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HomeMy WebLinkAbout07-28-2008 Special Session_Charter Schools CITY COMMISSION SPECIAL SESSION CHARTER SCHOOLS Ocoee Commission Chambers Conference Room # 1 09 150 North Lakeshore Drive Ocoee, Florida July 28, 2008 Agenda 5:00 p.m. I. CALL TO ORDER II. DISCUSSION AND POSSIBLE ACTION REGARDING FILING THE APPLICATION FOR CHARTER SCHOOLS. III. ADJOURNMENT PLEASE NOTE: IN ACCORDANCE WITH FLORIDA STATUTES 286.0105: ANY PERSON WHO DESIRES TO APPEAL ANY DECISION AT THIS MEETING WILL NEED A RECORD OF THE PROCEEDINGS AND FOR THIS PURPOSE MAY NEED TO ENSURE THAT A VERBATIM RECORD OF THE PROCEEDINGS IS MADE WHICH INCLUDES THE TESTIMONY AND EVIDENCE UPON WHICH THE APPEAL IS BASED. ALSO, IN ACCORDANCE WITH FLORIDA STATUTE 286.26: PERSONS WITH DISABILITIES NEEDING ASSIST ANCE TO P ARTICIP A TE IN ANY OF THESE PROCEEDINGS SHOULD CONTACT THE OFFICE OF THE CITY CLERK, 150 N. LAKESHORE DRIVE, OCOEE, FL 34761, (407) 905 -3105 48 HOURS IN ADVANCE OF THE MEETING. DC PS ORANGE COUNTY PUBLIC SCHOOLS P.O. Box 271 32802-0271 Orlando. Florida 407.317.3200 445 W. Amelia Street 32801-1127 January 17,2008 Dear Potential Charter Applicant: Thank you for expressing an interest in the charter school application process for Orange County Public Schools. The Orange County Public Schools' Charter School Application has been developed by integrating the Florida Department of Education's Charter School Application, Florida Statutes, and Orange County School Board Policy. In this packet you will find an application template, technical assistance packet, and a final documentation packet. I encourage you to avail yourself of the opportunity to receive technical assistance from the district by submitting a draft proposal for review prior to final submittal. In order to be reviewed, draft applications must be submitted prior to July 1, 2008. The final charter school application and required copies must be received in the School Choice Services office by 4:30 PM on August 1, 2008. Followinq the statutory application deadline of AUQust 1. 2008, all applications received are considered final and no amendments or addendums may be submitted. The application template is also available to you on CD. Upon completion of the application, please submit the original along with 20 additional copies to the office of School Choice Services, Orange County Public Schools Education Leadership Center, th floor. If you have any further questions, please contact School Choice Services at (407) 317-3484. Sincerely, %~tl,~ Evelyn A. Chandler. Ed. D Director School Choice Services 1/17/08 ORANGE COUNTY PUBLIC SCHOOLS ProcedureslTimelines for Charter School Application 2008 Activity Date Applicants meets with the Director, School Choice Services, to discuss the application template and procedures. School January 22 Choice Services phone number is (407) 317-3484. Applicant submits draft of the application to the Director, School Choice Services. The application must be in compliance May 1-July 1 with the Florida Charter Schools application format as adopted by the School Board of Orange County (OCPS), applicable Florida Statutes, applicable federal laws, and OCPS policies on Governance Process and Executive Limitations. Upon request from the applicant, the Director of School Choice Services will arrange for appropriate staff members to May 1-June 15 review the application and provide technical assistance. Charter School applicants may also request technical assistance from the Office of Public School Choice, Florida Department of Education, (850) 245-0502. Applicant submits final application for a charter school to the Office of the Superintendent. The original application plus 20 By August 1 copies should be submitted. With the submission of the final application. no further chanaes can be made. DEADLINE OCPS convenes a proposal review committee to assess a proposal. The committee will consist of appropriate personnel, August such as the Senior Director, Student Services; Senior Director, Curriculum Services; principals; teachers; and representatives from Exceptional Student Education and Fiscal Services. School Choice Services staff will conduct additional reviews as needed. The reviewers will make their decisions based upon the Charter School Indicator: What Reviewers Look For. OCPS convenes an interview committee to interview the applicant and/or proposed director. The interview committee will Late August! Early also meet with potential board members. The interview committee will consist of the appropriate personnel, such as an September Executive Area Director, an Education Services staff member, two principals, and one Fiscal Services representative. Interviews will be conducted utilizing an objective interviewing instrument. Applicant makes presentation at a school board work session. The presentation will consist of an overview of the Late August! Early application. After the presentation, board members will direct questions to the applicant in order to clarify issues. September School Board attorney reviews the application. September OCPS School Board, acceptance or denial of a charter application. Data collected from the application review, applicant Within two months of interview, and school board work session will be considered. receipt of application Applicant and OCPS staff develop the contract between the School Board of Oranqe County and the School. By April 30, 2008 School board attorney reviews the contract Upon completion of contract Final OCPS School Board approval of a charter school shall be contingent upon (1) the execution of a contract between the Within six months of School and the sponsor and (2) completion of fingerprint and criminal background checks on the applicant and each acceptance of charter member of the school's board of directors. application 1/17/08 [OID) (EIS) ORANGE COUNTY PUBLIC SCHOOLS 445 WEST AMELIA STREET ORLANDO, FLORIDA 32801 Charter School Application Provide the name of the person who will serve as the primary contact for this application. One person should serve as the contact for the follow-up, interviews and notices regarding this Application. Name of Charter School: Ocoee Elementary School Name of Non-Profit Corporation that will hold the Charter: City of Ocoee Has the Corporation applied for non-profit status? Yes No Contact Person: Joel F Keller Title/Relationship to Non-Profit: Commissioner Contact Person's Address: 150 North Lakeshore Drive Ocoee, FL 34761 Phone Number: 407 905-3112 Cell: 407470-7036 Fax Number: 407 656-6885 E-Mail Address: jkeller@ci.ocoee.f1.us Name of Management Company (if any) Name of Partner Organization (if any) The proposed school will open in the fall of school year: 2009 Grade Levels and Number of Students for proposed charter school: 9,10,11,12 I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocations after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to service as the primary contact for this application on behalf of the organization. Signature Date Printed Name 1/17/08 Academic Design oMission o Educational Program o Student Assessment 1/17/08 - 1 - 1- PHILOSOPHICAL FRAMEWORK The predominant purpose of education is to provide the opportunity for each child to grow into his or her fun capacity. Education is about opening doors, opening minds, opening possibilities. The purpose of our charter school will be to "nurture every child's potential". Building character in our children enables them to reach their full potential: intellectually, physically, and morally. Our teaching will be directed to the whole child; making our school a caring community, conducive to teaching and learning. STAKEHOLDER RIGHTS: . All students and school staff have a right to schools that are safe, orderly and drug free. . All students and school staff have a right to be treated with courtesy and respect. . All students and school staff have right to learn and work in schools and classrooms that have high academic standards. . All students and school staff have a right to learn and work in well equipped classrooms. . All students have a right to learn and work in schools where teachers know their subject matter and how to teach it. . All students and school staff have a right to be supported by parents, the community, public officials and business in their efforts to uphold high standards of conduct and achievement. (Shlinker, 1995) 1/1 7/08 - 2 - PHILOSOPHY The philosophy of the City ofOcoee Charter Elementary School is two-fold, with both ideas woven into the philosophy that small schools are the key to success, especially in kindergarten through fifth grade, the formative years of a student's educational experience. We want to provide each child with an opportunity to realize his or her full potential in a setting that is safe, orderly and small enough so that students feel recognized and cared for. We understand that in order to do that, our teachers must feel the same support and be given the same chance to maximize their own potential. The Charter School envisioned will accomplish this goal by offering a balanced and flexible curriculum that provides a firm foundation in the core disciplines. Direct emphasis will be placed on language arts, math and science and students win be challenged and focused in a positive and nurturing way. Our efforts.in these areas win be enhanced by enriched clIniculum offerings in the areas of art, music and physical education. The key component of our Charter School will be technology. At least six state-of-the-art interactive computers will be available in each of the classrooms and support areas. Each classroom will also have the necessary technology designed to accommodate the latest in educational telecommunications products. By incorporating these technologies, the student's world expands beyond the boundaries of the school and the neighborhood, arid the focus is shifted from the passive acquisition of knowledge through textbooks to the active construction of knowledge based on real life global issues. 'fhis win enhance critical thinking skills and allow teachers to help structure learning to the style and pace best suited to each individual student. Again, the small school approach plays a role, since the I to 25 teacher to student ratio guarantees each child will get the attention he or she reqUIres. The educational approach of the Charter School would be: . Project based learning . Portfolio assessment . Performance-based standards . Collaborative efforts . Blending new and traditional approaches . Using technology to tie it all together 1/17/08 - 3- LEARNING ENVIRONMENT '1'0 prepare children t() meel the needs orlhe 211'1 century. The following learning environment characteristics will be developed and nurtured: . There will be a wann, caring climate built on trust and communication. . The school will be a safe place, drug and violence free. . Students and stafl\vi II be treated with courtesy and respect. . The school will foster a sense of community in each classroom. . The students' creativity and curiosity will be encouraged. . Students will have time to summarize and reflect. . Students will be involved in thinking skills that examine, relate and evaluate all aspects of a situation or problem. . Students and staff will work in an environment that promotes high academic standards. . Teachers and staff will have a genuine concern for students. . Students will be encouraged to teach their peers. School hours reflect the District's calendar as well as opening and closing times. A before and after school care program wi] I be offered consistent with the districts calendar and schedules. Lunch will be one half hour in length. Students needing extra assistance in the academic subjects will participate in an after-school tutorial as a part of the after school care program. Each teacher will serve as an advisor to his or her students. Academic class size will not exceed 25 students. 1/17/08 - 4 - EDUCATIONAL PROGRAMS & CURRICULUM The school's instructional program will reflect rigorous academic objectives consistent with State of Florida standards. Additionally, a strong technological theme will run through all curriculum related activities with a concentration on a core cuniCllllll1l oflanguage arts, reading, science and mathematics. These will be complemented by a character education component. The academic and technological initiatives will be further enhanced by an enriched curriculum in art, music and physical education. The school will utilize state-of-the-art material for each subject. These materials will be reviewed on a three year cycle. Academic performance will be measured through informal and formal assessments. Pre-test and post-test results will be used to determine students' achievement growth. Students will demonstrate competence in core academic areas through authentic assessments, including portfolios, which demonstrate authentic learning. Students will participate in all the state and local district assessments as required. A Character Education curriculum will be integrated into all subject areas. The following core values will be included: o Citizenship - Understanding the role the individual plays in society. o Cooperation - Working together toward goals in an interdependent world. o Fairness - Treating others impartially, maintaining an objective attitude toward those whose actions and ideas are different. o Honesty - Being sincere. Not cheating or lying. o Integrity - Standing up for your own beliefs. Resisting social pressure. o Kindness - Being helpful compassionate and gentle toward all living things. o Pursuit of Excellence - Striving to do your best and not giving up. o Respect - Showing regard for others, being courteous and polite. o Responsibility - Thinking before you act and being responsible for those actions. o Positive Thinking - Teaching the value of a positive outlook and teaching positive language as reinforcement technique. A state-of -the-art Library/Media/Technology Center will serve the pre-kindergarten through fifth grade students. A minimum of six computers will be available in every classroom. 1/17/08 - 5 - READING & LANGUAGE ARTS While our school will offer a balanced flexible curriculum, a special emphasis will be placed on reading, language arts, mathematics and science. Based on that premise we submit as part of our application an in-depth analysis of these core academic areas and their importance in the overall construct of our charter school. Before deciding the type of classroom and reading program one will have, the decision of HOW reading develops and HOW one reads must be made. Understanding how a person reads will help you decide what to teach and emphasize during the reading instruction period. (Leu and Kinzer, 1991) The comprehension framework is represented as Interactive and Holistic Language. Interactive Language: Approximately equal attention is devoted to all knowledge sources: decoding, vocabulary, syntactic, discourse, and mct<lcognitive knowledge. Holistic Language: Reading is learned as an entity. Student-directed, inductive learning is common. Individualized reading, language and experience stories, cooperative learning groups, and inductive instruction are common method frameworks. (Leu and Kinzer, 1991) More recently, Phi Delta Kappans'. article "Sixty Years of Reading Research--But Who's Listening?" March 1999 stated that the national Research Council brought together a panel of reading experts representing all sides of the phonics vs. whole language issue. "In their report, this diverse group... endorsed the value of teaching both letter/sound relationships and a range of whole language strategies, including the extensive use of good literature, a focus on comprehension, and the use of developmental spelling for beginning writers. The real challenge, the panel asserts, is to provide much more training to increase prekindergarten and elementary teachers' knowledge of reading research and effective teaching strategies." P. 517 Each classroom represents the "wholeness" oflanguage, whether in the subj ect areas of reading, mathematics, art, music, or physical education. Language is used within all these areas; reading/language arts cannot be separated from the other academic subjects. A student uses reading/language arts techniques and cues throughout the day. This is what is meant by "wholeness", not separating isolated skills at will. The goal is to develop richly literate environments in which students become effective users of language. Language skills are inseparable from the actual speaking, writing, and reading experiences. All students at all levels need rich experiences with good literature; and need a wide range of literature based activities that focus on vocabulary, comprehension, writing, study skills, and strategies. Students also need opportunities to practice essential reading and writing skills. The multimedia features in available software programs, create an excellent environment in which to motivate students, developing a love ofreading while building essential reading skills. Lively animation, colorful graphics, and sound come together to help students discover the joy of the printed word and enhance comprehension and understanding. Built-in tools help them along the way. 1/17/08 - 6 - Instructional flexibility is maximized, as lesson plans, reading lists, and reports can all be customized. In addition, instruction is automatically individualized through the ability to accelerate or move at a slower pace, depending on a particular student's performance. On-line student portfolios enable teachers to assess students' writing skills. The new dimension of interactivity found in multimedia is a wonderful supplement to books. An ideal program moves beyond a basal series, and is centered on themes appropriate to a given group of students. Literature should include traditional, classical, modem and multicultural selections. It also includes non-fiction as well as poetry, drama, stories, and novels. Inasmuch as the literature is flexible, so should be the instructional grouping. Group sizes will vary with the objectives, purposes, and the materials of the lessons. Cooperative learning strategies playa role in these groupings. The teacher serves as the director and coach of student learning. One role of the teacher is to implement strategies that help students effectively enter into and move out of the assigned pieces of literature. Both silent and oral reading have (has) an important place in the curriculum. Daily teacher read alouds are appropriate for all students. Students develop language and literacy through listening, speaking, reading and writing experiences. It is essential that technology (multimedia software and hardware) have the ability to record and play back students' voices. Students can listen to stories and replay them at their own pace, complete picture or word exercises to check comprehension, or write and respond to literature. Skills taught in isolation are often meaningless. Reading and writing skills (spelling, decoding, mechanics, usage, and grammar) must be taught within meaningful content. They must also be applied and reinforced in their own work. This is the reason that the writing process is emphasized. Writing is a process that includes pre-writing, drafting, sharing. revising, editing and publishing. While the total process is not required for every composition assignment, it is important to have students learn the process and have the opportunity to develop some pieces over a period of time. In \'.'riting, the first priority is fluency. After fluency. the next concern is correctness. Finally, publishing is a necessary skill for all students, but not for all pieces of writing. During the publishing stage, word processing on a computer, as well as the use of graphics, is desirable and an integral part of the reading/language arts component. Classroom assessment results tell the teacher where and when the student is successful and needs to move on or where the student is having any problems and needs help. In addition, teachers use assessment data to improve their classroom practices, plan instruction, report student progress, and research their teaching practices. Our comprehensive assessment plan promotes classroom assessment, the ongoing process of monitoring students' achievement. Some examples of classroom assessment procedures are observations, interviews, and evaluation of student work using portfolios, products, and performance tests. Performance-based assessment provides students with an opportunity to demonstrate what they know and are able to do. The engaging classroom contains a variety of print. The bulletin boards are covered with students work. The classroom library is filled with various literature at all instructional levels. The reading area allows students a private place to read their favorite books. The centers provide meaningful fun activities that correlate with the themes of instruction as well as provide reinforcement of previous lessons. A teaching table is situated in a central place to allow for 1/17/08 - 7 - mini-lessons and individual instruction as needed. All of this provides an environment which reflects a balance of instructional, creative, and meaningful experiences for students. Within this environment, students feel free -to read, write, speak, listen and view the world around them safely and effectively. 1/17/08 - 8 - MATHEMATICS & SCIENCE According to the National Council of Teachers of Mathematics (NCTM), mathematics education should enable students to: 1. Value mathematics 2. Become confident in their ability to do mathematics 3. Become mathematics problem solvers 4. Communicate mathematically and 5. Learn to reason mathematically The NCTM standards are the basis for our curriculum. Technology is an integral part of the instructional program. In the words of the NCTM "we must ensure that all students have an opportunity to become mathematically literate... and become informed citizens capable of understanding issues in a technological society". A computer is so flexible, so supportive of different scenarios. It gives students the opportunity to interpret graphs and manipulate data Technology is perfectly capable of creating visual images by setting up a visual field. Students can have an animated interactive image that can be manipulated in real time. Technology is a tool to use for good teaching and learning ideas. . Mathematically literate citizens are needed in our technology-driven world. . Mathematics directly relates to students' lives and concerns. . Mathematics materials must build upon student experiences. . Students are guided in the development of abstract concepts through technology, modeling, and manipulatives. . Computers, calculators and manipulatives are integral tools of instruction, extending student-centered lessons with hands-on activities. . Performance based assessment is essential to the effective evaluation of the understanding of mathematical concepts. Exciting and meaningful math instruction is key to capturing student enthusiasm. New multimedia environments feature problem-based learning, powerful tools for inventive math solutions, guided instruction for individualized experience, and interdisciplinary activities for collaborative learning. It brings to the classroom a truly engaging math experience and greater success for students. Through a cohesive program of instruction and technology, the mathematics curriculum brings every learner a powerful and meaningful math experience every day. Science education is an activity through which problems and questions dealing with the natural world can be identified and defined and solutions proposed and tested. Science education must be an important priority for all students. When students are shown how science applies to the real world, interest awakens. 1/17/08 - 9 - The multimedia science classroom enables the teacher to develop students who will be enthusiastic about science. 'rhrough the utilization of exciting, interactive explorations, full motion video, thousands of breathtaking visuals, a vast database, and on-line services. It allows students to explore connections among the four science disciplines: biology, chemistry, earth/space, and physics. Students solve problems, test hypotheses, and publish their findings. As a result, students gain a far better understanding of science, the scientific process and the world around them. The integration of technology in the science curriculum provides students with an exciting classroom learning experience. Through the use of full motion video, stunning graphics, audio, a rich database of scientific knowledge and on-line services, students are motivated to explore and take virtual field trips into the wonders of the natural world, as they learn with an integrated science curriculum that makes connections across the disciplines. Science will consist of a comprehensive curriculum consisting of thematic project-based lesson plans and hands-on activities. The multimedia science classroom will contain a wealth of information and simulation for the instruction of science. Teachers and students will have the ability to create multimedia presentations by linking audio, text, graphic, and video events to each other or to an unlimited variety of new media imported from other sources. Comprehensive teacher support materials and on-site training assist educators in making the transition to a new type of classroom teaching. The ongoing curriculum will meet the following objectives: · To develop process skills in order to think scientifically, supporting scientific inquiry. · To understand the interactions of science, technology, and society and to recognize how advancements in science and technology have changed the lives of people in local, national, and global communities. · To develop necessary skills to manipulate scientific equipment and materials in order to make observations and other data. · To realize that science and technology are relevant to the world of work. · To think critically, creatively and rationally in order to solve problems and promote lifelong learning. · To develop appropriate attitudes, values, and ethics to use as a basis for science-related decisions. · To possess a sense of custodianship (collective responsibility for the environment over a period of time) as the need for conservation increases. · To develop knowledge and understanding of scientific principles and concepts. .. 1/17/08 - 10- · To develop the problem-solving skills needed to respond to a changing society and environment. · To develop a positive attitude toward science that will encourage continued interest and leaming. . 1/17/08 - 11 - SOCIAL STUDIES In 1992, the Board of Directors for the National Council for the Social Studies adopted the following definition: "Social Studies is the integrated study of the social sciences and humanities to promote civic competence. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. " A balanced and effective social studies program prepares students to be active, informed, and responsible citizens. Social studies increases students' awareness of their world, their nation, and their state, giving them a fundamental understanding of own society and others, both past and present. Students acquire and perfect skills of individual and group inquiry and examine a broad range of peoples and cultures. Students gain from the social studies program the knowledge, skills, attitudes, and values that enable them to be effective problem-solvers, good decision-makers, and wise planners. Two main characteristics distinguish social studies as a field of study. It is designed to promote civic competence, and it is integrative, incorporating many fields of endeavor. The goals and objectives are clustered according to the social science disciplines as follows: . Time, Continuity, and Change (History) · People, Places, and Environments (Geography) . Government and the Citizen (Civics and Government) . Production, Distribution, and Consumption (Economics) The social studies framework identifies four skills, which are to be taught within the context of applying knowledge. Students will be given numerous opportunities to practice, refine and apply the following broad skills: . Acquisition of information from a variety of sources · Use of information for problem solving, decision making and planning . Development of skills in interpersonal relationships and social participation . Promotion of civic participation The above skills are closely correlated with essential skills identified in the national social studies curriculum standards. A multimedia classroom integrating technology in the curriculum will motivate and excite students to learn. Technology can be integrated in the social studies curriculum, using software for time lines, virtual field trips taking students back in time, on-line services, videodisc lessons, CD-ROM atlas and searchable databases. Teaching techniques include integration, print media, 1/17/08 - 12 - research, directed instruction, cooperative groups, as well as the use of community resources. A content rich, hands-on classroom will be possible for all students. 1/17/08 - 13 - TECHNOLOGY TECHNOLOGY MISSION Our technology goal is to provide students, teachers and parents with optimal resources to facilitate instruction and learning while infusing the cognitive and analytical skills necessary for academic success. The future demands that individuals be technologically literate, critical and analytical thinkers. Technology serves as the vehicle for adept problem solvers, able to access and organize information in complex models while being capable of cooperative decision making. These objectives will empower our students to achieve the following: . Ability to identify different learning styles and progress at their own pace, while being provided with the advantage of immediate feedback. . Become active participants in the learning process, using electronic encyclopedias, atlases, simulations, and literary resources to discover how to find answers to their own questions, thus becoming life-long learners. . Simulate academic experiments and research while engaging in virtual travels to nations across the globe. . Utilize multimedia authoring programs to create presentations including pictures, sound, animation, and video, while at the same time mastering concepts, problem solving, researching, writing, editing, and presentation skills . Develop skills that will be used in the workplace of tomorrow, such as lifelong learning, problem solving and researching skills necessary in accessing information. Teachers will be able to provide increased individualized instruction and continuous assessment by utilizing technology. Technology will be integrated into the curriculum allowing some students to work at computers, while other students work independently or in small groups allowing for more personal interaction. This approach allows the teacher to focus more on facilitating, supporting, and encouraging their students and less on traditional lecturing. Overall, applying technology to improve effectiveness, productivity, and efficiency will result in better service to the students and to the community. 1/17/08 - 14 - BILINGUAL PROGRAMS At our school, English for Speakers of Other Languages (ESOL), Spanish for Spanish Speakers (Spanish S), Spanish as a Second Language (Spanish SL) and Curriculum Content in the Home Language (CCHL) will be offered to all students as appropriate. All teachers hired will be either trained or participate in appropriate workshops. The bilingual programs will be supported by nurturing every child's potential. Character education will be promoted by the bilingual programs. The following will be addressed: · offer opportunities and activities to share language and culture · raise expectations for language minority youth · identify more LEP students for gifted and talented programs · develop cognitive/academic language proficiency · view students as active learners . develop communicative competence · accept students' home language and extend it to the school environment and . use holistic approaches. Today's classroom presents teachers with the challenge of educating students of diverse language backgrounds. To meet this challenge, the school will provide a variety of multimedia experiences for bilingual students as well as for students whose first language is not English. These learning experiences cover a range of interdisciplinary topics designed to help Limited English Proficient (LEP) students function in school and daily life. Audio and video help students develop listening and reading comprehension as they build speaking and writing skills. In order to "discover" English, colorful animation, graphics. and audio help to develop language proficiency. ESOL-certified personnel will be utilized to address the educational needs of students who have limited proficiency in English. The mission of the ESOL curriculum will focus on developing a successful bilingual, bicultural and bi-literate student equipped to meet the challenges of the 2151 century. 1/17/08 - 15 - EXCEPTIONAL STUDENT EDUCATION "The vision of inclusion is that all children would be served in their neighborhood schools, in the 'regular classroom' with children their own age. The idea is that these schools would be restructured so that they are supportive, nurturing communities that really meet the needs of all the children within them: rich in resources and support for both students and teachers". (O'Neil, 1995) An inclusion model of exceptional education students will be organized at our school. We believe that it is very important for children to have the opportunity to learn and grow within communities that represent the kind of world in which they will live when they finish school. All children are included in the learning process and we must meet their needs within an inclusive setting. Integration will work, especially when the varying exceptionality teacher works side by side with the regular teacher. We want to create a world in which all children are welcome. A resource model will also be included for students who need an environment that can address their different styles of learning. Trying to force everybody into the inclusion mold promises to be just as coercive as trying to force everybody into the mold of special class or institution. There are wide differences in children's needs. The school is prepared to provide options to students and parents. The ESE teacher will work side by side with" the regular teacher. The collaboration among teachers will facilitate the recognition of each child's potential, thus connecting it with "deeper and wider ways of knowing". A strong curriculum, supported by technology and character education, is designed to accommodate the special needs children in the inclusion or the resource model. They provide an environment of encouragement for all students. 1 /17/08 - 16 - GUIDANCE AND COUNSELING One Day in the Life of American Children... o 3 children die from child abuse o 9 children are murdered o 13 children die from guns o 27 children-a classrooms full-die from poverty o 2,868 babies are born into poverty o 100,000 children are homeless o 1,200,000 latchkey children come home to houses in which there is a gun... (National Association for the Education of Young Children, 1994) An integral part of the City of Ocoee Charter School is the elementary school guidance counselor. Elementary school must be the safe place for our students. They will attend school not only to learn but also to find a warm place where they can feet safe and happy, contributing to their ability to learn. The goal in each classroom will be to have a caring community of learners. The counseling program at City of Ocoee Charter School will provide all of its student's social, emotional, physical, and moral support. The counselor will have contact with all students whether through groups or individual counseling. Different programs will be provided for students from kindergarten to fifth grade depending on their needs. Small groups will cover topics such as: . Feelings . Anger . Behavior problems in class . Absenteeism . Children of divorced families . Children of alcoholic or drug abusing parents . Grief The counselor will facilitate parent involvement and assist parents in locating and utilizing resources in the community. Parents and staff must work together to ensure every child's potential. Programs/activities such as Red Ribbon Week-Say No To Drugs will be supported with activities organized by the counselor. 1/17/08 - 17- ASSESSMENT Curriculum - what students should learn, Instruction - how students should be taught, and Assessment - how students' progress should be measured Must mutually support one another in the educational process. As addressed in "Measuring What Counts" (1993), Our Assessment Plan is built on the following three principles: . The Content Principle.- Assessment should reflect the standards that are the most important for students to learn. . The Learning Principle.- Assessment should support good instructional practices and enhance learning. . . The Equity Principle.- Assessment should support every student's opportunity to learn. Student performance is too often defined in very narrow terms of test scores, SAT scores, etc, but essentially performance in education occurs along three dimensions. One, of course, is knowledge. The second is being able to enter the adult world as a participating citizen and perform within the economy. The third has to do with the growth of the individual and participation in the cultural life of society. Assessment of student academic achievement is an important component. Quality assessment will provide essential information on the effectiveness of instruction and student learning. The focus will be on three types of assessment, a statewide/district assessment implemented annually, classroom assessment, which will be ongoing, and a school climate survey assessment implemented annually. Classroom Assessment The most typical forn1s of assessment are tests that measure the student's ability to understand and remember the content of what is taught. This form of assessment emphasizes traditional multiple choice testing, measuring lower level skills and rote memory. Over half of the content that is memorized for the test is forgotten within two weeks. Classroom assessment at the City of Ocoee Charter Elementary Schools will be an integral, ongoing part of the instruction and learning process. As stated in Assessment Standards for School Mathematics, classroom assessment results can be used to monitor students' progress, to make instructional decisions, to evaluate students' achievement, and to evaluate programs. Teachers will use a variety of assessment methods and modifications to address different learning styles and student needs. Some examples of alternative assessment are observation, interviews, portfolio, performance assessment, and peer assessment. We believe the accurate assessment of student achievement will help answer these questions: . What do students know and what are they able to do? . Are the teaching methods and strategies effective? 1/17/08 - 18 - . What else can be done to help the student learn? Pre-tests and post-tests results will be used to inforn1 teachers of students' strengths and weaknesses, and to focus on instructional interventions. Whenever possible, the school will use alternative forms of assessment. Test items will measure student achievement on grade level expectations. Items will include both multiple choice and performance tasks. School Climate Assessment We will conduct an annual School Climate Survey of parents, students and staff. The purpose of these surveys is to gather information regarding what students, parents, and staff think about the school and their ideas on how the school can be improved. Vision of the Assessment Comprehensive Program . To align an assessment program at each grade level with rigorous and challenging content standards of what students should know and be able to do; . To have assessment contribute to the learning of all students through the use of varied assessment approaches; and . To focus on interpretations and uses of assessment for planning instructional strategies, for providing learning opportunity, and providing evidence of an effective educational program. Assessment Program Outcomes . Teachers, principals, and parents will be informed of what students have learned and are able to do; . Teachers, principals, and parents will be infOlmed of how students perform as compared with students across the nation and the longitudinal achievement status; . Teachers, principals, and parents will understand and interpret assessment reports appropriatel y; · Teachers and principals will become effective data users for improving their teaching, student learning, and improving school performance; and . Students will be given every opportunity to demonstrate their best perfonnance through the use of alternative assessment that best fits their learning style. We will implement all of the State and local district assessments as required. In Florida, the Florida Comprehensive Assessment Test (FCA T), including both the criterion-referenced test and national norm-referenced tests will be implemented. In addition, we will administer the Stanford Achievement Test, 9th Edition as a pretest at the start of the school year and as a postlest in the spring. 1/17/08 - 19 - PROJECTED STUDENT POPULATION Our proposed charter school application is designed to serve a total of.. ............... kindergarten through fifth grade students in the current Ocoee Elementary School. Our school will be open to all eligible students that reside in Orange County, however our target student population is children that reside within the city limits of Ocoee. The school will not discriminate on the basis of race, religion, or national or ethnic origin in the admission of students. The school will be non-sectarian in its programs, admission policies, employment practices and operations. No fees or tuition will be charged except those fees normally charged by other public schools. The school will meet all applicable state and local health, safety, and civil rights requirements. It will not violate the anti-discrimination applicable provision found in Florida Statutes. 1/17/08 - 20 - Governance and Management o Profile of Funding Board and/or Initial Incorporators o School Governance o Length of Contract and Implementation Timetable o Evidence of Support 1/17/08 - 21 - PROFILE OF THE FOUNDING BOARD AND/OR INITIAL INCORPORATORS The Charter School founding board consists of the members of the City of Ocoee Commission, acting as the charter school founding board. A seven-member school Advisory Committee (the Governing Board) will oversee the day-to-day operation of the school as follows: Four (4) parents elected by the parents except prior to opening, when the Founding Board will name interested potential student parents to serve until the school can hold elections. Three (3) business representatives selected by the Founding Board. The role of the Governing Board will be similar to the role of the School Board in that it will serve as a policy making oversight body and will conduct regularly scheduled public meetings (monthly) regarding all aspects related to the operations of the charter school. Governing Board members will not have day-to-day responsibility for the operation of the school, but will serve as the chief liaison to the Founding Board. It is important to note that members of the Governing Board will not receive compensation for their services. The community representatives identified to serve in this capacity will be selected after conducting an extensive public notification process where individuals are requested to indicate their interest in participating and are selected by the Founding Board. The Founding Board will serve as the responsible fiscal agent for the financing and operation of the charter school. This legislative body will not have day-to-day operational jurisdiction over the charter school. 1/17/08 - 22 - NATURE OF PARENTAL INVOLVEMENT Parents are an integral part of the school. Our school believes that the work and values of school should be extended into the home. Every effort will be made to make parents partners in their children's education. An active parent organization will be developed and monthly meetings held. The school counselor will facilitate parental involvement and assist parents in locating and utilizing resources in the community. Parents and staff must work together to nurture every child's potential. Every effort will be made to: . encourage parents to serve as school volunteers . promote and strengthen parental responsibility and involvement . encourage parents to serve on Advisory Counci Is . offer workshops for parents and encourage parents to learn about character education and technology along with their children. A series of meetings will be conducted to seek input from a variety of stakeholders which include parents, teachers and interested community leaders. Additionally, a School Excellence Council will be established that will consist of parents, teachers and the schools management team. This council will serve in an advisory capacity to school personnel and the City. Their input, oversight and advice will be sought during regularly scheduled meetings. Parents will also be requested to participate in their child's education by agreeing to volunteer for school related activities. Finally, a strong partnership with the PT A will also be established. 1/17/08 - 23 - METHOD OF RESOLVING CONFLICTS If a conflict arises out of terms, or relating to the contract or charter, or the breach thereof it shall be settled by having it submitted to the designated school board staff member. If such discussions do not result in successful resolution of the conflict then the rendered decision will be appealed to the Superintendent of Schools. If the conflict is not resolved to both parties' satisfaction at this level, the rendered decision will be appealed to the School Board of Orange County. Any court having jurisdiction thereof may enter ifall efforts fail the conflict will be settled by arbitration in accordance with the Florida Arbitration Code Chapter 682, Florida Statutes, and jlldgm~nt upon the award rendered. COMPLIANCE WITH FLORIDA STATUTES, PUBLIC RECORDS & PUBLIC MEETINGS The school will comply with Provisions of Chapter 119, Florida Statutes relating to public records and 286.011 Florida Statutes, relating to public meetings. 1/17/08 - 24 - Finance and Facilities o Facilities o Finance o Recruiting and Marketing Plan 1/17/08 - 25 - FINANCIAL MANAGEMENT AND INTERNAL ACCOUNTING PROCEDURES The Charter School will utilize accepted state codification of accounts pursuant to the Financial and Program Cost Accounting and Reporting for Florida Schools in all transactions pertaining to its operations. The school will make available quarterly financials which will include a statement of revenues and expenditures prepared in accordance with generally accepted accounting principles. Additionally annually audited financial reports as of June 30 of each year, which will include a complete set of financial statements and notes prepared in accordance with generally accepted accounting principles will be forwarded to the School Board for inclusion these financial statements. Such statements will be fonnatted by revenue source and expenditures and detailed by function and object no later than September 15 of each year. 1/17/08 - 26 - INSURANCE Our school has already secured firm quotes from the fifth largest insurance broker in the United States in order to comply with requirements specified by the School Board of Orange County or applicable state statutes. These include: . Errors and Omissions Insurance . Officers and Directors of Liability Insurance . Fidelity Bonds . Commercial General Liability Insurance . Automobile Liability Insurance . Employees Liability Insurance Where applicable the School Board of Orange County will be named as an additional insured. The school will carry the necessary workers compensation insurance and unemployment compensation insurance. The insurance companies that provide coverage will have rating of II A" or better and financial size category of "VTI" or better, according to AM. Best Company. 1/17/08 - 27 - Operations o Admissions and Registration Plan o Human Resource Information o Transportation 1/17/08 - 28- ADDMISSION PROCEDURES The school will be open to any student residing in the Orange County School District who would otherwise qualify to attend a regular elementary school in Orange County. The schoul \\ ill have an open admissions procedure utilizing a first come, first served policy. There will be a waiting list for qualified applicants if applications exceed capacity. Applications will be date/time stamped as they are received, and a list will be maintained by grade level in the order received. Preference will be given to a sibling of a student already enrolled and to a son or daughter of an employee of the school. Applications will be accepted each year beginning March 1 for a period of 60 days, unless space remains. Should space still be available after this date, applications will continue to be accepted. Parents will be notified of acceptance by May 15 and must agree to attend by May 30. As seats become available, the next student on the list will be notified. Students may withdraw from the school at any time. In order to ensure greater parental commitment as part of the admission process parents will be required to sign a legal and binding instrument that indicates acceptance of our student conduct code and commits them to a series of volunteer activities. Students may withdraw from the school at any time and enroll in another public school as determined by school board policy. 1/17/08 - 29 - DISMISSAL PROCEDURES The Code of Student Conduct currently in force by School Board Orange County will serve as the primary model for the charter school. Upon final selection of the seven members Goveming board (the Advisory Committee), a comprehensive review of the Code will be conducted and refinements may be recommended. If any changes are made all affected parties (School Board, parents, students) will be properly notified prior to the opening of school. 1/17/08 - 30 - DIVERSITY OBJECTIVES Our school will aggressively seek to achieve a racial/ethnic balance that approximates the demographic profile of Orange County. Through extensive public information campaign that provides widespread notification throughout all segments of the community a reasonable balance should be achieved. It is important to note that as stated in another section of this application the school will recruit qualified minority teachers and other non-instructional staff. 1/17/08 - 31 - CHARTER SCHOOL DRESS CODE A higher standard of dress often encourages greater respect for the individual student and others and results in a higher standard of behavior. These dress code guidelines indicate the appropriate school dress for nornlal school days. The School reserves the right to interpret these guidelines and/or make changes during the course of the year. Students are expected to follow these guidelines. Every student shall wear a school uniform. The charter applicants will determine the color. A special fund will be set up to accommodate those parents who have financial limitations with acquiring these unifonns. Hair: Hair must be neat and clean with no "unnatural" colors. No hats, bandannas or headbands may be worn. Blouses/shirts/sweaters: All blouses and shirts must be tucked in. Girls may wear blouses with modest necklines or collared knit shirts. No see-through blouses are allowed. Slacks/shorts: All uniform slacks/shorts must be worn with a belt and be in good repair. Shoes: Students must wear shoes at all times. Sandals must have heel straps. No heavy military type boots or shoes with metal tips may be worn. In general: Boys may not wear earrings or body piercing. Girls may not wear body piercing other than earrings in the ear. At no time are students to wear anything offensive, immodest, or deemed inappropriate by the faculty. 1/17/08 - 32 - HUMAN RESOURCE INFORMATION It is the intent of our school to obtain the services of the finest teachers available. To accomplish this, we will disseminate materials in order to ensure that properly credentialed individuals apply. Each applicant will be screened by a team of professionals trained to identify individuals suited to the philosophy of this institution. Extensive background reviews will be done to verify past experiences and insure the safety of our children. This will include fingerprinting of all employees and others serving in an official capacity. The teachers employed by the school will be certified as required by Chapter 231.17, F.S. The school may employ or contract with skilled selected non-certified personnel to provide institutional services or to assist instructional staff members as teacher aides in the same manner as defined in Chapter 231.15, F.S. The school will not employ an individual to provide instructional services if the individual's certificate or licensure as an educator is suspended or revoked by this or any other state, as per Florida Statute 231.15. The school reserves the right to mandate whatever testing of employees is deemed necessary to protect the students. The school will not violate the anti-discrimination provisions of228.2001, F.S., The Florida Education Equity Act. The school expressly reserves the right to discharge employees after exhausting an internal due process hearing. The school will include in the employment contract thorough, consistent, and even-handed termination provisions that include appropriate due process procedures. Human Resource Policies 1/17/08 - 33 - TRANSPORTATION Students residing within two (2) miles of the school will be expected to furnish their own transportation. Students living outside the two miles but within service areas consistent with Orange County Schools established practices will be eligible for transportation. All buses will meet all appropriate safety regulations and some are specially equipped for handicapped services, insuring that there is not a barrier to equal access for all students. 1/17/08 - 34 - v. STATEMENT OF ASSURANCES This form must be signed by a duly authorized representative of the applicant group and submitted with the application for a charter school. As the authorized representative of the applicant group, I hereby certify under the penalties of pe~ury that the information submitted in this application for a charter for... . . . is true to the best of my knowledge and belief; and further, I certify that, if awarded .~.. ~h~rt~~,th~.school: . Will b~ nonsectarian in its programs, admission policies, employment practices and operations. . Will enroll any eligible student who submits a timely application, unless the school receives a greater number of applications than there are spaces for students, in which case students will be admitted through a random selection process. . Will adhere to the antidiscrimination provisions of s. 1000.05. . Will adhere to all applicable provision of Federal law relating to the education of students with disabilities, including the Individuals with Disabilities Education Act; section 504 of the Rehabilitation Act of 1974; and Title II of the Americans with Disabilities Act of 1990. . Will adhere to all applicable provisions of Federal law relating to students who are limited English proficient, including Title VI of the Qvil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974. . Will participate in the statewide assessment program created under s. 1003.43. . Will comply Vlith Florida statutes relating to public records and public meetings, including Chapter 119, Florida Statutes and s. 286.011, Florida Statutes, which are applicable to applicants even prior to being granted a charter. . Will obtain and keep current all necessary permits, licenses and certifications related to fire, health and safety within the building and on school property. . Will provide for an annual financial audit in accordance Vlith s. 218.39. The governing board, at its discretion, allows to sign as the legal correspondent for the school. (name), (title) Signature Date Printed Name 1/17/08 - 35 - - --~ ------, - 36 -