before an emergency meeting. Meetings will be advertised through the school’s parent newsletter and website in English and Spanish. A General Member will be responsible for maintaining contact with the PAB chair to ensure that parent concerns, issues, suggestions are always being addressed and presented at the monthly meetings. At all times parents will have the opportunity to address the Council, either through public comments or an item placed on the approved meeting agenda. Meetings will be held in accordance with the Open Meetings Act.
VII. C Partnerships:
None identified at this time.
VII. D SCHOOL ORGANIZATIONAL STRUCTURE
The Kids’ College Academy Charter will be site-based managed. The Governing Council through policy will delegate the day-to-day operations to the Director, who will report to the Kids’ College Academy Charter Governing Council. While the Director will have the final say over the school’s daily operations, he/she will implement a distributive leadership model, which will include input from Academic Leadership, School-wide Strategic Planning Team, Instructional Council and the Continuous Improvement Team and the Parent Advisory Board He/she is the chief administrator and educational leader of the school. His/her responsibilities include: recruitment, selection, and supervision of all staff and ancillary services; oversee and maintain all operations; manage the budget and all programs, ensure that all policies approved by the Council are followed. He/she will implement a school-wide continuous improvement framework. The Director will work closely and collaboratively with the Governing Council and provide monthly reports to the Council focused on key indicators for performance. He/she will work closely and collaboratively with the Business Manager to ensure the fiscal health of the school.
The Vice Principal will share the responsibilities of the Director. The responsibilities include but are not limited to the following:
• Work collaboratively with the Director to provide instructional and visionary leadership to members of the KCAC learning community and to assist with fulfilling school’s vision, mission, goals and objectives.
• Assist with hiring, supervising and evaluating school staff, certified and non-certified
• Assist with the safety of students and staff
• Assist with Discipline of students
• Provide visionary leadership and support the work of each of the leadership teams, goal teams, grade level teams
• Ensure compliance with Special Education policy and procedures
• Ensure the smooth day to day operations of the school
The Business Manager will work closely and collaboratively with the Director to ensure the fiscal health of KCAC. He/she will maintain the budget and provide monthly reports to the Director and to the KCAC Governing Council on the school’s budget, and financial records. He/she will be responsible for preparing the accounting books and financial records of the school for audit by an independent Certified Public Accountant. He/she will maintain payroll, purchase systems, licensure issues, student information systems, and communicate and make payments to contractors.
The Instructional Coach (IC) will work closely with the Director and Vice Principal to ensure communication and alignment of organizational goals. He/she will support all classroom teachers as well as mentor first year teachers if applicable. The IC will model content based lessons for classroom teachers, support the use of continuous improvement processes at the school level, grade level and classroom level. He/she will be the Curriculum Specialist, Professional Development Coordinator and the Assessment Coordinator.
All KCAC Teachers whether contracted or full-time employees, will report directly to the Director and Vice Principal. They will be responsible for ensuring they are providing an academically stimulating environment, which is accessible to all students. They will promote parental involvement in order to meet the needs of the KCAC diverse multi-cultural student population.
Teachers will be required to: properly assess and document student progress through data driven instruction to ensure the classroom curriculum is aligned with standards and benchmarks. Teachers will attend meetings including SAT, MDT, IEP, weekly staff meetings, parent-teacher conferences, professional development training, and school-community events, before, during and after school. All teachers will work cooperatively with other staff to ensure the success of all students. Teachers will address student needs related to deficiencies in progress or potential need for special education services as appropriate. Teachers will advocate for all children and teach them to advocate for themselves. They will participate in annual curriculum and student placement planning.
The Social Worker will report to the Director and the Vice Principal. He/she will provide social work services for all students with a particular emphasis on students with special needs. He/she will communicate with the sponsor teacher regarding student needs and progress monitoring. The social worker is a liaison between home and school regarding student social behavior and parent training. The social worker plays a key role in providing students with the necessary skills to be productive students and citizens. This role will be contracted.
The KCAC Educational Assistants (EA’s) will report directly to Director and Vice Principal. He/she will be collaborators with teachers in the classroom in ensuring that all students are supported in their learning. EA’s will fully support teachers and students by: documenting their observations regarding student progress, attend staff and grade level meetings and professional development training. EA’s will assist the teachers with creating a positive nurturing classroom environment, assist the students in small group sessions in order to reinforce and practice lesson objectives and skills, attend school-community events, work cooperatively with other teachers and educational assistants, consult with teachers in order to address student needs related to student success. EA’s will advocate for children and teach them to advocate for themselves.
The Administrative Assistant is the Office Manager. He/she reports to the Director and Vice Principal. He/she will be responsible for greeting all staff, parents, students and guests as they enter the school. He/she will be responsible for daily operations that include monitoring the front desk for safety and security, tracking employee and student attendance, assisting with duties related to segregation of financial matters, answering the phone, mail matters, as well as providing support to all staff members, students, parents and community members. The secretary will be fluent in Spanish and English. The position will require 40 hours per week.
The Custodian reports to the Director and Vice Principal. He/she will be responsible for ensuring the school environment is clean, maintained and sanitary. These duties include sweeping and mopping the outside hallways and playground areas, sanitizing student and adult restrooms, stocking and reordering toilet paper, cleaning supplies, etc. with the approval of administration. He/she will keep the school campus clean, well groomed, sanitary and safe at all times. Also, the Custodian will likely be needed for small-scale maintenance duties such as minor plumbing issues, replacing light bulbs. This position is a 40 hour a week position.
The designated Nurse or trained Nurse Assistant will report to the Director and Vice Principal. He/she will be knowledgeable regarding medical issues and injuries. A nurse or trained nurse assistant will be available to administer general first aid to students and refer students to the medical community when necessary. The nurse or trained nurse assistant will conduct sight and hearing screenings if adequately trained. The nurse or trained nurse assistant will support in the registration each year to acquire adequate vaccination records and health history of every student at KCAC. The nurse or nurse assistant will communicate all serious injuries to the school’s administration. The nurse or nurse assistant will be a member of the school’s crisis team.
All Contracted Services individuals will report to the Director and the Vice Principal.
VII. D Projected Staffing
* Excluding Pre-school Program
|Description |Year 1 |Year 2 |Year 3 |Year 4 |Year 5 |
|Classroom Teachers |8 |10 |12 |14 |16 |
|Special Ed. Teacher |1 |1 |1 |1 |1 |
|Technology Teacher |1 |1 |1 |1 |1 |
|Educational Assistants |2 |2 |2 |2 |2 |
|Instructional Coach |1 |1 |1 |1 |1 |
| | | | | | |
|Director |1 |1 |1 |1 |1 |
|Vice Principal |1 |1 |1 |1 |1 |
|Business Manager |1 |1 |1 |1 |1 |
|Administrative Assistant |1 |1 |1 |1 |1 |
|Health Assistant |1 |1 |1 |1 |1 |
|Custodian |1 |1 |1 |1 |1 |
Projected class size:
K, 1st, 2nd - 20 students each class, 2 classes each grade level
3rd, 4th, 5th - 20 students each class, 2 classes each grade level
6th, 7th, 8th - 20 students each class, 2 classes each grade level
Projected Pupil- Teacher Ratio
Kindergarten 1 to 20
1st and 2nd 1 to 20
3rd, 4th, 5th 1 to 20
6th, 7th, 8th 1 to 20
VII. E. EMPLOYEE RELATIONS
B. EMPLOYEE RELATIONS
KCAC teachers will be given the opportunity to create innovative teaching methods and will be observed and evaluated in correlation with their Professional Development Plan. The teachers will have ample opportunity and professional development within the teaching boundaries of the charter school. All teachers will ensure students are developing both holistically and academically.
KCAC will employ teachers who hold appropriated New Mexico teaching certificates issued by the New Mexico Public Education Department. The charter school shall not discriminate against any employee on the basis of race, creed, color, gender, national, origin, religion, ancestry, age, disability, sexual orientation or pregnancy in recruitment, selection, training, utilization, termination or other employment-related activities,. All employees will have signed contract in place within 30 days of employment. The teaching staff will be evaluated by the site administrator in accordance with New Mexico statutes. KCAC will meet all salary requirements mandated by the New Mexico Public Education Department and will maintain their own salary schedule for its employees.
All staff members employed by KCAC will participate in the education retirement system of the State of New Mexico. The charter school shall comply with all applicable federal and state laws concerning employee welfare, safety and health issues, including, without limitation, the requirement of federal law for a drug-free workplace.
KCAC agrees to provide eligible employees group medical, dental, and vision insurance through and as determined by the New Mexico Public Schools Insurance Authority (NMPSIA). For those employees who elect to participate in the approved insurance plan(s), the charter school will contribute the percentage of the premium required by state law. KCAC agrees to provide employees access to long term disability and life insurance benefits available through NMPSIA.
Conditions of Employment
Personnel policy at the school will be conducted in accordance with the school Personal Act, codified at NMSA 1978 22-10A-1 through 22-10A-39, 2004. The principal will have complete authority over all employment matters, including employment, discipline, reemployment and termination in compliance with the School Personal Act. The school may terminate an employee with less than three years for any reason the school deems necessary pursuant to NMSA197822-10A-24 (A), 2004. Employees who have been employed for three or more consecutive years shall only be terminated for “just cause” pursuant to NMSA 1978 22-10A-I(C), 2004. “Just cause’ means, a reason that is rationally related to an employee’s competence or proper performance of his/her duties and that is not in violation of the employee’s constitutional rights pursuant to NMSA 1978 22-10A-2 (F) 2004.
Pursuant to NMSA 1978 22-10A-24 ©, 2004, employees are entitled to due process prior to
termination. In the event of termination, the principal, shall provide the employee with written notice of the reasons why the termination is recommended. The employee may request the opportunity to make a statement to the Governing Council concerning reasons for the termination. The principal shall provide the employee the opportunity to be heard pursuant to the Open Meetings Act (NMSA 1978 10-15-1.1). The procedures to be followed are those set forth in NMSA 1978 22through 22 through 22110A-25, 2004. If the School Personal Act is changed, modified, or amended, then the schools procedure will also be changed, modified, or amended to conform to the Act.
Personnel Policies and Procedures
Personnel policies and procedure will comply with the School Personnel Act, NMSA 1978 22-10A-1 through 22-10A-39, 2004. All KCAC policies and procedure are defined in the proposed school Employee Handbook, Appendix
Equal Employment Opportunity
KCAC will comply with all rules and regulations pursuant to Section 504 of the Rehabilitation Act of 1973, and Title 11 of the American with Disabilities Act of 1990 (ADA) in regards to Equal Employment Opportunity. Kids’ College Academy will not discriminate against any employee or applicant for employment because of race, color, religion, sex, sexual orientation, national origin, age, marital status, disability, veteran status, or any other category protected by law. The school will take affirmative action to ensure the applicants are employed and that employees are treated equally during’ employment ,without regard to their race, color, religion, sexual orientation, , national origin, age, marital status, disability, veteran status, or any other category protected by law. Such action shall include, but not limited to the following: employment. Upgrading, demotion, or transfer, recruitment or recruitment advertising, layoff or termination, rate of pay or other forms of compensation, and selection for training or professional development.
Individuals with Disabilities
Pursuant to New Mexico State Human Rights Act 28-1-7 (J) NMSA 1978, KCAC will make reasonable accommodations to qualified employees with disabilities to perform essential job functions without undue hardship to the school.
Additional Employment Matters
Recruitment and Selection Process
KCAC will recruit and advertise open positions through our school website and agencies such as, but not limited to the New Mexico Coalition of Charter Schools.
Applicants will go through a two a two step interview process: one with the principal and one with the core set of teachers. Collaboratively, a decision will be made based on their findings.
Background Checks
Pursuant to NMSA 1978 22-10-3.3, 2004 background checks will be required for all KCAC applicants who will have an access to students. Background checks will be conducted through private company paid for by the applicant.
Conviction of Felony or Misdemeanor Involving Moral Turpitude
KCAC may discharge an employee if it learns the employee was convicted of a felony or a misdemeanor involving moral turpitude, and the employee did not disclose that information to KCAC. The Director will report to the Department of Education any type of action against a certified school employee. An employee so discharged is discharged for “misconduct” may also be disqualified from obtaining unemployment benefits.
Nepotism Policy
Pursuant to 199 Charter Schools act Section 22-8B-10, NMSA, 1978, (effective July 1, 2007)
KCAC shall not employ or approve the employment in any capacity of a person who is the spouse, father, father-in-law, mother, mother-in-law, son, son-in-law, daughter or daughter-in-law of a member of KCAC Governing Council, unless otherwise voted upon by the Governing Council. The Governing Council may waive the nepotism rule for a family member of the head administrator.
Compliance of Immigration Law
Pursuant to the Immigration and Nationality Act 274A (8 U.S.C. 1324a) Unlawful Employment of Aliens. All offers of employment are contingent upon verification of the employee’s right to work in the United States. The employee will be asked to provide original documents verifying their right to work and as required by federal law, to sigh Federal Form I-9, Employment Eligibility Verification Form. If the employee cannot verify their right to work in the United States at any time KCAC terminate employment.
Personnel File
As an employee of KCAC it is your responsibility to keep your personnel file up to date. If any changes are necessary to the list below, the employee must notify the school secretary as soon as possible.
• Legal Name
• Home address; home telephone number
• Marital Status
• Military or draft status
• Exemptions on your W-4 tax form
• Required training certificates
• Required professional license(s)
Employment Classifications
Director
The Director will be a member of the Governing Council without voting privileges. The Governing Council may chose to vote the authorized agent (which may be NMPED as an ex-officio member of the Governing Council with no voting privileges). The Director may be a member of a committee when necessary for committee to form due to lack of numbers of participants.
The Director will inform the Council of non-certified hires, where included in the school budget.
The Director will be responsible for the development of the learning environment at the school, accountability (fiscal and educational performance), selection of personnel and facility maintenance. Additional responsibilities will include, but are not limited to, providing monthly updates to the Governing Council, attending Council meetings and providing oversight of school operations.
Staff Members
KCAC highly values the input of teachers into all school policies and procedures and will seek a collaborative relationship with all staff.
Minimum requirements for teachers are a BA/BS and a New Mexico State certification (Valid teaching license). All teachers employed by KCAC shall be employed primarily for instructional services and/or professional services per their contract. Certified teachers and Educational Assistants will operate under a 182-day contract to provide for preparation and professional development, with class instruction for 181 days. In addition all certified staff and educational assistants will have an additional 20 professional development days.
Categories of Teaching Staff
There will be three categories of teachers; full time, part-time and a contracted faculty. Full-time faculty shall be contracted on a yearly basis for a full teaching day for the entire school year. Part-time faculty shall be contracted to teach less than a full school day or full school week, and may be eligible for employee benefits. Contracted faculty shall be contracted as instructional service providers on a per student need/basis and will not be eligible for employee benefits.
Teacher Committee/Teams
Teachers will be required to serve on support and school operations committees/goal teams. These committees may address such critical issues as student advocacy, mentoring, curriculum, attendance, discipline, assessments, volunteers, and safety.
Before and After School Activities
All staff members of KCAC will be required to prepare, set up, attend, participate and dismantel for all KCAC staff and community events.
Proposed Employee Contracts
All employee contracts between KCAC and certified/non-certified school personnel must be in
Writing. Delivery of the written acceptance of reemployment by a certified/non-certified school instructor creates a binding employment contract between the certified school instructor and the governing council. Written employment contracts between KCAC and the governing council. Written employment contracts between KCAC and the certified/non-certified school instructors will be executed no later than ten days before the first day of a school year.
Notice of Re-employment of Certified School Employees
On or before the last day of April of the existing employment contract, KCAC Director will serve written notice of re-employment or termination for each certified school instructor. Each certified school instructor shall deliver to KCAC a written acceptance or rejection of re-employment for the ensuing school year within fifteen days from the date of written notice of re-employment.
From 6.67.2.8 NMAC
If a licensed school instructor is not to be reemployed for the ensuing school, the school director will serve a notice of intention not to reemploy that licensed school instructor for the ensuing school year, on or before the last business calendar day of April.
Pursuant to NMSA 1978 22-10A-24 ©, 2004, employees are entitled to due process prior to termination. In the event of termination, the director, shall provide the employee with written notice of the reasons why the termination is recommended. The employee may request the opportunity to make a statement to the Governing Council reasons for the termination. The director shall provide the employee the opportunity to be heard on pursuant with the Open Meetings Act (NMSA 1978 10-15-1,1). The procedures to be followed are those set forth in NMSA 1978 22-10A-22 through 22-10A-25, 2004 and in the School Personnel Act in general. Any employee aggrieved by a decision of the school may appeal as set forth in the NMSA 1978 22-10A-22 Through 22-10A-25, 2004. If the School personal Act is changed, modified, or amended then the schools procedure will also be changed modified, or amended to conform to the Act to stay current with the law.
Contracted Staff
All other support staff will be recruited, recommend and supervised by the director. Each employee is entitled to no less than an annual evaluation that identifies accomplishments and developmental needs. All such employees are considered “at will” and employment can be discontinued at any time. Such employees will be employed for the full year and will have year-round accountabilities for KCAC. Dismissals from the school faculty and/or staff must be reviewed and approved by the Governing Council.
Governing Council
KCAC will consist of Governing Council as outlined in Section VII Part B of our charter application. The Governing Council will receive year-to-year training on Open Meetings Act and Governing Council duties. The Governing Council will not be involved in the day to day details of running the school, dealing with specific personnel issues (unless a conflict arises with the Director’s hiring, or addressing individual student needs.
The Governing Council will be consistent with the best practices of the Non-Profit Corporation Act, 1995, in developing the responsibility of running the charter school to the charter school Administrator.
Proposed Legal Advice
KCAC budget will reflect monies to allow for legal advice and representation.
Work schedule
School Hours
The proposed school hours are from 7:35 a.m. to 3:35 p.m. Monday through Friday. Except every Friday when students will be released at 11:55 a.m. for teacher professional development.
Building Access
KCAC buildings will customarily be opened closed, and secured only by the designated director or another employee specifically designated to perform those functions. The director may allow other employees to apply for access privileges and building keys under certain circumstances that are beneficial to the KCAC and/or the operation of the building in question. Any employee granted access privileges are required to enforce and abide by all KCAC policies and procedures regarding the use of the building and any equipment therein. The proposed building hours will be opened from 6:45 a.m. to 6:00 p.m.
Safety
KCAC will adhere to all rules and regulations pertaining to our school facility as stated in NMAC 6.27.30.
Reporting On the Job Injuries
The secretary is responsible for keeping records on accidents and will complete the first Report of Accident form as soon as possible after the accident. Employees should report to the secretary any job-related injury as soon as possible and in any event within forty-eight (48) hours maximum, of the injury, or knowledge of the injury, in order to receive compensation benefits. If these procedures are not followed the claim for benefits may be denied. Employees should complete the Notice of Injury form and have the director sign it, in order to protect their rights, and should complete the form even for minor strains or non-traumatic injuries if they feel it may worsen or may need medical care later on. Injuries due to intoxication, willfulness or intention of the worker are non-compensable.
Benefits
Full time employees shall be entitled to receive benefits including, but not limited to Educator’s
Retirement Association (ERA) fund, paid vacations, personal days, health insurance, dental insurance, vision insurance and long-term disability insurance. If you are a full-time employee, or a part-time employee who works more than twenty-five (25) hours per weeks, you will be eligible to receive all of the benefits. For part-time employees, benefits are pro-rated,. Coverage available to the employee and dependents are defined in the benefit summary plan description.
Health benefits will be provided by enrollment in New Mexico Public School Insurance Authority (NMPSIA). KCAC will follow all guidelines set forth in the public School Insurance Act 22-29-10 NMSA 1978 and the Healthcare Purchasing Act 13-7-1 NMSA 1978.
Group Insurance
KCAC is dedicated to the health and well being of both our employees and the employees family. A comprehensive, quality insurance program is available. The employee will become eligible for coverage on the first day of the month following the day of hire.
The following benefits are provided, as defined and limited in the literature provided through the New Mexico Public Schools Insurance (NMPSIA)
• Medical Care Coverage
• Dental Care Coverage
• Vision Care Coverage
• Group Term Life Insurance/Accidental Death and Dismemberment Insurance
Upon enrolling, the employee will obtain summary plan descriptions describing their benefits in detail. Should the employee select coverage, he/she will pay a percentage of coverage based on the coverage he/she selects. KCAC will pay a portion of the insurance premium pursuant to the federal Consolidated Omnibus Budget Reconciliation Act (COBRA) of 1985. In the event of your termination of employment with KCAC or loss of eligibility to remain covered under our group health insurance program, the employee and his/her eligible dependents may have the right to continued coverage under our health insurance program for a limited period of time at your own expense under the auspices of COBRA.
New Mexico Retirement Plan
The New Mexico Retirement Act is provided to eligible employees (those who have completed sufficient service) with a monthly pension benefit upon retirement. All employees who work more than 25% of the time (.25 FTE) are mandated by the New Mexico Educational Retirement Act to participate in the retirement plan. Participation in the Plan begins on the first day of the month following your date of hire. KCAC and the employees are required by State law to contribute to this retirement plan operated by the Education Retirement Board in Santa Fe. The details regarding KCAC and employee contributions, vesting, administration and investments are provided in the Summary Plan Description made available through the Education Retirement Board.
Social Security
All employees are required to participate in and contribute to Social Security. KCAC also makes a mandatory matching contribution on behalf of employees. Contribution levels are established by law, and are subject to change. To obtain information about Social Security and related programs, the employee may contact the local Social Security office.
Leave
As a part of the Benefits Package provided to KCAC employees, the director may allow approved leave of absence. Leave may be granted with or without pay. Request for Leave forms must be completed and submitted to the director for approval.
Appendix E, the proposed Kids College Academy Charter School Employee Handbook contains detailed descriptions on the school’s policies and procedures regarding Leave.
2. Proposed Salary Schedule
Compensation Philosophy
Employee compensation programs will be structured to attract, motivate, retain, and reward high quality personnel to effectively carry out the objectives of KCAC. KCAC will prioritize its expenditure of resources to achieve a competitive compensation position in public education in the local area market. KCAC applies the same principles of equity to all employees, regardless of organizational level, race, color, citizenship status, national origin, ancestry, gender, sexual orientation, age, religion, creed, physical or mental disability, marital status, veteran status, political affiliation, or any other factor protected by law.
Basis for Determining Pay
The KCAC Governing Council adopts a salary schedule each year based upon education, experience, legislative mandates and available funding.
Proposed Payroll Process
If an employee is hired after a payroll deadline, their first paycheck will be delayed until the second payday after they have started work. After that paychecks are issued every two weeks or 26 times per year, for a full-year employee. If the employee does not receive his/her check or believes that any amount on the check is in error, the employee must notify the Business Manager immediately.
Salary Increases
Pursuant to New Mexico’s Tier III Licensure each job class presently has a salary range. Some changes to the salary schedule may be made due to the fact full time teachers at KCAC will work an eight hour day versus the traditional 6.5 hour day of the public school system. Increases beyond the initial salary may be granted annually until the employee reaches the top step of their salary range. If an employee receives a new job or position at a higher or lower level of pay, the salary will be adjusted according to the salary schedule rules.
Direct Payroll Deposit
Direct payroll deposit is the automatic deposit of the employee’s pay directly into a financial institution account. The employee must contact the Business Manager to obtain the details and the necessary authorization forms.
Mandatory Deductions from Paycheck
KCAC is required by law to make certain deductions from employee paycheck each time one is prepared. Among these are federal, state, and local income taxes and contribution to Social Security and New Mexico retirement as required by law. These deductions will be itemized on the employees’s check stub. The amount of the deductions will depend on the earnings and on the information furnished by the employee on the W-4 form regarding the number of exemptions claimed.
Overpayment of Earnings
If an overpayment in a paycheck has been made, the employee must contact the KCAC Business Manager immediately. Any overpayment must be returned to the KCAC in full upon request by the director or Business Manager.
Overtime Pay
If employees are to work at least thirty minutes above their contract hours, they will be entitled to overtime pay. All overtime pay must be submitted on the appropriate form within 48 hours and approved by the director.
Wage Garnishments
If KCAC is obligated to execute any court-ordered wage garnishment against any employee then the employee will be notified.
Proposed Formal Staff Evaluation Process
Director
The KCAC Governing Council will be responsible for evaluating the director on an annual basis pursuant to 6.69.3.8 NMAC.
Teachers (Full-Time and Part-Time)
The director will follow New Mexico Public Education Department requirements when conducting performance evaluations of teachers of teachers pursuant to 6.69.4.7 NMAC.
The performance evaluations will be conducted collaboratively between the Director and KCAC employees. A review may also be conducted in the event of a promotion or change in duties and responsibilities. KCAC will evaluate each employee annually (minimum).
During a formal performance review the Director may cover the following areas:
• The quality and quantity of your work
• Strengths and areas for improvement
• Initiative and teamwork
• Attendance
• Customer service orientation
• Problem solving skills
• Ongoing professional growth and development
Additional areas will also be review as they relate to the employees specific job.
The review provides an opportunity for collaborative, two-way communication between the Director and the employee. The Director will maintain a system of evaluations of all personnel. The Director may initiate a performance evaluation for any employee at any time to assess the employee progress or lack of progress in the performance of job duties. A “special evaluation” is any evaluation initiated in addition to the normal periodic evaluation process and may be cause for disciplinary action or dismissal.
In the event of an evaluation rebuttal, the teacher reserves the right to address the Governing Council. The Governing Council will then make a decision based on information presented in a closed-session which the director will not attend. The decision made by the Governing Council will follow with an open meeting with said employee.
Unsatisfactory Work Performance
Unsatisfactory work performance means the failure by licensed school personnel to satisfactorily perform those tasks which are evaluated by the employee’s supervisors, pursuant to the school’s and state’s approved plan(s) for evaluation and supervision of its license employees. The immediate supervisor will have a conference with the employee at which time the unsatisfactory work performance will be identified. Sufficient time will be provided to allow the employee to correct the unsatisfactory work performance and to be observed.
After two or more conferences regarding the uncorrected unsatisfactory work performance, including the conference with the individual’s immediate supervisor that first identified the unsatisfactory work performance, the individual may be served with a notice of intent to dismiss from duties.
A written record of all conferences shall be made specifying the areas of uncorrected unsatisfactory work performance, all action suggested by the school, which might improve such performance and all improvements that have or have not been made. All parties involved in the conference shall sign each written record. In the event of a refusal to sign, a notation shall be made of the refusal. A copy of each record shall be given to the person charged with unsatisfactory work performance. The Director shall retain a copy of the record to be introduced at any hearing for the person charged with unsatisfactory work performance.
The foregoing procedures do not apply in the case of insubordination or conduct deemed to be outside the normal scope of duties of licensed school personnel, or where unsatisfactory work performance is deemed uncorrectable through the evaluation and supervision process, as determined by the Director.
Proposed Staff Discipline Process
KCAC employees are required to exercise their duties as specified in state statutes PED regulations, and as assigned by KCAC. Employees are to follow the policies and procedures of KCAC, and the lawful written or oral orders, requests, or instructions of the Director or a person acting under the authority of the Director. The actual or implied willful refusal to follow written and or oral polices, regulations, rules, procedures, and requests or instructions shall constitute insubordination and grounds for disciplinary action.
Depending on the severity of the problem, the employee may receive any of the following:
• Informal counseling
• Counseling and/or a written warning
• Initiation of termination or dismissal proceedings
KCAC will establish a fair procedure to ensure all employees may bring legitimate complaints and disputes to the appropriate authority in order to secure equitable solutions.
The goal is to provide a fair procedure to resolve expeditiously at the school level problems which may arise affecting the welfare or working conditions of employees.
Step 1 - An employee with a complaint or grievance should present it to the principal who will discuss it with the individuals involved and attempt to reach a satisfactory solution. If the grievance is not resolved informally to the satisfaction of the employee, within five days of presentation to the Director, the employee may proceed to Step 2.
Step 2 – The employee may make written request within ten days of presentation of the complaint/grievance to the Director for a hearing. If a written request is not timely submitted, the grievance shall be considered resolved. If submitted in a timely fashion, the governing Council President/designee will schedule a closed hearing within ten days of the request, before a committee composed of staff, parent, and community representatives.
A written decision shall be given within five days of the hearing. If a hearing is not held within ten days of the request, or if a written satisfactory decision is not given to the aggrieved employee within five days from the hearing, the employee many then proceed to Step 3.
Step 3 – The employee may appeal the Governing Council by submitting written notice to the council president within five days of the written decision or hearing. The hearing before the Governing Council will be held in closed session at the next council meeting at least five days after the notice of appeal, and a written decision provided the employee within fifteen days after the notice of appeal, and a written decision provided to the employee within fifteen days thereafter.
In the event the complaint or grievance is directed towards the administration, the employee may bypass Step 1 and proceed to Step 2 and present a written request to the council to be delivered on or before the next regularly scheduled meeting. If the council deems necessary, a closed hearing with all involved parties will be held to address the complaint or grievance.
Termination of Employees
“Termination” in the case of a certified school employee, means the act of not re-employing the employee for the ensuing school year, and in the case of the non-certified employee, the act of severing the employment relationship with the employee. The notice of termination is notice of intention not to re-employ for the ensuing school year. KCAC may not publicly disclose the reasons for termination. The Governing Council must present in writing reasons for termination.
Pursuant to NMSA 1978 22-10A-24 ©, 2004, employees are entitled to due process prior to termination. In the event of termination, the Director, shall provide the employee with written notice of the reasons why the termination is recommended. The employee may request the opportunity to make a statement to the Governing Council concerning reasons for the termination. The Director shall provide the employee the opportunity to be heard on pursuant with the Open Meetings Act (NMSA, 1978 10-15-1.1). The procedures to be followed are those set forth in NMSA 1978 22-10A-22 through 22-10A-25, 2004, and in the School Personnel Act in general. Any employee aggrieved by a decision of the school may appeal, as set forth in NMSA 1978 22-10A-22 through 22-10A-25, 2004, if the school Personal Act is changed modified, or amended then the schools procedure will also be changed, modified, or amended to conform to the Act to stay current with the law.
Employees with less than three consecutive years of employment
KCAC may terminate an employee who has been employed for fewer than three consecutive years for “any reason it deems sufficient” in accordance with New Mexico State Statutes. If the employee requests, KCAC will provide written reasons for the termination within ten days of the date of the request. The employee may request an opportunity to make a statement to the Governing Council if he/she submits a written request to the Director within ten days of the date of the request. The employee may request an opportunity to make a statement to the Governing Council if he/she submits a written request to the principal within five working days of the service of notice of termination.
Non-Certified School Employees
Before terminating a non-certified employee, KCAC shall serve the employee with a written notice of termination.
Certified Instructors Employed for Three or More Consecutive Years
KCAC may terminate a certified instructor who has been employed for three or more consecutive years only for “just cause’ in accordance with New Mexico State Statutes. “Just cause” is defined as “a reason that is rationally related to an employee’s competence or turpitude or the proper performance of his/her duties and that is not in violation of the employee’s civil or constitutional rights” (NMSA 1978 22-10A-1(F), 2004).
VII. F. STUDENT ENROLLMENT PROCEDURES AND DISCIPLINE POLICY
As a publicly funded learning facility, Free Access to Public Education (FAPE), KCAC‘s admission policy will not discriminate against anyone regarding race, gender, national origin, ethnicity, creed, color of skin, ability level, or age.
Phase I: Pre-opening Informational Advertising
KCAC will open its doors to students in Kindergarten through 6th grades in July, 2011. It will begin its pre-opening informational advertising in January, 2011. Pre-opening advertising will include, but not be limited to: Community Open Houses, newspaper, brochure in English and Spanish, website, telephone, mail service. The dates of enrollment and lottery drawings will be posted on the school’s website, advertising and on the school’s messaging service in English and Spanish with at least a six week window of time prior to the application lottery process. Included in the lottery will be all available spaces (NMSA 22-8B-4.1, 1978). Each applicant will be given a numbered lottery ticket that will correspond with the student’s application.
Phase II: Enrollment
KCAC will begin enrollment with a week long open house, three days, two nights, the
last week in February, 2011. The lottery system will be utilized for all available student spaces. Names of students will be drawn by two members of the Governing Council on the first Friday in March, 2011. Parents and students will be notified the following week in writing of their child’s placement or waiting list status.
All applicants can be admitted if the number of applicants does not exceed the number of spaces available.
If at the end of the enrollment period, there are still available spaces, a second lottery will be held the last week in May, 2011. The dates of enrollment and lottery drawings will be posted on the school’s website, advertising and on the school’s messaging service in English and Spanish with at least a six week window of time prior to the application lottery process.
When the demand exceeds the number of spaces available, a waiting list will be developed based on when the student’s lottery number, which was draw after the available spaces were drawn during the lottery process. Special consideration for enrollment acceptance will be given if a sibling is already enrolled in KCAC.
If there are spaces available at the start of the academic year in July, students may be placed until capacity is reached. However, once capacity is reached, students must enroll during the enrollment period using the lottery procedures.
F.2 Enrollment policies and procedures: KCAC enrollment is open to any child from grades Kindergarten through eight grades, provided that space is available, who meet the following guidelines:
a. Kinder age requirement – The student must turn five by August 31st.
b. All immunization records are up-to-date.
c. Parents and students have agreed to follow the policies detailed in the parent/student handbook. They must sign an agreement to do so.
Enrollment applications will be prioritized for:
a. Returning students
b. Siblings of returning students
c. Lottery status
Enrollment applications will not be prioritized for:
a. Children of staff members
b. Children of relatives of staff members
F.3. Discipline Policies
Kids’ College Academy Charter believes that students are inherently good and want to be academically and socially productive citizens within our community. KCAC will promote and maintain a positive climate with systems that will allow students the opportunity to make positive decisions at all times. KCAC will expect students to display and demonstrate good citizenship always and every day. When students make non productive, negative decisions,
disrupt the learning of others, or lack self control which impacts others, KCAC has the responsibility to enforce immediate appropriate consequences to restore harmony and retain the positive and productive learning environment for which KCAC stands. KCAC’s administration and staff will adhere to the discipline procedures outlined on the KCAC Student/Parent Handbook and follow all state and federal regulations (NM Public Education Department, 6.11.2NMAC). The student has the right to be heard and will always be given that opportunity before any consequence small or large is given. Parents or legal guardians play an integral and supportive role in the process of discipline. Therefore, communication between the school and home must be at the forefront of any disciplinary action.
KCAC’s Discipline Policy will be enforced by school personnel, which may or may not require administrative support and/or counselor support, for minor and/or major incidences by utilizing PINK SLIP SYSTEM (appendix ). Administrative support will range from basic one on one conversation with the student, student mediations, teacher/student mediations, parent/student/teacher conferences, short term or long term suspensions, to contacting the authorities or agencies to be involved. Each situation is different. However, a consequence is a consequence and should be administered appropriately and fairly for the infraction that was committed. If the infraction begins as minor or moderate, the consequences will become more severe each time or on a progressive scale. Students will be given no more than two days of no recesses for very minor infractions of the school rules. Once a student receives a pink slip for three to five days for a major infraction of the rules, he/she could possibly miss out on an upcoming field trip or administrative/teacher/staff incentive as well. Any type of suspension immediately warrants two weeks with out recess and possibly another type of incentive. Students can be given more severe consequences based on the offense. For example, two students commit major infractions. One student is insubordinate with a duty teacher by way of a sarcastic remark and the other hits a duty teacher. Even though both students committed a major infraction, both students will not receive the same amount of consequences and not be on the same level. For both students the pink slips serve as documentation of the incidences. However, one requires immediate attention by way of the office and possible suspension, the other requires listening to the student, redirection, a conversation and or conference with administration. Interventions that support the student are counseling, mediations, conflict resolution and instruction, conferencing and referral for more intensive therapy.
An Example of Kids’ College Academy Charter’s Disciplinary:
| |Parent Contact |Pink Slip |Pink Slip |
| | |(2 days) |(3 days) |
| | | |If it is a first major |
| | | |offense |
|Classrooms |18 |1,000 sq. ft. each |18,000 sq. ft. |
|Large Multipurpose Room/ |1 |4,500 sq. ft. | 4,500 sq. ft. |
|Cafeteria | | | |
|Small Multipurpose Room |1 |1,000 sq. ft. | 1,000 sq. ft. |
|Library |1 |1,000 sq. ft. | 1,000 sq. ft. |
|Offices/ Administrative, |6 |2,000 sq. ft. | 2,000 sq. ft. |
|Secretarial, Health Office, | | | |
|Counseling, Conference, Other | | | |
|Workroom, Supply Room |1 |1,000 sq. ft. | 1,000 sq. ft. |
|Teacher’s Lounge |1 | 500 sq. ft. | 500 sq. ft. |
|Parent Room |1 |1,000 sq. ft. | 1,000 sq. ft. |
|Bathrooms |As per code |1,000 sq. ft. | 1,000 sq. ft. |
|Total Sq. Footage Needed | | |30,000 sq. ft |
a. Plan to identify and secure an adequate facility: __Blank Company Albuquerque has agreed to help find the desired facility once the charter for KCAC has been approved. KCAC will meet health and safety code requirements in order to secure an Educational Facilities, E-occupancy permit from the State of New Mexico.
b. Proposed capital outlay needs for the facility $150,000 for furniture (classrooms, office), fire extinguishers, keys, locks, fire proof locking cabinets to maintain student and health records, refrigerator for medications and ice for students, locking cabinet for student medications, tables for student meals, clocks, fire alarms, security system, phone and intercom system, laminator, copy machines for office and staff, Gestetner, industrial paper cutter, kiln, soap dispensers, custodial equipment, yard maintenance equipment, wheelchair, play equipment
The facilities plan should demonstrate that the applicant group has carefully considered the school’s facilities needs and understands its options for meeting those needs.
VII. H. OTHER STUDENT SERVICES
a. Transportation: KCAC is planning to secure a facility in the Southwest Quadrant/central downtown Albuquerque area, which will be close to public transportation and work places. If the target population is unable to access public transportation, walk to the facility or be picked up and dropped off by parents, KCAC may need to consider contracting with a company such as Herrera, Sanchez or Beal Bus Company to provide a single bus route for regular education students as well as transportation services for special education students, as prescribed by the student’s IEP or 504 Plan, between KCAC and a targeted neighborhood for before and after school transportation. Otherwise, KCAC will not transport students to and from school. Transportation services will be contracted on an individual basis for field trips.
b. Food Services: Students will need to bring their own lunch. KCAC will apply to participate in the USDA National Lunch Program.
c. Counseling Services, Social Work and Diagnostic Testing will be contracted.
d. Health Services: A qualified health care provider will be contracted for heath services and to oversee Cumulative Health Records for each student.
e. Other Service Providers such as Speech and Language Pathologist or SLP, Occupational Therapist or OT, Physical Therapy or PT will be contracted for those students requiring services identified in their IEP of 504 Plan.
f. After School Program: KCAC will solicit grants from the City of Albuquerque and Bernalillo County, as well as Title I to fund an after school program.
VIII. REQUIREMENTS
The Requirements section of the application addresses the necessary arrangements that school leaders must make to define the respective legal liability and responsibility of the governing body and the Public Education Department. These requirements include, but are not limited to, securing appropriate insurance coverage and identifying waivers that will be sought by the school from the Public Education Department.
VIII. A. LEGAL LIABILITY AND INSURANCE COVERAGE
Insurance
Pursuant to 6.202.20 NMAC, KCAC maintains adequate insurance coverage addressed in the Tort Claims Act, Section 41-4-1 et seq. NMSA 1978, the Workers’ Compensation Act, Section 52-1-1 et seq, NMSA 1978; Officers and Surety Bonds Section 22-5-7, NMSA 1978 and the Public School Insurance Authority Act, Sections 22-2-6, 1 through 22-2-6, 10, NMSA 1978. Surety bonds paid from the operational sub-fund shall be approved by the PED and filed with the secretary of the PED of finance and administration pursuant to Subsection D of Section 22-5-7, NMSA, 1978.
Health benefits will be provided by enrollment in the New Mexico Public school Insurance Authority (NMPSIA). KCAC all guidelines set forth in the Public School Insurance Act 22-29-10 NMSA 1978 and Health care Purchasing Act 13-7-1 NMSA 1978.
If you are a full-time employee, or a part-time employee who works more than twenty-five (25) hours per week, you will be eligible to receive insurance. For part-time employees, insurance costs are pro-rated. Insurance Coverage available to the employee and dependents are defined in the benefit summary plan descriptions provided by New Mexico Public School Insurance Authority (NMPSIA).
Group Insurance
KCAC is dedicated to the health and well-being of both our employee and the employee’s family. A comprehensive, quality insurance program is available. The employee will become eligible for coverage on the first day of the month following your date of hire.
The following benefits are provided as defined and limited in the literature provided through the New Mexico Public Schools Insurance (NMPSIA)
• Medical Care Coverage
• Dental Care Coverage
• Vision Care Coverage
• Group Term Life Insurance/Accidental Death and Dismemberment Insurance
Upon enrolling, the employee will obtain summary plan descriptions describing their benefits in detail. Should the employee select coverage, he/she selects. KCAC will pay a portion of the insurance premium pursuant to the federal Consolidated Omnibus Budget reconciliation Act (COBRA) of 1985, in the event of your termination of employment with KCAC or loss of eligibility to remain covered under our group health insurance program, the employee and his/he eligible dependents may have the right to continued coverage under our health insurance program for a limited period of time at your own expense under the auspices of COBRA.
In addition to the NMPSIA; if deemed necessary, the KCAC will agree to provide for comprehensive general liability, errors and omissions (Govern Council and school leaders), building and contents, blanket occupational accident, and excess workers compensation insurance coverage to extend to the Governing Council school employees and school activities.
The KCAC consents it will not grant the faith and credit of the State to any third party or entity. KCAC shall be bound in its authority to contract by the amount of funds secured from the State. Any contracts to which the Charter school is a participant, will be as provided under the 1999 Charter School Act.
Conditional to the requirements and limitations set forth in the state law, authorized to approve contracts including employment contractual arrangements, will be made by the Director and/or Governing Council.
VIII. B. WAIVERS
KCAC will apply for the following waivers:
a. Class Size (Section 22-10A-20 NMSA 1978)
b. Length of School Day Section (22 – 2-8.1 NMSA 1978)
c. Staffing Patterns (Section 22-10A-20 NMSA)
d. Evaluation Standards for School Personnel (Section 22-10A-19 NMSA
KCAC will operate in compliance with all applicable federal, state and local laws, rules and regulations, unless requested a specific waiver. Waivers will be requested in writing following the prescribed process from Secretary of Education, the New Mexico Public Education Department Charter School Division.
IX. APPENDICES
• Appendix A The School’s proposed personnel policies;
• Appendix B The School’s proposed student discipline procedures;
• Appendix C A completed Form 910B5;
• Appendix D A completed 5-Year Budget Plan;
• Appendix E Bibliography of Citations
• Appendix F Acronyms List
• Appendix G Kids’ College Academy Charter Core Values
• Appendix H Alignment with New Mexico Standards; Partial Content Standards for KCAC
• Appendix I Instructional Strategies and Best Practices Flow Chart
• Appendix J Evaluation and Assessment of Student Performance Flow Chart
• Appendix K KCAC Strategic Planning; School-wide Systems
Appendix (A)
Kids’ College Academy Charter
Proposed Employee Policies and Handbook
7/1/10
Personnel Policy Statement:
The Kids’ College Academy Charter Governing Council establishes personnel policy. These policies and procedures pertain to all employees of KCAC and are intended to ensure the achievement of the school’s mission, and goals, as well as to clarify expectations for all employees of KCAC and to meet all federal and state mandated compliance policies.
Code of Ethical Responsibility:
KCAC endorses the Code of Ethical Responsibility of the Education Profession, adopted by the New Mexico Public Education Department. Included in the “Code of Ethics” is the ideal that those working in the field of education have high standards and a willingness demonstrate professionalism of the highest caliber.
Principal # 1: Commitment and Duty to the Student: Those persons working with students will demonstrate ethical leadership by personal modeling. He/she will deliver high quality, rigorous and engaging instruction to ensure that each child has an opportunity to succeed. He /she will demonstrate by action that each child is valued and a contributing member of the KCAC learning community. He/she will be fair, just and considerate when working with students. He/she will only share personal information regarding a student in an appropriate place and manner. As required by law, educators will withhold confidential student records or information about a student or about the student’s family or personal life unless given prior permission by the student’s parent or legal guardian.
Principal # 2: Commitment and Duty to the Community: Those persons working with students acknowledge the responsibility and right of the community to participate in the formation of educational policy. He/she acknowledges and shares the responsibility of educating students to be critical and creative thinkers who will positively impact their community with their leadership and achievements.
Principal # 3: Commitment and Duty to the Profession: Those persons employed by KCAC will conduct themselves with integrity in all work-related activities and interactions while representing KCAC learning community. He/she is committed to raising educational standards through on-going professional development, self-reflection and discussions with colleagues and administrators. He/she will participate positively and pro-actively in the orientation of new staff to the culture, mission, goals and objectives of the KCAC learning community.
Principal # 4: Commitment and Duty to Professional Employment Practices: Those persons employed by KCAC will work to create positive relationships with the KCAC Governing Council and all stakeholders. He/ she will respect and adhere to the conditions of a contract or appointment; deliver prompt notice of any change in availability of job commitment; conduct daily transactions through recognized professional and educational channels. He/she will not disclose personal confidential information regarding another employee or gossip.
Background Investigation
In compliance with the Educator Background Check Program established in 1997 by the New Mexico Legislature, all perspective employees of KCAC must pass a criminal background investigation check by the Federal Bureau of Investigation, which includes mandatory fingerprinting. The candidate for employment will incur the expense related to the finger printing and background check.
KCAC shall conduct an education history, work history and/or reference probe on each candidate applying for employment with the school, as well as on contractual service providers.
All offers of employment are contingent upon the candidate’s successful completion of all required background investigations.
Communication Policy
Kids’ College Academy Charter School promotes a policy of open communication and sharing of ideas to enhance the learning of students, conduct educational planning, resolve problems or concerns, and other educational related processes. Employees are encouraged to speak directly with one another regarding any conflicts. When employees are unable to resolve or manage their differences, they are encouraged to seek out a mediation meeting facilitated by the Director and/or Vice Principal. Gossip and retaliation against a fellow employee is deemed as unacceptable and in direct conflict with KCAC’s code of ethical responsibility and behavior.
Personnel File
KCAC Administration will keep and maintain a personnel file on each employee. The employee will be given the opportunity to see and review all material that is placed in his/her file. Employees will acknowledge viewing of their file or reading of materials prior to placement in their file by their signature and dating the material. Prior to placing any comments of a derogatory nature into the personnel file, Administration must allow the employee the opportunity to examine the comments and to respond in writing to the comments. Employees may inspect their official files by appointment with the Director or Vice Principal.
Only administrators will have access to employee files.
Employee Dress Policy
While at KCAC, an employee’s appearance should be one that reflects professionalism, enhances the school’s primary goal of student learning and achievement, and establishes a sense of trust and confidence within our community.
Employees at KCAC will ensure an appropriate educational environment and refrain from any style of dress which is not exemplary for students. Employees will observe a standard of personal hygiene, grooming and appearance which reflects a respect for self, others and the educational profession.
The Director will be responsible for ensuring the standards of professional appearance based on his/her judgment as to the appropriateness of the attire, and the individual’s appearance as to how it may reflect on the school’s image.
Absence or Lateness
Employees who are unable to report to work, or who arrive late must contact the Administrative Assistant immediately.
A consistent pattern of absences, tardies or leaving work early can be considered excessive.
Unauthorized or excessive absences, tardies, or leaving work prior to the end of the duty day, will result in disciplinary action, up to and including discharge.
Lesson Plans, Grading and Attendance
Certified and support staff will need to create and maintain lesson plans that are aligned to the standards and benchmarks for each content area. In the event of an absence or leave, the classroom teacher will be responsible for providing lesson plans for a substitute to implement so that the learning of the students may continue in his/her absence.
Teachers and support staff will be responsible for all record keeping such as but not limited to grading, progress notices to parents, conferences, student attendance, etc.
Professional Development or Personal Leave
Employees who will be off campus for professional development or personal leave must complete and submit to the Director a leave form fourteen days in advance of the scheduled leave. In cases of emergency, the Director is to be notified immediately and will waive the fourteen day policy. Certified staff is responsible for completing sub plans prior to their leave.
KCAC certified and non-certified employees will be entitled to two (2) days of paid annual leave. Personal leave is not accumulative and shall be taken at the discretion of the Director in order to ensure that the needs of the educational programming are not compromised.
Sick Leave
Employees shall earn sick leave as per contract. The unused portion of sick leave earned shall accumulate from year to year. Employees may not use unearned sick leave. If the employee has a negative balance in their sick leave, the amount will be deducted from the employee’s next paycheck. Unused sick leave will terminate without compensation upon an employee’s termination from KCAC.
Certified and non-certified employees of KCAC will be required to submit a physician’s note to the Administrative Assistant when an absence occurs for four consecutive days and/or the absence includes a Friday and the following Monday.
Sick leave shall not be paid during the period for which the employee has become eligible for workman’s compensation.
Bereavement Leave
In the event of a death of an immediate family member during the contract period of the employee, the employee shall be permitted three days of bereavement leave with pay. If requested, two additional days of leave with pay may be given when travel out of the state is required.
Religious Leave
Up to two days per year may be granted for religious leave, upon request, to any employee for observance of recognized religious events. The employee may use personal leave or leave without pay for religious leave.
Court Leave
Court leave with pay will be granted to an employee for absence from duty when the employee has been requested or subpoenaed to testify in a court or administrative proceeding.
Employees called for jury duty during their work schedule will be granted court leave with pay. However, those employees will be required to submit money received for jury duty to the KCAC Business Manager. Failure to submit money received for jury duty, except for paid mileage and/or subsistence, will result in the employee being charged for missed days or applied to annual leave. One leave request is necessary for a term of jury duty. A copy of the subpoena or legal summons must be attached to the court leave request form.
Personal Leave of Absence
Request for unpaid personal leave of absence may be granted by KCAC to an employee for up to one year by the Director. Requests for personal leave will not be considered or honored if the request is to take employment elsewhere or to start their own business. Vacation, other benefits, i.e. health care, sick leave, will no longer continue to accrue. Failure to return to work at an agreed upon time will result in termination of employment. The personal leave of absence must not interfere with the operation and functions of KCAC.
Severe Weather and Emergency Conditions
Site Closure
The Director will be responsible for making decisions regarding severe weather and emergency conditions site closure. Staff will not lose pay due to severe weather or emergency site closures. In the event of snow days, in which the site will be closed all day, school personnel will have to make up those days. In the event of the school instituting an early dismissal, or abbreviated day, the school personnel will not have to make up that time, nor will they be docked for that time.
Abbreviated Day
When severe weather conditions endanger the transportation and safety of students and employees on their way to school, an abbreviated two hour delay to the normal report schedule will be utilized. The abbreviated day will end at the regularly scheduled time. School personnel will not make up that time, nor will they be docked for that time. The Director, Vice Principal and the custodian are encouraged to report to the school as early as possible to ensure that the facility is ready for the students and staff.
The local media will be used to communicate the delay or school closing status.
Drug/Alcohol/Smoke and Weapons Free Workplace
KCAC will maintain and enforce compliance with the Federal Drug Free Workplace Act of 1988, which states that it is unlawful to manufacture, distribute, dispense, possess or use a controlled substance in the workplace. KCAC will not tolerate any personnel coming to work under the influence of any controlled substance or under the influence of alcohol. Any such action on the part of an employee will be constituted as grounds for immediate suspension.
Any employee with a criminal drug statute conviction, or participation in a Drug or Alcohol Treatment program will inform the school’s Administrator in writing within five days of the conviction. Failure to do so will result in immediate suspension.
As a learning community for children, KCAC strictly prohibits the use of alcohol and smoking inside the school or on its premises.
Weapons and firearms are strictly forbidden in the workplace. Full time law enforcement officers, while performing their duties or attending classes or meetings while on duty, are excluded from this policy requirement.
Child Abuse Reporting
It is the duty and obligation of every employee to protect and ensure the welfare of each student. Pursuant to Section 32-1-15 NMSA 1978, any school personnel has the duty to report any suspected child neglect or abuse to a member of law enforcement, county social services, The Children, Youth and Families Department. All reports of suspected child neglect or abuse must also be reported to the Director and Vice Principal. As per New Mexico policy, the child suspected of neglect or abuse may be interviewed by a member of law enforcement agency or other social services agency without the consent of the child’s parent, guardian or custodian.
Staff Personal Safety and Security
KCAC is committed to ensuring a safe campus and learning environment at all times. Therefore, it is essential that all employees take an active role in ensuring its security and their own personal safety. Personnel will be responsible for locking all doors, monitoring suspicious activities and visitors, reporting suspicions to administration or the local law authorities immediately. Personnel will be expected to ensure their own personal safety through vigilance and proactive behavior when arriving before the duty day or departing after the duty day. A staff member may use physical force for self protection or the protection of others, when the aggressor is unreasonably defiant or dangerous.
All visitors must report to the Administrative Assistant for sign in procedures and a visitor identification badge. Visitors spotted on campus who do not have an appropriate identification must be reported to the Administrative Assistant immediately for follow-up.
Parking Areas
Employees are responsible for locking their vehicles. KCAC assumes no liability for loss, theft or damage to a person’s private vehicle or personal property. All damage claims will have to go through the employee’s personal insurance company.
Sexual Harassment
KCAC maintains and recognizes that acts of sexual harassment, as defined in Section 703, Title VII of the Civil Rights Act of 1964 (Public Law 88 – 352), as amended, and in the New Mexico State Human Rights Act 28-1-7 NMSA 1978, are illegal and is strictly prohibited.
KCAC is committed to offering its employees a workplace that is free of discrimination, sexual or other prohibited harassments. KCAC’s administration is to be notified immediately if any employee feels that he/she is being sexually harassed. KCAC will follow due process to ensure that accusations are addressed in a timely manner (NMAC 9.1.1.8) and that both parties, the complainant and the respondent, have an opportunity to present their sides. The complainant, the respondent and any witnesses must provide written statements to administration.
No individual is to retaliate or gossip regarding such accusations. No individual will be discharged or retaliated against in any manner because the employee filed a complaint of sexual or other prohibited harassment, or cooperated with an investigation of a complaint. However, if the information provided in the complaint is found to be in bad faith, the employee may be subject to disciplinary action, including discharge.
After appropriate investigation, any employee found to have engaged in sexual or other prohibited harassment, or who retaliates against an employee in violation of this policy shall be subject to disciplinary action up to and including termination.
KCAC has a zero tolerance policy for sexual harassment.
Examples of conduct, which may/might constitute sexual harassment, but are not limited to, are:
1. Conduct that has the purpose or effect of unreasonable interfering with an individual’s work performance or creating an intimidating, hostile or offensive working environment.
2. Verbal abuse of a sexual nature or connotation
3. Derogatory gender-based humor
4. Derogatory or sexually explicit statements regarding an actual or supposed sexual relationship
5. Unwelcome touching, patting, pinching or leering
6. Sexual flirtations, advances, propositions
7. Sexually graphic or suggestive comments about an individual’s manner of dress or body
8. Inappropriate email which suggest sexual flirtations, advances or propositions.
E-Mail and Internet Use Policy
KCAC will provide e-mail and Internet access to support an employee’s duties with the school. However, misuse of the school computer, email services or Internet, for any other purpose may subject the employee to disciplinary action up to and including dismissal.
Political Activities
As citizens in the electoral process, KCAC employees are encouraged to exercise their constitutional rights. However, as a public learning community, KCAC must maintain its neutrality and non-partisan stance. Therefore, employees must be clear that their political opinions, ideas, actions do not reflect those of the KCAC learning community. Employees who hold public office will comply with those laws, especially Article Nine, section Fourteen (the anti-donation clause) of the Constitution of New Mexico.
Violence in the Workplace
KCAC strives to provide a safe workplace and learning environment. Therefore, KCAC prohibits violence in the workplace and will take disciplinary action, including discharge and referral to law enforcement for anyone committing any act or threat of violence.
Tutoring or Advising
School personnel are not permitted to receive any personal compensation for tutoring students on the school premises unless tutoring services are rendered under the direction of KCAC and are administered after the contractual day. School personnel are not permitted to solicit private tutoring of any students assigned to them for classroom teaching or other school functions, nor may school personnel provide advisement to students for personal gain. School personnel will receive stipends for school related tutoring services.
Field Trips/Activity Trips
All field trips and activity trips related to school must be approved in writing by the Director. Within the city boundaries, approval from the Director must be sought at least ten days prior to the trip. Out of state and out of city boundaries, Director approval must be sought at least fourteen days in advance. The sponsor teacher will be responsible for completing and keeping a record of all paperwork, i.e. written request (aligned to standards and benchmarks), parent/guardian written permission (telephone permission will not be accepted), necessary chaperones, insurance procurement when applicable. Sponsor teachers will submit a list of the students who are going on the field trip to the Administrative Assistant in the office. He/she will also be responsible for finding another classroom for a student’s instructional day if the student is unable to attend the field or activity trip.
A field trip is defined as a school sponsored trip for students away from the school premises that supports the educational experience and supplements classroom activities.
An activity trip, which is sponsored by KCAC is considered to be those out of school trips that are non-educational in nature, yet structured as part of the educational programming. Activity trips may be scheduled to reward academic, athletic or behavioral accomplishments. Activity trips require insurance.
KCAC’s policy is for the siblings from other classes not to be pulled from their regularly scheduled learning opportunity to attend a field or activity trip scheduled for their brother or sister’s class.
Parent/ Guardian Permission
Parent/guardian permission forms will be available in English and Spanish for parental approval prior to the field trip or activity trip. The sponsor teacher will be required to keep a copy of the signed permission form with him/her during the field trip, as well as a copy of the student’s emergency release and registration card.
Parents will be recruited to assist with chaperoning the students. However, all students on the trip must remain under the direct supervision and responsibility of the sponsor teacher. The sponsor teacher is responsible for ensuring the reliability of non-school staff chaperones. Non-school aged children will not be permitted to attend a school related field trip so that the parent who is chaperoning can devote his/her full attention to the students entrusted to his/her care.
Chaperone Minimum Standards
Kindergarten One adult per five students
1st through 5th One adult per seven students
6th, 7th, 8th One adult per ten students
Special Education students or students with special needs may require higher chaperone/student ratios in order to reduce the risk of student injury. Some students may require a 1 to 1 supervision. Sponsor teachers must consult the student’s IEP or 504 for specific recommendations as well as use professional discretion in order to ensure the personal safety of all students.
Use of Videos and DVDs and Other Instructional Media
Teachers and support staff are entrusted to comply with all copyright laws, regulations and policies. Videos, DVD’s and other instructional media will be used to support learning goals, objectives, and activities within a thematic unit. Lesson plans should support valid instructional materials.
When and if a parent/guardian objects to the viewing of a video, DVD or other instructional media related to the curriculum, the teacher must find a meaningful alternative or related activity for the student. The work assigned must be meaningful and not punitive in nature. Teachers must be sensitive to not cause embarrassment to the student.
The following guidelines must be adhered to when showing a movie, DVD or video:
• G – No signed permission from the parent or guardian is necessary
• PG and PG 13– Parent or Guardian must sign for permission to be viewed
R and X rated are not to be shown at KCAC.
Written permission from the parents must be given five days prior to the viewing of the movie/video/ DVD by the student.
Holidays
KCAC will recognize the following as holidays, no school:
• New Year’s Day
• Martin Luther King’s Day
• Presidents’ Day
• Vernal Holiday
• Memorial Day
• Independence Day
• Labor Day
• Thanksgiving Day
• Friday after Thanksgiving
• Christmas Eve Day
• Christmas Day
All national holidays are scheduled on the day designated by business practice.
Appendix (B)
Kids’ College Academy Charter Flow Chart for Behavior Problems
[pic]
Important Points on Behavior
1. Teachers should refer ongoing behavior issues or concerns to the Health/Mental Health Team. This is done by filling out a counseling referral form and turning it in to the counselor or social worker’s box.
2. If serious behaviors occur such as physical aggression that results in injury, threats of beating someone up, throwing things, etc., please let administration and the counselor and/or social worker know immediately.
1. If a child threatens suicide, this must be reported immediately to the counselor or social worker.
2. If a child discloses abuse by an adult, this must be brought to the attention of the counselor or social worker immediately.
3. If any kind of sexual harassment or acting out is reported, this should be taken to administration immediately.
Appendix (C)
Completed Form 910 B5
| |Charter School Name |KIDS | | |Cha| |
| | |COLLEGE | | |rte| |
| | | | | |r | |
| | | | | |Sch| |
| | | | | |ool| |
| | | | | |Num| |
| | | | | |ber| |
| | | | |((200 – | | | |
| | | | |MEM)/200)| | | |
| | | | |× (1.0 × | | | |
| | | | |MEM) = | | | |
| | | | |UNITS | | | |
| |the formula which yields the most units): | | | | | |
| |eligible for units if it has a MEM greater than 10,000 with a ratio of MEM to senior high schools less than 4,000:1. | | | | | | |
| |
Epstein, Joyce, Ph. D. et al. The Center for Social Organization of Schools. Epstein’s Framework for Six Types of Involvement.
F94A-457D-A680-9EE824084458%7D.PDF
Guignon, Anne (1998, updated 2010). Education World. Multiple Intelligences: A Theory for Everyone.
Hustedt, Jason, Barnett, Steven W., et al. (2009). The New Mexico Pre K Evaluation: Results from the Initial Four Years of a New State Preschool Initiative.
Las Cruces Public Schools Personnel Policies.
International Center for Leadership in Education. Rigor, Relevance Framework.
Lazear, David. Are You Using the Magic of “Multi-Modal” Teaching and Learning?
Marzano, Robert, et. al. Critical Links : A Professional Inquiry Process. Instructional Strategies that Increase Student Achievement.
New Mexico Coalition for Charter Schools.
NMPED. Addressing Student Behavior Fact Sheet.
NMPED. District AYP 2009.
NMPED. ELL Summit 2009. Race to the Top: Closing the Achievement Gap for English Language Learners in New Mexico.
NMPED. Laws and Rules, Special Education Office, New Mexico Public Education Department.
NMPED. New Mexico Content Standards with Benchmarks and Performance Standards.
NMPED. NMSBA AYP Doc Library, Year 2009.
NMPED. New Mexico Public Education Department, Instructional Hours.
. doc
NMPED. NMPED Nutrition Bureau.
NMPED. Title 6: Primary and Secondary Education. Chapter 31: Special Education, Part 2: Children with Disabilities/ Gifted Children.
NMPED. Section 504 Fact Sheet.
ped.state.nm.us/RtI/dl09/Section%20504%20Fact%20Sheet.pdf
NMPED. The Student Assistance Team (SAT) Fact Sheet.
NMPED. Waivers. Class Size.
Project G.L.A.D.
The Center for Education Reform (2008). The K- 8 Solution: The Retreat from Middle Schools.
Wikipedia (2010). Summer Learning Loss.
Appendix (F)
Acronyms List
A): ADA American with Disabilities Act
AIP or AIPs Academic Improvement Plans
APS Albuquerque Public Schools
ALS Alternative Language Services
AV Audiovisual
AYP Adequate Yearly Progress
B): BIP Behavior Intervention Plan
C): CI Continuous Improvement
CNM Central New Mexico
CPO Cambridge Physics Outlet
D): DBA Data Based Assessment
DIBELS Dynamic Indicators of Basic Early Literacy Skills
DRA2 Developmental Reading Assessment 2
DVD Digital Video Disk
E): EA Educational Assistant
EDM Everyday Mathematics
ELL English Language Learners
ELT Extended Learning Time
ESL English as a Second Language
F): FAPE Free Access to Public Education
FBA Functional Behavioral Assessment
FOSS Full Option Science System
G): GAAP Generally Accepted Account Principles
GED Graduate Equivalency Diploma
G.L.A.D. Guided Language Acquisition Design
G/T Gifted and Talented
H): HB House Bill
I): IAP Individualized Academic Plan
IC Instructional Coach
IC Instructional Council
IDEA Individuals with Disabilities Education Act
IDEL Indicadores Dinamicos del Exito en la Lectura
IEP Individualized Educational Plan
Inv. Involvement
IT Information Technology
J):
K): KCAC Kids’ College Academy Charter
L): LAS Language Assessment Scale
LCD Liquid-crystal display
LD Learning Disabled
LRE Least Restricted Environment
M): MDT Multi-Disciplinary Team
N): NCLB No Child Left Behind
NIEER National Institute for Early Education Research
NM New Mexico
NMAC New Mexico Administrative Code
NMCCS New Mexico Coalition for Charter Schools
NMELPA New Mexico English Language Proficiency Assessment
NMPED New Mexico Public Education Department
NMPSIA New Mexico Public School Insurance Agency
NMSA New Mexico Statutes Annotated
O): OT Occupational Therapy
P): PAB Parent Advisory Board
PCSP Public Charter School Program
PD Professional Development
PDP Professional Development Plan
PDSA Plan, Do, Study, Act
PE Physical Education
PED Public Education Department
PFSA Public School Facilities Authority
PHLOTE Primary Home Language Other Than English
PSCOC Public School Capital Outlay Council
PT Physical Therapy
PTR Pupil-Teacher Ratio
Q):
R):
S): SBA Standard Based Assessment
SAT Student Assistance Team
SBPRS Standards Based Progress Reporting System
SCA Short Cycle Assessments
SFA Success For All
SLP Speech and Language Pathologist
SMART Specific, Measurable, Attainable, Realistic, and Time-sensitive
Sp.Ed. Special Education
STAR Safe, Trustworthy, Accountable, Respectful
T): TBA To be announced
TBD To be determined
TESOL Teaching English to Speakers of Other Languages
U): US United States
USDA United States Department of Agriculture
UNM University of New Mexico
V):
W):
X):
Y): YR Year
Z)
Appendix (G)
[pic]
Kids College Core Values “Organizational Best Practices” in order to achieve Performance Excellence
Visionary Leadership
The academic leadership team at the Kids’ College Academy will insure that all students will receive quality instruction in all content areas with an emphasis on meeting the needs of all students inclusive of bilingual and second language students.
We will use data driven instruction to accomplish our goal of having all students perform at their proficiency and advanced levels in reading, writing and math.
We will model best practices for all content areas using ESL and GLAD strategies.
School-Wide Visionary Leadership
Staff will demonstrate visionary leadership in their classrooms, grade levels, goal teams and in their work with parents and students in order to help students become proficient and advanced in all content areas.
Staff will demonstrate visionary leadership by always using best practices in their delivery of instruction, integrating ESL and GLAD strategies in all content areas.
Staff will demonstrate visionary leadership by actively participating in their grade level and goal teamwork.
Learning Centered Education
The Kids’ College Academy will focus on learning activities that meet the needs of all students. Learning activities will include differentiated instruction, hands on learning, project based learning and the inclusion of multiple intelligences
Students will use data driven instruction to monitor their own progress in the content areas by charting their own progress in their individual data notebooks.
Teachers will use data driven instruction and PDSAs to monitor the progress of their students and improve their delivery of instruction.
Organizational and Personal Learning
All Kids College Academy Staff will be engaged in a well executed approach to continual improvement which will engages staff in ongoing professional development to enhance their delivery of instruction in all content areas using ESL strategies, GLAD strategies and reading and math improvement strategies that will provide students with the skills they need to perform at proficient and advanced levels in order to be successful learners K-8.
We will provide ongoing parent involvement training for all parents in the content areas in order to help parents support the academic achievement of their children.
Valuing Faculty, Staff, Students and Partners
Kids College Academy will develop systems to celebrate and focus on our goals and accomplishments as a school, staff, students, parents and community. We will establish benchmarks and plan symposiums to showcase students’ projects and work.
Kids’ College Academy will document and communicate all school, staff, and student accomplishments and successes through our website and school community newsletter.
Agility
Kids College Academy will plan and monitor our academic progress in order to demonstrate our agility in responding to students needs and learning.
Kids College Academy will demonstrate its agility to respond to parents needs and concerns by demonstrating ongoing communication by phone, e-mail, written communication and or meeting with parents based on parents request.
Focus on the Future
Kids College Academy will engage in long term and short term planning in order foster continuous improvement for all students and staff. As a staff we will make a long-term commitment to excellence in all we do in order to insure that students and all stakeholders remain our priority.
Management
Managing for Innovation
The Kids’ College Academy will model Decision-making based on measurement, information, data and analysis.
Management by Fact
The Kids’ College Academy will continuously focus on making meaningful change to improve our school –wide systems and classroom systems in order to create new value for all stakeholders
Social Responsibility
Each classroom will serve as a role model for others by using data driven instruction in the classroom for the whole class as well as having each own and monitor their own learning data. Classroom teachers will use PDSAs to document their own improvement. Teacher and students will share their improvement strategies with parents, students and other classes.
Each Kids’ College classroom s will work collaboratively with other classrooms and goal teams in order to share data and best practices. Our classrooms will work together to build community throughout the school.
Focus on results and Creating Value
The Kids’ College Academy will focus on our students’ academic data results which will demonstrate our students success in being proficient and advanced as measured by state standards based results and school formative assessments.
Systems Perspective
The Kids College Academy Core Values form the building blocks of a school-wide integrated system with integrated parts working together in order to achieve performance excellence for all stakeholders.
KCAC Visionary Leadership
Characteristics of Visionary Leadership
I.C. leaders will communicate with all stakeholders through Baldrige planners, e-mails and at all meetings.
I.C. leaders will collaborate, set goals and develop strategies for accomplishing all goals that have been agreed upon.
I.C. leaders will attend IC meetings, be proactive and strive for solutions for issues that arise.
I.C. leaders will be prepared to report out and update staff regarding goals and progress towards goals.
I.C. leaders will model the use of Baldrige tools that will help us move towards continual improvement principles and practices.
I.C. leaders will communicate with all stakeholders through Baldrige planners, e-mails and at all meetings.
I.C. leaders will collaborate, set goals and develop strategies for accomplishing all goals that have been agreed upon.
I.C. leaders will attend IC meetings, be proactive and strive for solutions for issues that arise.
I.C. leaders will be prepared to report out and update staff regarding goals and progress towards goals.
I.C. leaders will model the use of Baldrige tools that will help us move towards continual improvement principles and practices.
I.C. leaders will communicate with all stakeholders through Baldrige planners, e-mails and at all meetings.
I.C. leaders will collaborate, set goals and develop strategies for accomplishing all goals that have been agreed upon.
I.C. leaders will attend IC meetings, be proactive and strive for solutions for issues that arise.
I.C. leaders will be prepared to report out and update staff regarding goals and progress towards goals.
I.C. leaders will model the use of Baldrige tools that will help us move towards continual improvement principles and practices.
Learning Centered Education at KCAC
Teachers will be responsible for:
Lesson Plans that are aligned to our state priority standards
Lesson Plans that will be available daily in each classroom
PBS in the classroom will provide a safe learning environment
Instruction will reflect best practices including differentiated instruction and ESL strategies
All students will take responsibility for:
Setting individual and classroom goals
Monitoring their individual data and class data
Participating in classroom PDSA
Focusing on learning in the classroom and following PBS rules
Doing their homework and nightly reading
Agility at KCAC
Agility through school-wide systems
KCAC will respond in a timely manner in planning and implementing academic improvement plans and strategies to improve student achievement.
KCAC will use school-wide formative and summative data to drive instruction, develop PDSAs and improve overall student achievement.
Classroom Systems
KCAC teachers will use data to drive instruction
KCAC c teachers will use best practices that include differentiated instruction, Marzano strategies and ESL strategies to address the need of all students
KCAC teachers will develop PDSAs to improve student achievement
KCAC teachers will communicate with and respond to parent concerns in a timely manner.
KCAC teachers will share best practices during grade level meeting and collaboration meetings throughout the year in order to foster continuous improvement
Valuing Faculty, Staff, Students and Partners at KCAC
KCAC will develop school-wide systems that motivate and develop knowledge and expertise in all stakeholders
KCAC Leadership team and the IC will motivate staff, students and parents by providing incentives and recognition for accomplishing all of our school goals. Written feedback, announcement and celebrations will be used as vehicles of communication regarding accomplishments. Staff surveys will document feedback on staff suggestions and priorities.
KCAC will motivate students and parents by:
Recognizing students through our KCAC Bears student recognition program
Recognizing students through our Academic and student achievement program
Recognizing students through our PBS Star student program and Lunch with the Principals’ Program
Parents will be recognized for their participation in school through certificates during the year.
Organizational and Personal Learning at KCAC
Professional Development for staff
Staff will engage whole heartedly in all PD focused on improving delivery of instruction and data driven instruction
Staff will implement strategies that reflect data driven instruction, best practices, differentiated instruction, ESL strategies
Parent Workshops
Parent workshops will be developed to help parents in helping their children be successful in reading, writing and math as outlined in our EPSS.
Additional workshops for parents will focus on wellness, nutrition, ESL, technology and literacy as per our EPSS.
Focus on the Future at KCAC
Instructional Council and the KCAC Leadership Team will focus on the future by:
Using data to develop long term and short term goals to improve student achievement and enhance parent involvement
IC will monitor and work on continuous improvement as
we implement our academic curriculum.
KCAC staff will focus on the future by:
Studying and using data to improve instruction consistently throughout the school year.
Developing PDSAs with students to promote student achievement throughout the year
Timelines and feedback will be consistent in order to monitor growth
Management At KCAC
Academic Leadership Team and Instructional Council will promote school-wide systems by:
Monitoring and adjusting systems to meet the needs of staff, students and parents in order to improve student achievement
Creating and implementing strategies that address the different needs of all students and parents
Providing feedback on the effectiveness of school-wide systems and plans
KCAC staff will manage classroom systems effectively by:
Making well thought out improvements based on data driven instruction
Using PBS in the classroom in order to promote an environment of learning
Communicate consistently with parents about their students’ progress
Focus on Results and Creating Values
The Academic Leadership team and Instructional Council Team will focus on Creating Value by:
The academic Leadership team and Instructional Council will create value by focusing on state, district and school performance results by using data to drive instruction and monitoring progress. We will focus on all subgroups and create improvement plans to increase student achievement.
KCAC Staff will focus on and create value by:
Using state, district and school performance results to focus on continuous improvement and monitoring results
Using best practices and differentiated instruction/ESL strategies.
Social Responsibility at KCAC
Teachers/students as classroom models by:
All KCAC classroom teachers will implement all Baldrige tools and will post classroom data and PDSAs in the classroom
All KCAC classroom teachers will provide students data note books for all students
Classroom teachers will participate in all professional development, grade level and collaboration meetings
Goal Team Members Responsibility
KCAC staff will participate and contribute to all goal team meeting and school-wide projects
KCAC staff will participate and contribute to all grade level meetings and grade level projects
Appendix (H)
Alignment with New Mexico Standards
Partial Content Standards and Benchmarks
WRITING
|Strand II : Written Language |
|K – 5 Content Standard: The student writes effectively for a variety of audiences and purposes using appropriate writing strategies, i.e. narrative, expository, descriptive, poetry, analytical and persuasive, and |
|conventions. |
|K-5 Benchmark |
|The student will develop and use planning tools, writing strategies and conventions to communicate effectively in writing across content areas by describing, narrating, explaining, persuading, and analyzing for a |
|variety of audiences and multiple purposes. |
|Grade |Performance Standard |ELL, Special Education Support |RESOURCE/SUPPORT MATERIALS TO SUPPORT NM |
| | | |STANDARDS & BM |
|K | | | |
|Writing Planning, |Writing process used to create a final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Uses a drawing to plan or tell a story |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| | |sheltered content, etc. | |
| | |Multi-model, multi-sensory | |
| | |Enrichment | |
|Writing Grammar, |Uses inventive or conventional spelling to write |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions |Uses a variety of strategies for spelling ie word banks, letter recognition, |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |phonemic awareness, phonics, basic word patterns, environmental print |sheltered content, etc. | |
| |Can write most letters of the alphabet when dictated |Multi-model, multi-sensory | |
| |Writes one’s own name |Enrichment | |
| |Uses appropriate handwriting skills by forming all upper and lower case letters, | | |
| |including proper spacing between letters and words. | | |
|Writing |Can dictate a story based on his/her own experience with a beginning, middle and |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Applications |end |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Write to express one’s personal meaning |sheltered content, etc. | |
| | |Multi-model, multi-sensory | |
| | |Enrichment | |
| | | | |
|1st Grade | | | |
|Writing Planning, |Writing process used to create a final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Uses a planning tool |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Write a draft |sheltered content, etc. | |
| |Revise and Edit (using appropriate resources) |Multi-model, multi-sensory | |
| |Rewrite |Enrichment | |
| |Publish | | |
| |Develop skills in each of the elements of effective writing, ie ideas, | | |
| |organization, voice, word choice, sentence fluency, conventions, presentation. | | |
|Writing |Use of grammar, spelling, and punctuation conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Grammar, |Writes complete sentences |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
|Conventions |Indentation of paragraphs |sheltered content, etc. | |
| |Uses capitalization for first word in a sentence, proper nouns and “I” |Multi-model, multi-sensory | |
| |Uses end punctuation: periods, question mark or exclamation mark |Enrichment | |
| |Uses developmental or conventional spelling | | |
| |Uses a variety of strategies for spelling ie word banks, phonics, basic word | | |
| |patterns, environmental print | | |
| |Uses appropriate handwriting skills by forming all upper and lower case letters, | | |
| |including proper spacing between letters and words. | | |
|Writing Applications | Uses a mode of writing to suit purpose and audience: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Written products: short stories, letters, journal entries, poems, descriptions of |sheltered content, etc. | |
| |people, places, things. |Multi-model, multi-sensory | |
| |Use of technology to present written work. |Enrichment | |
| | | | |
|Grade 2 | | | |
|Writing Planning, |Writing process used to create a final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Uses two or more planning tools |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Write a draft |sheltered content, etc. | |
| |Self-edits and revises for adding details, organization, sequencing events and |Multi-model, multi-sensory | |
| |details, stronger word choice, crafted sentence fluency |Enrichment | |
| |Rewrite | | |
| |Publish | | |
| |Uses skills in each of the elements of effective writing, ie ideas, organization, | | |
| |voice, word choice, sentence fluency, conventions, presentation | | |
|Writing Conventions |Use of grammar, spelling, and punctuation conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Writes complete sentences, paragraphing with main idea and details related to |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |topic |sheltered content, etc. | |
| |Indentation of paragraphs |Multi-model, multi-sensory | |
| |Uses capitalization appropriately |Enrichment | |
| |Uses end punctuation, commas, | | |
| |quotes, apostrophe | | |
| |Uses spelling patterns, analysis of sounds, previously studied words, dictionary | | |
| |and other resources | | |
| |Uses appropriate subject and verb agreement | | |
| |Uses figurative language and literary devices | | |
| |Appropriately uses nouns, pronouns, verbs, adverbs, conjunctions | | |
| |Appropriately uses singular and plural of nouns and pronouns | | |
| |Applies knowledge of sentence structure ie subject and predicate | | |
| |Uses appropriate handwriting skills by forming all upper and lower case letters, | | |
| |including proper spacing between letters and words. | | |
|Writing Applications |Uses a mode of writing to suit purpose and audience: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Written products: short stories, letters, journal entries, poems, descriptions of |sheltered content, etc. | |
| |people, places, things, analytical entries about literature, writing across |Multi-model, multi-sensory | |
| |content areas, interpretive, critical, thinking responses, reports, drama |Enrichment | |
| |Correctly writes two or more organized paragraphs (each paragraph has a topic | | |
| |sentence/ main idea related to the topic and is supported by details) | | |
| |Use of technology to present written work | | |
| | | | |
|Grade 3 | | | |
|Writing Planning, |Writing process used to create a final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Can use multiple planning tools (web, outline, mapping, brainstorming, etc.) |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Write a draft |sheltered content, modeling, etc. | |
| |Revise and Edit (using appropriate resources) |Multi-model, multi-sensory | |
| |Rewrite |Enrichment | |
| |Publish | | |
| |Develop skills in each of the elements of effective writing, ie ideas, | | |
| |organization, voice, word choice, sentence fluency, conventions, presentation. | | |
|Writing Conventions |Use of grammar, spelling, and punctuation conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Writes complete sentences, paragraphing |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses capitalization for first word in a sentence, proper nouns and “I” |sheltered content, modeling, etc. | |
| |Uses end punctuation: periods, question mark or exclamation mark |Multi-model, multi-sensory | |
| |Uses spelling patterns, analysis of sounds, previously studied words, dictionary |Enrichment | |
| |and other resources | | |
| |Uses appropriate subject and verb agreement | | |
| |Appropriately uses nouns, pronouns, verbs, adverbs, conjunctions | | |
| |Appropriately uses singular and plural of nouns and pronouns | | |
| |Applies knowledge of sentence structure ie subject and predicate | | |
| |Uses cursive handwriting skills. | | |
|Writing Applications |Uses a mode of writing to suit purpose and audience: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Written products: short stories, letters, journal entries, poems, descriptions of |sheltered content, modeling, etc. | |
| |people, places, things, analytical entries about literature, writing across |Multi-model, multi-sensory | |
| |content areas, interpretive, critical, thinking responses, reports, drama |Enrichment | |
| |Correctly writes three or more paragraphs (each paragraph has a main idea related| | |
| |to the topic and is supported by details) | | |
| |Use of technology to present written work | | |
| | | | |
|Grade 4 | | | |
|Writing Planning, |Writing process used to create a final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Can use multiple planning tools (brainstorming, webbing, mapping, outline, etc.) |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Write a draft |sheltered content, modeling, etc. | |
| |Revise and Edit (using appropriate resources) |Multi-model, multi-sensory | |
| |Rewrite |Enrichment | |
| |Publish | | |
| |Develop skills in each of the elements of effective writing, ie ideas, | | |
| |organization, voice, word choice, sentence fluency, conventions, presentation. | | |
|Writing Conventions |Use of grammar, spelling, and punctuation conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Writes complete sentences, simple and compound, paragraphing |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses capitalization for proper nouns, first word of a quotation, title words |sheltered content, modeling, etc. | |
| |Uses indentation for paragraphing |Multi-model, multi-sensory | |
| |Uses compound and complex sentence structures |Enrichment | |
| |Uses end punctuation, commas, quotes, apostrophe, parentheses | | |
| |Uses spelling patterns, analysis of sounds, previously studied words, dictionary | | |
| |and other resources, root words affixes, and syllables | | |
| |Uses appropriate subject and verb agreement with regular and irregular verbs | | |
| |Appropriately uses nouns, adjectives pronouns, verbs, adverbs, conjunctions, | | |
| |prepositions, interjections | | |
| |Appropriately uses singular and plural of nouns and pronouns | | |
| |Applies knowledge of sentence structure ie subject and predicate | | |
| |Uses cursive handwriting skills | | |
| |Uses word processor | | |
|Writing Applications |Uses a mode of writing to suit purpose and audience: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Written products: short stories, letters, journal entries, poems, drama, |sheltered content, modeling, etc. | |
| |descriptions of people, places, things, analytical entries about literature, |Multi-model, multi-sensory | |
| |writing across content areas, interpretive, critical, thinking responses, reports |Enrichment | |
| |Correctly writes three or more paragraphs (each paragraph has a main idea related| | |
| |to the topic and is supported by details) | | |
| |Use of technology to present written work | | |
| | | | |
|Grade 5 | | | |
|Writing Planning, |Writing process used to create a final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Can use multiple planning tools (brainstorming, webbing, mapping, outline, etc.) |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Write a draft |sheltered content, modeling, etc. | |
| |Revise and Edit (using appropriate resources) |Multi-model, multi-sensory | |
| |Rewrite |Enrichment | |
| |Publish | | |
| |Develop skills in each of the elements of effective writing, ie ideas, | | |
| |organization, voice, word choice, sentence fluency, conventions, presentation. | | |
|Writing Conventions |Use of grammar, spelling, and punctuation conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Writes complete sentences, simple and compound, paragraphing |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses capitalization for proper nouns, first word of a quotation, title words |sheltered content, modeling, etc. | |
| |Uses indentation for paragraphing |Multi-model, multi-sensory | |
| |Uses compound and complex sentence structures |Enrichment | |
| |Uses end punctuation, commas, quotes, apostrophe, parentheses, colon | | |
| |Uses spelling patterns, analysis of sounds, multiple strategies, previously | | |
| |studied words, dictionary, thesaurus, and other resources, root words affixes, and| | |
| |syllables | | |
| |Uses appropriate subject and verb agreement with regular and irregular verbs | | |
| |Correctly uses irregular plurals, misused verbs | | |
| |Appropriately uses nouns, adjectives pronouns, verbs, adverbs, conjunctions, | | |
| |prepositions, interjections | | |
| |Appropriately uses singular and plural of nouns and pronouns | | |
| |Applies knowledge of sentence structure ie subject and predicate | | |
| |Uses cursive handwriting skills | | |
| |Uses word processor | | |
|Writing Applications |Uses a mode of writing to suit purpose and audience: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Written products: short stories, letters, journal entries, poems, drama, |sheltered content, modeling, etc. | |
| |descriptions of people, places, things, analytical entries about literature, |Multi-model, multi-sensory | |
| |writing across content areas, interpretive, critical, thinking responses, reports |Enrichment | |
| |Correctly writes five or more paragraphs (each paragraph has a main idea related | | |
| |to the topic and is supported by details) | | |
| |Use of technology to present written work | | |
| |
|Strand II : Written Language |
|6 - 8 Content Standard: The student writes effectively for a variety of audiences and purposes using appropriate writing strategies, i.e. narrative, expository, descriptive, poetry, analytical and persuasive, and |
|conventions. |
|6 – 8 Benchmark |
|The student will develop and demonstrate competency in using planning tools, writing strategies and conventions to communicate effectively in writing across content areas by describing, narrating, explaining, |
|persuading, and analyzing for a variety of audiences and multiple purposes. |
|Grade |Performance Standard |ELL, Special Education Support |RESOURCE/SUPPORT MATERIALS TO SUPPORT NM |
| | | |STANDARDS & BM |
|6 | | | |
|Writing Planning, |Writing process is used to create a well crafted final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Demonstrates use of multiple planning tools (brainstorming, webbing, mapping, |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |outline, etc.) |sheltered content, modeling, etc. | |
| |Write a draft |Multi-model, multi-sensory | |
| |Revise and Edit (using appropriate resources) |Enrichment | |
| |Rewrite | | |
| |Publish | | |
| |Proficient in skills for each of the elements of effective writing, ie ideas, | | |
| |organization, voice, word choice, sentence fluency, conventions, presentation. | | |
|Writing |Proficient with writing conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Grammar, |Competent with a variety of sentence structures: simple, complex, compound, and |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
|Conventions |compound- complex sentences |sheltered content, modeling, etc. | |
| |Competent with subject (singular and plural) and verb agreement |Multi-model, multi-sensory | |
| |Links clauses using commas |Enrichment | |
| |Effective coordination and subordination of ideas to express complete thoughts | | |
| |clearly | | |
| |Correctly spells frequently misspelled and confused words | | |
| |Correctly uses verb tenses: present, past, future, present perfect, past perfect, | | |
| |and future perfect | | |
| |Properly uses indefinite pronouns. | | |
|Writing Applications | Proficient in applying appropriate modes of writing to suit purpose and |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |audience: |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |sheltered content, modeling, etc. | |
| |Written products: fictional or autobiographical account, prose, poetry drama |Multi-model, multi-sensory | |
| |Written essays to identify and define a problem, describe a solution clearly and |Enrichment | |
| |convincingly, present logical and well-supported reasons | | |
| |Voice of the author is strongly developed | | |
| |Writes a multiple-paragraph expository essay that develops a topic, main idea with| | |
| |organization and supporting details. | | |
| |Demonstrates skill in the use of transitional expressions which link each | | |
| |paragraph to the preceding paragraph and topic. | | |
| |Demonstrates skill in tying up all the loose ends with a strong concluding | | |
| |paragraph that sums up the main idea/ thesis statement. | | |
| |Proficient in appropriate technology to present information and able to use | | |
| |multiple tools for the intended presentation purpose and audience. | | |
| | | | |
|Grade 7 | | | |
|Writing Planning, |Writing process is used to create a well crafted final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Demonstrates use of multiple planning tools or graphic organizer (brainstorming, |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |webbing, mapping, outline, etc.) |sheltered content, modeling, etc. | |
| |Write a draft |Multi-model, multi-sensory | |
| |Revise (for organization, details, clarity, stronger word choice, better sentence |Enrichment | |
| |fluency) and Edit (using appropriate resources, proofreading) | | |
| |Rewrite | | |
| |Publish | | |
| |Proficient in skills for each of the elements of effective writing, ie ideas, | | |
| |organization, voice, word choice, sentence fluency, conventions, presentation. | | |
|Writing Conventions |Proficient with writing conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Punctuates correctly using hyphens, brackets, dashes, and semi-colons |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Correctly spells words by using derivatives of the spellings of the bases and |sheltered content, modeling, etc. | |
| |affixes |Multi-model, multi-sensory | |
| |Identifies eight parts of speech and structures of sentences |Enrichment | |
| |Uses and identifies infinitives and participles | | |
| |Identifies the parts of speech in order to clarify language usage | | |
| |Uses figurative language to enrich and clarify meaning | | |
| |Skilled at explaining multiple meanings of words and uses them correctly | | |
| |Can explain the shades of meaning in different words, phrases | | |
| |Can make clear references between pronouns and antecedents. | | |
|Writing Applications | Proficient in applying appropriate modes of writing to suit purpose and |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |audience: |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |sheltered content, modeling, etc. | |
| |Written products: narrates news story, historical events. Produces research |Multi-model, multi-sensory | |
| |reports and technical writing to communicate information effectively. Constructs |Enrichment | |
| |essays to respond to a given problem by proposing a solution with supporting, | | |
| |relevant details including background research. | | |
| |Strong structure and organization in written work | | |
| |Demonstrates precision with language and mechanics | | |
| |Refines critical thinking skills and develops criteria for evaluating arguments | | |
| |and judgments | | |
| |Expresses and justifies a firm judgment with logical, relevant reasons, clear | | |
| |examples, supporting details | | |
| |Expresses individual perspective on personal, social, cultural, and historical | | |
| |issues | | |
| |Interprets and synthesizes information that is read, viewed or heard | | |
| |Written essays to identify and define a problem, describe a solution clearly and | | |
| |convincingly, present logical and well-supported reasons | | |
| |Proficient in appropriate technology to present information and able to use | | |
| |multiple tools for the intended presentation purpose and audience | | |
| | | | |
|Grade 8 | | | |
|Writing Planning, |Writing process is used to create a well crafted final product: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |Prepare a well organized outline with thesis statement |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Write a draft |sheltered content, modeling, etc. | |
| |Revise (for organization, details, clarity, stronger word choice, better sentence |Multi-model, multi-sensory | |
| |fluency) and Edit (using appropriate resources, proofreading) |Enrichment | |
| |Rewrite | | |
| |Publish | | |
| |Proficient in skills for each of the elements of effective writing, ie ideas, | | |
| |organization, voice, word choice, sentence fluency, conventions, presentation. | | |
| |Uses specific persuasive strategies e.g. claim, emotion, logic, ethics, etc. | | |
| |Strong editing skills | | |
|Writing Conventions |Proficient with writing conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Uses subordination, coordination, apposition and other devices to indicate |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |relationship between ideas |sheltered content, modeling, etc. | |
| |Identifies and uses parallelism to present ideas in a series |Multi-model, multi-sensory | |
| |Uses correct and varied sentence structures, types and sentence openings |Enrichment | |
| |Compares items for emphasis\ | | |
| |Uses standard English and is able to evaluate non-standard English or dialects | | |
| |Uses transitions effectively between paragraphs, passages, ideas | | |
| |Appropriately revises for stronger word choice, organization | | |
| |Presents consistent point of view. | | |
|Writing Applications | Proficient in applying appropriate modes of writing to suit purpose and |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |audience: |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |sheltered content, modeling, etc. | |
| |Written products: Personal account that establishes a point of view, sharpens |Multi-model, multi-sensory | |
| |focus, describes remembered responses, selects details that best illuminate the |Enrichment | |
| |topic and connect events to self and society. Produces research reports and | | |
| |technical writing to communicate information effectively. Constructs essays to | | |
| |respond to a given problem by proposing a solution with supporting, relevant | | |
| |details including background research. | | |
| |Strong structure and organization in written work to compare, contrast, evaluate | | |
| |details, main ideas, themes, and actions in response to something that has been | | |
| |viewed or read | | |
| |Support thesis statement by citing evidence from reliable resources that makes a | | |
| |clear and knowledgeable judgment, arranges details, reasons, and examples | | |
| |effectively, anticipates and addresses reader’s concerns | | |
| |Creates written arguments to persuade (includes context, persona, develops | | |
| |interest, develops a controlling idea | | |
| |Demonstrates precision with language and mechanics | | |
| |Refines critical thinking skills and develops criteria for evaluating arguments | | |
| |and judgments | | |
| |Expresses and justifies a firm judgment with logical, relevant reasons, clear | | |
| |examples, supporting details | | |
| |Expresses individual perspective on personal, social, cultural, and historical | | |
| |issues | | |
| |Interprets and synthesizes information that is read, viewed or heard | | |
| |Written essays to identify and define a problem, describe a solution clearly and | | |
| |convincingly, present logical and well-supported reasons | | |
| |Uses information for specific tasks ( to analyze, evaluate and extend ideas.; | | |
| |analyze and evaluate themes and central ideas in relationship to personal and | | |
| |societal issues; creates a research product in both written and presentation form | | |
| |Proficient in appropriate technology to present information and able to use | | |
| |multiple tools for the intended presentation purpose and audience. | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Strand III: Speaking, Expressive Language |
|K – 5 Content Standard: The student speaks effectively for a variety of audiences and purposes using appropriate speaking strategies, i.e. to narrate, describe, express, explain, persuade and analyze. |
|K-5 Benchmark |
|The student will develop and demonstrate competency in using speaking strategies and conventions to communicate effectively orally across content areas by describing, narrating, explaining, persuading, and analyzing |
|for a variety of audiences and multiple purposes. |
|Grade |Performance Standard |ELL, Special Education Support |RESOURCE/SUPPORT MATERIALS TO SUPPORT NM |
| | | |STANDARDS & BM |
|K | | | |
|Speaking |Student develops speaking strategies (taking turns, asking and answering questions|Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Strategies |(who, what when, where, why, how), expressing ideas) |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| | |sheltered content, modeling, etc. | |
| | |Multi-model, multi-sensory | |
| | |Enrichment | |
|Speaking |Student develops an awareness of speaking and language conventions using standard |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions |English, grammar, diction |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses a variety of sentence patterns |sheltered content, modeling, etc. | |
| |Shares ideas and information using complete sentences |Multi-model, multi-sensory | |
| |Uses correct terminology to name objects or to describe actions. |Enrichment | |
|Speaking |Demonstrates competence in speaking to convey information |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Applications |Retell, dramatize stories or personal events |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Use correct words to name objects or actions |sheltered content, modeling, etc. | |
| |Taking turns, listening and expressing ideas, asking questions |Multi-model, multi-sensory | |
| |Demonstrates a variety of sentence patterns |Enrichment | |
| |Sort words by categories and clarify | | |
| |Recites nursery rhymes, songs, chants, poetry | | |
| |Recognizes patterns, repetition and is able to predict repeated phrases or words. | | |
| | | | |
|1 | | | |
|Speaking Strategies |Student continues to develop speaking strategies (taking turns, asking and |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |answering questions (who, what when, where, why, how), expressing ideas) |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Student speaks clearly and distinctly |sheltered content, modeling, etc. | |
| |Student is able to ask and answer questions related to a topic |Multi-model, multi-sensory | |
| | |Enrichment | |
|Speaking Conventions |Student develops an awareness of speaking and language conventions using standard |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |English, grammar, diction |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses a variety of sentence patterns |sheltered content, modeling, etc. | |
| |Shares ideas and information using complete sentences |Multi-model, multi-sensory | |
| |Uses correct terminology to name objects or to describe actions |Enrichment | |
| |Increases vocabulary to name and define objects, ideas, people, places | | |
|Speaking Applications |Demonstrates competence in speaking to convey information |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Retell, dramatize stories or personal events |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Use correct words to name objects or actions |sheltered content, modeling, etc. | |
| |Taking turns, listening and expressing ideas, asking questions |Multi-model, multi-sensory | |
| |Demonstrates a variety of sentence patterns |Enrichment | |
| |Participates in classroom discussions | | |
| |Recites nursery rhymes, songs, chants, poetry | | |
| |Recognizes patterns, repetition and is able to predict repeated phrases or words. | | |
| | | | |
|2 | | | |
|Speaking Strategies |Student continues to develop speaking strategies (taking turns, asking and |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |answering questions (who, what when, where, why, how), expressing ideas) |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Student speaks clearly and distinctly |sheltered content, modeling, etc. | |
| |Student is able to ask and answer questions related to a topic |Multi-model, multi-sensory | |
| |Student uses oral communication to identify, organize, analyze information, and |Enrichment | |
| |solve problems | | |
| |Increases speaking vocabulary and is able to discuss responses to literature that | | |
| |is read and heard. | | |
|Speaking Conventions |Student develops an awareness of speaking and language conventions using standard |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |English, grammar, diction |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses a variety of sentence patterns |sheltered content, modeling, etc. | |
| |Shares ideas and information using complete sentences |Multi-model, multi-sensory | |
| |Uses correct terminology to name objects or to describe actions |Enrichment | |
| |Increases vocabulary to name and define objects, ideas, people, places | | |
| |Uses proper phrasing, pitch and modulation when speaking or reciting. | | |
|Speaking Applications |Participates in classroom discussions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Recites rhymes, songs, chants, poetry |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Can narrate, describe, express, analyze or persuade for a variety of purposes and |sheltered content, modeling, etc. | |
| |audiences |Multi-model, multi-sensory | |
| | |Enrichment | |
| | | | |
|3 | | | |
|Speaking Strategies |Demonstrates proficiency with speaking strategies: eye contact, fluency, pacing, |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |volume, tone, gestures, body language |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Indicates levels of certainty through oral cues |sheltered content, modeling, etc. | |
| |Clarifies, illustrates and expands upon topics during discussions |Multi-model, multi-sensory | |
| | |Enrichment | |
|Speaking |Demonstrates proficiency with standard English (vocabulary, diction, grammar) |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions |Uses correct subject/verb agreement |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses proper phrasing, pitch and modulation when speaking or reciting |sheltered content, modeling, etc. | |
| |Uses a variety of complete sentences |Multi-model, multi-sensory | |
| | |Enrichment | |
|Speaking Applications | Proficient in applying appropriate modes of speaking to suit purpose and |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |audience: |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |sheltered content, modeling, etc. | |
| |In group discussions and whole class seminars will take on a variety of active |Multi-model, multi-sensory | |
| |roles (facilitator, reporter, active listener) |Enrichment | |
| |Proficient oral presentations that communicate information effectively to specific| | |
| |audiences | | |
| |Proficient with presenting information in a logical manner | | |
| |Clearly identifies the main point | | |
| |Sustains conversation on a topic | | |
| |Delivers and creates recitations and presentations that are organized around a | | |
| |topic, main idea, statement, personal experience | | |
| | | | |
|Grade 4 | | | |
|Speaking Strategies |Demonstrates greater proficiency with speaking strategies: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Uses precision with language |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Expresses ideas using a variety of speech patterns and figurative language |sheltered content, modeling, etc. | |
| |Uses precision with questioning, clarifying and restating | | |
|Speaking Conventions |Demonstrates greater proficiency with speaking conventions: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Able to self-monitor and correct speaking errors |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Able to use standard English with greater proficiency |sheltered content, modeling, etc. | |
|Speaking Applications |Greater proficiency in applying appropriate modes of speaking to suit purpose and|Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |audience: |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |sheltered content, modeling, etc. | |
| |Develops and executes speeches that describe, inform or persuade |Multi-model, multi-sensory | |
| |Develops and executes speeches that express personal perspective in response to |Enrichment | |
| |personal, social, cultural and historical issues | | |
| |Proficient in providing constructive feedback to speakers regarding a speech’s | | |
| |content, delivery, and impact | | |
| |Actively interacts within group activities and discussions (able to demonstrate an| | |
| |opinion with supporting valid reasons, able to demonstrate confidence, able to | | |
| |engage other’s opinions | | |
| |Develops criteria for evaluating arguments and judgments; refines critical | | |
| |thinking skills using logic, supporting details | | |
| |Synthesizes and interprets information that is viewed, heard or read. | | |
| | | | |
|Grade 5 | | | |
|Speaking Strategies |Demonstrates proficiency and advancement with speaking strategies |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Completes an outline for a speech, includes a chosen pattern of organization, |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |introduction, transitions, previews, summaries, well developed body, effective |sheltered content, modeling, etc. | |
| |conclusion |Multi-model, multi-sensory | |
| |Revises speech for consistent point of view, organization, word choice and |Enrichment | |
| |transitions | | |
|Speaking Conventions |Proficient and advanced with spoken language conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Demonstrates correct and varied sentence structures and sentence openings |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses parallelism to present ideas in a series |sheltered content, modeling, etc. | |
| |Juxtaposes contrasting ideas for emphasis |Multi-model, multi-sensory | |
| |Uses different language styles appropriately |Enrichment | |
| |Uses devices such as subordination, coordination and apposition to indicate | | |
| |relationships between ideas | | |
|Speaking Applications | Demonstrates proficiency and advancement with a variety of speaking modes |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |(descriptive, narrative, expressive, expository, persuasive, and analytical) for a|E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |variety of purposes and audiences |sheltered content, modeling, etc. | |
| |Proficient at presenting arguments that persuade while engaging the audience, |Multi-model, multi-sensory | |
| |developing an idea, arranging details, reasons and examples persuasively, |Enrichment | |
| |anticipates and addresses listener’s concerns and counterarguments. | | |
|Strand III : Speaking, Expressive Language |
|6 - 8 Content Standard: Expressive Language, Speaking: The student speaks effectively for a variety of audiences and purposes using appropriate speaking strategies, i.e. to narrate, describe, express, explain, |
|persuade and analyze. |
|6 – 8 Benchmark |
|The student will develop and demonstrate competency in using speaking strategies and conventions to communicate effectively orally across content areas by describing, narrating, explaining, persuading, and analyzing |
|for a variety of audiences and multiple purposes. |
|Grade |Performance Standard |ELL, Special Education Support |RESOURCE/SUPPORT MATERIALS TO SUPPORT NM |
| | | |STANDARDS & BM |
|6 | | | |
|Speaking Strategies |Demonstrates proficiency with speaking strategies: eye contact, fluency, pacing, |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |volume, tone, gestures, body language |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Indicates levels of certainty through oral cues |sheltered content, modeling, etc. | |
| |Clarifies, illustrates and expands upon topics during discussions |Multi-model, multi-sensory | |
| | |Enrichment | |
|Speaking |. Demonstrates proficiency with standard English (vocabulary, diction, grammar) |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions | |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| | |sheltered content, modeling, etc. | |
| | |Multi-model, multi-sensory | |
| | |Enrichment | |
|Speaking Applications | Proficient in applying appropriate modes of speaking to suit purpose and |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |audience: |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |sheltered content, modeling, etc. | |
| |In group discussions and whole class seminars will take on a variety of active |Multi-model, multi-sensory | |
| |roles (facilitator, reporter, active listener) |Enrichment | |
| |Proficient oral presentations that communicate information effectively to specific| | |
| |audiences | | |
| |Proficient with narrating fictional or autobiographical information | | |
| | | | |
|Grade 7 | | | |
|Speaking Strategies |Demonstrates greater proficiency with speaking strategies: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Uses precision with language |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Expresses ideas using a variety of speech patterns and figurative language |sheltered content, modeling, etc. | |
| |Uses precision with questioning, clarifying and restating |Multi-model, multi-sensory | |
| | |Enrichment | |
|Speaking Conventions |Demonstrates greater proficiency with speaking conventions: |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Able to self-monitor and correct speaking errors |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Able to use standard English with greater proficiency |sheltered content, modeling, etc. | |
| | |Multi-model, multi-sensory | |
| | |Enrichment | |
|Speaking Applications |Greater proficiency in applying appropriate modes of speaking to suit purpose and|Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |audience: |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Narrative, descriptive, expressive, expository, analytical and persuasive. |sheltered content, modeling, etc. | |
| |Develops and executes speeches that describe, inform or persuade |Multi-model, multi-sensory | |
| |Develops and executes speeches that express personal perspective in response to |Enrichment | |
| |personal, social, cultural and historical issues | | |
| |Proficient in providing constructive feedback to speakers regarding a speech’s | | |
| |content, delivery, and impact | | |
| |Actively interacts within group activities and discussions (able to demonstrate an| | |
| |opinion with supporting valid reasons, able to demonstrate confidence, able to | | |
| |engage other’s opinions | | |
| |Develops criteria for evaluating arguments and judgments; refines critical | | |
| |thinking skills using logic, supporting details | | |
| |Synthesizes and interprets information that is viewed, heard or read. | | |
| | | | |
|Grade 8 | | | |
|Speaking Strategies |Demonstrates proficiency and advancement with speaking strategies |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Completes an outline for a speech, includes a chosen pattern of organization, |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |introduction, transitions, previews, summaries, well developed body, effective |sheltered content, modeling, etc. | |
| |conclusion |Multi-model, multi-sensory | |
| |Revises speech for consistent point of view, organization, word choice and |Enrichment | |
| |transitions | | |
|Speaking Conventions |Proficient and advanced with spoken language conventions |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |Demonstrates correct and varied sentence structures and sentence openings |E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |Uses parallelism to present ideas in a series |sheltered content, modeling, etc. | |
| |Juxtaposes contrasting ideas for emphasis |Multi-model, multi-sensory | |
| |Uses different language styles appropriately |Enrichment | |
| |Uses devices such as subordination, coordination and apposition to indicate | | |
| |relationships between ideas | | |
|Speaking Applications | Demonstrates proficiency and advancement with a variety of speaking modes |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
| |(descriptive, narrative, expressive, expository, persuasive, and analytical) for a|E.L.L. Strategies such as realia, visuals, scaffolding, |Macmillan/McGraw-Hill |
| |variety of purposes and audiences |sheltered content, modeling, etc. | |
| |Proficient at presenting arguments that persuade while engaging the audience, |Multi-model, multi-sensory | |
| |developing an idea, arranging details, reasons and examples persuasively, |Enrichment | |
| |anticipates and addresses listener’s concerns and counterarguments. | | |
|Strand IV : Research |
|K – 5 Content Standard: The student gathers and uses information for research to increase personal and community depth of knowledge. |
|K-5 Benchmark |
|The student will locate and use a variety of resources to acquire information across the curriculum. |
|Grade |Performance Standard |ELL, Special Education Support |RESOURCE/SUPPORT MATERIALS TO SUPPORT |
| | | |NM STANDARDS & BM |
|K | | | |
|Research Strategies, |Student will generate questions of interest about a topic |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |Student will demonstrate familiarity with a variety of resources such as picture books, |E.L.L. Strategies such as realia, |Macmillan/McGraw-Hill |
|Applications |caption books, short informational texts, nursery rhymes, plays, electronic resources |visuals, scaffolding, sheltered | |
| |Student is able to identify and sort into categories |content, modeling, etc. | |
| | |Multi-model, multi-sensory | |
| | |Enrichment | |
| | | | |
|1 | | | |
|Research Strategies, |Student will generate questions of interest about a topic |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |Student will demonstrate familiarity with a variety of resources such as books, newspapers,|E.L.L. Strategies such as realia, |Macmillan/McGraw-Hill |
|Applications |informational texts, dictionaries, library, electronic resources |visuals, scaffolding, sheltered | |
| |Student is able to identify, classify and sort into categories |content, modeling, etc. | |
| |Student is able to alphabetize words by first letter |Multi-model, multi-sensory | |
| | |Enrichment | |
| | | | |
|2 | | | |
|Research Strategies, |Identify and use appropriate sources of information to accomplish a specific learning |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |activity |E.L.L. Strategies such as realia, |Macmillan/McGraw-Hill |
|Applications |Select an appropriate format to locate, gather, access, record, organize and present |visuals, scaffolding, sheltered | |
| |information |content, modeling, etc. | |
| |Use print and electronic resources to access information |Multi-model, multi-sensory | |
| | |Enrichment | |
|3 | | | |
|Research Strategies, |Identify and use appropriate sources of information to accomplish a specific learning |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |activity |E.L.L. Strategies such as realia, |Macmillan/McGraw-Hill |
|Applications |Select an appropriate format to locate, gather, access, record, organize and present |visuals, scaffolding, sheltered | |
| |information |content, modeling, etc. | |
| |Use print, encyclopedias, and electronic resources to access information |Multi-model, multi-sensory | |
| |Use reference materials to verify spelling, find and extend meaning of words, glossary, |Enrichment | |
| |dictionary, thesaurus | | |
| |Explains choice of research materials (i.e. Solving problems, enjoyment, making decisions. | | |
| | | | |
|Grade 4 | | | |
|Research Strategies, |Identify and use appropriate sources of information to accomplish a specific learning |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |activity |E.L.L. Strategies such as realia, |Macmillan/McGraw-Hill |
|Applications |Select an appropriate format to locate, gather, access, record, organize and present |visuals, scaffolding, sheltered | |
| |information |content, modeling, etc. | |
| |Use print, encyclopedias, and electronic resources to access information |Multi-model, multi-sensory | |
| |Use reference materials to verify spelling, find and extend meaning of words, glossary, |Enrichment | |
| |dictionary, thesaurus | | |
| |Explains choice of research materials (i.e. Solving problems, enjoyment, making decisions) | | |
| |Use multiple representations of information, maps, charts, photos, to find information | | |
| |Use key words, indices, cross-references and letters on volumes to find information | | |
| |Increases vocabulary through the use of resource materials. | | |
| | | | |
|Grade 5 | | | |
|Research Strategies, |Identify and use appropriate sources of information to accomplish a specific learning |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |activity |E.L.L. Strategies such as realia, |Macmillan/McGraw-Hill |
|Applications |Select an appropriate format to locate, gather, access, record, organize and present |visuals, scaffolding, sheltered | |
| |information |content, modeling, etc. | |
| |Use print, encyclopedias, and electronic resources to access information |Multi-model, multi-sensory | |
| |Use reference materials to verify spelling, find and extend meaning of words, glossary, |Enrichment | |
| |dictionary, thesaurus | | |
| |Explains choice of research materials (i.e. Solving problems, enjoyment, making decisions) | | |
| |Use multiple representations of information, maps, charts, photos, to find information | | |
| |Use key words, indices, cross-references and letters on volumes to find information | | |
| |Increases vocabulary through the use of resource materials | | |
| |Understand concept of primary and secondary sources | | |
| |Research multiple sources to deepen understanding and integrate information and ideas | | |
| |across varied sources and content areas by conducting research from a variety of sources | | |
| |for assigned or self-selected projects | | |
| |Evaluate the usefulness and quality of information and ideas based on purpose, experiences,| | |
| |texts, graphics | | |
| |Make connections between print and non-print texts by recognizing similarities and | | |
| |differences using a variety of resources that contribute to informed decisions. | | |
|Strand IV : Research |
|6 - 8 Content Standard: The student gathers and uses information for research to increase personal and community depth of knowledge. |
|6 – 8 Benchmark |
|The student will locate and use a variety of resources to acquire information across the curriculum. |
|Grade |Performance Standard |ELL, Special Education Support |RESOURCE/SUPPORT MATERIALS TO SUPPORT NM |
| | | |STANDARDS & BM |
|6 | | | |
|Research Strategies, |Interpret, analyze and synthesize information form a variety of sources |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |by restating and summarizing information; monitoring comprehension; |E.L.L. Strategies such as realia, visuals, |Macmillan/McGraw-Hill |
|Applications |drawing inferences; generating questions; making connections to related |scaffolding, sheltered content, modeling, etc. | |
| |topic and information; determining the importance of information; |Multi-model, multi-sensory | |
| |reviewing the characteristics of informational works. |Enrichment | |
| |Select an appropriate format to locate, gather, access, record, organize | | |
| |and present information | | |
| |Use multiple sources of print, encyclopedias, and electronic resources to| | |
| |access information | | |
| |Use reference materials to verify spelling, find and extend meaning of | | |
| |words, glossary, dictionary, thesaurus | | |
| |Explains choice of research materials (i.e. Solving problems, enjoyment, | | |
| |making decisions) | | |
| |Use multiple representations of information, maps, charts, photos, to | | |
| |find information | | |
| |Use key words, indices, cross-references and letters on volumes to find | | |
| |information | | |
| |Increases vocabulary through the use of resource materials | | |
| |Understand concept of primary and secondary sources | | |
| |Research multiple sources to deepen understanding and integrate | | |
| |information and ideas across varied sources and content areas by | | |
| |conducting research from a variety of sources for assigned or | | |
| |self-selected projects | | |
| |Evaluate the usefulness and quality of information and ideas based on | | |
| |purpose, experiences, texts, graphics | | |
| |Organize information gathered for a research topic into major components | | |
| |based on appropriate criteria. | | |
| |Cite sources correctly, direct and indirect quotes, references, | | |
| |bibliography | | |
| |Produces informational products and/or presentations that communicate | | |
| |information effectively to a specific audience. | | |
| | | | |
|Grade 7 | | | |
|Research Strategies, |Interpret, analyze and synthesize information form a variety of sources |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |by restating and summarizing information; monitoring comprehension; |E.L.L. Strategies such as realia, visuals, |Macmillan/McGraw-Hill |
|Applications |drawing inferences; generating questions; making connections to related |scaffolding, sheltered content, modeling, etc. | |
| |topic and information; determining the importance of information; |Multi-model, multi-sensory | |
| |reviewing the characteristics of informational works |Enrichment | |
| |Uses a variety of resources to express individual perspectives in | | |
| |response to personal, social, cultural and historical issues | | |
| |Examines critical relationships between and among elements of a research | | |
| |topic | | |
| |Select an appropriate format to locate, gather, access, record, organize | | |
| |and present information | | |
| |Use multiple sources of print, encyclopedias, and electronic resources to| | |
| |access information | | |
| |Use reference materials to verify spelling, find and extend meaning of | | |
| |words, glossary, dictionary, thesaurus | | |
| |Explains choice of research materials (i.e. Solving problems, enjoyment, | | |
| |making decisions) | | |
| |Use multiple representations of information, maps, charts, photos, to | | |
| |find information | | |
| |Use key words, indices, cross-references and letters on volumes to find | | |
| |information | | |
| |Increases vocabulary through the use of resource materials | | |
| |Understand concept of primary and secondary sources | | |
| |Research multiple sources to deepen understanding and integrate | | |
| |information and ideas across varied sources and content areas by | | |
| |conducting research from a variety of sources for assigned or | | |
| |self-selected projects | | |
| |Evaluate the usefulness and quality of information and ideas based on | | |
| |purpose, experiences, texts, graphics | | |
| |Organize information gathered for a research topic into major components | | |
| |based on appropriate criteria. | | |
| |Cite sources correctly, direct and indirect quotes, references, | | |
| |bibliography | | |
| |Produces research reports and technical writing that communicate | | |
| |information and/or presentations effectively to a specific audience. | | |
| | | | |
|Grade 8 | | | |
|Research Strategies, |Interpret, analyze and synthesize information form a variety of sources |Project G.L.A.D. Strategies, |Such as, Treasures, Published by |
|Conventions, |by restating and summarizing information to extend ideas; monitoring |E.L.L. Strategies such as realia, visuals, |Macmillan/McGraw-Hill |
|Applications |comprehension; drawing inferences; generating questions; making |scaffolding, sheltered content, modeling, etc. | |
| |connections to related topic and information; determining the importance |Multi-model, multi-sensory | |
| |of information; reviewing the characteristics of informational works |Enrichment | |
| |Analyzing and evaluating themes and central ideas in relation to personal| | |
| |and societal issues | | |
| |Examines critical relationships between and among elements of a research | | |
| |topic | | |
| |Select an appropriate format to locate, gather, access, record, organize | | |
| |and present information | | |
| |Use multiple sources of print, encyclopedias, an electronic resources, | | |
| |images, videos and visual representations as informational research tools| | |
| | | | |
| |Use reference materials to verify spelling, find and extend meaning of | | |
| |words, glossary, dictionary, thesaurus | | |
| |Explains choice of research materials (i.e. Solving problems, enjoyment, | | |
| |making decisions) | | |
| |Use multiple representations of information, maps, charts, photos, to | | |
| |find information | | |
| |Use key words, indices, cross-references and letters on volumes to find | | |
| |information | | |
| |Increases vocabulary through the use of resource materials | | |
| |Understand concept of primary and secondary sources | | |
| |Research multiple sources to deepen understanding and integrate | | |
| |information and ideas across varied sources and content areas by | | |
| |conducting research from a variety of sources for assigned or | | |
| |self-selected projects | | |
| |Evaluate the usefulness and quality of information and ideas based on | | |
| |purpose, experiences, texts, graphics | | |
| |Organize information gathered for a research topic into major components | | |
| |based on appropriate criteria. | | |
| |Cite sources correctly, direct and indirect quotes, references, | | |
| |bibliography | | |
| |Produces research reports and technical writing that communicate | | |
| |information and/or presentations effectively to a specific audience. | | |
SOCIAL STUDIES
| | |RESOURCE/SUPPORT MATERIALS TO SUPPORT NM | |
|STRAND |K-5 BENCHMARKS |STANDARDS & BM |DETAILS |
|STRAND : History |K-4 Benchmark I-A—New Mexico: Describe how contemporary and |Harcourt Brace Social Studies |Harcout Brace Social Studies |
|Content Standard I: Students are able to identify |historical people and events have influenced New Mexico |Unit Big Book Packages |Unit Big Book Packages: |
|important people and events in order to analyze |communities and regions. |Grades: K-8 | |
|significant | |ISBN: 978-0-153-12628-4 |Harcourt Brace Social Studies |
|patterns, relationships, themes, ideas, beliefs, and |K-4 Benchmark I-B—United States: Understand connections among |978-0-153-12627-7 |Pupil Edition (United States), National|
|turning points in New Mexico, United States, and world|historical events, people, and symbols significant to United | |Version: |
|history in order to understand the complexity of the |States history and cultures. |Harcourt Brace Social Studies |United States recounts the remarkable |
|human experience. | |Pupil Edition (United States), National |story of a nation from the days of |
| |K-4 Benchmark I-C—World: Students will identify and describe |Version |exploration, colonization, and |
| |similar historical characteristics of the |Grades: K-8 |revolution, through periods of growth |
| |United States and its neighboring countries. |ISBN: 978-0-153-12101-2 |and war, to its present day status as a|
| | |HB Social Studies |world power. |
| |K-4 Benchmark I-D—Skills: Understand time passage and chronology.|Teacher's Editions |Houghton Mifflin Harcourt School |
| | | |Publishers |
| |5-8 Benchmark 1-A. New Mexico: explore and explain how people and|New Mexico! | |
| |events have influenced the development of New Mexico up |Third revised edition |NEW MEXICO HISTORY TEXTBOOKS “New |
| |to the present day. |Marc Simmons |Mexico!”: |
| | |Textbooks.html |New history textbooks for 4th, 7th, and|
| |5-8 Benchmark 1-B. United States: analyze and interpret major |Textbooks.html |9th grades are now available. Class |
| |eras, events and individuals from the periods of exploration and | |sets are accompanied by comprehensive |
| |colonization through the civil war and reconstruction in United |[pic]SEP50171-Teaching Social Studies |Teacher-Student Manuals including |
| |States history. |Today |lesson plans, chapter quizzes, skill |
| | |Grades: K - 12 |lessons, worksheets, and tests and |
| |5-8 Benchmark 1-C. World: compare and contrast major historical |ISBN: 9781425801717 |answers. Activities and lesson plans |
| |eras, events and figures from ancient civilizations to the age of| |for the 9th grade text, Our New Mexico,|
| |Exploration. |SEP50015-Differentiation Strategies: |and the alternate title recommended for|
| | |Social Studies |9th grade, New Mexico: An Interpretive |
| |5-8 Benchmark 1-D. Skills: research historical events and people |Grades: K - 12 |History are provided on CDs - one disc |
| |from a variety of perspectives. |ISBN: 9781425800154 |with the purchase of each class set of |
| | | |each book. |
| | |SEP9357-Hands-On History: World History |Textbooks.html |
| | |Activities |Textbooks.html |
| | |Grades: 3 - 8 | |
| | |ISBN: 9781425803827 |Teaching Social Studies Today: |
| | | |Featuring sound educational strategies |
| | |SEP50113-Building Fluency Through Practice|based on solid research and proven |
| | |and Performance: American History |methodology, this exceptional resource |
| | |Grades: 3 - 12 |provides teachers with best practices |
| | |ISBN: 9781425801137 |in social studies instruction that can |
| | | |be immediately implemented in the |
| | |SEP9049-Hands-On History: American History|classroom. Authored by two social |
| | |Activities |studies experts with more than 60 years|
| | |Grades: 3 – 8 |combined classroom experience, this |
| | |ISBN: 9781425803704 |resource is designed for anyone who is |
| | | |interested in current educational |
| | |SEP50081-Leveled Text for Social Studies: |theory and best practice. New teachers |
| | |Early America |and pre-service educators will |
| | |Grades: 4-8 |especially benefit from this book, |
| | |ISBN: 9781425800819 |which is also ideal for staff |
| | | |development sessions. |
| | |SEP9048-Hands-On History: Ancient |Copyright ©2010 Shell Educational |
| | |Civilizations Activities |Publishing |
| | |Grades: 3 – 8 | |
| | |ISBN: 9781425803698 | |
| | | |Differentiation Strategies: Social |
| | | |Studies: |
| | | |Written specifically for social studies|
| | | |teachers at all levels, this resource |
| | | |helps facilitate the understanding and |
| | | |process of writing differentiated |
| | | |lessons to accommodate all readiness |
| | | |levels, learning styles, and interests.|
| | | |Copyright ©2010 Shell Educational |
| | | |Publishing |
| | | | |
| | | | |
| | | |Building Fluency Through Practice and |
| | | |Performance: American History: |
| | | |Research has shown that readers who |
| | | |engage in regular, repeated readings |
| | | |improve their word recognition, reading|
| | | |rate, comprehension, and overall |
| | | |reading proficiency. As students |
| | | |regularly read and perform these |
| | | |American history related texts, they |
| | | |improve decoding, interpretation, |
| | | |fluency, and comprehension. Students |
| | | |will want to read, reread, and perform |
| | | |these engaging and enjoyable |
| | | |selections. |
| | | |Copyright ©2010 Shell Educational |
| | | |Publishing |
| | | | |
|STRAND : Geography |K-4 Benchmark II-A: Understand the concept of location by using |Harcourt Brace Social Studies |HB Social Studies |
|Content Standard II: Students understand how physical,|and constructing maps, globes, and other geographic tools to |Pupil Edition (States and Regions), |Pupil Edition (States and Regions), |
|natural, and cultural processes influence where people|identify |National Version |National Version |
|live, the ways in which people live, and how societies|and derive information about people, places, and environments. |Grade: K-8 |In States and Regions, students can |
|interact with one another and their environments. | |ISBN: 978-0-153-12099-2 |take a closer look at the rich stories |
| |K-4 Benchmark II-B: Distinguish between natural and human | |that are woven into the history and |
| |characteristics of places and use this knowledge to define |[pic]SEP9358-Hands-On History: Geography |geography of America. Using an |
| |regions, their relationships with other regions, and patterns of |Activities |integrated approach, students can link |
| |change. |Grades: 3 - 8 |the past to the present as they learn |
| | |ISBN: 9781425803834 |about the many varied landscapes and |
| |K-4 Benchmark II-C: Be familiar with aspects of human behavior | |resources of the United States. |
| |and man-made and natural environments in order to recognize their| | |
| |impact on the past and present. | |Hands-On History: Geography Activities |
| | | |and Hands on History: American History |
| |K-4 Benchmark II-D: Understand how physical processes shape the | |Activities: |
| |Earth’s surface patterns and biosystems. | |Making learning fun and interactive is |
| | | |a surefire way to excite your social |
| |K-4 Benchmark II-E: Describe how economic, political, cultural, | |studies students. These books include |
| |and social processes interact to shape patterns of human | |game-formatted activities for major |
| |populations, and their interdependence, cooperation, and | |historical topics. While the goal of |
| |conflict. | |these activities is to create |
| | | |excitement and to spark interest in |
| |K-4 Benchmark II-F: Describe how natural and man-made changes | |further study, they are also standards |
| |affect the meaning, use, distribution, and value of resources. | |based and include grading rubrics and |
| | | |ideas for assessment. Encouraging |
| |5-8 Benchmark 2-A: analyze and evaluate the characteristics and | |teamwork, creativity, intelligent |
| |purposes of geographic tools, knowledge, skills and perspectives | |reflection, and decision making, the |
| |and apply them to explain the past, present and future in terms | |games of Hands-on History Activities |
| |of patterns, events and issues. | |will help you take an active approach |
| | | |to teaching while inspiring your |
| |5-8 Benchmark 2-B: explain the physical and human characteristics| |students to make their own explorations|
| |of places and use this knowledge to define regions, their | |of history. |
| |relationships with other regions, and their patterns of change. | |Copyright ©2010 Shell Educational |
| | | |Publishing |
| |5-8 Benchmark 2-C: understand how human behavior impacts man-made| | |
| |and natural environments, recognize past and present results and | | |
| |predict potential changes. | | |
| | | | |
| |5-8 Benchmark 2-D: explain how physical processes shape the | | |
| |earth’s surface patterns and biosystems. | | |
| | | | |
| |5-8 Benchmark 2-E: explain how economic, political, cultural and | | |
| |social processes interact to shape patterns of human populations | | |
| |and their interdependence, cooperation and conflict. | | |
| | | | |
| |5-8 Benchmark 2-F: understand the effects of interactions between| | |
| |human and natural systems in terms of changes in meaning, use, | | |
| |distribution and relative importance of resources. | | |
|STRAND: Civics and Government |K-4 Benchmark III-A: Know the fundamental purposes, concepts, |HB Social Studies |HB Social Studies |
|Content Standard III: Students understand the ideals, |structures, and functions of local, state, tribal, and national |My World and Me: A Kindergarten Program: |My World and Me: A Kindergarten |
|rights, and responsibilities of citizenship and |governments. |Grade: K |Program: |
|understand the content and history of the founding | |ISBN: 978-0-153-12625-3 |My World and Me: A Kindergarten Program|
|documents of the United States with particular |K-4 Benchmark III-B: Identify and describe the symbols, icons, | |makes Social Studies fun to teach and |
|emphasis on the United States and New Mexico |songs, traditions, and leaders of local, state, tribal, and |[pic] |learn. The program includes Teacher's |
|constitutions and how governments function at local, |national levels that exemplify ideals and provide continuity and |SEP10259-Celebrating Constitution Day |Edition, Literature Anthology Big Book |
|state, tribal, and national levels. |a sense of community across time. |Grades: K-3 |Collection, Write-On Charts with |
| | |ISBN: 9781425804190 |Clings, Activity Book, Primary Daily |
| |K-4 Benchmark III-C: Become familiar with the basic purposes of | |Geography, Primary Desk Map, Music |
| |government in New Mexico and the United States. |SEP10350-Celebrating Constitution Day |Audiocassettes, Text on Tape |
| | |Grades: 3-5 |Audiocassettes, and Picture Summary |
| |5-8 Benchmark 3-A: demonstrate understanding of the structure, |ISBN: 9781425804282 |Posters. |
| |functions and powers of government (local, state, tribal and | |Houghton Mifflin Harcourt School |
| |national). |SEP10351-Celebrating Constitution Day |Publishers |
| | |Grades: 5-8 | |
| |5-8 Benchmark 3-B: explain the significance of symbols, icons, |ISBN: 9781425804299 |Celebrating Constitution Day: |
| |songs, traditions and leaders of New Mexico and the United States| |Introduce the Constitution to your |
| |that exemplify ideals and provide continuity and a sense of |SEP50355-Elections |students with activities designed to |
| |unity. |Grades: 3 - 8 |engage your students in history and |
| | |ISBN: 9781425803551 |civics. Learn about the Constitution as|
| |5-8 Benchmark 3-C: compare political philosophies and concepts of| |a living document that shapes all |
| |government that became the foundation for the American revolution|SEP3881-Social Studies Strategies for |American lives. |
| |and the United States government. |Active Learning |Copyright ©2010 Shell Educational |
| | |Grades: 3-12 |Publishing |
| |5-8 Benchmark 3-D: explain how individuals have rights and |ISBN: 9781425802615 | |
| |responsibilities as members of social groups, families, schools, | | |
| |communities, states, tribes and countries. | |Elections |
| | | |Improve understanding of the election |
| | | |process and enhance history and civics |
| | | |programs by introducing and exploring |
| | | |national, state, and local elections. |
| | | |Expose students to primary sources and |
| | | |promote critical-thinking skills |
| | | |Run a simulated presidential election |
| | | |in the classroom or study specific |
| | | |parts of the process with flexible, |
| | | |self-standing lessons |
| | | |Provide interactive opportunities |
| | | |through discussions, simulations, and |
| | | |extension activities |
| | | |Challenge students at their individual |
| | | |thinking levels using the |
| | | |differentiation ideas provided within |
| | | |the lesson |
| | | |Teacher Resource CD includes |
| | | |reproducible and primary sources |
| | | |Copyright ©2010 Shell Educational |
| | | |Publishing |
| | | | |
| | | | |
| | | | |
| | | |Social Studies Strategies for Active |
| | | |Learning: |
| | | |This integrated approach to active |
| | | |learning encourages educators to |
| | | |immerse students in simulations, |
| | | |debates, discussions, and other |
| | | |activities that encourage personal |
| | | |connections while relating historical |
| | | |events to current issues. Students |
| | | |discover that the field of social |
| | | |studies is a reflection of human |
| | | |motives, conflicts, decisions, and |
| | | |actions. |
| | | | |
| | | |The content is flexible enough to use |
| | | |with any social studies topic. The |
| | | |author presents numerous strategies in |
| | | |each of the following categories: |
| | | |--brainstorming |
| | | |--art integration |
| | | |--discussion |
| | | |--language arts integration |
| | | |--deductive reasoning |
| | | |--primary sources |
| | | | |
| | | |Andi Stix, Ed.D., is an award-winning |
| | | |educator and author as well as a |
| | | |frequent speaker and consultant. Her |
| | | |inspiring, yet practical, guidelines |
| | | |for active learning are based on |
| | | |extensive research. In this book, she |
| | | |provides extensive assessment materials|
| | | |and rubrics designed to help educators |
| | | |evaluate student achievement resulting |
| | | |from diverse learning activities. |
| | | | |
| | | |Notebook has 304 pages plus a resource |
| | | |CD with modifiable student pages and |
| | | |assessment materials. |
| | | |Copyright ©2010 Shell Educational |
| | | |Publishing |
| | | | |
|STRAND: Economics |K-4 Benchmark IV-A: Understand that individuals, households, |Economics for Elementary School Students: |Economics for Elementary School |
|Content Standard IV: Students understand basic |businesses, governments, and societies make decisions that affect|Research-Supported Principles of Teaching |Students: Research-Supported Principles|
|economic principles and use economic reasoning skills |the distribution of resources and that these decisions are |and Learning That Guide Classroom Practice|of Teaching and Learning That Guide |
|to |influenced by incentives (both economic and intrinsic). |By: Laney, James D. |Classroom Practice |
|analyze the impact of economic systems (including the | |ISSN: 0037-7996 |Asserts that economics education is a |
|market economy) on individuals, families, businesses, |K-4 Benchmark IV-B: Understand that economic systems impact the |Eric #: EJ473641 |desirable goal for the elementary |
|communities, and governments. |way individuals, households, businesses, governments, and | |curriculum because elementary students |
| |societies make decisions about goods and services. | |can learn and understand economic |
| | | |concepts. Reviews four |
| |K-4 Benchmark IV-C: Understand the patterns and results of trade | |"Teaching-Learning Principles" based on|
| |and exchange among individuals, households, businesses, | |empirical research about learning |
| |governments, and societies, and their interdependent qualities. | |effectiveness. Applies these principles|
| | | |to economic concepts such as scarcity, |
| |5-8 Benchmark 4-A: explain and describe how individuals, | |cost-benefit analysis, and opportunity |
| |households, businesses, governments and societies make decisions,| |cost. (CFR) |
| |are | |Laney, James D. |
| |influenced by incentives (economic as well as intrinsic) and the | |
| |availability and use of scarce resources, and that their choices | |stom/portlets/recordDetails/detailmini.|
| |involve costs and varying ways of allocating. | |jsp?_nfpb=true&_&ERICExtSearch_SearchVa|
| | | |lue_0=EJ473641&ERICExtSearch_SearchType|
| |5-8 Benchmark 4-B: explain how economic systems impact the way | |_0=no&accno=EJ473641 |
| |individuals, households, businesses, governments and societies | | |
| |make decisions about resources and the production and | | |
| |distribution of goods and services. | | |
| | | | |
| |5-8 Benchmark 4-C: describe the patterns of trade and exchange in| | |
| |early societies and civilizations and explore the extent of their| | |
| |continuation in today’s world. | | |
ELEMENTARY LEVEL RESOURCES FOR THE STUDY OF POLITICAL
PROCESS / ELECTIONS
Books (available from bookstores such as Borders Books, etc. Out of print books
may be available from your local public library):
THE DAY GOGO WENT TO VOTE by Elinor Batezat Sisulu and Sharon Willson
(Grades K-4); ISBN 0316702714, Little Brown & Co., 1999. Learn about the 1994
South African elections.
THE FIRST BOOK OF ELECTIONS by Edmund Lindop (Grades 3-8); Franklin
Watts, currently out of print.
I CAN BE PRESIDENT by Beatrice Beckman (Grades K - 3) Children's Press,
currently out of print.
THE LOOK IT UP BOOK OF PRESIDENTS by Wyatt Blassingame (Grades 4+);
ISBN 0833524100, Econo-Clad Books, 1999. Short, interesting biographies from
Washington to Clinton.
NEW TRUE BOOKS: VOTING AND ELECTIONS by Dennis Brindell Fradin
(Ages 4-8); ISBN 0516412744, Children's Press, 1985. Simple explanation about
elections.
OUR ELECTIONS (I Know America) by Richard Steins (Ages 3-8); ISBN
0761300929, Millbrook Press Trade, 1996. Topics include democratic process,
presidential elections, history-making elections, how to write Congress, working
for campaigns, etc.
About various political parties in U.S. history, their causes, their influences, etc.
PRESIDENTIAL CAMPAIGN by Thomas R. Raber, (Grades 4-8). Learner
Publication, currently out of print.
SCHOLASTIC ENCYCLOPEDIA OF THE PRESIDENTS AND THEIR TIMES by
David Rubel (Grades 6+); ISBN 0590493663, Scholastic Trade, 1994. (This is a
reference book with information, illustrations, photographs, political cartoons,
etc.)
THE STORY OF PRESIDENTIAL ELECTIONS (Cornerstones of Freedom
Series) by Jim Hargrove (Grades 2-6). Children's Press. Currently out of print.
THE VOTE: MAKING YOUR VOICE HEARD (Good Citizenship Library) by Linda
Scher (Ages 4-8); ISBN 0811455858, Raintree/Steck-Vaughn, 1996. Discusses
the how, who, where of voting.
VOTING AND ELECTIONS (A New True Book) by Dennis Brindell Fradin (Ages
4-9); ISBN 0516012746, Children's Press, 1986, explains voting process, history
of voting, importance of free elections, etc.
WOODROW FOR PRESIDENT by Peter W. Barnes, Cheryl Shaw Barnes (Ages
4-8); ISBN1893622010, Vacation Spot Pub., 1999. This book is pre-quel to
WOODROW THE WHITE HOUSE MOUSE and covers the steps of the election
process.
WOODROW THE WHITE HOUSE MOUSE by Peter W. Barnes and Cheryl
Shaw Barnes (Ages 4-8); ISBN 0963768891, Vacation Spot Pub., 1998. Learn
about the White House.
Activity Books and Materials (available from various educational materials
suppliers, from publishers, and bookstores):
CANDIDATES, CAMPAIGNS, & ELECTIONS: Projects, Activities, Literature
Links by Linda Scher & Mary Oates Johnson (Grades 4-8) from Scholastic, 1996.
ELECTING OUR PRESIDENT: Campaigns and Elections (Grades 5-8) from
Instructional Fair, 1999.
ELECTIONS (Grades 5-8) from Carson-Dellosa, 1998.
ELECTIONS (Primary level) from Teacher Created Materials
ELECTIONS (Grades 4-8) from Teacher Created Materials.
THE EVOLVING PRESIDENTIAL CAMPAIGN 1948 - 1996 (Curriculum unit for
grades 5-12) from Highsmith.
EVERYTHING YOU NEED TO KNOW ABOUT THE PRESIDENTIAL
ELECTIONS (Complete kit with videos, posters, and resource guide for grades
5+) from with Knowledge Unlimited, Inc.
PRESIDENTIAL ELECTIONS (Grades 4-8) from Teaching and Learning
Company, 2000.
PRESIDENTS ON THE NET by Gary M. Garfield and SuzanneMcDonough
(Grades 4-12), ISBN 0673364038, from Good Year, 1999. (A helpful resource for
internet exploration and research).
Games (available from Social Studies School Service and other educational
materials suppliers):
ELECTIONS: THE RACE TO THE WHITE HOUSE (Grades 5+) From Lightray,
1996.
THE GAME OF THE PRESIDENTS OF THE UNITED STATES (Grades 5+)
From Presidents Group, 1994. Players compete for 270 electoral votes that are
needed to become president.
HAIL TO THE CHIEF (Grades 4+) from Aristoplay, 1995. (Builds understanding
of our electoral process, etc
Related Websites:
4 Election's website Election related links, resources, information, etc.
ABC Teach's "Elections USA" webpage has fun on-line activities, information,
etc. from
Democratic National Committee's website
Kangamanga Homeschooling's website Scroll way down to the bottom of the
page to areas with links to unit studies on "Presidents" and "US Government"
Kids Voting USA website "Kids Voting USA® is a nonprofit, Nonpartisan,
grassroots organization working with schools and communities to enhance civics
education and provide youth a voting experience at official polls on Election Day"
Mock Election 2000's website Resources, links, election simulation, etc.
Republican National Committee's website
Smithsonian Institute's website Winning the Vote: How Americans Elect Their
President: (Downloadable lesson plans, information, links, resources, etc.)
Social Studies School Service's Government and Law website Weblinks,
resources, information, etc.
USA Government's website An interactive government- / elections-related
website
Weekly Reader's Election 2000 website Election and presidency-related on-line
activities
Youth First's U.S. Government's webpage Government-related links, resources,
information, etc.
Reference:
Appendix (I)
Appendix (D)
Appendix (J)
Appendix (K)
KCAC Strategic Planning Model School - Wide
(next page)
[pic][pic][pic]
-----------------------
Support Staff
Administrative Assistant
Custodial Staff
3rd
Contracted Staff
Kids College Academy Charter School will abide by all requirements by all conditions of employments set forth by the school personnel act, NMSA 1978 22-10A-1 through 22-10A-39, 2004.
Kids’ College Academy Charter Governance Board
Non-certified Staff
Vice Principal
Certified Staff
Business Manager
Public Education Department of New Mexico
NMPED
Parent Advisory Board
Director
Instructional Council
6-8th
Reading, Writing & LA Goal Team
Problem Behavior
Goal Team Chairs
Support Staff
* Focus on Data Driven Instruction and Continuous Improvement in Order to Impact Student Achievement * Ongoing Flow of Communication to all Stakeholders w/ Administration* All Systems are Interdependent
Classroom
Playground
Ongoing
Minor
(Ex. pushing no injury, calling names with no cursing)
Major
(Hitting, cursing, causing injury, throwing things, running away, harassment)
Major
(Ex. aggression resulting in injury, bullying, throwing things, etc)
Minor
(Ex. pushing without injury, name calling without cursing, climbing up a slide)
Referral to Health/ Mental Health Team
(Fill out counseling form and turn into counselor or social worker box)
Referral to Behavior Intervention Team for Behavior Intervention Plan
Use Classroom Management System
Pink slip and referral to administration.
(Minimum 2 day detention/Max 5 days detention)
Redirect if possible.
If behaviors continue, pink slip
(1day detention only)
Pink slip with minimum 2 day detention, maximum 5 days. Duty must refer to administration
if injury results.
INFORMAL ASSESSMENTS
in reading, writing and math will be implemented by classroom teachers on a bi-weekly basis in all content areas
KINDERGARTEN FORMATIVE ASSESSMENTS
K.D.P.R and DIBELS
Assessments will be administered in the Fall, Winter and Spring in the areas of reading, writing, and math
FORMATIVE ASSESSMENTS
For all students in grade 1 -8 to be administered in the Fall, Winter, and Spring in reading, writing and math.
SUMMATIVE ASSESSMENT
State Mandated Assessments
To be administered once a year for grades 3, 4, 5, 6, 7, and 8 in reading, writing and math.
EVALUATION AND ASSESSMENT OF STUDENT PERFORMANCE
Students will receive research based- instruction that will include ESL Strategies , GLAD Strategies, Marzano
and Daggett Rigor and Relevancy strategies
Students will engage in Project Based Learning/Hands on Learning which will include the use of the scientific method, research based projects in social studies, science and community based projects.
Students will learn in the academic area through multiple intelligences, differentiated instruction, and different learning styles (visual, auditory, kinesthetic, and tactile approaches)
Students will be engaged in cooperative learning teams which will enhances student learning by providing forums for discussion, problem solving, language development and oral practice of both Spanish and English.
Students will work together to develop oral presentations which would include role playing, plays, power points, brochures, etc.
INSTRUCTIONAL STRATEGIES
AND BEST PRACTICES CONTINUED
PROJECT BASED LEARNING/HANDS ON LEARNING
Students will be engaged in project based learning/lands on learning which includes research, design, and oral presentations
MULTIPLE INTELLICENCES AND DIFFERENTIATED LEARNING STYLES
Students will reflect the differentiated learning styles.
(Visual, Auditory, Kinesthetic, and Tactile of all our students)
COOPERATIVE LEARNING
Students will work in small groups to develop language problem solving skills and developing a collaborative culture of learning.
(This strategy can be used for all content areas.)
INSTRUCTIONAL STRATEGIES & BEST PRACTICES
Parent Advisory Board
EEO Goal Team
Continuous Improvement Goal Team
Math Goal Team
Continuous Improvement Focused on Instruction
Special Education
4th
5th
K
1st
2nd
* Bilingual/ESL * Reading * Math * Social Studies * Science * Parent Involvement * School wide * 6 Trait * Writing * Attendance * Continuous Improvement System * Special Education
School -wide Strategic Planning
OVERSIGHT/MONITOR
* Goal Team Leadership
* Office Staff
* Continuous Improvement *PAB
ACADEMICS
* Reading * Math * Literacy
* Writing * Science *Social Studies
QUALITY ASSURANCE/COMPLIANCE
* Bilingual/ESL Education * Attendance
* Special Education * No Child Left Behind
Academic Leadership Team
Charter School Director/Administration
Charter School Governing Board
Kids’ College Academy Charter’s Strategic Planning Model (School-wide Systems)
State Department of Education
................
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