Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
C
CentralAvenueCharterSchoolforAcademicLeadership–NYSEDCharterApplicationNarrative
TABLEOFCONTENTS
I. MISSION,KEYDESIGNELEMENTS,ENROLLMENT,ANDCOMMUNITYa. MissionStatementandObjectives 1b. KeyDesignElements 1c. Enrollment,Recruitment,andRetention 2d. CommunitytobeServed 6e. PublicOutreach 7 f. ProgrammaticandFiscalImpact 9
II. II.EDUCATIONALPLANa. CurriculumandInstruction 10 b. SpecialStudentPopulationsandRelatedServices 17c. AchievementGoals 26d. AssessmentSystem 26e. Performance,Promotion,andGraduationStandards 30f. SchoolScheduleandCalendar 31g. SchoolCultureandClimate 32
III. ORGANIZATIONALANDFISCALPLANa. ApplicantGroupCapacity 33b. BoardofTrusteesandGovernance 35c. ManagementandStaffing 36d. Evaluation 45e. ProfessionalDevelopment 48f. Facilities 50g. Insurance 52h. Health,Food,andTransportationServices 52i. FamilyandCommunityInvolvement 58j. FinancialManagement 60k. BudgetandCashFlow 63l. Pre-OpeningPlan 63 m. DissolutionPlan 65
IV. TABLEOFREQUIREDATTACHMENTSa. Attachment1 AdmissionsPoliciesandProceduresb. Attachment2a InitialSamplesofPublicOutreachc. Attachment2b* EvidenceofPublicReviewProcessd. Attachment3a SampleWeeklyStudentSchedulee. Attachment3b SampleWeeklyTeacherSchedulef. Attachment3c ProposedFirstYearCalendarg. Attachment4 StudentDisciplinePolicyh. Attachment5a* NewApplicantandSchoolTrusteeBackgroundInformationSheeti. Attachment5b By-Lawsj. Attachment5c CodeofEthicsk. Attachment8a HiringandPersonnelPoliciesandProceduresl. Attachment9* BudgetandCashFlowTemplatem. Table1* ApplicantGroupInformationn. Table2* PublicOutreachInformation
2
I. MISSION,KEYDESIGNELEMENTS,ENROLLMENT,ANDCOMMUNITYA.MissionStatementandObjectivesAt CASA L, educators, families and community members will provide a communal yet rigorousacademic environment to support our students’ ability to become academically proficient,intellectuallycurious,civicminded&leadershipdriven.
CASALwilldevelopaschoolprogramthatinvolvesthefollowingcoreprinciples:a) Abeliefthatallstudentscanlearnandachieveasaresultofeffectiveteaching,collaborative&
systemicinteractions;b) Acultureclimatethatclearlydefinesandmodelshighexpectationswhileprovidingsystematic
positivereinforcement;c) Universal access to rigorous, standards-based curriculum and research- based instruction
available to each and every child, coupled with targeted interventions for those who haveadditionalneedsasevidencedthroughdata;
d) Acollaborativeproblem-solvingprocessandcomprehensiveassessmentsystemthatusesdatatodetermineandallowsforevidence-based interventionsat theearlystagesofneed, informsinstruction, accelerates student progress and monitors the progress of each student towardgoals;
e) Asystemthatinvolvesfamiliesearly,consistently&meaningfullytoensurestudentsuccess;f) Strongleadershipthatvisualizes,plans,implements,andrefinessystemicpracticesthatleadto
continuousimprovementandincreasedlearning.
B.KeyDesignElementsCASALKeyDesignElementsinclude:a) RigorousAcademicswithIntensiveFocusonCoreSubjects.CASALwillfocusintensivelyona
readingprogramthatbuildsfluency,phonics,decodingandcomprehension,whichgivesstudentsopportunitiestodemonstratethoseskillsinaseparatewritingandspeakingclassfromourinternallydevelopedcurriculum.Wewillcreatemathconfidenceandcompetencethroughdirectinstructionofbasicskills,andrepeatedassessmentofthoseskills;
b) SmallerschoolsizewithinaSeamlesselementary&middleschool.CASALplanstoprovideasmallschoolsizewith300studentsattheESleveland150atthemiddleschoollevelfornineyearsofseamlesseducationinanoptimalenvironment.Wewillmaintainaclasssizeof25studentsorfeweracrosstheyearswithco-teachingmodelwithsubjectmatterandspecialneedslearningspecialistreducingthestaffingratiotoapproximately12:1;
c) Responsiveacademicprogram.CASALwilladdressacademic,social,cognitiveandphysicaldevelopmentalneedsofeachchildateachgradeleveleachyear,byintentionallyincreasingthelevelofindependence,autonomyandacademicaccountability.Wesupportthisbytrainingourstaffoninstructionalmethodsthatareresponsivetostudentacademic,socialandemotionaldevelopment;
d) 21stCenturyBlended/Hybridlearningenvironmentthatmeetsstudentsintheirdigitaleco-system.CASALwillimplementvariousstylesoflearningincludingtraditionalmethods,blended,experiential,project-basedanddigital.Studentswillusedigitalliteracystrategicallytofind&evaluateinformation,connectandcollaboratewithothers,produceoriginalcontent,andusetheInternetandtechnologytoolstoachievemanyacademic,professional,andpersonalgoals;
e) AneffectiveCoreProgramming&ResponsetoIntervention(RTI)frameworkthatincludes
3
multi-tieredpreventionstrategies,universalscreening,progressmonitoring,anddatabaseddecisions.Thisframeworkinformsourcore,supplementalandinterventionprograms,isthepracticeofprovidinghighqualityinstructionandinterventionsmatchedtostudentneeds,monitoringprogressfrequentlyandapplyingdatatoimportantinstructionaldecisions.
f) FrequentAssessmentandData-DrivenInstruction.Wewilluseavarietyofassessmentmethodsandinstrumentstogeneratedatathatdetermineshowouracademicprogramcanbestmeettheneedsofstudents.
g) ComprehensiveandIntensiveStudentSupportSystem.Studentswilldevelopasupportiverelationshipwithanacademicadvisorwhoassistswithstudentacademicandsocialgrowth.
C.Enrollment,Recruitment,andRetentionEnrollment.ThemainobjectiveoftheenrollmentplanistoprovideCASALaviableK-8programthatisorganizationallyviableandservesthestudentsandourcommunityinBushwick.CASALbelievesitisimportanttosetpositiveandhighexpectationsforchildrenattheearliestofagessothatitcanmeetourgoalofproducingstudentsmeetingandexceedingproficiencystandardsinallcoresubjectareas.CASALbelievesstronglyintheimportantrolesschoolandclasssizeplayinmeetingtheindividualneedsofstudents.Charterschoolsmustultimatelybalancetheneedfromaneducationalqualityperspectiveforsmallclassroomsizewiththeeconomicrealityofeconomiesofscale—spreadingfixedcostsamongalargernumberofstudents.CASALbelievesitcanbalancebotheducationalqualityandfiscalviabilitywithitsenrollmentplan.
Recruitment&At-Risk/SpecialPopulations.Aspartoftheoutreachplan,theplanningteamwillissuePublicServiceAnnouncements(PSAs)onlocalradiostationsandSpanishlanguagechannels;organizefree,publicinformationsessions,andapproachlocalnewspapers,inbothEnglishandSpanish,toarrangeinterviewsabouttheschool.Theschoolwillbuildawebsiteandutilizesocialmedia(Facebook),aswellastraditionalmeanstoreachthepublicincludingorganizations,programs,advocacygroupsanddoortodoorcanvassinginlowincomehousing,welfareagencies,children’sservices,homelesssheltertotargetEconomicallyDisadvantagedstudents.
CASALwillshowagoodfaithefforttomeetorexceedstateSWD,ELL&FRL/EconomicallyDisadvantagedenrollmentandretentiontargetsthataresetbytheBoardofRegentsortheBoardofTrusteesoftheStateUniversityofNewYorkandanticipatesbeinginlineorexceedingstatetargets.CASALenrollmenttargetsascalculatedbyusingtheNYSEDenrollment/retentioncalculatorareasfollows:ELL:20.3%enrollment/93.1%retention;SWD:16.2%enrollment/91.7%retention;EconomicallyDisadvantaged:93.6%enrollment/90.9%retention.CASALwillconductoutreachtoencouragestudentstoapply.
Whenconductingoutreach,aschoolwillensurethatoutreachwillproactivelyreachouttoareas
Year1(2017-18) Year2(2018-19) Year3(2019-20) Year4(2020-21) Year5(2021-22)Grade Sections Students Sections Students Sections Students Sections Students Sections StudentsK 2 50 2 50 2 50 2 50 2 501 2 50 2 50 2 50 2 50 2 502 2 50 2 50 2 50 2 50 2 503 2 50 2 50 2 50 2 504 2 50 2 50 2 505 2 50 2 50 2 506 2 50 2 507 2 50
total 6 150 8 200 12 300 14 350 16 400
4
morelikelytohaveSWD&ELLstudents.SchoolinformationalmeetingswillbeheldinlocationsthatareaccessiblebypublictransportationCASALwillhaveschool-relatedmaterialsavailableinthelanguagesmostcommonlyspokeninthecommunity.ThiswillensurethattheparentsofELLstudents,whothemselvesmaybeLimitedEnglishProficient(LEP),andLEPparentsofnon-ELLstudentscanunderstandtheprogramsofferedbytheschoolandtheprocessforapplying.CASALwillmeetwithandgivemarketingmaterialstopersonnelatNYCDOEFamilyWelcomeCenters,theCommitteeforSpecialEducation5,CB-4&CSD-32CBOsservingSWD,ELLstudents&thoselivingunderthepovertyline(EconomicallyDisadvantagedstudents)intheneighborhoodandvicinity,aswellaslocalorganizationsliketheCOALITIONFORLATINOFAMILYSERVICECommunityOrganization,servingnonEnglishspeakersandimmigrantsandspecialneedsorganizations,suchasUnitedWeStand(UWS)-acommunityorganizationforfamiliesofStudentw.Disabilities(SWD),providingopportunitiesforInformationnetworking,trainingandsupport,educationalanddevelopmentalneedsoftheirchildren.UWSisdirectedandstaffedbyparentswhohavechildrenwithadisability.Toreachfamilieswhoaretraditionallylessinformedabouteducationalchoiceoptions,theplanningteamwillcontactlocalchildwelfareservices,organizationsthatprovideservicesfornewimmigrants,Englishlanguageschools,homelessshelters,fostercarecenters,andorganizationsthatprovidebasiccommunity,support&educationalservicestofamilies.
CASALwilloverseetherecruitmentprocessandenlistsupportfromparentsandadvocateswhomayhaveaccesstonon-Englishspeakingcommunitiesforassistancewithoutreach.CASAL’splanalsoincludedandofferanarrayofon-sitefamilyservices,suchasawellness/nutritionprogram,ESL,specialneedsawarenessprograms,homeworkhelp,civicprogramsandotherenrichmentprogramstoconnectourfamiliesaccesstocommunityresources.Webelievethatofferingtheseservicesalsoserveasarecruitingtoolfortheschoolascommunitymembersseewhattheschoolhastooffer.TheplanningteamwillalsomeetwiththeSuperintendentofCommunityEducationCouncil32(CEC-32),andwillworkwiththeCommitteeonSpecialEducation5(CSE5)locatedat1665St.MarksplaceinBrooklyn,todiscussplansfortheschoolanddeterminehowbesttoaddvaluetotheCommunity’seducationportfolioanddevelopfeederschoolrelationshipswithpre-kprogramssuchasBushwichHeadStart,St.BarbaraHeadStart,JohnCokerDayCare,RoundTableDCC,NewLifeHeadStart,HoraceE.GrenneDCC,BethesdaDCC;
Admissions.CASALwillensurecompliancewithallapplicableanti-discriminationlawsgoverningpublicschools,includingTitleVIoftheCivilRightsActand§2854(2)oftheNewYorkEducationLaw,governingadmissiontoacharterschool.CASAL’scoreapplicationprocesswillrunfromJanuary–Aprilandthenacceptonarollingbasis.CASALwilladvertiseopenregistrationandwillencourageparents,caregiversandstudentswhoneedorwantassistancetomeetwithfacultytoreviewandcompletetherequiredenrollmentpapers.BeforeJanuary,theschoolwilladvertiseopenregistration.AllapplicationsmustbereceivedbyApril1tobeincludedinthelottery.Ifthenumberofapplicationsreceivedexceedsthenumberofavailableseats,anindividualunaffiliatedwiththeschoolwillconductarandomlotteryselectionprocess.Applicants,whoarenotselectedthroughthelottery,willhavetheirnameplacedonawaitlist.Homelessyouth,oryouthwhomaybeunaccompanied,maysubmitanenrollmentapplication.Withintwoweeksoftheadmissionlottery,admittedstudentswillreceiveanenrollmentpacket.Theschoolwillconductadditionaloutreachtoensurethatsufficientnumbersofspecialpopulationstudentsareawareofthelotteryandparticipate.CASALdefines“at-risk”studentsasthosewhoareorhaveeverbeenenrolledinthechildwelfaresystem,arehomeless,haveadisability,areELL,orareattendingaschoolwhereover
5
50%ofstudentsperformbelowgradelevelonthestateELAorMathexam.Ifalotteryisnecessary,admissionpreferencewillbegrantedtoapplicantsinthefollowingorder,andwillutilizetheNYSEDweightedlotterygenerator:
• Firstpreferencewillbegiventoreturningstudents,• Secondpreferencewillbegiventosiblingsofstudentsalreadyenrolled.Fordefinition
purposes,“siblings”aretwoormorechildrenthatarerelatedeitherbybirth,thesamefatherormother,bylegaladoptionorguardianship.
• Thirdpreferencewillbegiventostudentswhofallwithintheschool’sdefinitionforriskofacademicfailure.
• FourthpreferencewillbegiventostudentswhoresideinCSD-32.• Remainingslotswillbeavailabletononat-riskapplicantsresidingoutsideofCSD-32.
CASALassuresthatitwillnotrequireparentstoattendmeetingsorotherinformationworkshop,ortosignagreementsorcontractsregardingparentalresponsibilitiesasaconditionofenrollingachildintheSchool.
Retention:CASALapproachwillimplementaclearframeworktoeducateSWD,ELL&EconomicallyDisadvantagedstudentsinastructuredwaythatsetseducationalgoalsforthem,establishespoliciesandacultureforallfacultyandstaff,andensuretherearesufficientresourcestomeetprogramneedseffectively.CASALPersonalLearningPlanswillprovidehighlycustomizedprogrammingforeachstudent.Theprogramandcurriculumstructuresallowthefacultytocustomizethepaceoflearningandaccommodatedifferentlearningstyles,providingextrasupportandthuspreventingfailure.Moreover,manystudentsstrugglingwithtraditionalacademicsoftenhaveextraordinarytalentandskills.CASALwillfocusandbuildonthosetalentsandstrengthstoachieveacademicsuccessforallstudents.TheadvisorforeachstudentwillserveastheprimarypointofcontactforretentionbycollaborativelydesigningandimplementingthePersonalLearningPlanwithandforsaidstudent,tappingsubjectmatterandlearningspecialistsasrequired.Finally,CASALwillfocusonadvisoryandmentorshipframeworkhelpsstudentsmitigatethechallengesandwillallowforgreateraccountabilityanddeeperlearning.
EnglishLanguageLearners(ELLs).CASALwillintegrateliteracyviastructuredimmersionacrossthecurriculumdrawingfromthebestpracticesandsuccessfulresearchedbasedstrategiesofNYCDOE&NYCCharterCenterSpecialELLCollaborative,whichhaseffectivelysupportedEnglishlanguagelearneracrosscontentareas.InstructionwillfollowatieredRTImodelwithCASALcurriculumbeingdeliveredtoallstudents,targetedsupplementalinterventionsbeingprovidedtostudentsexperiencingdifficulty,andintensiveinterventionsbeingextendedtostudentswithlearningdifficulties.DuringthesesInstructionalteamswillmonitorstudentprogressusingdatacollectedfromassessmentstodevelopand/orreviseindividualizedlearninggoals,adjustinstructionalgroups,andrecommendadditionalinterventionsforstudentswhoarenotexperiencingprogress.CASAL’sexperiential&project-basedapproachprovidesbothcooperativelearningandindividualizedsupporttoboostacademicachievementforELLs.Ininstanceswhentherearestudentswhospeakthesamelanguageandoneismoreproficient,theymaybepairedorgroupedsothatwecanleveragepeersupport.CASALwillemploybilingualstaffthatwillincludeSpecializedLearningCoaches/CoordinatorstoprovidetargetedsupporttogeneraleducationteacherstoimplementsuccessfulELLpractices&strategiesincludinghomelanguagesupportandshelteredcontentinstruction.
6
StudentswithDisabilities.CASALpersonalizedmodelprovidesallstudentswithpersonalizedlearningplans.CASALwillusearigorousResponseToIntervention(RTI)modelandallstudentshaveaccesstodifferentiatedsupportsincludingassistivetechnology,LearningCoaches,targetedsupportandsupplementalservicesandtutoring.Inadditiontothesesupports,studentswithdisabilitieswillreceiveservicesfromcertifiedspecialeducationinstructors.Wewillrecruitcertifiedspecialeducationteachersandotherprofessionalswhobelievethatallstudentscanachieveandprovidespecializedinstructionandaccommodationstoidentifiedstudentswithinafullinclusionsetting.CASALwillalsoworkcloselywiththeCommitteeonSpecialEducationandadvocacygroupslikeUnitedWeStandandAdvocatesforChildrentoensurethestudentisreceivingallneedssupportsandservicestothrivewithinourschoolmodel.
EconomicallyDisadvantagedStudents(EligibleforFree/ReducedPriceLunch):CASALwillprovidecommunity,college,civicandworkplacelearningopportunitiesthatwilldramaticallyincreasestudents’exposuretocollegeandcareertrajectories&rigor.Thiswillsupportbothretentionandtransitionissuesbyfuelingstudents’aspirations.CASALwillfocusonworkingonschoolculturewithallofourstudentstopracticecommunity,inclusion,growthmindsetandminimizethefeelingsoffrustrationandhopelessnessthatoftenculminateinstudentsdroppingout.Asaculturallyresponsiveschool,wewillacknowledgethelivedrealitiesofourstudentsandworktocultivateacommunityofacademicstrivers.Weprovidereferralstoservicesasneededincludinghousing,etc.LearningCoaches,supervisedbyasocialworker,willdevelopcloseconnectionstostudentsandtheirfamiliestobeabletoconnectthemwithlocalservicesasneeded.Facilitatingconnectionstoafter-schoolprogramswillbeanotherwayofprovidingsupporttolow-incomestudentsandfamilies.Finally,byensuringthatteachersarewellsupportedtoworkwitharangeofstudentsthroughmeaningfulprofessionaldevelopmentanddedicatedcollaborationtime,weincreasethelikelihoodthatallofourstudentswillstayconnectedthroughrelationshipswithskilled,committed,andenthusiasticfaculty&staff.
Student transfer and/or withdrawal procedures. CASA L is a public school of choice, both forapplicationandwithdrawal.Atanytime,aparentorguardianmaywishtotransfertheirchildtoadifferentschool.Aparentorguardianwishingtowithdrawhis/herchildfromCASALwillbeaskedtocompletea request forstudentwithdrawal form.CASALpersonnelwilloffer tomeetwith thefamilyanddiscuss their reasons forwithdrawing fromCASAL,aswellas toseeksolutions toanyproblems that arise from thesediscussions. If theparentsor guardians stillwish to transfer theirchildtoanotherschool,theCASALstaffwillmakeeveryreasonableefforttohelpthestudentfindaschool that better serves the family’s desires. CASA L will ensure the timely transfer of anynecessaryschoolrecordstothestudent’snewschool.CASALwillbackfillanystudentvacanciesoffthewaitlistuptoFebruaryofeachschoolyear.
D.CommunitytobeServedBushwickisaworking-andmiddle-classneighborhoodinthenorthernpartoftheNewYorkCityboroughofBrooklyn.Theneighborhood,formerlyBrooklyn's18thWard,isnowpartofBrooklynCommunityBoard4.ItispolicedbytheNYPD's83rdPrecinctandisrepresentedintheNewYorkCityCouncilaspartofDistricts34and37.BushwicksharesaborderwithRidgewood,Queens,tothenortheast,andisboundbytheBrooklynneighborhoodsofWilliamsburgtothenorthwest;EastNewYorkandthecemeteriesofHighlandParktothesoutheast;Brownsvilletothesouth;and
7
Bedford-Stuyvesanttothesouthwest.ItisservedbyZIPcodes11206,11207,11221,and11237.Theinequitiesofeducationarestillprevalenttoday.Bushwick'spopulationin2007was129,980.38.9%ofthatpopulationwasforeignbornThoughanethnicneighborhood,Bushwick'spopulationis,foraNewYorkCityneighborhood,relativelyheterogeneous,scoringa0.5ontheFurmanCenter'sracialdiversityindex,makingitthecity's35thmostdiverseneighborhoodin2007.MostresidentsareLatinosfromtheCaribbeanislandofPuertoRicoandfromtheDominicanRepublic,butmorerecentyearshaveseenanincreaseinnative-bornAmericansaswellasotherLatinogroups,particularlyimmigrantsfromMexicoandElSalvador.In2008theneighborhood'smedianhouseholdincomewas$28,802.32%ofthepopulationfallsunderthepovertyline,makingBushwickthe7thmostimpoverishedneighborhoodinNewYorkCity.Over75%ofchildrenintheneighborhoodareborninpoverty.Bushwick'sdiversehousingstockincludessix-familyapartmentbuildingsandtwo-andthree-familytownhouses.Themedianageofthehousingstockis76years.Over91%ofhousingunitsarewithinaquartermileofapark,andover97%ofhousingunitsarewithinhalfamileofasubway.Medianrentin2007was$795,the40th-highestinthecity.Aboutoneinsixrentalunitsissubsidized,andgreaterthanoneinthreeunitsisrentregulated.4%ofrentersliveinseverelyovercrowdedconditions.Vacantlandfills4.1%ofBushwick,ratingitthe21stmostvacantneighborhoodinthecity.In2007,theneighborhoodhadan18.7%homeownershiprate,thoughroughly1in20ownersof1–4unitbuildingsreceivedanoticeofforeclosure.
PerCharterSchoolLaw,CASALstudentswillreflectthecommunityofBushwickandCommunitySchoolDistrict32(CSD-32).CSD-32islocatedinNorthernBrooklyn.AccordingtothemostrecentNYSEDData,CSD-32studentpopulationispredominatelyAfrican-AmericanandLatino(19%and77%respectively);has87%ofstudentsreceivingfree/reducedlunch;20%areidentifiedasStudentw.Disabilities(SWD)and20%areEnglishLanguageLearners(ELL).
AccordingtotheNYSEDReportCard,in2015,proficiencyratesforstudentsingrade3-8whoscoredatlevel3or4wasasfollows:
NYSED2015ProficiencyData
CSD-323-8aggregate
Proficiency-Lvls3&4
SWDProficiency-Lvls3&4
ELLProficiency-Lvls3&4
EconomicallyDisadvantaged
Proficiency-Lvls3&4ELA 19% 4% 2% 18%Math 21% 7% 5% 20%
E.PublicOutreachCASALenvisionsadynamicrelationshipwiththecommunityinwhichtheschool,thedistrict,communitybasedorganizations,families,electedofficialsandothercommunitymembersworktogethertocreateacommunityoflearningwhichwillensurethatstudentsachieveacademicsuccessandthattheirfamiliesfurthertheirowneducation,inordertoimprovethequalityoflifeforall.CASALbelievestheschoolcanbeusedasanothertoolintheportfolioofcommunitysupportservices,addingvalueandcontributingtothepublicgoodforanunderservedcommunity.Theboardandschoolwillcommittomaintainingclosetieswithinthecommunity-especiallywithorganizationsthatservethechildrenofBushwick.
Parents:CASALhasengagedtheparentandfamilyconstituencyofBushwich(CSD-32)togaugeinterestinanewpublicschooloption.CASALhasconductedlocalcommunityoutreachthroughinfosessionsconductedatvariouslocationsneartheproposedschoollocation.Theeventstookplacein2015-2016andresultedinover230parentinterestsignaturesforCASAL.Giventheimportantrolefamiliescanplayincontributingtoacademicprogress,theCASALintends
8
toincreasetheircommitmenttotheschoolanditsmethodsbyinvolvingtheminschoolactivitiesinseveralways.
InfoSessions:TodateCASALhasconducted4informationaleventsandhasaseriesoffutureinfosessionsscheduledforexecutioninAprilandMayof2016.InitialCASALinfosessionswereconductedonSept5,2015,Nov25,2015where113surveyswerecollected.Theinformationinthesesurveyswillinformourproposal.Pleasereferencetheseparentpetitionsin&surveyresultsinsampleoutreachattachment.Ongoingsessionsarescheduledthroughouttheapplicationprocess.
SurveyResults:The1stsetofsurveysgaveusthefollowinginsights:80%offamiliesareinterestedinCASALfortheirchild;42%offamiliessurveyedDIDNOTSPEAKEnglishathome;95%ofstudentstalkabouttheattendingapostsecondaryinstitutionafterhighschool;41%offamilieswouldtakeanactiveroleinthedevelopmentoftheschool;60%ofparentsfelttheirchild’sperformancewasaverageorbelow;48%needcoreacademicsupportincoreelaandmath;42%ofstudentsenjoyhandsonworkasopposedto“bookwork”;32%ofstudentsenjoyclassesthatutilizetechnology;41%ofstudentsneedmorechallengingwork,areboredordisengaged,frustrated,notdoingwell.Inthe2ndsetofsurveys,keytakeawaysforfamiliesincludedadesirefor:aprogressiveschoolmodel;charactereducation;aSTEMbasedcurriculum;afterschoolprogrammingandphysicalactivities.Thisinformationcoupledwithfurtherdiscussionsandplanningwithcommunitystakeholders,willdeeplyinformtheschoolprogramandancillarysupportsthatwillbedevelopedforourstudents.
Asmentionedbefore,thestudentpopulationofCB-4/CSD-32targetpopulationoftheBushwickincludesahighlevelofat-riskstudentswithaverywiderangeofspecificindividualneedsincludingahighnumberofchildrenlivinginpoverty,ahighnumberofEnglishlanguagelearnersandahighnumberofstudentswithdisabilitiesandotherspecialneeds.AccordingtoEricJensen(TeachingWithPovertyinMind),peoplelivinginpovertyareexposedtomanymoreacutestressorsthantheirmoreaffluentcounterparts.Thesestressorscanhavenegativeeffectsonchildrensuchassocialandemotionaldeficitsandalackofbasiccognitiveskills.1Childrenlivinginpovertyneedtoacquirethesocialskillsnecessaryforthemtolearnandtheintellectualskillsnecessarytoperformwellacademically.CASAL’smissionalignswiththesegeneralneedsandrecognizestheimportanceofcultivatingsocialskillsaswellastheintellectualskillsofcriticalthinkingandproblemsolvingthatareessentialtothesuccessfulpursuitoflearningandhighacademicachievement.TheintensedifferentiationandindividualizationofinstructionthatcharacterizestheCASAL’sapproachisparticularlyappropriate,sinceitisdesignedtoassimilateandadapttothespecificneedsofeachindividualinanygroupofstudents.
CASALwilldevelopseveralmeansofcommunicationwithitsparentsandguardians,whichinclude:(1)ParentmeetingsthatareheldatthebeginningandendofeachofCASAL’stwosemesters.Teachersandadministratorswillmeettodiscussprograms,overallprogress,futureplans,etc.;(2)Individualparent/guardianmeetingswithteachersat4timesperyear.Thesemeetingswillbescheduledtooccurduringeachmid-semester(approx.Nov.andApril)followingthedistributionofprogressreportstotheparentsandguardiansofCASALstudentsandwillfocusoneachstudent’sacademicandcommunalprogress;(3)Progressreportssenttotheparents/guardiansofeach
1 Jensen, E. (2009). Teaching with poverty in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
9
studentbi-weekly;(4)reportcardssenttoparents/guardians4timesyearly,twiceeachsemester;(5)developmentandmaintenanceofaCASALwebsitethatisdesignedspecificallytopromotecontinuousparentalinvolvementwiththeschoolandthepromotionofemailcommunicationandtheschool’swebsiteaseffectivemeansofcommunication;(6)FacilitatethedevelopmentandcontinuedoperationofanCASALFamilySchoolAssociation(FSA);(7)Standardprocedureforstafftocontactparentsaboutstudentbehaviors(eitherpositiveornegative).Contactcanbemadebyphone,emailorfacetofacemeetings;(8)Developmentandmaintenanceofaschoolclimatethatisfriendlyandinvitingtoparents;(9)implementaprogramofworkshopsforfamiliesinordertoassistthemindiverseareassuchashelpingwithhomeworkhelp,intellectualstimulation,nutrition,financialliteracy,networking,writingworkshops,lifeskillsworkshops,parentingsupportpractices,events&festivals;(10)recruitandhirebilingualstaff;and(11)EnsurealloutreachactivitiesbeconductedinEnglish,Spanishandanyotherlanguagewarranted.
CommunityPartners&Support:Theplanningteamhasrecentlyengagedandmetmanystakeholders,including:parents,CommunityBoard4representatives,Communitybasedorganizations,feederorganizations,healthcenters,specialneedproviders,advocates,blockassociations,faith-basedinstitutionsandelectedofficials.Wearticulateourvisionandhaverequestedmeetingstodiscusspotentialareasofneed,supportandcollaboration.Keystakeholdersincludebutarenotlimitedto:NadineWhitted,DistrictManagerofCommunityBoard4(CB-4),ChairpersonJulieDent&Ms.VirgieJonesoftheCB-4Youth&EducationCommittee;NYCDOEFamilyWelcomeCenter,CommunityBasedorganizationssuchasRidgewood-BushwickYouthCenter,BushwickHomesforChildren,SalvationArmy,BrooklynJusticeCouncil,CoalitionforLatinoFamilyServices.Forafulllistoforganizationspleaseseesampleoutreachattachmentsthatincludesadraftofthelettersentout.CASALhasalsobeenindialoguewithandhasreceivedtheSupportofthefollowingElectedOfficials,CommunityBasedorganizations,institutionsandgroups.IncludedinthisLOIaresamplesofthissupport,whichincludesUSCongressmanHakeemJeffries,NYSSenatorMartinDilan,NYCCouncilmanRaphaelEspinal,BrooklynBoroughPresidentEricAdams,GoodSamaritanGatesChildDevelopmentCenter,BushwickUnitedDevelopmentFundEarlyLearn,BrooklynCommunityParentsHeadStartProgram,FriendsofCrownHeightsEducationalCenter,ConcourseHouseDayCare,ChildCareSmarts,PilgrimChurch&St.PaulCommunityBC.
F.ProgrammaticandFiscalImpactProgrammaticImpact:CASALwillopenwith150studentsandouranticipatedfullenrollmentof450in2023wouldonlyconstituteabout3%ofthedistrictenrollment.Therearecurrently8DistrictK-5schools,2DistrictK-8schools,3CharterK-8Schools(alloperatedbyCMOs).WebelieveCASALwillhavepositiveprogrammaticimpactontheschoolsinCSD-32.
• CASALaddressestherecordedpublicdemandformoreoptionsdemonstratedasbythewaitlistsofothercharterschoolscurrentlyexistinginthedistrict–32studentswaitingforeachavailableseatinCSD-32-.
• CASALprovidesrelieftothedistrictandotherschoolsbytakingit’sequitableshareofstudentswithspecialneeds.
• CASALprovidesreliefandallowsthedistrictclasssizereductionandsmallerlearningcommunitiesinitiatives-CASALcreatesadditionalseatscapacity.
• CASALexpandsonlearningcommunity’sdiversityofschoolsettings,approaches,andmodels-CASALexpandsthecommunity’sportfolioofoptionsforfamilies,aswellascharterdiversitybybeingthefirstnon-cmoschoolinCSD-32.
10
• CASALhasthepotentialtopositivelyimpactlocalschoolsbymodelingprogramsandsharingeffectivepractices.Asweintendtoworkwiththesametypesofstudentsasotherschoolsinthearea,oursuccesswillhopefullydrawothereducatorstolearnfromourmethodsandexploreopportunitiestocollaborateinareassuchasprofessionaldevelopment,parentinvolvement,extra-curricularactivities,andcommunitybuilding.
Fiscal Impact: CASALwillhaveminimal fiscal impactonNYCDOEpublicschools.Forpurposesofthisanalysis,CASALexpectsthattheNYCDOEwillhavetotransfer$13,877annuallyforeachchildenrolledduringthe2017-18schoolyear.Thisfigure,alongwiththe“DistrictBudget”figure,isbasedonassumptionsprovided inguidancefromtheNYSED&NYCDOE.Basedonthisguidance,CASALexpectsa0%annualincreaseinboththeper-pupilallocationsandthedistrictbudget.Thenumberofsuchstudentsinthefirstyear(2017-18)willbe150andthefinancialimpactontheNYCDOEwillbe $2,081,550 or 0.008% of the total NYCDOE budget of $27,200,000. In subsequent years, thefinancial impact remains minimal. Over the course of its first five years of operation, CASA L'senrollmentwillreach400students.Asdocumentedinthechartbelow,CASALwillhavelittletonofinancialimpact–afractionofapercentagepoint-ontheNYCoverthecourseofthecharterterm.
FiscalImpactonNon-PublicSchoolsCASA L is not anticipated to have a great effect on these institutions as theCASA L expects thatmanyofitsstudentswillcomefromlow-incomefamiliesthatwouldnothavehadthemeanstopayforhightuitionprivateschools.Whiletheremaybeanimpactonsmall,low-tuitionparochialandprivateschools,itisexpectedtobeminimal.CASALwillmostlikelyappealtofamiliesofstudentsintheexistingpublicschools,sincesuchahighpercentageofthemarenotmeetingstatestandardsandwould benefit from the programsoffered at CASA L. For familieswhohadpreviouslymadetheir choice to send their children to low-tuition parochial or private schools, the option towithdrawtheirchildrenfromthoseschools infavorofhighperformingfreepubliccharterschoolswouldreduceenrollmentofthesenonpublicschools.
II. EducationalPlanA.CurriculumandInstructionCASALinstructionalmethodsandphilosophy:CASALintendstosethighstandardsforitsstudents,staff,andfamilies.Bycreatinganenvironmentthatpromotesacademicandcivicachievements,CASALwillmotivateitsstudentstobelifetimeleanerbygivingitsstudentsthetoolstosucceedintoday’sworld.
AsCASALwillopenasaK-2,weanticipateworkingwithalargenumberofatriskstudents,basedonsocio-economiclevelsandacademicperformance.Inorderforstudentstoachieve,CASALhasdevotedmoretimeontaskthenotherpublicschools.AlongerschooldayandlongerschoolyearwiththepossibleinclusionofmonthlySaturdayclasses(dependentonavailablefunding)willensurethatallofourstudentssucceed.CoresubjectsofEnglishLanguageArtsandMathwillbe90minutesandSciencewillbe60minuteseverydayforK-2;grades3-5willhave90minutesofScience.Coresubjectswillbebalancedby,gym,art,music,andtheatre.Inaddition,timefortutoringandremediationhasbeenset-asideintheweeklyschedule
CASALwillsethighstandardsforitsstudents,staff,andfamilies.Bycreatinganenvironmentthatpromotesacademicandcivicachievements,CASALgivesitsstudentsthetoolstosucceedintoday’sworld.Inordertoserveourstudentswell,CASALwilluseaCommonCorealignedcurriculumas
11
theframeworkformostsubjects,includingcoresubjectsaswellasartandmusic.StudentswillalsobeexposedtoLatinthroughouttheirtenureatCASAL.Theschool’scurriculumwillbeenhancedbyCASAL’semphasisoncivic&communityengagement.Wehavesethighexpectationsoncivicresponsibility.Eachyearstudentswilldedicateatleast25hourstowardscommunityservicelearningprojectsthatreinforcecommunity,academic,financial,economicandsocialframeworks.Wewillcontinuetobuildpartnershipswithlocalandregionalorganizationstoexposeourstudentstothelargerworldaroundthem.
InstructionalDecisionMaking:TheExecutiveDirector,DirectorofInstruction,Curriculum&AssessmentCoordinator,classroomteachers,andmembersofthestudentsupportdivisionwillbeinvolvedintheinstructionaldecision-makingprocess.Theteacherwilladministertheclassroomassessment.Withinaweek,thedatafromtheassessmentwillbe“crunched”andadatameetingwillbeheldwiththeteacher,AccountabilityandAssessmentCoordinatorandDI.Duringthedatameeting,theresultswillbeanalyzedanddiscussedtodeterminewhichacademicstandardsneedtobere-taughtattheindividuallevel,thesmall-grouplevel,orthewholeclasslevel.Theteacher,AccountabilityandAssessmentCoordinatorandDirectorofInstructionwilldiscusstheimplicationsforinstructionandmakeare-teachingplan.Thismayincludepilotingnewmaterials,orre-allocatingtheamountoftimespentteachingaspecificstandard,orreviewingdifficultconcepts.Studentswhorepeatedlystrugglewithconcepts,asmeasuredbytheassessments,willbeprovidedwithadditionalservicesthroughtheAccountabilityandAssessmentCoordinator.S/he–inconjunctionwithinstructionalleadership–willdeterminethetypesofremedialsupportbestsuitedtothestudents’needs.Achievementdataofthestudentsreceivingtheadditionalsupportwillbecloselymonitoredtodeterminetheextenttowhichtheywillrequiretheadditionalskillstrengtheningstudytimewiththelearningsupportteam.ResponsetoIntervention:AttheheartofCASAL’smissiontomeettheneedsofalllearnersisaneffectiveResponsetoIntervention(RTI)framework.ThisframeworkinvolvesorincludesourmorningtutoringandaninterventionprogramthatsupportsthecurriculummodelthatispracticedinCASAL’sclassrooms.RTIisthepracticeofprovidinghighqualityinstructionandinterventionsmatchedtostudentneed,monitoringprogressfrequentlytomakedecisionsaboutchangesininstructionorgoals,andapplyingchildresponsedatatoimportantinstructionaldecisions.(Batscheetal.,2005).RTIisaprocessbywhichindividualclassroomLearningCoachesandcollectiveschoolsystemsmeetstudentneeds.TheRTIframeworkincludesmulti-tieredpreventionstrategies,universalscreening,progressmonitoring,anddata-baseddecision-making.ManymistakenlybelievethatRTIisaspecialeducationinitiativewheninfactitisageneraleducationinitiative.
CASALhasadoptedandisheighteningitscapacityofmodelingthecoreprinciplesofRTIwhichinvolvethefollowingelements:• Abeliefthatallstudentscanlearnandachieveasaresultofeffectiveteachingand
collaborative,systemicinteractions.• Acultureandclimatethatclearlydefines,models,andteachesbehavioralexpectationswhile
providingsystematicpositivereinforcement.• Universalaccesstorigorous,standards-basedcurriculumandresearch-basedinstruction
availabletoeachandeverychildcoupledwithtargetedandintensiveinterventionsforthosewhohaveadditionalneedsasevidencedthroughdata.
• AcomprehensiveassessmentsystemthatallowsCASALtointerveneattheearlystagesofneed,
12
informinstruction,andmonitortheongoingprogressofstudentlearning.• Acollaborativeproblem-solvingprocessthatusesdatatodetermineandselectevidence-based
interventionsthatacceleratestudentprogresstowardtargetedgoals.• Asystemthatinvolvesparentsandfamiliesearly,consistently,andinmeaningfulwaysto
ensurestudentsuccess.• Strongbuildingleadershipthatvisualizes,plans,implements,andrefinessystemicpracticesthat
leadtocontinuousimprovementandincreasedstudentlearning.
CASALcontinuestobuildtheinfrastructureandsystemsbehindthepracticethatfostersaseamlessflowoftheinformation,feedback,andresourcesneededtopracticeRTIeffectivelyandtrainleadersandstafftounderstandandimplementitwithefficacy.Wearepayingparticularattentionto:• Increasingthecapacityofknowledgemanagement/assessmentsystemthatprovidesboth
universalscreeningaswellasprogressmonitoringinformation;• Developingaclearlydefinedandtieredarrayofincreasinglyintensiveinterventions;• FurtherdevelopingandarticulatingourCCstandards-basedcurriculumimplemented&
research-basedinstructionalstrategieswithfidelity;andaproblem-solvingmechanismtomonitorandmatchstudentneeds
AtRiskStudents:TheCASALapproachtomeetingtheneedsofstudentsat-riskofacademicfailureisacombinationofhighacademicexpectations,standards-basedinstruction,extendedtimetoteachmathandELA,andongoingandregularassessmentstomeasurestudentachievementofthestandards,andre-allocatingresourcesbasedonthedatayieldedbytheassessments.OurAssessmentmanagermonitorsstudentdataonstandardizedassessmentsandin-housedatacollectiontools.BecausetheNewYorkstateexamsbegininthirdgrade,theschoolhasK–2studentstaketheappropriateliteracyassessmentsanduseappropriatereadingprogramstomonitortheseyoungerstudents’readingprogress.
ThroughouttheirK-8careeratCASALstudents’readingcomprehensionandaccuracyareassessedfrequently.InmathandELA,studentsareassessedatallgradelevelsthroughmathinterimassessmentsthatarealignedtotheNewYorkStatemathstandards.Thedatafromalloftheseassessmentsprovidesteachersandadministrationwithregularwaystoidentifystudentswhoareperformingbelowgradelevel.RemedialinstructionatCASALisprovidedthrougharangeofmethodsandstrategies.CASAL’steachersworkwithstudentsinsmall,flexiblegroupstoprovidere-teachingofspecificstandards,basedonthedataontheassessments.Inaddition,studentsmaybeprovidedwithextendedmathandliteracyinstructionthrougharangeofresearch-basedremediationprograms.
UponentrytoCASALclassrooms,oneshouldseethefollowinginstructionalpracticesandculturalnorms:
InstructionalPractice1. Studentssittingincollaborativegroups,workingonlearningactivities;2. Studentsparticipatinginlearningcenters,differentiatedforspecificstudentlevels;3. LearningCoachesprovidingclearlearninggoals,postedandreferredtoduringinstruction;4. LearningCoachesacknowledgingcorrectanswersandunderstandingofconcepts;5. LearningCoacheschunkingnewinformationinto“digestiblebites”inordertoincreasestudent
understanding;
13
6. LearningCoachescreatingopportunitiesforstudentstosharewhattheyhavelearnedanddemonstrateunderstanding;
7. LearningCoachesprovidingopportunitiesforstudentstopracticethenewstrategiestheyhavebeentaught;
8. Studentsreviewingerrorsandpracticingstrategiestocorrectmisinformation;9. Studentsusingresourcesandreceivingguidancesoastoexecutenewandre-taughttasks;10. LearningCoachesusingacademicgamestoencourageandtore-engagestudentsduring
lessons;11. LearningCoachesmaintainingahealthypacetomaintainstudentengagementduring
instructionalepisodes;12. LearningCoachesmaintainingenthusiasmandencouragingparticipatinginspecificsubject
matter;13. LearningCoachesprovidingopportunitiesforstudentsandencouragingthemtodiscuss
informationduringcollaborations;14. LearningCoachesbeingawareofstudentsandabletopre-emptsituationsthatmycause
disruptions;15. BothLearningCoachesandstudentsdemonstratingrespectofoneanother.
CulturalNorms1. StudentsandLearningCoachesdemonstratingrespectfultalkandstudentsworkingtogether
withminimaldisagreements;2. LearningCoachmaintainingcloseproximitytostudentswithintheclassroom;3. LearningCoachesexhibitingwarmthandcareforstudents;4. Prideinclassroomworkevidencedthroughdisplaysbothinandoutoftheclassrooms;5. AnexpectationthatallstudentswillparticipateandLearningCoachesnotallowingstudentsto
“optout”duringalessonorduringindependentworkperiods;6. Allroutinesareobviousandaresmoothfunctioning;7. Transitionsarequick,quiet,andorderly;8. Studentsarewellawareofexpectations;9. Theclassroomenvironmentoperatesinafairadequitablemanner;10. Classroomrulesareconsistentlyfollowedandconsequencesarefairlydistributed;11. Theschoolmaintainsasafeandorderlyenvironment;12. Furnitureissetupinawaytosupportcollaborationandlearningactivities;13. Technologyisusedoftenandappropriately;14. Classroomsarecleanandorderly.
DifferentiationofInstruction1. Smallgroupworkthatoccursafterwholegroupwork;2. LearningCentersthatworkonspecificskillsforpracticeorremediation;3. Useofsupplementalmaterials,suchasWaterfordLearningSystems,Achieve3000&Khan
Academywhichpersonalizelearningandspecificallymeettheinstructionalneedsofindividualstudents;
4. Lunchtimeandafter-schooltutoringwhichworkswithspecificstudentsonnecessaryskills.
InstructionalDecisionMakingTheDirectorsofInstruction(DI)leadtheinstructionaldecision-makingprocessundertheguidance
14
andapprovaloftheExecutiveDirector.Typically,theteachersadministertheclassroomassessment.Regularly,thedatafromtheassessmentwillbe“crunched”andadatameetingwillbeheldwiththeteacher,AccountabilityandAssessmentCoordinatorandDIs.
Duringdatameetings,theresultsareanalyzedanddiscussedtodeterminewhichacademicstandardsneedtobere-taughtattheindividuallevel,thesmall-grouplevel,orthewholeclasslevel.Theteacher,theAssessmentCoordinatorandDirectorsofInstructionwilldiscusstheimplicationsforinstructionandmakeare-teachingplan.Thismayincludepilotingnewmaterials,orre-allocatingtheamountoftimespentteachingaspecificstandard,orreviewingdifficultconcepts.Studentswhorepeatedlystrugglewithconcepts,asmeasuredbytheassessments,willbeprovidedwithadditionalservicesthroughtheAssessmentManager.S/he,inconjunctionwithinstructionalleadership,identifiesthetypesofremedialsupportbestsuitedtothestudents’needs.Achievementdataofthestudentsreceivingtheadditionalsupportwillbecloselymonitoredtodeterminetheextenttowhichtheywillrequiretheadditionaltimewiththelearningsupportteam.
VII.1. Curriculum.CASALwillutilizeaCommonCorealignedprogramateachgradelevel.Literacywillbetaughtforapproximately90minuteseachdayintheelementarygrades.ThespecificcomponentsofCASAL’sinstructionalapproachinclude:largegroupread-aloud;small-groupguidedreading;individualindependentreading;large-groupwritinginstruction;individualindependentwriting;vocabularywork;decodingandphonemicawareness.Atthemiddleschoollevel,studentsimprovetheirabilitytowriteandcommunicateeffectivelyandengagetheworldofnon-fictionandliterature.Mathematicsistaughtforapproximately90minuteseachdayintheelementarygrades.Thespecificcomponentsoftheframeworkincludeadailymorningmathroutine,theintroductionofnewmathmaterial,problem-solving,spiralreview,andfactfluency.Atthemiddleschoollevel,studentsfocusonintegratedmathematicalconcepts,problemsolvingandapplicationtotherealworld.InSocialStudies,theNewYorkStatestandardsaretaughtateachgradelevel,undertheumbrellaofdifferentgrade-levelthemes.CASAL’sinstructionalapproachtotheteachingofSocialStudiesistocreateastrongandclearlinktoliteracy.Curriculummapsarecreatedforeachunit;vocabularywordsthatrelatetothecontentareidentifiedandtaught,andawidevarietyofprintresourcesareutilized,suchasfictionandnon-fictiontextsandarticles.Attheelementaryandintermediatelevels,studentsconductresearchusingtheinternetandwritenon-fictionreportsonSocialStudiesunitsandthemes.InScience,theNewYorkStatestandardsaretaughtateachgradelevelandbrokendownintospecificcontentstrands.Inadditiontothecontentstrands,scientificthinkingisintegratedinorderforourstudentstohaveon-goinglearningexperiencesthatemphasizetheskillsofobserving,predicting,forminghypotheses,gatheringevidence,andtestinghypotheses.Science,likeSocialStudies,isconnectedtoCASAL’sliteracygoals.Awidevarietyoffictionandnon-fictionprintresourcesareutilized.
Inordertoserveourstudents,CASALwillutilizetheCoreKnowledgeprogramastheframeworkformostsubjects,includingcoresubjectsaswellasartandmusic.CoreKnowledgeisbasedonthepremisethatagrade-by-gradecoreofcommonlearningisnecessarytoensureasoundandfairelementaryeducation.StartedbyProfessorE.D.Hirsch,Jr.,authorofCulturalLiteracyandTheSchoolsWeNeed,andbasedonalargebodyofresearchincognitivepsychology,CoreKnowledgeisfoundedonthebeliefthatforthesakeofacademicexcellence,greaterfairness,andhigherliteracy,earlyschoolingshouldprovideasolid,specific,sharedcorecurriculuminordertohelpchildrenestablishstrongfoundationsofknowledge.Currently,hundredsofschoolsandthousandsof
15
dedicatededucatorsareparticipatinginthisschoolreformmovementthroughouttheUnitedStates.CoreKnowledgehasbeenshowntobeeffectivewithatriskchildrenandhasbeenadoptedbyanumberofcharterschoolsinNewYork,includingsomeofthemostsuccessful–theCarlIchanCharterSchoolsintheBronx.IntheirmostrecentELAassessmentstheschoolshadover90%ofstudentsperformingatLevel3andabove.Inaddition,HellenicClassicalCharterSchoolinBrooklyn,anotherCoreKnowledgeschool,hasalsooutperformeditsdistrictoflocation,District15.
TheCoreKnowledgewebsitecitesitsfindingsonhowthecurriculumhasbeensuccessfulwithurbanpopulations(“AnOverviewofResearchofCoreKnowledge,”January2004,http://coreknowledge.org/CK/about/research/eval12_2002.htm#I.A.%20Oklahoma)Inthesummerof2000administratorsinOklahomaCitycompletedaseriesofcarefullycontrolled,independentstudiesontheeffectsofCoreKnowledgeinpublicschoolsintheirdistrict.OklahomaCityPublicSchools(OCPS)isanurbandistrictwith67elementaryschools.Theethnicmake-upofthedistrictis39%African-American,36%European-American,18%Hispanic,5%AsianAmericanand2%NativeAmerican.Atthetimewhenthestudiesweredone,abouthalfofthedistrict’selementaryschoolswereusingtheCoreKnowledgecurriculum.Sincethetwogroupsofstudentsweresopreciselymatchedatthebeginningoftheschoolyear,onewouldexpectthemtopostvirtuallyidenticalaveragescoresattheendoftheschoolyear.Infact,however,thestudentswhohadspenttheyearinCoreKnowledgeclassroomsoutscoredthecontrolstudentsinsevenoftheeightcategoriesontheITBS.TheCoreKnowledgestudentspostedsignificantlyhigherscoresinreadingcomprehension(58.1vs.55.1),vocabulary(59.8vs.55.3),science(58.7vs.55.8),mathconcepts(61.4vs.59.2),andsocialstudies(58.3vs.53.4).Thegreatestgains—inreadingcomprehension,vocabulary,andsocialstudies—werecomputedtobestatistically“highlysignificant.”InanationalstudydoneontheCoreKnowledgeprogram,theNationaltestscoredatafrom22CoreKnowledgeschoolsacross13stateswereanalyzedtoidentifytrendsinstudentperformance.Overthesix-yearreviewperiod,theCoreKnowledgeschoolsperformedwellabovethenationalaverage,withtheircollectiveperformanceincreasinglyhigherthanthenorm.Thisperformanceadvantagewasevidentacrossthesixcontentareas.Thesametrendwasevidentacrossschoolsofdifferentsizes,differentsocio-economiccomposition,anddifferentethniccomposition.Basedonthesefindings,thereappearstobeastrongrelationshipbetweenstudentperformanceandtheCoreKnowledgecurriculum.2TheCoreKnowledgeProgramemphasizedaccumulatingknowledgeatanearlyageandbuildingonit.Thisknowledgelaysthefoundationforcriticalthinking.TheCoreKnowledgeFrameworkwillbesupplementedwithScottForemanReading(forK-5)andMath.
StudentswillalsobeexposedtoLatinstartingingrade3.LatinstrengthensbasicEnglishskillsinvocabularyandreadingcomprehension;focusesongrammarwhichleadstoimprovedEnglishwritingandcommunication;increasesculturalawarenessandmakesculturalconnections;encouragescriticalthinkingandcomparativeanalysis;andintroducesstudentstoarichsourceofmythology,literatureandhistory.
Masteryofbasicskillsinreading,writingandmathematicsisaprerequisiteforstudentstomoveforwardinmoreadvancedtreatmentsofthesesubjects.Regularly,CASALevaluatestheeffectivenessofitscurriculum,selectsappropriatecurriculumresourcesandtoolstomeetstudent2http://coreknowledge.org/CK/about/research/CK_National_Study_2004.pdf
16
needs.Whenadditionalordifferentcurriculumresourcesareneededforteachers,theDirectorsofInstructionwillidentifysuitableresourcesandcurriculumtosupportthelearningofallstudents.CASALwilladapttotheevolvingneedsofstudents,whichhasbeenbroughttolightthroughtheimplementationoftheCommonCorestandardsinNewYorkStateandmakeappropriateadjustmentsandchangesasnecessarytomoreeffectivelypreparestudentstobesuccessfulingradesK-8andintheirhighschoolcareers.CASALbelievesthatamoregroundedandstructuredapproachtomathematics—whereconceptsarepresentedinalogicalfashionandcomplicatedconceptsarenotintroduceduntilchildrenhavebeengiventhefundamentaltoolstomasterthem—willallowstudentstoperformmathatanextremelyhighlevel.CASALrecognizesthatthestudyofmathinvolvesincrementalstepsthatbuilduponeachotherallowingforthedevelopmentofasolidbase.ItisCASAL’sintentionthatitsstudentswillbeabletoprogresstopre-algebrabythetimetheyreachmiddleschoolbecauseofthesolidfoundationsinarithmeticskillsandconceptsthattheydevelopedandmasteredintheelementaryschoolyears.Withtheresultingstrongfoundationsinalgebraicskillsandideas,thedoorstosubsequentmeaningfulmathematicscoursesinhighschool,collegeandbeyondalongwithpossiblecareersasengineers,scientistsandmathematicianswillbewideopen.Reading:TheschoolwillimplementaneffectivereadinginstructionprogramwhichwillbeconsistentwiththeCommonCoreandarealignedwithNYSAssessments.OneexamplecurrentlyinuseistheScottForesmanReadingStreetwhichisacomprehensivereadingprogramforK-5thatisbuiltonsolidresearchandprioritizesthefivecoreareasofreadinginstructionforeverygrade:PhonemicAwareness,Phonics,Fluency,VocabularyandTextComprehension.ReadingStreetprovidesarichvarietyofgenresthatincludeabalanceoffictionandnonfiction.Content-areaconnectionssupportscienceandsocialstudiesinstructioneveryweek.Withagreateremphasisoninformationaltext,ReadingStreetpreparesstudentsforthekindsofselectionstheywillencounteronstateassessments.ReadingStreetisdesignedtohelpteachersbuildreadersthroughmotivatingandengagingliterature,scientificallyresearch-basedinstruction,andawealthofreliableteachingtools.Theprogramhasastrongemphasisonongoingprogress-monitoringandanexplicitplantohelpwithmanagingsmallgroupsofstudents.Inaddition,ReadingStreetprioritizesskillinstructionateachgradelevel,soteacherscanbeassuredtheywillfocusontherightskill,attherighttime,andforeverystudent.
ReadingStreetinstructionissystematic,explicit,andhighlyfocusedforallabilitylevels.ThisstructureallowsforDifferentiatedInstructiontotakeplacewithintheclassroom.EachunitgivesaclearroadmaptodifferentiateinstructionforOn-Level,StrategicIntervention,andAdvancedreaderGroupTimethroughouteachlessonprovidesscaffoldedinstructionforallreaders.Built-inlessonsforStrategicInterventionandAdvancedlearnerssupplementcoreinstructioneveryday.WeeklyLeveledReadersandLeveledPracticehelpeverystudentpracticeandapplycomprehensionskillsandvocabularyinappropriatetexts..
Mathematics:Theteachingofmathematicscarriesequalweighttotheteachingofreadingandwriting.Inordertocompeteinalmosteveryaspectoflife,CASALchildrenwillhavetoexhibitconfidenceandproficiencyinmathematicalskills.Thecompetenciesthatarisefrommasteryofmathematics—aptitudeinproblem-solving;facilitywithnumbers;clearcommunication;logicandreasoning,argumentandproof;mentaldiscipline;andstrategicandanalyticalthinking—areskillsthatdeepenone’sabilityandeffectivenessinareasbeyondthemathdiscipline.CASALbelievesthatmathematicsisasubjectthathasrelevanceuntoitself.IfCASALaspirestocreatetrulywell-
17
roundededucatedstudents,itmustensurethatitsstudentsbecomeadeptatalgebraandbefinanciallysavvy.CASALmustenableitsstudentstomastermath-specificknowledgeattheearlygradesinorderforthemtodevelopthehigher-levelskillsinproblemsolving.Allowingstudentstoexcelinmathematicsopensthedoorsforthemtobecomeengineers,architects,financiers,scientists,doctors,mathematicians,entrepreneursandallprofessionswhichinvolve,atthecore,mathematics.Tothisend,CASALwillimplementeffectivecurriculumtoserveitsstudentsinMathematics.OneexamplecurrentlyinuseisPearsonScottForesmanenVisionMathforGradesK-5.ThecurriculumisalignedwiththeNewYorkStateMathematicsCoreCurriculumandLearningStandardsandisbasedaroundscientificresearchonhowchildrenlearnmathematicsaswellasonclassroomevidencethatvalidatesprovenreliability.ScottForesmanteachesfordeepconceptualunderstandingusingresearch-basedbestpractices.Itengagesandinterestsallstudentswithleveledactivitiesforongoingdifferentiatedinstruction.Topic-specificconsiderationsforELL,specialeducation,at-risk,andadvancedstudentsenabletheteachertodifferentiateforthediverselearnersineveryclassroom.
B.SpecialStudentPopulationsandRelatedServicesSpecialEducationPopulation:CASALiscommittedtoeducatingourstudentswithdisabilitiesintheleastrestrictiveenvironment,withtheirnon-disabledpeerstotheextentappropriateandallowedbyeachstudent’sIndividualizedEducationPlan(IEP)preparedbytheCommitteeonSpecialEducation(CSE)ofthestudents’schooldistrictofresidenceandallapplicablefederallaws,includingtheIndividualswithDisabilitiesEducationAct(IDEA).TheSchoolshallnotdiscriminateinadmissionandenrollmentpracticesonthebasisofastudenthavingorbeingsuspectedofhavingadisability.AllspecialeducationprogramsandservicesatCASALshallbeprovidedinaccordancewithEducationLaw§2853(4)(a)andapplicablefederallawsandregulationsandinaccordancewiththeIEPrecommendedbytheCSEofthestudents’schooldistrictofresidence.
Approximately18%ofourstudentshavedisabilitiesandthisnumbergrowseveryyear,whichisgenerallyconsistentwiththatofthesurroundingschooldistricts,CASALmakeseffortsinitsstudentrecruitmentprocesstoensurethattheSchoolwillattractcomparableorgreaterenrollmentofstudentswithdisabilitiesascomparedtoCSD-32.CASAL’srecruitmenteffortstowardsthisspecialpopulationofstudentsandtheirfamiliesmayinclude:(1)printadvertisementsthatincludespecificinformationaboutCASAL’sSpecialEducationprogramandthat,whereappropriate,describethequalificationsofCASAL’sSpecialEducationteachers,(2)specialopen-houseinformationsessionsheldinthecommunitygearedtowardsparentsofSpecialEducationstudents,and(3)one-on-onemeetingsbetweenCASAL’sAcademicLeadershipand/orCASAL’sSpecialEducationstaffwithanyparentsofSpecialEducationstudentswhoexpressinterestinlearningmoreabouthowCASALcanmeettheparticularneedsoftheirchild.
CASALiscommittedtoeducatingeachstudentincludingthosestudentswithIEPsand504plans,tothemaximumextentappropriate,intheclassrooms/hewouldotherwiseattend.Thus,theSchoolwillmaintainafullinclusionmodelregardingtheeducationofspecialeducationstudents.Fullinclusioninvolvesbringingthenecessarysupportservicestothestudentregardlessofhandicappingconditionorseverity,(ratherthanmovingthestudenttotheservices)andrequiresonlythatthestudentwillbenefitfrombeingintheclass(ratherthanhavingtokeepupwiththeotherstudents).Accordingtothismodel,specialeducationstudentswillberemovedfromtheclassroomonlywhenappropriateservicescannotbeprovidedintheregularclassroomsetting.
18
SpecialeducationstudentsinCASAL,whenappropriate,willreceivetheiradaptedcurriculumwork,andothertherapiessuchasspeech-languagetherapyandoccupationaltherapy,withinaregulareducationclassroom.Specialeducatorsandtherapistswillcometotheregulareducationclassroom,whenappropriate,toprovideservicestosmallgroupsofregularandspecialeducationstudents.Aspecialeducationteacher,paraprofessionaloraidemaysitwiththemtohelpimplementthegoalsoftheirIEPs."Fullinclusion"maintainsthatthesocialinteractionswithregulareducationstudentsarevitallyimportantandthatspecialservicescanbeprovidedmosteffectivelyinthecontextoftheregularclassroom.Forspecialeducationstudents,thissettingprovidestheopportunitytomodelthebehaviorsandactionsofothers.Forgeneraleducationstudents,thissettingfostersanappreciationandrespectforthefactthateveryonehasuniquecharacteristicsandabilities,andhelpsthemdevelopfeelingsofempowermentandself-control.
CASALemploysaninclusionmodel,includingCollaborativeTeamteachingandSETSSservices.Specialeducationinclusionsignifiestheparticipationofspecialeducationstudentsinregulareducationclassroomsandprovisionofsupportservicestothesestudents.ThemainobjectiveofinclusioneducationatCASAListhatallstudentsregardlessoftheirstrengthsandtheirweaknessesinanyarea,becomepartoftheCASALschoolcommunity.Asamemberoftheschoolcommunity,everystudentdevelopsafeelingofbelongingwithotherstudents,teachers,andsupportstaff.AnadvantageofspecialeducationinclusionatCASAListhatbothdisabledandnon-disabledstudentsarebroughttogetherinanenvironmentoftogetherness.Childrenlearntoacceptindividualdifferencesininclusioneducationandthiswouldleadtothedevelopmentofnewfriendlyrelationships.Inclusioneducationalsoenablesactiveparticipationofallparentsintheirchild'seducation.
CASALwillemployseveralfull-timespecialeducationteacherstostaffourspecialeducationprogram,inadditiontoaSpecialNeedsManger.Ourlowstudent/specialeducationteacherratiowillbenefitspecialeducationstudentsbyensuringthatsufficienttimeandattentionwillbeprovidedforeachstudent.Inaddition,itenablesthespecialeducationteachertospendconsiderabletimeworkingwithgeneraleducationteachersinplanning,professionaldevelopmentandensuringthatappropriateaccommodationsaremadeforspecialeducationstudents.
Thespecialeducationteachersworkcollaborativelywiththegeneralstudiesinordertoaddresstheneedsofstudentswithdisabilities.Thespecialeducationandgeneraleducationteachersworktogethertoimplementdifferentteachingstrategiesandmodifyassignmentstoaccommodateindividualspecialeducationstudents.Adaptationsandaccommodationsmadewithintheclasswillbeprovidedforindividualstudents,andinsomecircumstances,fortheentireclass.
CASALemploysSpecialEducationteachersandaSpecialNeeds/RTICoordinatortocoordinateandsupervisetheSchool’sSpecialEducationprogram.S/heensurescompliancewithallIEPrequirementsandregulations,managesthereviewandreferralprocessandensureprovisionofservicesasmandatedonstudentIEPs.CASALrecognizesthattheremightbelimitationstoprovideallrequiredservicestoallstudentswithdisabilities.CASALwillalwaysdefertotheregionalCSEtoprovidestudentswithsupportservicesthatarenotavailableatCASALortoplacestudentswherebestsupportscanbeaccessed.
AccordingtoEducationLaw§2853(4)(a),CASALhastheoptionofprovidingthespecialeducationprogramsdirectlyorbycontract,orarrangingtohavesuchservicesprovidedbytheschooldistrict
19
ofresidence.IfCASALrequeststhattheschooldistrictofresidenceprovideaself-containedclassorresourceroom,CASALandtheschooldistrictofresidencewillmeetsuchobligationbyplacingthestudentinaself-containedclassorresourceroomoperatedbytheschooldistrictatalocationotherthanthecharterschool,ifthatisappropriatetotheneedsofthestudent.However,ifaself-containedclassorresourceroomonthesiteofthecharterschoolisdeterminedbytheCSEtobetheappropriateplacementforthestudentandCASALrequeststhattheschooldistrictprovidesuchservices,theself-containedclassorresourceroomwillbeprovidedbytheschooldistrictofresidence.Inthissituation,CASALandtheCSEwillworkwiththeparentstodevelopanIEPthatmeetsthestudent'sneedsanddesignaprogramthatisintegratedintotheschool'seducationalprogramsandmakesuseofschoolandschooldistrictresources.
CASALwillservicedbytheCSE5.ServicesprovidedtoCASALincludeannualreviews,processingofreferralsubmissionsfromtheSchool;observationsandevaluationsofstudentsreferredtotheCSE,assistancewithprovidersofspecializedservicesthatarenotavailableatCASAL,manifestationhearings-CASALmaintainsclosecommunicationwithitsregionalCSEandcanrequestappropriateplacementthroughtheCSEforastudentwhoseneedscannotbemetatCASAL.
Specialclasses,separateschooling,orotherremovalofstudentswithdisabilitiesfromtheregulareducationalenvironmentwilloccuronlyifthenatureorseverityofthedisabilityissuchthateducationinregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily,inaccordancewiththeIEPpreparedbytheCSEofthestudents’districtofresidence.
Studentswithdisabilitiesarealsoexpectedtoparticipatein,andreceivecreditfor,nonacademic,extracurricularandancillaryprogramsandactivitieswithallotherstudentstotheextentallowedbytheIEPpreparedbytheCSEofthestudents’districtofresidence.Studentswithdisabilitieswillreceiveallnoticesconcerningschool-sponsoredprograms,activitiesandservices.
CASALwillensurethatthespecialeducationprogramsandservicesasindicatedoneachstudent’sIEPwillbeprovideddirectlytothestudentduringschoolhours.TheCASALspecialeducationstaffwillprovideconsultationandsupporttoclassroomteachers,workinthegeneraleducationclassroomswithspecialeducationstudentsindividuallyandinsmallgroups,provideresourceroomservicesandserveasspecialeducationconsultantstotheoverallschoolcommunity.CASALclassroomteacherswillbeknowledgeableabouttheneedsofstudentswithdisabilities;informedoftheirresponsibilitiesforparticularstudents;receivethesupporttheyrequiretoimplementastudent’sprogram;andimplementanymodificationsoraccommodationsintheirclassesinaccordancewiththestudents’IEPs.Teacherswillreceiveon-goingtrainingregardingtheeducationofspecialneedsstudentsincludingduringthepre-openingprofessionaldevelopmentpriortotheopeningofschooleachyear.
IfCASALisunabletodirectlyprovideservicestotheextentnecessary,CASALwillcontractwithappropriatelycertifiedorlicensedindividualstoprovideservicesunderitsdirection.Theservicestobeprovidedmayinclude,butarenotlimitedto:speechlanguagepathologyandaudiologistservices;psychologicalservices;physicalandoccupationaltherapy;recreation,includingtherapeuticrecreation;earlyrehabilitationcounseling;orientationandmobilityservices;diagnosticand/orevaluativemedicalservicesandstudentand/orparentcounseling.
ReferraltotheCSE:ConsistentwithNYSRegulationsoftheCommissionerofEducation,itisthepolicyofCASALthatallreasonableeffortsbemadetoprovideappropriateinterventionsto
20
maintainstudentsingeneraleducationthroughtheResponsetoInterventionprocess.Itisfurthermandatedthatshouldareferralbecomenecessary,thereferralmustincludeadescriptionoftheinterventionsattempted.Therefore,itisessentialthatcarefulconsiderationbegiventoallpossiblealternativesandthatopportunitiesbeprovidedforappropriateimplementation.
AstudentsuspectedofhavingadisabilitywillbecomethefocusoftheSchool’sChildStudyTeam(CST)consistingofanadministrator,teachers,supportstaffandspecialeducationteacher.TheCASALCSTprovidesaschool-basedmechanismtoenableschoolpersonneltomeettheneedsofindividualchildrenwithintheschoolwhoarehavingdifficultyintheeducationalsetting.Theteamischild-centeredandfacilitatesaprocessthatresultsintheimplementationofaccommodations,services,andinterventionsthatwillenablethechildtobesuccessfulinschool.Theoptionstobeconsideredexistalongawidecontinuumofsupport,rangingfrommildaccommodationstoextensiveinterventionandmaybeavailablewithintheschool,thedistrictofresidenceorlocatedelsewhereinthecommunity.TheCSThastheresponsibilityto:Reviewanyproblems(academic/developmental,behavioral,social/emotional)interferingwiththechild’sperformanceinschool;thinkofsolutions;Makerecommendationstomeetthechild’sneeds;andMonitor/reviewresultsoftherecommendations.
TheCSTwillreviewthestudent’sbehaviorandacademicperformance,interviewthestudent’steacher(s),andconsultwiththestudent’sparentsandofferrecommendations.AreferraltotheCSEshouldbeconsideredfollowingastructuredResponsetoInterventionprocesswhenitisclearlydemonstratedanddocumentedthatinterventions,curriculummodifications,preventionstrategies,andremedialservicesareinsufficienttoaddressthestudent'sneeds.
Considerationwillbegivento:(1)changingthephysicalenvironment(e.g.,seatnearteacher,seatnearmodelstudent,seatnearchalkboard,useofvisualbarrierstoreducedistraction,establishboundariesortravelpatternswithtape,etc.);(2)changingtheinstructionalgroup;(3)contactingtheparenttosuggesttechniquesforworkingwiththechildathome;(4)contactingtheparenttodiscusshealthconcerns(e.g.,hearing,vision,medical);(5)usingalternativecurriculummaterialsand/orteachingmethods;(6)usingcurriculumadaptations(e.g.,rephraseorrewritedirections);(7)questionstoensureunderstanding,presentationofconceptsinsmallsegmentsoftime,useofphysicalmanipulatives,useofintegratedsensoryapproachestoaddressdifferentlearningstyles,etc.);(8)providingopportunitiesforpeer/crossagetutoring;and(9)implementingbehaviormanagementtechniques(e.g.,menuofalternativetasks,limitingchoicestoreducefrustration,utilizingkinestheticreminders,providingopportunitiesforsuccess,schedulingprivate"teachertalk"times,etc.).
Considerationwillbegiventointerventions,suchas:(1)havingtheCSTreviewthestudent'sneedsandofferrecommendationsandstrategiesforinterventionsandservices;(2)providingopportunitiesforthestudenttomeetwithasocialworkerorEducationallyRelatedSupportServicesprovider;(3)consultingwithmembersoftheChildStudyTeamforrecommendedstrategies,interventions,andcommunityresources;(4)offeringopportunitiesforthestudenttoparticipateinasupplementalprogramwithintheSchool;(5)changingthestudent'sclassroom;and(6)changingtheschooltoallowthestudenttoattendanalternativeprogram.
Considerationwillbegiventocommunityinterventions,suchasconnectingthestudentandfamilywithanoutsideagencyforspecialservicesunavailableintheschool(e.g.,psychiatriccare,family
21
buildingactivities,familycounseling,medicalinterventions,tutorialprograms,etc.).
Ifthereisnoimprovementinthestudent’sacademicornon-academicareasofconcernthenanofficialmeetingwillbecalledwiththefamilyandareferralmaybedeveloped.ThereferralismadeinwritingtotheChairpersonoftheCSEusingtheInitialReferralFormtotheCSEoftheNYCDOEforanindividualevaluationanddeterminationofeligibilityforspecialeducationprogramsandservices.RegulationsoftheNYSCommissionerofEducationoutlineproceduresforinitiatingareferralforastudentsuspectedofhavingadisabilityandfurtheridentifyresponsibilitiesforschoolpersonnelwithrespecttosuchareferral.InaccordancewithPart200.4oftheRegulations:Astudentsuspectedofhavingadisabilityshallbereferredinwritingtothechairpersonofthedistrict'sCSEortothebuildingadministratoroftheschoolwhichthestudentattendsoriseligibletoattendforanindividualevaluationanddeterminationofeligibilityforspecialeducationprogramsandservices...lfareferralisreceivedbythebuildingadministrator,itshallbeforwardedtothecommitteechairimmediatelyuponitsreceiptbythebuildingadministrator.
Areferralmayalsobemadeby:astudent'sparentorpersoninparentalrelationship,aprofessionalstaffmemberoftheschool,aphysician,ajudicialofficer,arepresentativeofapublicagency,orastudentover18yearsofage.TheRegulationidentifiesspecificrequirementsforreferralsinitiatedbyprofessionalstaffmembers,directingthatsuchareferralmust:(1)statethereasonsforthereferralandincludeanytestresults,records,orreportsuponwhichthereferralisbased;(2)describeattemptstoremediatethestudent'sperformancepriortoreferral,includinganysupplementaryaidsorsupportservicesorthereasonswhynosuchattemptsweremade;and(3)describetheextentofparentalcontactorinvolvementpriortothereferral.
Thevariouscomponentsdescribedaboveareintegralelementsofareferralmadebyschoolstaffmembers.InconsiderationoftheirimportanceinRegulationandpolicy,areferralthatdoesnotincludeallrequireditemswillbeconsideredincompleteandwillbereturnedtothesenderforcompletionbytheCSE.TheevaluationprocesswillnotbeginuntilthereferraliscompletedwithallrequiredcomponentsandresubmittedtotheCSE.Therefore,professionalstaffmembersareencouragedtocarefullyconsiderallcomponentsofthereferralinordertoavoidanydelayinprocessing.
Inaddition,CASALrequiresthatspecificinformationregardingvisionandhearingscreeningsmustbeattachedtoareferralmadetotheCSE,including:(1)acopyofthestudent'shealthrecord,whichshouldincludetheresultsofaprimaryvisionandhearingscreeningconductedwithinthelastyearand/or(2)acopyoftheresultsofsecondaryvisionandhearingscreeningforallstudentswhofailedaprimaryscreening.
CASALisresponsibleforarrangingannualhearingandvisionscreeningsforallstudents.Aninitialreferralforevaluationwillincludethestudent'shearingandvisionscreeningsinadditiontohisorherphysicalexaminationreport.ItistheresponsibilityofCASALtoattachacopyofthestudent'shealthrecordthatincludesprimaryvision/hearingscreenings;possiblesecondaryvision/hearingscreeningsforstudentswhofailedtheprimaryscreening;and/orphysicalexaminationsobtained.CASALwillcontacttheDepartmentofHealthtogathercurrentmedicalinformationonstudentswithintheschool.
TheInitialReferralFormToTheCommitteeOnSpecialEducationremindsprofessionalstaff
22
membersoftheserequiredcomponentsandtherequirementsforareferraltobeconsideredcomplete.Thereferralalsoprovidesmoreopportunitytoconsideranddescribeinterventionsattemptedpriortoreferral.Thewidevarietyofinterventionsidentifiedonthereferralformservestwopurposes:toofferinterventionstrategiesandoptionsthatmaynothavebeenconsideredpriortoreferralandtosubstantiatethosethathavebeenattempted.Thisrevisedreferralformreinforcestheresponsibilityofschoolpersonneltoconsiderappropriatealternativesingeneraleducationbeforeproceedingwithareferral.
Initialevaluations,re-evaluations,andrevisionsofIEPs,andtheproceduresrelatingthereto,aretheresponsibilityofthelocaleducationalagency—theschooldistrictofastudent’sresidence(see34CFR§§300.22,300.312and300.340etal).CASALwillimplementtheIEPdevelopedbytheCSEofthestudent’sdistrictofresidenceforeachstudentwithadisability,andwillcooperatewiththestudent’sdistrictofresidencetoensurethatallservicesasrecommendedinthatIEPareprovidedtothestudent.
CASALwillprovidesubstitutecoverageforteachersasnecessarytoensuretheyareabletoattendCSEmeetings.AsrequiredbytheIDEA,thestudent’sregulareducationteacherwillbeinvolvedinthedevelopmentandimplementationofastudent’sIEP,providedthatthestudentis,ormaybe,participatingintheregulareducationenvironment.CASALwillensurethattheteacherisknowledgeableaboutthestudent’sneedsandwillhelpimplementanymodificationsoraccommodationasdeterminedbytheCSEofthestudent’sdistrictofresidence.WhileCASALmaysendthemandatedproceduralsafeguardsnoticetoparents,itistheresponsibilityoftheCSEofthestudent’sdistrictofresidencetodoso.EveryCASALteacherofastudentwithadisabilitywillbeprovidedacopyofthestudent’sIEP.TrainingwillbeprovidedbythespecialeducationstaffofCASALforteachers,asneeded,toensurethatteachersfullyunderstandtheIEPofeachspecialeducationstudentanditsinstructionalimplications.Withsupportfromthespecialeducationstaff,generalteacherswillbeabletoestablishmodificationsinthegeneraleducationclassroomsbasedonthestudents’IEPs.
QuarterlyprogressreportsregardingtheprogressofeachstudentandhisorherIEP,aswellascopiesofallreportcards,willbeprovidedtotheparentsofeachspecialeducationstudentandtohis/herdistrictofresidence.TheNYCDOECharterOfficeiswelcomeatanytimetomonitortheSchool’simplementationofitsspecialeducationprogram.TheCASALspecialeducationstaffwillinteractwiththestudents’district(s)ofresidenceinanumberofways,includingseeingthatreferralsaremadeforstudentssuspectedofhavingadisability;fulfillingreportingrequirementsoftheresidentdistrict;ensuringthatallappropriateschoolstaffparticipateinmeetingsoftheresidentdistrictCSE;andestablishingareportingstructureinaccordancewithapplicablelawwherebythedistrictofthestudent’sresidenceisprovidedprogressonthedegreetowhichtheservicesontheIEParebeingprovided.CASALExecutiveDirectororhis/herdesigneewillcommunicatedirectlywiththeChairpersonofthedistrict’sCSE.
NewYorkStateAlternateAssessment(NYSAA):SchoolsacrosstheUnitedStatesarerequiredtoassessallstudentsaccordingtofederalstatuteandStateregulations.Assessmentresultstelleducatorshowstudentsareprogressingandsignalwherechangesmayneedtobemadeincurriculumand/orinstructionatthedistrict,schoolandclassroomlevels.Teachersshouldassessstudentsinallareas(academic,social,etc.)onanon-goingbasisaspartoftheinstructioncycle.
23
CASALutilizestheNewYorkStateAlternateAssessmentwhichisadatafolio-styleassessmentmeasuringtheachievementofstudentswithseverecognitivedisabilitiestowardmeetingtheNYSlearningstandardsatalternateachievementlevels.Allstudents,includingthosewithseverecognitivedisabilitiesarerequiredbyfederallawtohaveaccesstothegeneraleducationcurriculum.NYSEDhasalignedalternategradelevelindicators(AGLIs)withthecorecurriculuminEnglishlanguagearts(ELA),mathematics,scienceandsocialstudiesfortheadministrationofNYSAA.ThecontentareasubjectmatterassessedbyNYSAAisclearlyrelatedtothegradelevelcontent.Whilethecontentisreducedinscopeandcomplexity,studentswithseverecognitivedisabilitiesareheldtohighexpectationsinordertoachievetheNYSLearningStandards.AlternateGradeLevelIndicatorsaffordstudentstheopportunitytoexperiencearicherlearningexperience.
TheNCLBActandNYSAAareinpartdesignedtoraiseexpectationsforstudents'academicachievement.Studentswithseverecognitivedisabilities,whengiventheappropriateinstructionandaccesstothegeneraleducationcurriculum,havedemonstratedprogressintheirknowledge,skillsandunderstandinginacademiccontentareasthatwerenotinitiallyanticipatedbyschoolpersonnelorparents.Forexample,the2005-06NYSAATeacher'sSurveyindicatedthat57%ofteacherswhohadadministeredNYSAAhadincreasedtheirexpectationsforstudent'slearning.Higherexpectationsrequirethatstudentswithseverecognitivedisabilitiesmusthaveaccesstothegeneraleducationcurriculumandbeprovidedwithspecializedinstruction,andparticipateinnational,state,andlocalassessmentprograms.ThegeneralsequenceofeventsforadministeringNYSAAfollows:
SummaryofNYSAA:Eachstudent’sCSEdetermineshowastudent:(1)ParticipatesintheNewYorkStateTestingProgram.TheCSEusesSEDguidelinesregardingeligibilityandparticipationcriteriatoguidetheirdecision-making;(2)Foreachcontentareaassessed,thestudent’sinstructionalteam,headedbytheLeadSpecialEducationTeacher(LSET)providesacademicinstruction,sothatthestudentcanachieveproficiencyontwodifferentAGLIsineachcontentareaassessed.TwoAGLIsarerequiredforeachcontentareaassessed(ELA,mathematics,scienceandsocialstudies);(3)ParentsmeetwiththeLSETtodiscusshowNYSAAisadministeredandwhichspecificAGLIswillbeusedtoassesstheirchild.ParentsalsocompletetheParent/Family/GuardianSurvey;(4)ForeachAGLI,thestudentisrequiredtoperformoneassessmenttaskconnectedtotheAGLIonthreedifferentdates;(5)Membersofthestudent’sinstructionalteamconductassessmenttasksanddocumentandratestudentperformance.Thisprocessincludescollectingevidenceonthelasttwodatesofstudentperformance;(6)TheLSETassemblesadatafoliocontainingtheevidenceofstudentperformanceandtheratingsofthestudent’slevelofaccuracyandlevelofindependence;(7)Thecompletedatafolioissubmittedtothebuildingadministratorforshippingtothescoringcenter;(8)TheNYSAAdatafoliosarescoredatregionalNYSAAscoringinstitutes;and(9)Studentreportsarecreatedandaremadeavailabletoschools,teachersandparents.StudentseligibleforNYSAA,asdeterminedbytheirCSE,mustbeassessedongradeappropriatecontentconsistentwiththestudent’schronologicalagebasedonachartprovidedeachyearbytheNYSED.Contentofthestudent’sassessmentisbasedonthestudent’schronologicalage,notonthegradeinwhichthestudentisenrolled.
EnglishLanguageLearnerPopulation:CASALservesanyandallLEP/ELLstudentsbyprovidingsupportiveinstructionsothattheyachieveproficiencyintheEnglishlanguageasquicklyaspossible.CASALshallcomplywithallapplicablelawsincludingTitleVIofthefederalCivilRightsActof1964
24
(asamended)andtheFederalEqualEducationalOpportunitiesActof1974.
CASAL’sprocessforidentifyingLEP/ELLstudentsandthemethodbywhichCASALwilldeterminewhichofitsstudentsmayneedassistanceisasfollows:(1)IfEnglishistheonlylanguagespokeninthehomeasindicatedontheHomeLanguageQuestionnaire(HLQ),thenthescreeningprocessneednotcontinue;(2)IfthehomelanguageisotherthanEnglishorthestudent’snativelanguageisotherthanEnglish,thenappropriateschoolstaffshouldinformallyinterviewthestudentandtheparent/guardianinEnglish,orwhennecessaryintheirnativelanguage;(3)IfthestudentspeaksalanguageotherthanEnglishandspeakslittleornoEnglish,thentheschoolshouldadministertheLanguageAssessmentBattery-Revised(LAB-R).AstudentwhoscoresbelowthedesignatedproficientlevelisLimitedEnglishProficient(LEP),thuseligibleforESLservices.TheLAB-Risadministeredonlyoncetoeachincomingstudent;(4)ClassroomteachersmayrecommendstudentsforEnglishlanguageinstructionbasedonclassroomobservationsandconsultationwiththeExecutiveDirector,orhis/herdesignee;and(5)AfterplacementintoESLservices,studentachievementorprogressintheEnglishlanguageismeasuredannually(usuallyinAprilandMay)withtheNewYorkStateEnglishasaSecondLanguageAchievementTest(NYSESLAT).ThescoresontheNYSESLATindicatetheproficiencylevelthestudenthasachievedeachyear,andwhetherornotthestudent’slevelofEnglishproficiencyishighenoughtoexitESLservices.
PlanforEducatingLEP/ELLStudents:AllstudentsthatareEnglishLanguageLearnerswillbeexpectedtobecomeproficientintheEnglishlanguageatarapidpace.CASALbelievesthatastructuredEnglishimmersionprogramwillbemosthelpfultoELLstudentsinimprovingtheirabilitiestomasterthelanguage.StudentsoflimitedEnglishproficiencywillreceivethesameacademiccontentasthosestudentswhoarenativeEnglishspeakers.AllinstructionwillbeinEnglish.However,thelevelofEnglishusedforinstruction—bothoralandwritten—willbemodifiedappropriatelyforeachELLstudent.AllteacherswillreceiveprofessionaldevelopmentoncommunicatingwithstudentsdesignatedasELLandintechniquesfordetectingwhetherastudenthasEnglishlanguagedeficiencies.WithintheCASAL’sextendeddayschedule,thereisampletimethatcanbeusedforadditionalintensiveEnglishlanguageinstruction.
CASALprovidesallnecessarystaffandspecializedcurricularmaterialstoenableELLstudentstoachieveproficiencyandattainthehighstandardsestablishedforallstudentsintheSchool.TheSchooldirectlyprovidesormakereferralstoappropriatesupportservicesthatmaybeneededbyELLstudentsinordertoachieveandmaintainasatisfactorylevelofacademicperformance.Suchservicesincludeindividualcounseling,groupcounseling,homevisits,andparentalcounseling.CASALispreparedtoaddresstheneedsofstudentswhoarestrugglingwiththestructuredEnglishimmersionprogrambyproviding,ifitisdeterminedtobethebestcourseofaction,pull-outinstructionand/orassignmenttoacertifiedaide,teacherorqualifiedconsultantundercontractwhospeaksthatchild’snon-Englishlanguage.CASALhasatleastonefull-timeteacherwhospeaksSpanish,themostcommonforeignlanguagespokenbyourparents.ParentsofELLstudentswillbekeptabreastoftheirchild’sprogressinEnglishlanguageacquisition,preferablyinthelanguagethattheparentsbestunderstand.ResearchonImmersion:ResearchhasshownthatimmersionisincreasinglyconsideredmoreeffectiveatteachingEnglishtostudents,comparedtobilingualeducation,asindicatedbythefollowing:
25
• TheNewYorkCityBoardofEducationdocumentedthesuccessofitsimmersionprogramsversustraditionalbilingualeducationclasses.Itsownresearchshowsthatimmersionworksbestforyoungstudents:“...nearly44%ofKindergartenersinimmersionclassesmoveintothemainstreamafteroneyear,nearly61%dosowithintwoyearsandawhopping84%dosowithinthree.Incontrast,traditionalbilingualprogramshaveafarlowersuccessrate...”(NewYorkDailyNews,September24,2000).
• JohnHood,PresidentoftheJohnLockeFoundation,aNorthCarolinabasedthinktank,wroteintheBusinessJournalofRaleigh/DurhaminanarticleentitledImmersionv.BilingualEducation(December26,1997),“Areviewof300studiesofbilingualeducationbyfederalresearchersfoundonly72thatweremethodologicallysound.Ofthosestudies,83percentcomparingbilingualeducationtoimmersionfoundthatkidslearnedtoreadbetterthroughimmersion.Notasinglestudyfoundthereverse.”
• BillHonig,theformerCaliforniaStateSuperintendentofPublicInstructionandDirectoroftheCenterforSystemicSocialSchoolReformatSanFranciscoStateUniversityadvocatesthissystematic,explicitinstructioninanorganizedcomprehensiveEnglishreadingprograminhisbook,TeachingOurChildrentoRead(CorwinPress,Inc.,2001):“Forteachers,studentsandtheirfamilies,theresultsofmanypastbilingualprogramshavebeendisappointing.Oftenintheseprograms,theEnglishliteracycomponentwasweak,andmanystudentsfailedeventobecomeproficientreadersintheirprimarylanguage.Allstudentsneedsystematic,explicitinstructioninanorganized,comprehensiveEnglishreadingprogram.”
• CaraMorlanoftheIndependenceInstitute,anonprofit,nonpartisanColoradothink-tank,wroteinherarticleStructuredImmersion,AnAlternativetoTraditionalBilingualEducation(IndependenceInstitute,IssuesBackgrounders2000-4,July26,2000):“InCalifornia,childrenenterschoolspeakingoneof140differentlanguages,yetonlySpanish-speakingstudentsareputintotraditionalbilingualeducationprograms.Thesestudentsarethentheimmigrantgroupthatdoestheworstinschool,hasthehighestdropoutrate,thelowesttestscoresandthelowestcollegeadmissions.”Ms.Morlanfoundthatonly5%ofthesestudentswerebeingfoundtogainproficiencyinEnglisheachyear.
ExitCriteria:TheproficiencyofanidentifiedELLstudentintheEnglishlanguageismeasuredatleastannuallytodeterminewhethercontinuedspecialservicesarewarranted.CASALwillevaluateeachstudent’sperformanceinacademiccontentareastomeasurethestudent’sprogressincoresubjects.TheSchoolalsousestheNewYorkStateEnglishasaSecondLanguageAchievementTest(NYSESLAT)toassessELLstudents,asrequiredbytheStateEducationDepartmenttoimplementthefederalNoChildLeftBehindAct,inlieuofadministeringthestateEnglishLanguageArtsassessment.ThescoresontheNYSESLATindicatetheproficiencylevel—eitherBeginning,Intermediate,orAdvanced—thestudenthasachievedeachyear,andwhetherthestudent’slevelofEnglishishighenoughtoexittheprogram.IfanELLstudentfailstoshowappropriateprogressintheseacademicareas,modificationstotheinstructionalprogrammaybemade.AnystudentclassifiedandreceivingeducationalservicesasanELLstudentwhosubsequentlytestshighenoughtoexittheprogramwillbedeemedtobenolongerinneedofELLservices.NostudentwillbeexitedfromtheELLprogramunlesstheycanread,write,andcomprehendEnglishwellenoughtoparticipatemeaningfullyintheSchool’sprograms.
TomeasuretheprogressinEnglishacquisitionsofLEP/ELLstudents,CASALwillanalyzeannualNYSESLATresults.ScoresontheNYSESLATindicatetheproficiencylevelstudentshaveachieved
26
eachyear,andwhetherornotastudent’slevelofEnglishproficiencyishighenoughtoexitESLservices.AnystudentclassifiedandreceivingeducationalservicesasaLEP/ELLstudentwhosubsequentlytestsabovetheestablishedcut-offpointwillbedeemedtobenolongerinneedofLEP/ELLservices.
AccountabilityandEvaluationoftheELLProgram:InordertoensurethattheELLprogramisachievingthedesiredresults(studentsaremakingprogressintheacquisitionoftheEnglishlanguageandmakingprogressacademically),anannualevaluationwilloccur.Inordertodetermineifanyprogrammaticmodificationarenecessary,theSchoolwillevaluatetheprogressofitsELLstudentsonstandardizedassessmentsandnon-standardizedassessmentsagainstthatofthenon-ELLstudents.TheSchoolalsowilltrackstudentslongitudinallythroughouttheirmatriculationtodetermineifthereissignificantvariationintheacademicachievementofstudentswhowereonceclassifiedELLandnon-ELLstudentsasmeasuredbystandardizedassessmentsandnon-standardizedassessments.TheschoolwilltrackhowmanystudentsaredeclassifiedasELLandthenumberofinstructionalyearsittakesforthisdeclassificationtooccur.
Assurances:StudentsatCASALwithlimitedproficiencyinEnglishwillachieveproficiencyintheEnglishlanguageasquicklyaspossiblethroughtheuseoftheSchool’sservicesandteachingmethods.CASALensuresthatELLstudentswillnotbeexcludedfromcurricularandextracurricularactivitiesbasedonaninabilitytospeakandunderstandthelanguageofinstruction,andalsothatELLstudentswillnotbeassignedtospecialeducationbecauseoftheirlackofEnglishproficiency.ParentswhoseEnglishproficiencyislimitedwillreceivenoticesandinformationfromtheSchoolintheirnativelanguagetoencourageparticipationintheSchoolbyallmembersofCASALcommunity.Parentaloutreachmayalsobeconductedthroughhomevisitbyaschoolofficialandaninterpreter.C.AchievementGoals
# Indicator Measure MeetsLevel1.StudentProgressOverTime(Growth)
1a.Aggregategrowth
• Eachyear,CASALwilldemonstrateprogress,throughoutthecourseoftheschool’scharterterm,towardsexceedingStatewideproficiencyontheNewYorkStateMathematicsexaminations,for3-8thgraderswhohavebeenenrolledattheSchoolonBEDSdayforatleasttwoconsecutiveyears.
• Eachyear,CASALwillshowprogress,throughoutthecourseoftheschool’scharterterm,towardsexceedingStatewideproficiencyontheNewYorkStateMathematicsexaminations,for3-8thgraderswhohavebeenenrolledattheSchoolonBEDSdayforatleasttwoconsecutiveyears.
1b.Subgroupgrowth
• Eachyear,CASALwilldemonstrateprogress,throughoutthecourseoftheschool’scharterterm,towardsexceedingStatewideproficiencyontheNewYorkStateMathematicsexaminations,foreachsubgroupof3-8thgraderswhohavebeenenrolledattheSchoolonBEDSdayforatleasttwoconsecutiveyears.
• Eachyear,CASALwillshowprogress,throughoutthecourseoftheschool’scharterterm,towardsexceedingStatewideproficiencyontheNewYorkStateMathematicsexaminations,forsubgroupof3-8thgraderswhohavebeenenrolledattheSchoolonBEDSdayforatleasttwoconsecutiveyears.
1c.PerformanceIndex: • Eachyear,CASAL’sAggregatePerformanceIndexontheNYSELA
27
Aggregategrowthtoproficiency
examinationswillmeetitsAdequateYearlyProgressfortheschoolsetforthintheState’sNoChildLeftBehind(NCLB)accountabilityframework.
• Eachyear,CASAL’sAggregatePerformanceIndexontheNYSMathematicsexaminationswillmeetisAdequateYearlyProgressfortheschoolsetforthintheState’sNCLB(NCLB)accountabilityframework.
1d.PerformanceIndex:Subgroupgrowthtoproficiency
• Eachyear,CASAL’sAggregatePerformanceIndexontheNYSELAexaminationswillmeetitsAdequateYearlyProgressforsubgroupssetforthintheState’sNoChildLeftBehind(NCLB)accountabilityframework.
• Eachyear,CASAL’sAggregatePerformanceIndexontheNYSMathematicsexaminationswillmeetisAdequateYearlyProgressforsubgroupssetforthintheState’sNCLB(NCLB)accountabilityframework.
2.StudentAchievement(Attainment)
2a.AggregateProficiency
• Eachyear,eachCASALsubgroupofstudentswillreducebyone-quarter,thegapbetweenthepercentatoraboveLevel3onthepreviousyear’sNYSELAexamandtheNYSAverageofstudentsatoraboveLevel3onthecurrentyear’sNYSELAexam.Ifagrade-levelcohortexceeds75%atoraboveLevel3inthepreviousyear,thecohortwilldemonstrategrowthfromthepreviousyear.
• Eachyear,eachCASALsubgroupofstudentswillreducebyone-quarter,thegapbetweenthepercentatoraboveLevel3onthepreviousyear’sNYSMathematicsexamandtheNYSAverageofstudentsatoraboveLevel3onthecurrentyear’sNYSMathematicsexam.Ifagrade-levelcohortexceeds75%atoraboveLevel3inthepreviousyear,thecohortwilldemonstrategrowthfromthepreviousyear.
2b.SubgroupProficiency
• Eachyear,eachCASALgradelevelcohortwillreducebyone-quarterthegapbetweenthepercentatoraboveLevel3onthepreviousyear’sNYSmathematicsexamand75%atoraboveLevel3onthecurrentyear’sNYSmathematicsexamforeachsubgroup.Ifagrade-levelcohortexceeds75%atoraboveLevel3inthepreviousyear,thecohortwilldemonstrategrowthfromthepreviousyear.
• Eachyear,eachCASALgrade-levelcohortofstudentswillreducebyone-quarter,thegapbetweenthepercentatoraboveLevel3onthepreviousyear’sNYSELAexamand75%atoraboveLevel3onthecurrentyear’sNYSELAexamforeachsubgroup.Ifagrade-levelcohortexceeds75%atoraboveLevel3inthepreviousyear,thecohortwilldemonstrategrowthfromthepreviousyear.
2c.SimilarSchoolsComparison
• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSMathexamineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofNYCDOE’sSimilarSchools.
• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSELAexamineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofNYCDOE’sSimilarSchools.
2d.DistrictComparison
• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSMathexamineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofBrooklyn’sCSD16.Themeasurewillbemadebycomparingtheperformancecapturedon
28
theNYSReportCardforCSD16,ondatanysed.gov• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3on
theNYSELAexamineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofBrooklyn’sCSD16.ThemeasurewillbemadebycomparingtheperformancecapturedontheNYSSchoolReportCardforCSD16,ondatanysed.gov
2e.SubgroupComparison
• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSMathexamforsubgroupsineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofBrooklyn’sCSD16.ThemeasurewillbemadebycomparingtheperformancecapturedontheNYSReportCardforCSD16,ondatanysed.gov
• Eachyear,thepercentofCASALstudentsperformingatoraboveLevel3ontheNYSELAexamforsubgroupsineachtestedgradewill,inthemajorityofgrades,exceedtheaverageperformanceofstudentstestedinthesamegradesofBrooklyn’sCSD16.ThemeasurewillbemadebycomparingtheperformancecapturedontheNYSSchoolReportCardforCSD16,ondatanysed.gov
3.StateandFederalAccountabilitySystem
3. StateAccountabilityDesignation• Eachyear,CASALwillbedeemed“InGoodStanding”onitsNewYorkState
SchoolReportCardforAYP.5.Charter-SpecificStudentPerformanceGoalsa. • Eachyear,90%ofgrade3-8studentswhowereenrolledattheschoolonBEDSdayfortwo
consecutiveyearswilldemonstrategrowthontheSpringadministrationoftheFountasandPinnellBenchmarkAssessmentexams.
• Eachyear,75%ofgrade3-8studentswhowereenrolledattheschoolonBEDSdayfortwo
consecutiveyearswillperformatorabovegradelevelontheSpringadministrationoftheFountasandPinnellBenchmarkAssessmentexams.
b.
ResponsiveEducationalProgramandEnvironmentExpectation:Aqualityeducationalprogramenablesallstudentstoachieveacademicallyandsocially.
AdherencetoContractTerms• Perthe2010amendmenttotheCharterSchoolsAct,theschoolshalldemonstrategood
faitheffortstoattract,retain,andmeetorexceededenrollmentandretentiontargetsasprescribedbytheBoardofRegentsthroughtheStateEducationofstudentswithdisabilities,Englishlanguagelearners,andstudentswhoareeligibleapplicantsforthefreeandreducedpricelunchprogram.
• Eachyear,theschoolwillcomplywithallapplicablelaws,rules,regulationsandcontracttermsincluding,butnotlimitedto,theNewYorkCharterSchoolsAct,theNewYorkFreedomofInformationLaw,theNewYorkOpenMeetingsLaw,thefederalIndividualswithDisabilitiesEducationAct,andthefederalFamilyEducationalRightsandPrivacyAct.
StudentEngagement• Eachyear,theSchoolwillhaveanaveragedailystudentattendancerateofatleast95%,
withtheexceptionofLongTermAbsence(LTA)students.
29
• Eachyear,95%ofallstudentswhowereenrolledduringtheschoolyearwillreturnthefollowingSeptember,withtheexceptionofstudentswhohavetransferredtoout-of-city,out-of-state,privateorparochialschools.
ResponsibleSchoolLeadership,GovernanceandManagementExpectation:Leadershipfurtherstheschool’smission,programandgoalsandisstrategictoensureadequacy,alignmentandcoherenceofactions.
• TheExecutiveDirectorwillpresentaDashboardofschoolperformanceinregardstostudentperformance,attendance,enrollmentandfinancialsateachmeetingoftheBoardofTrustees.
• Annually,theBoardwillmeetitsobligationsoutlinedintheBoardBylawsinregardsto
attendance,activityofsubcommitteesandfinancialoversightoftheschool.FinancialSustainabilityandInternalControlsExpectation:Theschoolisawell-runorganizationandcapableofachievinglong-termsuccess.
EnrollmentStability• Annually,studentenrollmentatCASALwillbewithin15%offullenrollment,asdefinedin
theSchool’scontract.
FinancialCompliance• Eachyear,theSchoolwillundergoanindependentfinancialauditthatwillresultinan
unqualifiedopinionandnomajorfindings.3
FinancialViability• Eachyear,CASALwilloperateonabalancedbudget4andmaintainastablecashflow.
StrongCultureandSupportiveRelationshipsExpectation:Thereishighsocialtrustamongtheschoolcommunityandcultureofexcellence.
ParentSatisfaction• Eachyear,parentswillexpresssatisfactionwiththeschool’sprogramasdeterminedbythe
parentsectionoftheNYCDOELearningEnvironmentSurveyinwhichtheschoolwillreceivescoresof7.5orhigherineachofthefoursurveydomains:AcademicExpectations,Communication,Engagement,andSafetyandRespect.Theparticipationrateofthesurveywillexceed50%
StaffSatisfaction:• Eachyear,teacherswillexpresssatisfactionwithschoolleadershipandprofessional
developmentopportunitiesasdeterminedbytheteachersectionoftheNYCDOELearningEnvironmentSurveyinwhichtheschoolwillreceivescoresof7.5orhigherineachofthefoursurveydomains:AcademicExpectations,Communication,Engagement,andSafetyand
3 The NYCDOE will determine a finding to be “major” if it indicates a deliberate act of wrongdoing, reckless conduct or causes a loss of confidence in the abilities or integrity of the school or seriously jeopardizes the continued operation of the school. 4 A budget will be considered “balanced” if revenues equal or exceed expenditures.
30
Respect.Theparticipationrateofthesurveywillexceed70%.• Eachyear,80%ofteacherswhoacceptoffersofrenewedemploymentattheendofthe
previousschoolyearwillreturntoteachatCASAL.
StudentSatisfaction:• Eachyear,CASALmiddleschoolstudentswhotakethesurveywillexpresssatisfactionwith
theSchoolasdeterminedbythestudentsectionoftheNYCDOELearningEnvironmentSurveyinwhichtheschoolwillreceivescoresof7.5orhigherineachofthefoursurveydomains:AcademicExpectations,Communication,Engagement,andSafetyandRespect.
D.AssessmentSystemAssessmentAccountability:CASALusesassessmentdataoftenandregularlytoassessstudentprogressagainsttheacademicgoalsandtomakeprogrammaticadjustmentsandchanges.Eachterm,teachersmeetwithinstructionalleadershiptoreviewtheassessmentdata.Theteachers’roleinthisprocessistoidentifywhichstandardstheyneedtore-teach,andtoprovidedifferentiated,individualizedinstructionforspecificstudents,basedonthedata.TheroleoftheDirectorsofInstructioninthisprocessisto:1)ensurethatassessmentsaregivenonschedule;2)expeditiouslymanagethedata-crunchingprocesssothatteachershavetimelyresults;3)facilitateadatameetingwiththeteacherswithinaweekaftertheassessmentisgivenandprovideguidanceastowhichstandardsneedtobeprioritized;4)re-allocateresourcesintheareaofmoney,timeandpersonneltoensurethatstudentsaregivenproperlevelsofinstructionalsupport,basedontheresultsoftheassessmentsand5)monitorlessonplansandlessonexecutiontoensurethatprioritizedlearningobjectivesarebeingeffectivelyre-taught.
UseofOngoingAssessments:Ongoingassessmentisadrivingforceintheschool.Virtuallyeverymonthweimplementstandardizedassessments,includingin-schoolassessments.Appropriateassessmentsenablelessonstobetailoredtoachild'sneedsandthedevelopmentofeffectivecurriculumandinstructionalpracticesthatsupporttheneedsofalllearners.Withgradelevelgoalsandindividualclassgoals,teachersaremadeawareoftheimprovementthateachchildneedstomake.Thankstothesmallsizeofclasses,itispossibletoprovideremedialworkforchildreninneedofimprovementandalsomakesurethestudentislearningthegradelevelmaterials.Studentswilllearntoreadatgradelevel,andworktoexceedtheirgradelevelliteracygoals.Assessmentdatawillenableustodetermineiftheyhavereachedgradelevel,includingwritingexercisesineachgrade.Ingrades3andup,weplaceanemphasisonthewrittentest.Childrenmustexplaintheiranswers.Theyarerequiredtowritefrequentlyinclassandaspartoftheirhomework.Wewillalsouseassessmentdatatoknowwhichstudentsareworkingbeyondgradelevelsoastoprovideenrichmentwork.Withinagrade,theteacherscollaborativelywillcreateweeklyassessmentsforallsubjectareas.Thesewillenabletheschooltoassessprogress.Eachgradehasitsownweekly,monthlyandannualachievementgoals.Therewillalsobeachievementgoalsforeachchild.
31
RationaleforAssessmentsSchoolassessmentsarevaluablebutdonotservetomeasureourstudentswithnationalnorms.Teacherassessmentsservetomeasurethestudentsagainsttheotherchildreninthegrade.IntheIowatests,forexample,thechildismeasuredagainstchildrenacrossthecountry.Asourschool'sfuturewillbedeterminedbyitsachievementonstatetests,usingpublishedassessmentsthathavereliablybeenprovedtohelpwithstatetestresultsisimportant.Aschool'sprogramneedsbothtypesofassessment–oneaugmentstheother.CASALusesallthesemeasurestoensureweareworkingwitheachstudentbasedontheirindividualneed.Byhavingvariousmeasureofcomparison,wecantargetourapproach.
Specificsofteacher-madeassessmentsincludeunittestsineachgrade.Teachersonthesamegradeteachthesameunit.Therefore,theteacherswilldevelopatestforthegradetoassesstheeffectivenessoftheirprogram.Theteacher-generatedtestistoassesstheeffectivenessoftheclassroominstructioncomparingeachchildintheclasstootherchildrenintheclass.Theteachercanthencreateaplantoaddressaparticularchild'sneeds.
Theuseofstandardizedtestsisacriticalinstrumenttoassessstudents'learningandteachereffectiveness.WeuseinternalassessmentsalignedwiththeNYAssessments.Weusethesetestsforpre-andpost-testingforstudentstodetermineanindividualstudent'sweaknessesandtodetermineiftheindividualizedprogramcreatedforhim/herhasbeeneffective.Wecanalsouseittoseeifaparticularteacher'sprogramhasbeeneffectivefortheentireclass.E.Performance,Promotion,andGraduationStandardsPromotionalCriteria:AllCASALstudentsareheldtospecificpromotioncriteriaintheareasofattendance;comprehensiveclassroomassessmentsthatincludeworksamples,anecdotals,teacherassessmentsandobservations;andbenchmarkassessments.CASALreservestherighttomakeadecisionforpromotionwhenstandardizedtestscoresdonotmatchpreviousstudentachievementasseenthroughtheseclassroomassessments,orunderspecialcircumstances.StudentsfailingtomeetanyofthegradelevelorschoolexpectationsasdefinedbythecriteriainthechartbelowarenotedasPromotioninDoubtduringthewinteratwhichtimefamiliesarenotifiedinwritingofpossibleretention.Ifstudentsdonotdemonstrateimprovementbytheendoftheschoolyeartheyareidentifiedforretentionforthefollowingschoolyear.Belowistheframeworkforstudentpromotionattheschool.
AssessmentName Grades Description
UnitAssessments Kto5 CurricularUnitAssessments,basedonthescopeandsequenceofCASALcurriculum.
SixWeekAssessments Kto5GradespecificassessmentsbasedonNYSexitstandardsforeachyear.AlsoserveaspredictorsforperformanceontheNYSELAandMathtestsfor3-5,Scifor4thandSocStudiesfor5th.
NYSELA,MathAssessments 3to5 NYSadministeredstatewideexam.Given1xperyear.NYSSciAssessments 4 NYSadministeredstatewideexam.Given1xperyear.NYSSocStudiesAssessments 5 NYSadministeredstatewideexam.Given1xperyear.
Fountas&Pinnellorsimilar Kto3 Beginningreaderskillspecificindividualtest,administeredtwotimesperyear.
Waterfordorsimilar K-2 Weeklyassessmentsofearlychildhoodliteracyskills
ITBSorsimilar Kto5 nationallynormedexamtakentwiceayear,fallFallandSpring,withnationalnorms.
32
GradeLevel Attendance TeacherRecommendation BenchmarkTesting
K 95% Atgradelevelperformance Six-WeekAssessments,end-of-unittests,etc,teacherscreatedtests
1 95% Atgradelevelperformance Six-WeekAssessments,end-of-unittests,etc,teacherscreatedtestsLevel
2 95% Atgradelevelperformance Six-WeekAssessments,end-of-unittests,etc,teacherscreatedtestsLevel
3 95% Atgradelevelperformance ELAandMathlevel2andabove
4 95% Atgradelevelperformance ELA,Math&Sci.Level2andabove
5 95% Atgradelevelperformance ELAandMath;Level2andabove
6 95% Atgradelevelperformance ELAandMath;Level2andabove
7 95% Atgradelevelperformance ELAandMath;Level2andabove
8 95% Atgradelevelperformance ELAandMath;Level2andabove
StudentswithIEPs:• AstudentwithanIEPmaybepromotedbasedonattendance(80%orabove);scoreaLevel2on
NYSexams;meettheirIEPgoals.• Incaseswherethechilddoesnotmeetthetwoormoreofthecriteriaforpromotion,an
academicportfoliomaybepresentedtodeterminewhetherthechildwillbepromotedtothenextgrade.
• InsomecaseswithchildrenwhohaveIEPs,promotionalcriteriapercentagesmaybeadjustedintheIEPtoreflectthechild’sabilitiesinbothELAandMathperformance.
F.SchoolScheduleandCalendarAttachment3c:ProposedFirstYearCalendar Students’ScheduleCASAL’sCharterSchool’sextendeddayprogramforallstudentswillrundailyonascheduleappropriateforourstudent’seducationalneeds,currently8:00AM–4:30PMwithanearlydismissalsperiodicallyforstaffprofessionaldevelopment.Thedailyschedulesbelowshowcurrentschedule,whichisconsistentwithourcommitmenttoaneffectiveextendeddayprogram.CASALensuresthatstudentsmeetthestatemandatesfornumberofhoursofinstructionperweekinapplicablesubjectsthroughitsschedule.Whenappropriate,CASALoffershalf-daySaturdayclassesfortutoringandenrichment;StudentsthatmayneedadditionaltimeandattentionwillbeaskedtoattendonSaturdays.Classesmaytaketheformofremediationinsmallgroupsorindividualtutoring;stateassessmentpreparation;and/oradditionalLatininstruction,dependingontheneedsofourstudentsandavailablefunding.
Teachers’ScheduleAswiththestudentschedules,theteachers’dailyschedulesthatfollowdelineatethedailyrequired
33
amountoftimeCASALteacherswillbeintheclassroomorinvolvedwithotherschooldutiesversuswhentheywillbeengagedinplanning/preptimeindividuallyorcollectively,bothwithandwithouttheCurriculumDeanandsubjectcoaches.ThespecificafternoontimeblocksmayvaryforindividualteachersdependingonschedulingoftheVisualArt,MusicandPhysicalEducationsubjectsfortheirstudents.Thereisextensiveplanningtimeincorporatedintoeachschooldayforteacherstoworkindependentlyandcollaborativelywiththeircolleagues.TheCurriculumteamandcoacheswillworkwiththeirrespectiveteachers,individuallyandingroups,onsuchactivitiesasdevelopingandupdatingpacingcalendars,mappingcurricula,developmentandcoordinationofservicelearningprojects,reviewinglessonobservationsandanalyzingstudenttestresults.Inaddition,earlystudentdismissalonselecteddaysaresetasideforprofessiondevelopmenttrainingforallstaffmembers.
Amonthlyschedulewillbesetupinadvanceforteachersinordertoshareresponsibilityforparticipatingincommunalbreakfastandlunchperiodsassupervisorsofthechildren(theyeattheirownlunchwiththechildrenduringthistime).Onthosedayswhereteachersarenotassignedcommunalbreakfastorlunchduty,theyareexpectedtousethattimeasindividualand/orcommonplanningtime.Duringlunchperiod,theyareallotted45minutesfortheirlunchbutmayelecttousesomeofthistimeforindividualandcommonplanningtimewiththeircolleagues.
SchoolCalendarCASAL’sschoolyearconsistsofatleast185-190days.CASALwillhaveanextendedyearandextendeddaymodeltomaximizeinstructionalhoursandcreateahighperformingschoolwithhighachievingstudents.CASALsetsacalendarconsistentwiththeneedsofitsstudents.WhenappropriateitmaymirrortheNYCDOEcalendarinregardstomostschoolholidayswithschooloutofsessiononLaborDay,YomKippur,ColumbusDayObserved,VeteransDay,ThanksgivingDayandthedayafterThanksgiving,WinterRecess(Thursday,December24throughandincludingFriday,January1,includingChristmasandNewYear'sDay),Dr.MartinLutherKing,Jr.Day,Mid-WinterRecess(February15throughFebruary19,includingWashington’sBirthday),SpringRecessandMemorialDay.Theschoolwillmodifyitscalendarfromyeartoyear,consistentwithstudentandstaffneedsandthefurtheringofitsmission..G.SchoolCultureandClimateAttachment4:StudentDisciplinePolicy-Provideastudentdisciplinepolicythatreflectsthemissionandcultureoftheschool
CASALCodeofConductCASALenvisionstheschoolasalearningcommunitythattreatschildrenandadultswithrespectandkindness.CASALisaplacewherechildrenvaluediversityofideas,developcompassion,andtherecognizethemselvesnotjustasindividuals,butcitizensofalargerglobalcommunity.Aschildrenmatureandparticipateincommunalclassroomwork,theybroadentheirabilitytoseethingsfromvariedperspectivesandtoworkwithpeoplewithviewpointsdifferentfromtheirown.Theycanthentaketheirplacesintheworldasempoweredadultswhocanmakegoodchoicesintheirlives,goodchangesintheworld,andworkwellwithothersintheiroccupationalandsocialcommunities.Tothisend,CASALworkstoensurethattheschoolisaplacewhereallstudentscanlearnandallstaffcanteachinasafe,secureandorderlyenvironment.CASALdefinesdisciplineashelping
34
childrendevelopself-controlandself-motivationinaschoolcommunitythatissafeforallmembers.Toensurethatanenvironmentiscreatedwhereteachingandlearningcanflourish,CASALhasdevelopedaseriesofrulesthataddressproperstudentbehavior,maintenanceoforderwithintheschoolandwhilepeopleareengagedinschoolactivities(CodeofConduct),andastatementofstudentrightsandresponsibilities.TheCASALstaffensuresthatparentsandstudentsarewellinformedofthesepoliciesbothbeforeenrollmentandatthetimestudentsenrollinCASAL.TheCodeofConductmustbesignedbyfamiliestoshowthattheyhavereadandunderstandtherules,inordertoholdthemaccountablefortheiractions.Assuch,studentswillnotbesurprisedaboutwhattypeofbehaviorisexpectedofthem,andparentswillbereassuredaboutthetypeofclassroomenvironmentmaintainedatCASAL.
TheCodeofConductsetsforththepolicyofCASALregardinghowstudentsareexpectedtobehavewhenparticipatinginschoolactivities,onandoffschoolgrounds,andhowCASALwillrespondwhenstudentsfailtobehaveinaccordancewiththeserules.Inalldisciplinarymatters,studentswillbegivennoticeandwillhavetheopportunitytopresenttheirversionofthefactsandcircumstancesleadingtotheimpositionofdisciplinarysanctionstothestaffmemberimposingsuchsanctions.Dependingontheseverityoftheinfraction,disciplinaryresponsesincludesuspension(shortorlongterm),detention,exclusionfromextracurricularactivities,andexpulsion.Whereappropriate,schoolofficialsalsowillcontactlawenforcementagencies.
AtCASAL,disciplineisconsideredaprocess.TheCASALstaffdealwitheachproblemindividually,andforeachunacceptablebehaviorthereisarangeofconsequencesandactionsateacherorstaffmemberwilltake.Thisisdependentonthefrequencyofthisbehavior,progressofthechild,ageofthechildandseverityofthebehavior.Thespecificsituationdictateswhichconsequenceswillbeused,revisitedorskipped.
Thefirststeptakeninanydisciplinaryactionistorestoreasenseofsafetyandbringpeopleintoself-control.Thismaymeantimeoutorasympatheticconversation;whateverwillhelpachildtobeabletofaceaproblemrationally.Theoutcomeoftheconsequencesshouldreinforcenotonlytheessenceofwhatisunacceptabletothegroupbutalsohowone’sbehaviorimpactsonthegroupandononeself.Potentialconsequencesinclude:Speakingtothechildindividually;Holdingagroupdiscussion;Temporarilyremovingachildfromadifficultsituationwithintheclass;sendingthechildtoanotherclass(teachersmaynotsendstudentsunattendedintothehallasadisciplinarymeasure);Informingparent/guardianofbehavior;Discussionwithparent/guardianandsettingupaplanofactionwiththeparent/guardian,articulatingwhat"progress"is;SendingthechildtoconferwiththeStudentLifeCoordinator;Discussionwithotherschoolpersonnel;afterschooldetentions;FormalmeetingwiththeStudentLifeCoordinator,teacherandparent/guardian;Discussingandinitiatingothersupportsystems;Guidancehearing;Suspension(ShortandLongTerm);andReplacementofpropertyorreimbursement.ThedecisionastowhichconsequenceischosenwillbeinaccordancewithguidelinesestablishedbyStatelaw,whichwillensurebothconsistencyandequitabletreatmentforallstudentsandenablesschoolstoexercisediscretionandeducationaljudgment.
ProvisionsforStudentswithDisabilities.theStudentLifeTeamwillhavetheauthoritytosuspendorremoveastudentasadisciplinaryaction,uponconferringwiththeSpecialNeeds/RTICoordinatorandDirectorofInstruction.CASALwilladheretoallCodeofFederalRegulationsondisciplineprovisionsforstudentswithdisabilitiesthatpertaintosections300.530,300.532(a),300.532(b),
35
300.533,300.534,and300.536.CASALwillensurerecordkeepingonthenumberofdaysastudentwithadisabilityhasbeensuspendedorremovedfordisciplinereasons.Thisresponsibilitywillfalltotheschoolsecretary,whowillkeepinclosecommunicationwiththeDirectorsofInstruction,theSpecialNeeds/RTICoordinatorandtheStudentLifeTeam.Alternativeinstructionwillbeprovidedforstudentsofcompulsoryschoolagewhoaresuspendedorexpelled,onsiteoroff-site,asappropriate.ThisresponsibilitywillbethatoftheSpecialNeeds/RTICoordinator,indirectcommunicationwiththeStudentLifeTeam.CASALwillalsoensurethatparentsandstudentswithdisabilitiesreceiveappropriatenotificationregardingsuspensionsorremovalsfordisciplinaryreasons.ThiswillbetheresponsibilityoftheStudentLifeTeam,workingcloselywiththeSpecialNeeds/AISCoordinator.Whenasuspensionorremovalofastudentwithadisabilityconstitutesadisciplinarychangeofplacement,theStudentLifeTeam,SpecialsNeed/RTICoordinatorwillfollowtheFederalRegulationsandensurethatthestudentisprovidedwithafreeappropriatepubliceducation(FAPE)asdefinedinthefederalregulations.CASALwillfollowalldueprocessproceduresshouldastudent’schangeofplacementexceed10days,describedbelow.
CASALwillensurethatwhenthesuspensionorremovalofastudentwithadisabilityconstitutesadisciplinarychangeofplacement,theCSEisimmediatelynotifiedsothattheCSEcanmeetitsobligationstoconveneaCSEmeetingwithin10schooldaystomakeamanifestationdetermination.TheCSEmeetingshouldoccurwithin10businessdaysofthechangeofplacementandtheywillconductappropriateactionsconsistentwithNYCDOEregulations,suchasafunctionalbehavioralassessmentandorthedevelopmentabehavioralinterventionplan,shouldthatbedeterminedanappropriatestep;providethestudent’sparentwithacopyoftheirproceduraldueprocessrights;anddetermineeducationservicesortheinterimalternativeeducationalsettingconsistentwiththeFAPErequirements.
ProvisionsforAllDisciplinaryActions:DueprocessproceduresshallbefollowedforalldisciplinaryactionsconsistentwithfederalcaselawpursuanttoGossv.Lopez(419U.S.565).TheStudentLifeTeamshallprovidenoticetoinformthestudentandparentsofthechargesagainsthimorher,intheformofletter,includingtherecommendeddisciplinaryaction,shoulditbeasuspensionorexpulsion,andthedateofthehearing,whichshalldeterminethematter.
DetentionandRestorativeJustice:Astudentmaybegivenadetentionorrestorativejustice,consistentwiththeStudentandFamilyhandbook.ClassroomteachersmustgettheapprovalfromtheStudentLifeTeaminordertogiveadetention.Staffmembers,otherthantheclassroomteacher,maysuggestdetentionforastudent’sbehavioroutsideoftheclassroom.TheclassroomteacherandStudentLifeTeamwillgatherthefactsandcircumstancesfrombothstaffmembersandthestudentinordertocometoadecision.Itistheresponsibilityoftheteachertoinformthefamilyofthechildofthereasonwhytheirchildisbeinggivendetentionorrestorativejustice.TheStudentLifeTeamwilloverseeafterschooldetentionandtherestorativejusticeprocess.
Short-TermandLongTermSuspensions:TheStudentLifeTeamdeterminesshort-termandlong-termsuspensionsonacase-by-casebasis.Anystudentthathascommittedanyoftheinfractionslistedbelowthattakesplaceoncampus,ontheschoolbus,orschoolsponsoredeventsoffcampus,shallbesubjectedminimallytoashort-termsuspensionenforcedbytheStudentLifeTeam:
• Violent,abusiveorthreateninglanguage,inwrittenorverbalform.• Bullyingorharassment.• GrossInsubordination
36
• Inappropriatetouchingorcontactwithotherstudentsorschoolstaff.• AcademicDishonesty,includingcheatingonexamsorquizzes.• Vandalismofschoolpropertyorthepropertyofstafforstudents.• Trespassonschoolproperty.• Abuseofschoolpropertyorequipment.• Improperuseoftechnologyresources,includingaccessinginappropriatematerialsonthe
internetorsharingmaterialswithothers• Usedforgednotesorexcuses• Engageinactsofsexualharassment,includingbutnotlimitedtophysicalcontactor
offensivesexualcomments.• Steal,attempttosteal,orpossesspropertyknownbythestudenttobestolen.• Anyattempttointentionallycausephysicalinjurytoanotherperson.• Repeatedlycommitminorbehavioralinfractions,which,intheaggregatedisruptthe
learningenvironment• Possession,use,attempttouse,ortransferanyfirearm,knife,razorblade,explosive,mace,
teargas,orotherdangerousobject.• Commitorattempttocommitarsononschoolproperty.• Commitadisruptiveordangerousactthataffectsthelearningenvironment.• Possess,sell,distributeoruseoftobacco,anyalcoholicbeverage,controlledsubstance,
imitation,ormarijuanaonschoolpropertyorataschool-sponsoredevent.• Assaultanyotherstudent,staff,orcommunitymember• Endangerthephysicalsafetyofanotherbytheuseofforceorthreatsofforce,which
reasonablyplacesthevictiminfearofimminentbodilyinjury.• Makeafalsethreatsorpullafalseemergencyalarm.
HealthandSafetyExclusion:AtthediscretionoftheStudentLifeTeam,astudentmaybedeemedaHealthandSafetyriskandbeexcludedfromtheschoolinorderto1)completetheinvestigationofaseriousincidentor2)toensurethesafetyofthestudentsorstaffinthebuilding.HealthandSafetyexclusionsshallbemadeinwritingandaretemporary,toestablishasafetyortocompletetheinvestigationofaseriousincident.Shouldanexclusionoccur,parentsshallreceiveregularupdatesonthestatusoftheexclusionandbenotifiedoftheirrighttocompensatoryeducationduringanexclusion.
ProceduresandDueProcessforShort-TermandLong-TermSuspensions:TheStudentLifeTeammayimposeashort-termsuspension,long-termsuspensionorexpulsionandshallfollowdueprocessproceduresconsistentwithfederalcaselawpursuanttoGossv.Lopez(419U.S.565).Followingtherecommendationofashorttermorlongtermsuspension,orexpulsion,,thestudentandparentwillbeprovidedwithanopportunity,inperson,toattendaninformalhearing(suspensionsoffivedaysorless)oraformalhearing(sixdaysormore,includingexpulsions)heldbytheStudentLifeTeam,tohearthechargesraisedagainstthemandprovideexculpatoryevidence.TheStudentLifeTeamdecision’s,followingahearing,forashorttermorlong-termsuspensionmaybeappealed,bytheparentorguardian,totheExecutiveDirector,within10days,inwriting.
Followinganincident,theinvestigationbytheStudentLifeTeamandthedecisiontorecommendasuspensionorexpulsionwrittennoticeshallbeprovidedbypersonaldelivery,expressmaildelivery,
37
emailorequivalentmeansreasonablycalculatedtoassurereceiptofsuchnoticewithin24hoursofsuspensionatthelastknownaddress.Wherepossible,notificationalsoshallbeprovidedbytelephoneiftheSchoolhasbeenprovidedwithacontacttelephonenumberfortheparent(s)orguardian(s).Suchnoticeshallprovideadescriptionoftheincidentorincidentswhichresultedinthesuspensionrecommendationandshallindicatethataformalhearingwillbeheldonthematterwhichmayresultinalong-termsuspension(orexpulsion).ThenotificationprovidedshallbeintheEnglish,withatranslationavailableuponrequest.Ataformalhearingtheincidentwillbereviewed.ThehearingshallincludetheStudentLifeTeammember,staffmembersinvolvedwiththeincident,andthestudentwithhis/herparent(s)orguardian(s);thestudentshallhavetherighttoberepresentedbycounsel,questionwitnesses,andpresentevidenceataformalhearing.
IfaStudentLifeTeammemberinitiatesthesuspensionproceeding,heorshemaypersonallyhearanddeterminetheproceedingormay,inhisdiscretion,designateanotherhearingofficertoconductthehearing.Followingthehearing,theStudentLifeTeammember(orExecutiveDirectorforanexpulsionproceeding)mayaccept,rejectormodifytheoriginalrecommendation’schargesanddisciplinaryaction.TheStudentLifeTeammember’sdecisiontoimposealong-termsuspensionmaybechallengedbytheparentorguardianviaawrittenappeal,within10daysofthedecisiontosuspendorexpel.Inextremecircumstances,anexpulsionrecommendationmayberequiredandbedecidedbytheExecutiveDirector.Forexpulsions,thedueprocessproceduresallowparentstoappealtheExecutiveDirectordecisiontotheBOT,within10daysofthedateofthedecision,inwriting.
Followingadecisiontosuspendorexpel,theStudentLifeTeamshallnotifytheparentsorguardianinwritingviaaSuspensionorExpulsionletterthatthestudenthasbesuspendedfromschool.Writtennoticeshallbeprovidedbypersonaldelivery,email,expressmaildeliverywithin24hoursofthedecisiontorecommendasuspensionatthelastknownaddress(es)oftheparentsorguardians.Wherepossible,notificationalsoshallbeprovidedbytelephone.Theproceduresforfilinganappealshallbeincludedinthesuspensionorexpulsionletter.
ProvisionstoImplementAlternativeInstructionOptions:• Alternativeinstructionmustbemadeavailablewithin24hoursofthebeginningofasuspension,
regardlessofthelengthofthedisciplinaryaction.• Whilehomeworkassignmentsmaybeincludedinastudent’srequirements,directinstruction
mustbeprovidedbyaCASALstaffmemberorcontractedinstructor..• Thetimeallottedtodirectinstructionmustbeenoughtoensurethatthestudentwillprogressat
thesamerateasifs/hehadattendedclass.Thisistypicallynolessthantwohoursperday.
Studentsremovedforaperiodoffivedaysorfewerwillreceiveclassroomassignmentsandaschedulebytowhichtocompletemissedassignmentsand/ortestsduringthetimeofthesuspension.Whenacharterschoolorotherpublicschoolsuspendsastudentofcompulsoryschoolage,itmusttakeimmediatestepstoprovideinstructionelsewhere.CASALwillprovideadditionalalternativeeducationinstructionforaminimumoftwohoursforeachschooldayatatimeandplacedeterminedbytheschool.Instructionforeachstudentshallbesufficienttoenablethestudenttomakeadequateacademicprogress.
Studentsremovedforaperiodofmorethanfivedayswillbeprovidedwithinstructionbyoneormoreofthefollowingindividualsinconsultationwiththestudent’steacher(s):teacheraides,
38
trainedvolunteers,individualswithinacontractedfacility,acontractedinstructororatutorhiredforthispurpose.Instructionwilltakeplaceinoneofthefollowinglocations:thestudent’shome,acontractedfacility(schooldistrictinthelocationofthestudent),anappropriateoff-sitefacilityoraroomthatisusedbyCASALasasuspensionroom.Allprovisionsofservicesduringremovalwillbedeterminedonacase-by-casebasis,andwillconsidertheneedsofthesuspendedchild.AtCASAL,involuntarytransferasadisciplineoptionisnotapolicy.
StudentsRighttoAppeal:Studentshavetherighttoappealsuspensionsandexpulsionsinwriting,followingtheissuanceofaSuspensionorExpulsionletterfollowingaformalorformalhearing.Allappealsmustbemadeinwriting,within10daysofthedecision,totheExecutiveDirector(forsuspensions)ortheBoardofTrustees(forexpulsions).AppealsofthedecisionsoftheBoardofTrusteesforasuspensionorexpulsionshouldbedirectedtotheschool’sauthorizer,theNYCDOE.
Searches:Astudentand/orthestudent'sbelongingsmaybesearchedbyaschoolofficialiftheofficialhasareasonablesuspiciontobelievethatasearchofthatstudentwillresultinevidencethatthestudentviolatedthelaworaschoolrule.Itemswhichareprohibitedonschoolproperty,orwhichmaybeusedtodisruptorinterferewiththeeducationalprocess,mayberemovedfromthestudentbyschoolauthorities.
Studentlockersanddesksremainthepropertyoftheschool,thoughtheschoolisnotresponsibleforbooks,clothing,orvaluablesleftinlockersordesks.Astudentshallnotplaceorkeepinalockerordeskanyarticleormaterialwhichisofanon-schoolnatureandmaycauseortendtocausethedisruptionofthemissionoftheschool.
Thefollowingrulesshallapplytothesearchofastudent’spossessionorschoolpropertyassignedtoaspecificstudentandtheseizureofillegalitemsfoundtherein:
• Schoolauthoritieswillmakeanindividualsearchofastudent'slockerordeskonlywhenthereisreasonablesuspiciontobelievethatastudentisinthepossessionofanitemwhichisprohibitedonschoolpropertyorwhichmaybeusedtodisruptorinterferewiththeeducationalprocess.
• SearchesshallbeconductedundertheauthorizationoftheschoolExecutiveDirectororhis/herdesignee.
• Itemswhichareprohibitedonschoolproperty,orwhichmaybeusedtodisruptorinterferewiththeeducationalprocess,mayberemovedfromstudentlockersordesksbyschoolauthorities.
III.ORGANIZATIONALANDFISCALPLANA.ApplicantGroupCapacityTheorganizationanddevelopmentofCASALwillbeledbyanextremelycommittedplanningteamandBoardofTrusteesinwaiting,comprisedofeducators,parents,businesses,legal,socialservices,non-profits,andmembersof theBushwickcommunity. Currently,CSD-32hasoneof thehighestEnglish Language Learner and Special Education rates in the City, highlighting the need foradditional,supportiveeducationalopportunitiesinthecommunity. Astheideadevelopedfortheschool,teammembersbroughttogetherotherswithdiverseskills,apassionforeducationreformandthedesiretoseemoreeducationaloptionsforunderservedyouthinNYC,particularlyBushwick
39
Brooklyn. The grouphas interactedweekly either via face-to-facemeetings, conference calls andemailtodevelopthisproposal.Theplanningteamdividedtheapplicationintofunctionalsections;subcommitteesdevelopedindividualsectionsbasedontheirexpertise,alongwithaconsultantwhohasexistedinthecharterschoolspaceforoveradecade.
CASAL’sproposedboardandplanningteams’experienceandscopeofexperiencespandecadesandrunsdeep.Theseareasinclude:EarlyChildhood,Education,Administrative,Managerial,Non-Profit,,Policy,Curriculum/ProgramDesign,Organizationalsustainability,StaffDevelopment,At-RiskPopulations,heEngagement,TechnologyIntegration,HR,CommunityRelations,StakeholderDevelopment,YouthServices,Finance,Administration,Operations,Psychology,Compliance,Analytics,ProjectMgmt.,Public/SocialServices,StudentSupportServices,Engagement,Counseling,AfricanaStudies.Thetablebelowhighlightsthedepthandbreadthofexpertiseandexperience:
CASALengagedJoshuaMoralestoserveasanadvisortotheapplicationdevelopmentprocess.Mr.Morales has extensive background in the areas of education policy, administration, governance,operations, organizational management and finance. His experiences include holding seniorpositionsinthefinancialservicesindustryintheareasofmarketing,finance,productdevelopmentandanalyticswithinaten-yearspanforcompanieslikeDresdnerBankNA,IndustrialBankofJapan,Amerindo Investments & Alliance-Bernstein LLC. After finance he joined the NYC Department ofEducation.DuringhistenureheservedasRegionalOperationsDirectorforRegion10,coveringCSD3,5,6(UpperWestSide,HarlemandWashingtonHeights);RegionalNetworkSpecialist, leadingateam human resource, operational and financial specialists; Director in NYCDOE Charter SchoolOffice,supporting&providingdistrictandauthorizerservicesforover130charterschoolsaswellasservingakeypolicymakerandnewschooldevelopmentevaluator. SinceMr.Morales’departurefrom the NYCDOE, he has consulted with the NYC Charter Center, Walton Foundation, NewarkPublicSchools,aswellasprovidedadvisoryservicestoemergingcharterschoolsandorganizations.HealsoservedasExecutiveDirectorofNewBeginningCharterSchoollocatedinCSD-16from2010-2014 and currently serves on the Board for Democracy Prep Charter Schools in Harlem. Hisguidancehasassistedinthedevelopmentofthisapplication.B.BoardofTrusteesandGovernanceTheCASALfoundersarecommittedtodevelopingawell-informedboard,withtheknowledgeneededtosupportanddevelopaneffectivecharterschool.AneffectiveworkingrelationshipbetweentheBoardandtheExecutiveDirectorhasbeenbuiltuponthreeprinciples:1).Recognitionofthedistinctionbetweengovernanceworkoftheboardandmanagementworkofthestaff,2).Recognitionofends/meansdistinctionwithabiasinfavorofhighimpactdecision-making,3).Establishandmaintainclarityaboutwhatactivitiestheboardengagesinandwhatactivitiesstaffengagein.
Theschool’sBoardofTrusteeswillhaveasupervisoryoroversightrolewiththeExecutiveDirector.The Board hires, supervises, evaluates, compensates, and (if necessary) terminates the ExecutiveDirector. The Executive Director, in turn, hires, supervises, evaluates, and makes compensationdecisions within the scales and budget set by the Board as provided for by the board-approvedannual budget. The Board-Executive Director relationship reflects the distinction between “endsdecision-making”bytheBoardofTrusteesandthemeansusedbystafftoachievetheendssetbythe Board. Ends decision-making has the effect of creating boundaries with autonomy for the
40
ExecutiveDirector andhisorher staff. SuchBoardmajordecisions including setting thebudget,determiningthestrategicplan,formulatingmajorpolicy,andinterpretinglawsandregulationswithwhichtheschoolmustcomply,createtheplayingfielduponwhichtheExecutiveDirectorhastheauthoritytoact.
CASALunderstandsandvaluestheresponsibilityofgoverningapublicentity,morespecificallyapubliccharterschool.TheBoardwillhaveaperformancecontractwiththeBoardofRegentsthatprovidestheschoolwiththeautonomytodesignandoperateitsprogramsinexchangeforaccountabilityforresults,namelyacademicperformance,organizationalviabilityandfiscalsoundness.
ToserveontheCASALboardoftrustees,candidatequalificationswillinclude:abeliefinthemission,visionanddesignoftheschool;anexpectationthatallchildrencanandwillachieveacademicexcellence;demonstratedunderstandingofboardduties;theabilitytoattendboardandcommitteemeetingsandvolunteerforboardwork,relevantexperienceandexpertise,suchas:education,business,management,finance/accounting,law,government,personnel,marketing/publicrelations,fundraising,and/orcommunityrelationsororganizing;capacitytoexamineperformancedata,financialdocumentsandmanagementreportsandmakeinformeddecisionsinthebestinterestoftheschool;beatleast18yearsofage.
TheBoard’sresponsibilitieswillinclude:• Establishingtheschool’smission,vision&goals,aswellasparticipateinschooldesignprocess.• Evaluatingschoolsprogramsandprogresstowardchartergoals.• Ensuringadequateresourcesdevelopmentforimplementationoftheschoolprogram.• Recruiting,hiringandevaluatingtheExecutiveDirector.• Developing,reviewing&approvingmajorpoliciesasnecessary.• Preparingfor,attendingandparticipatinginboardandcommitteemeetings.• Monitoringprogramimplementation,fidelity&complianceinrelationtothecharteragreement,
laws®ulations.• Facilitatinglong-termstrategicplanningandresourcedevelopment.• Recruitingandorientingnewboardmembersandassessingboardperformance.• Participating,asappropriate,inthegrievanceprocess.• Enhancingtheschool’spublicstandingandcommitmenttoexcellence.
41
Education
Youth&SocialServices
Organiza
tion&M
anagem
ent
Finance
Ope
ratio
ns
Legal
HR/Staffing
Family/ParentRelations
Commun
ity/Pu
blicRelations
RealEstate/F
acilitie
s
Fund
raising/De
velopm
ent
ClentineFennerDirector,McDonoughStreetCommunityCenter
X X
X
X
X
X
X
X
X
X
AndreLakeExecutiveDirector,BrooklynEmpowermentNeighborhood
X
X
X
X
X
X
X
X
JanathaMillerEarlyChildhoodEducationalConsultant,NYCDept.ofMentalHealth&Hygiene
XX
X
X
X
X
X
ToshaMillerVicePresident,CitigroupGlobalMarkets
X
X
X
X
X
X
X
ShennaBuieNYDOEProgramAdministrator,SchoolCounseling
X
X
X
X
X
X
MelissaNeal-WashingtonSpecialist,NYCDepartmentofSocialServices
X
X
X
X
X
X
X
X
MaureenJohnsonEarlyChildhoodTrainer,NYWorksforChildren
X
X
X
X
X
X
X
TheBoardofDirectorsshallconsistof7-15membersandwillmeetmonthly.AllmeetingswillbecompliantwiththeOpenMeetingslaw.TheBoardChairwillheadtheBoardofDirectorsmeetings.TheOfficersoftheBoardshallincludeaChair,ViceChair,Secretary,andTreasurer,eachofwhomwillbedulyelectedbythevotingmembersoftheBoard.Boardmemberswillservestaggeredthree-yeartermswithsomeinitialtermsunderthreeyearstospreadturnover.
TheBoardwilloperateasawholeandinworkingcommitteesincludingAcademic,Finance/Operations,Engagement&Development,andEvaluation&Accountability.Othercommitteesmaybeconstitutedasneeded.Committeeswillhaveajobdescriptionthatdescribes
42
anydelegationofauthoritybytheBoardaswellasCommitteeChairappointedbytheBoardChair.Minuteswillbetakenatallboardandcommitteemeetings.Copieswillbepostedontheschoolwebsiteandarchived.
TheBoardwilldelegateauthorityfortheday-to-dayoperationsoftheschooltotheExecutiveDirector,whoreportsdirectlytotheBoard.TheBoardwillestablishmeasurableannualperformancegoals,conductmid-yearandend-of-yearevaluationsoftheExecutiveDirector,andultimatelyholdhimorheraccountable.Atminimum,theExecutiveDirectorwillpresentadashboardateachboardmeeting,includingenrollment,attendance,financial,complianceandstudentperformancedata.
TheCASALBoardwillbuilditscapacitybyimplementingaprocessofongoingboarddevelopment.Boarddevelopmentplanconsistsofthefollowingelements:• Orientation:Eachnewboardmemberwillbeprovidedinformationabouttheschool,suchasa
copyoftheapprovedcharter;informationaboutCASAL’sfinancialstatus,suchasthelatestfinancialsandbytheendofyearone,thelatestaudit;atouroftheschoolfacilityandanintroductiontotheschool’sstaff.ItwillbetheBoard’sExecutiveCommitteethathastheresponsibilitytoorganizeandimplementtheseinitialactivities.Duringorientation,theofficersoftheBoardwilldiscusstheprimaryresponsibilitiesandexpectationsofindividualboardmemberswiththenewboardmembers,andwillparticularlydiscusshis/herspecificpersonaland/orprofessionalskillsinrelationtotheneedsoftheboard.NewBoardmemberswillbeassignedtooneormoreofthestandingcommitteesandmadeawareoftheirresponsibilities.
• Training:TrainingwilltakeintoconsiderationtheneedsofindividualBoardmembersaswellastheneedsoftheoverallBoard.ToaddressindividualandentireBoardneeds,trainingopportunitiessuchasconsultants,workshops,seminars,resourcematerials,ande-trainingwillbeidentified(e.g.,BoardNetUSA,GovernanceMatters,greatboards.org)anddisseminated.TheBoardChairwillberesponsibleformaintainingascheduleoftrainingevents.Inthiscapacity,s/heisexpectedtoacquireinformationabouttrainingopportunitiesfromvarioussourcesandwillbeexpectedtoprovideanupdatedscheduleoftrainingeventstoBoardmembersateachBoardmeeting.Inadditiontocultivatingsourcesofinformation,theChairwillacceptsuggestionsfortrainingfromthevariousboardcommittees.
• Standing-CommitteeAssignment:EachBoardmemberwillbeassignedtooneormorestandingcommitteesoftheBoardduringhis/herorientation.Inordertocarryoutcommitteeresponsibilities,Boardmemberswillberequiredtolearnnewinformation,policiesandprocedures.TheChairofeachstandingcommitteewillassistcommitteemembersinthislearningprocessbyrecommendingappropriatetrainingopportunitiesandallocatingtimeatcommitteemeetingstoprovideneededtrainingandguidance.
• Evaluation:Theannualself-assessmentoftheBoard’sperformanceshouldbeconsideredaformofongoingdevelopment.Theprocesswillincludethreeparts:(1)aself-assessmentbyeachindividualmemberofhis/herperformance,(2)anevaluationofeachindividualBoardmemberbytheBoardChairperson,throughthereviewofanannualmember“BoardReportCard”,and(3)anevaluationoftheBoard’sperformancebytheBoardasawhole.TheExecutiveCommitteewillprovideeachBoardmemberwithsurveyinstrumentsdesignedtoachieveacomprehensiveassessmentofselfandtheboard.
C.ManagementandStaffing.Proposedorganizationalstructure
43
.
HiringPractices:CASAL’sphilosophyisthatthequalityoftheprofessionalstaffdeterminesthequalityofeducationofferedintheschool.ItisthereforetheresponsibilityoftheExecutiveDirectortolocateandrecruitthebestqualifiedcandidatestomeettheschool'seducationalneeds.
TeachersarethedrivingmomentumatCASAL.TheOrganizingCommitteeplanstoadvertiseteachingpositionsonwebsitesoflocalcollegesanduniversitieswithschoolsofeducation,education-relatedwebsites,andeducationjobfairs.Qualifiedcandidateswhoapplywillbeaskedtodevelopandexecuteademonstrationlessontoaclassofstudents.Thedemonstrationlessonwillbeobservedandmaybevideotapedbymembersofthehiringcommitteewhowillevaluatethelessonagainstapre-determinedrubric.Candidateswithasuccessfuldemonstrationlessonwillbeinterviewedbyahiringcommitteecomprisedofadministratorsandstaffmembers.TheEDwillmakethefinalhiringdecisionsbasedonthecandidate’sexperience,demonstrationlesson,interviews,references,andinputfromthehiringcommittee.
CASALwillseektoestablishabroadapplicantpoolforallavailableandvacantpositions.CASALwilldiligentlyseekitsemployeesthroughavarietyofmeans,whichmayincludeadvertisementsinnewspapersandeducationaljournals,relationshipswithcollegesandgraduateschoolsofeducation,teacherrecruitmentfairs,andemailandphonenetworks.CASALwillattempttopromotediversityinitsapplicantpoolbyadvertisingpositionsintargetedmedia(e.g.minoritynewspapers),networkingwithminorityorganizationsandparticipatinginminorityrecruitment
Consultants
!Board!of!Trustees
Execu0ve!Director
Curriculum/Assessment!Manager
Service!Learning!Manager
Knowledge/Systems!Manager
Finance!Manager
Talent/HR!Manager
School!Culture!Manager
Lower!School/Academy!Director!of!Instruc0on
Middle!School/Academy!Director!of!Instruc0on Director!of!
Opera0ons
Family!&!Community!Engagement!Manager
Development/Partnership!Manager
Special!Needs/RTI!Manager
Lower!School!Team!(KL4)
Lead,Learning,Coach,(4)
Learning,Coach,(8)
Instruc7onal,Associate,(8)
Specials,Learning,Coach,(3)
Middle!School!Team!(5L8)
Lead,Learning,Coach,(5)
Learning,Coach,(6)
Instruc7onal,Associate,(4)
Specials,Learning,Coach,(3)
Administra0ve!Team!(SW)
Finance,Associate,(1)
HR,Associate,(1)
Office,Manager,(1)
Ops,Associate,(1)
Program,Aide,(3)
Facili7es,Associate,(2)
Special!Needs!Team!(SW)
Special,Ed,Learning,Coach,,(6)
ELL,Learning,Coach,(1)
AIS,Learning,Coach,(2)
Student!Support!Team!(SW)
KJ3,Student,Life,Coordinator,(1)
4J7,Student,Life,Coordinator,(1)
KJ3,Guidance,Counselor,(1)
4J7,Guidance,Counselor,(1)
Behavioral,Specialist,(1)
Student Support Team manages student life,
culture, behavior, crisis management, counseling,
homelessness, character ed initiatives rooted in T.H.R.I.V.E. values.
Special Needs Team ensures RTI, SpEd, ELL compliance, Child Study Teams, provides small
group/individual instruction & supports LCs/IAs in
implementation of strategies in classroom,
Lower School Team is front line for facilitation of instruction. Lead Lead
Learning Coaches manage grade level activities of LCs. Learning Coaches focus on Literacy based Humanities Curriculum and ELA, Math, Service Learning instruction. Instructional
Associates are primarily responsible for tier 1 interventions and teaching Science
or Social Studies.
Middle School Team is front line for facilitation of middle school instruction. Lead Lead Learning Coaches manage
Content Subject Area activities of department LCs. Instructional
Associates are primarily responsible for tier 1 interventions, service learning and co-teaching. The 4th grade will be part
of this team for 1 year only, as a strategy to establish transition to middle school. 4th grade will be part of lowerschool in
subsequent years.
Administrative Team is divided into 3 divisions - Talent/HR, Operations &
Finance - and comprises front office and back office activities. Talent Mgr aligns
Talent, Development and Evaluation processes to increase staff quality and
effectiveness leading to student outcomes. Operations manages
ancillary services, safety, facilities, office services, transportation, school food,
scheduling. Finance Associate processes payroll, accounts payable/
receivable, procurement, insurance, etc.
Humani7es,Coach,(1) STEM,Coach,(1)
Advisory/Consultant
Paraprofessionals Paraprofessionals
44
events.CASALwillcomplywithallfederal,stateandlocallawsandrequirementsregardingthehiringofstaffandwillnotdiscriminateinhiring,employment,contracting,orretentionforreasonsofrace,sex,age,religion,disabilityorotherreasonsprohibitedbylocal,Stateorfederallaw.
Inparticular,teachersmayberecruitedthroughoneormoreofavarietyofmethods,includingjobpostingsinNewYorkCityandnationalmedia,participationinteacherfairsandsimilarevents,jobpostingsandcommunicationwitheducationschools/departmentsandalumniassociationsatcollegesanduniversities;jobpostingsonNewYorkTeachers.netand/orotherappropriatewebsites,andnetworkingandcommunicationwiththeNewYorkCharterSchoolCenter,TeachforAmericaandsimilarorganizations.CASAL’shiringprocesswillincludethefollowingfivephases:
1. Screening—Allprospectiveemployeeswillcompleteanemploymentapplication,whichwillrequestinformationrelatedtopriorworkexperience,specialskills,educationalbackgroundandwillalsoprovideconsenttoCASALtocheckreferences.CASALwillalsorequireallcandidatestoattacharésumétotheapplication.CASALwillretainboththeapplicationandtheresumeinitsemployeefiles.CASALwillnotaskquestionsirrelevanttothepositionorquestionsthatviolatethelawinregardstohiringpractices.
2. Interviewing—CASAL’sinterviewprocessisdesignedtohelptheExecutiveDirectorordesigneedeterminewhetheracandidate:a)possessesthenecessaryskillstobeaproductivememberoftheSchool’sstaff;andb)willfitintoCASAL’suniquecultureandenvironment.CASALwilldevelopaninterviewprotocol,aprocessforcheckingreferences,alistofinterviewquestionsandarubriccontainingobjectivecriteria.TheExecutiveDirectorordesigneemayelecttopre-screencandidateswithatelephoneinterviewtodiscoverwhetherthecandidatehastheknowledgeandexperiencerequiredandtoascertainwhetherthecandidateagreeswithandcanworkinamannerconsistentwithCASAL’sinstructionalphilosophyandculture.CASALmaytaperecordphoneinterviewsuponinformingthecandidatethatthecallwillberecorded.
3. CheckingReferences—CASALmaycheckreferencestogetafullerpictureofacandidate’squalificationsandexperience,asneeded.
4. OfferingEmployment—CASALwillofferemploymentthroughajobofferletterandaphonecall.CASAL’sjobofferletterwillincludeatleastthefollowing:a)jobtitleorpositionoffered;b)salary,benefitsandperksoffered;c)instructionstoacceptordeclinethejoboffer;andd)whereappropriate,arestatementthattheemploymentwillbeat-will.CASALwillcontactcandidatesnotselectedandinformthemviaemail,phonecalloraletter.
5. Fingerprinting—Beforeemployeescanbeginworking,theymustcleartheNYSEDfingerprintscreeningprocess.OSPRAform101,102and/or104mustbesubmittedtoNYSEDforeachnewemployee.
StaffQualifications:Staffselectionshallbebasedonstrongacademicpreparation,professionalcompetence,intellectualrigor,emotionalmaturity,enthusiasticprofessionalattitude,knowledgeofinstructionalpractices,andabilitytocontributetothefurtheranceofCASALeducationalgoals.Attentionwillbepaid,amongotherfactors,tothecandidate'sacademicrecordsandtohis/herpreviousrelevantexperience.Successfulcandidatesforstaffpositionsmustdemonstratethattheyareawarethatchildrenhavemanydifferentfamilycircumstancesandthattheyarewillingandable
45
tosupporttheeducationalanddevelopmentalneedsofadiversestudentpopulation.CASAL’steachingstaffmembersmustfulfilltheirindividualresponsibilitiesandworkinconcertwiththeothermembersoftheteachingteam.Successfulcandidateswillalsodemonstrateacommitmenttocontinuousimprovementandlearningthroughprofessionaldevelopment.CASALwillcontinuetomakeeffortstoattractkeypersonnelwhocontributetothediverseskill-setnecessarytooperateacharterschool.Weanticipatehiringadiverseteamofeducators,fromawiderangeofteachingexperiences,toserveadiversepopulationofstudents.Teacherswithatleasttwoyearsofexperiencedesigningandteachinganintegratedcurriculum,differentiatinginstructionforchildrenwhohavemultiplelearningstylesandpreferablyhaveachievedaMaster’sDegreeinEducation.SelectionofExecutiveDirector(ED):CASAL’sorganizersunderstandthattheschool’ssuccessiscontingentuponthequalityofitsleadershipandkeystaff.Thus,theyareengagedinacomprehensiveprocesstoidentifypersonswithappropriatequalificationsandexperiencetofillkeyleadershiproles.CASALwilldevelopaplantorecruitandselectqualifiedpersonstofilleachstaffpositionandtorecruitcandidatestofillvacanciesthatmayariseontheBoard.Tofillstaffpositions,theSchoolwilluseseveralrecruitmentstrategies,including:a)advertisementsinrelevantpublications;b)referralsbytheNewYorkCityCharterCenter,CEI-PEAandsimilarorganizations;c)participationineducationaljobfairsandotherrecruitmentevents;andd)networkingandcommunicationwithcharterschoolorganizations,educationalorganizations,collegesanduniversities,TeachforAmericaandsimilarorganizations.TheselectionofCASAL’sinitialExecutiveDirector(ED)iscriticaltothesuccessfulimplementationoftheSchool’sacademicprogramandoperations.ThecommitteeiscurrentlyinterviewingpotentialcandidatesfortheEDposition.CASALhasestablishedarecruitment,screeningandselectionprocessthatwouldensurethehiringofahighly-qualifiedEDwhoseexperienceandeducationalphilosophywouldbeconsistentwiththatoftheSchool.CandidatesfortheEDarebeingrecruitedthroughavarietyofmethodsincludingnetworkingwithrelevanteducationalorganizationssuchastheBelieveNetwork.CandidatesfortheEDpositionarebeingassessedandscreenedthroughaformalselectionprocessoftheOrganizationCommittee.Thescreeningincludes:(1)workingwiththeconsultantinidentifyingpotentialcandidates;(2)havingconsultantconductaninitialscreeningofallcandidates,usingtheED’sjobdescriptionasitsguideinassessingcandidates’qualificationsandexperience;and(3)establishingalistoffinalistsbasedontheinitialreviewandconductinganadditional,morerigorousscreeningofthefinalists,includinginterviewsandbackgroundchecks.ChiefamongthequalificationsthattheCommitteeissearchingforispriorsuccessfulexperienceasEDinahigh-performingNewYorkCitypublicelementaryand/ormiddleschool,alongwiththeotherqualificationslistedintheED’sjobdescription.C.1.CharterManagementOrganization/Partner-NotApplicable,CASALdoesnot intend tocontractwithachartermanagementorganization.C.2.Partner–NotApplicableD.Evaluation
46
CASALwillsubmittoNYSEDanAnnualReportbyAugust1eachyear,inaccordancewithEducationLaw2857(2),whichwillincludethestate-mandatedSchoolReportCard.TheAnnualReportwillincludeaProgressReport,whichevaluatestheschool’sprogressinmeetingitsapprovedaccountabilitygoals.TheReportwillalsoincludeinformationrequiredbytheCommissionerofEducationinregulationsadoptedforthispurpose,suchasgraduationrates,dropoutrates,standardizedtestperformance,totalspendingperpupilandadministrativespendingperpupil.Acopyoftheschool'sfinancialauditwillalsobeincludedintheAnnualReport.TheAnnualReportwillprovideinformationonprogressinachievingthegoalsdelineatedinSectionII.A.CASALfaculty,ledbytheprincipal,willconductaself-assessmentoftheirprogress.BPLwillassistCASALinconductingtheself-assessmentandgatheringinformationforinclusionintheAnnualReport.Inaddition,CASALexpectstoundergoprogrammaticauditsrelatedtoanyfederalentitlementgrantsandcompetitivepublicgrantsitreceives,includingbutnotlimitedtoConsolidatedTitleFundsandCSPgrantfunds.Furthermore,annualinternalauditsoftheefficacyofinstructionalstrategieswillbeledbythePrincipalandsubmittedtotheBoardofTrusteesforreview.
EvaluationoftheAcademicProgram:Thefollowingdatawillbecollecteddaily:attendance,studentassessment,studentdiscipline,andstudentenrollment.CASALwillcollectfeedbackonthecurriculumthroughstructuredconversationswithfacultymembers.CASALwillalsogaugethelevelofschool-widerigorthroughfeedbackfromexternalstakeholders,suchastheCSD-32Superintendentandeducatorsfromsuccessfuldistrictandcharterschools.WewillalsoassessprogressbyanalyzingstudentcreditaccumulationandRegentspassingrates.TheBoard’sEducationCommitteewillregularlymonitortheacademicprogressandadvisechangeasnecessary.TheSchool’sBoardandstaffwillanalyzesummativedataontheacademicprogramandhowCASALperformedagainstitsOrganizationalGoals(seesectionIII.A)bytheendofeachyear,drivingkeyadjustmentstocurriculumandinstruction.
EvaluationofTeachers:Theinstructionalleadershipteamwillberesponsibleforevaluatingteachersandaidesonanongoingbasis.Evaluationsarebasedon4components:
1. Studentachievement-ensuringthatallstudentsachieve1ormoreyearsofgrowtheachyearasdemonstratedbystudentgrowthonstandardizedstatetests,performanceassessments,projects,andindividualportfolios.Thesedemonstrationsofstudentmasterywillbeaddedtoateacher’sportfolioandusedtoassessateacher’sscoreintheevaluationsystem.
2. Instructionalperformance—Teacherswillbeevaluatedandcoachedbasedontheirperformanceandeffectivenessintheclassroomusingresearch-basedinstructionaltechniques.EachteacherwillbetrainedandcoachedontheBigPictureTeacher/AdvisorCompetencies&SkillsRubric.Eachteacherwillalsobeevaluatedusingthatrubricmultipletimesthroughouttheyearbyseveralevaluators.
3. Parentengagement—Teacherswillalsobeevaluatedonparentsurveysandestablishmentofmeaningfulwaysforparentstoparticipateintheirstudent’seducationalexperience.
4. Teachervaluesandbeliefs—Teacherattitudesandbeliefsimpactstudentprogress,learningandachievement.Teachersmustfosteraculturethatmakestheclassroomasafe,welcomingplaceforstudentstotakelearningrisks.ThiswillbemeasuredthroughPrincipalobservationsandstudentsurveys.
Inadditiontoformalevaluationofteachers,CASALwillhaveamulti-facetedsystemofteacherassessmentforlearning,whichincludesincorporatingschoollearningtargets,annualworkplan,
47
SMART&personalgoals,performanceportfolios,andannualPeerReview.
Teachersreceivenon-evaluativefeedbackfromperiodicinformal&formalobservationsfromtheExecutiveDirector,InstructionalDirector&peers.TheEDwillusethisformativedataeachschoolyear,attheconclusionofeachsemestertomakeadjustmentsanddevelopalternativesupports.
Individualstudent-levelandclass-levelassessmentdatafrominternalandexternalsourceswillbeutilizedtoevaluateteacherperformance.InadditiontomonitoringstudentdatathroughGlobalScholaronanongoingbasis,summativedatafrominterimbenchmarkassessmentsandmockRegentsexamswillprovideadditionaldatapointsforteacherevaluation.CASALwillalsocomplywithreportingproceduresoftheNYSED’sTeacher-StudentDataLinkageinitiative,whichwillusestudentELA&Mathexamscorestolinkstudentgrowthdatatoindividualteachers.TheEDwillusethedatatocelebratestudentperformance,encouragethesharingofbestpracticesforeffectiveteachersandtakeswiftactiontomobilizeinstructionalsupportforteacherswheredataindicateslackofsufficientstudentgrowth.
SchoolLeaderEvaluation:TheBoardwillcarryoutanannualevaluationofthePrincipalusingkeyinstructionalbenchmarks,progresstowardsachievementgoals,operationalbenchmarks,staffandparentsatisfactionsurveysandothercriteriathatmeasuretheoverallhealthoftheschool.ThePrincipalwillcreateapersonallearningplan,atargetedsetofmeasurableandattainablegoals,withtheBoardChair,toberegularlyreviewed.ShouldthegoalsoftheED’slearningplannotberealized,theBoardChairwillestablishanactionplanwiththeEDtoincludementoring,increasedmonitoring,leadershipconsultants,andatimelineforimprovement.
OperationalandFiscalHealth:TheBoardiscommittedtoensuringthatitholdsitselfandtheadministrationaccountablefortheoperationalandfiscalhealthandviabilityoftheorganization,includingsoundbudgetingpractices.TheBoard’sworktodevelopabudgetwillbegineachJanuary.TheEDandtheFinanceManager(FM)willpreparetheannualoperatingandcapitalbudgets,cashflowprojections,andprofitandlossstatementsafterworkingtogethertoidentifyandprioritizeneeds.Needswillbeidentified&prioritizedbasedonhowtheybestsupportstudentachievement,alignwithgoals,andaswellasfiscalandoperationalviability.BudgetsdraftwillbereviewedandrevisedbytheBoard’sTreasurer&FinanceCommittee.TheFinanceCommitteewillpresentthebudgettothefullBoardofTrusteesforapprovalbyMayofeachyear.TheEDandFMwilloverseetheadoptedbudgettotals.TheFMwillberesponsibleforpreparingmonthlybudgetpresentations,includingupdatedannualbudgetinformation,monthlybudgetinformation,monthlyactualvs.budget,andprojectedyear-endvs.budgetedyear-end.TheEDandFMwillreviewthesepresentationswiththeBoardTreasurerpriortoeachBoardmeeting.AllmaterialdeviationswillbedocumentedandexplainedbytheFMandED.Anyunexpecteddeviationsinabudgetcategoryofmorethan+/-15%ofthebudgetamountwillbeconsideredmaterial.TheFinanceCommitteewillholdadiscussionregardinganyparticularbudgetcategoriesormaterialitems.Ifnecessary,theFinanceCommitteewillbringthedeviationtotheBoard’sattentiontodiscussanyimpactitmayhaveontheschool’sfinancialposition.
BoardEvaluation:SuccessisdirectlycorrelatedtoaBoard’scapacityandeffectiveness,whichwillbeevaluatedannually.TheprocessinvolveseachBoardmembercompletingself,peer&organizationalevaluation.Theseevaluationswillrelatetothefunctioningoftheboard,the
48
functioningoftheschool,clarityofrolesandresponsibilities,sharedmission,contributions,engagement,processes,etc.ThisinformationwillbeanalyzedannuallybytheDevelopmentCommitteetoinformBoarddevelopmentandtoensurethattheBoardhastherequisiteknowledgeandskillstoberesponsibleagentsofthecharterschool.
FamilyandStudentSatisfaction:CASALwillformallyandinformallygaugeparent,teacher,andstudentsatisfactionthroughtheuseoftheDOE’sLearningEnvironmentSurveyaswellasCASALsurvey.Allparentswillreceivethesurveysduringfall&spring.TheresultsofthesurveywillbetabulatedandmadepublicinCASALSchooldashboard&schoolreportcard,whichwillbeavailableontheschoolwebsite.Additionally,resultsofthesurveywillbepublishedinourAnnualReporttotheNYSED.SincetheDOEparentsurveydoesnotdisaggregateresultsbyindividualclassroomteachers,CASALwillconductitsownsurveysofparentsannually.SatisfactiondatawillbereviewedinapublicBoardmeeting.Thedatawillbeusedtoinformanychangestotheschoolprogram,ifnecessary.CASALwillalsogaugefamilysatisfactionthroughparentteacherconferences,parentmeeting&events.
E.ProfessionalDevelopmentProfessionalDevelopmentisthelifelineofteachereffectivenessadgrowth.TothisendCASALwillupholdthehigheststandardsandasitrelatestotrainingandsupportingitsstaff.CASALTeacherAttributes:CASALshallensurethatallpersonnelmeetanyapplicablecertificationrequirementsspecifiedundertheArticle56oftheEducationLaw,butgenerallywillnotimposeanycertificationrequirementsbeyondwhatismandatedbylaw.TheBoardhasdesignatedhiringandterminationofallschoolemployeestotheExecutiveDirector.TheExecutiveDirectoronanannualbasiswillissueofferletters.CASAL,throughitsExecutiveDirector,willhireenergetic,qualifiedteachersdedicatedtoensuringtheirstudentslearning.TheCASALteachershouldhave:
• Demonstratedexpertiseinthesubjecttheywillteach,asevidencedbypersonalskillsandknowledge,anundergraduatemajororminororgraduatedegreeinthesubjecttheywillteach,ordirectsubject-areateachingexperience;
• Demonstratedexperienceworkingwithyoungchildren(examplesinclude,butarenotlimitedto:parenting,babysitting,involvementwithcommunityyouthorganizations,supervisoryrolesintheBoyScoutsorGirlScouts,andmentorships);
• Demonstratedcommunicationskills;• Demonstratedabilitytoengagetheinterestofyoungchildren;• Flexibilityandsenseofhumor;• Demonstratedabilitytoworkwithdiversechildren,includingthosewithspecialneeds;• Teachingexperienceinapublicorprivateschool,preferablyinanurbansetting;• Demonstratedabilitytoworkwellwithparents;• Demonstratedabilitytoworkeffectivelyasateammember;• Demonstratedabilitytoevaluatetestsandmeasurementsofachievement;and• Demonstratedwillingnesstobeheldaccountableforstudentresults.
ProfessionalDevelopmentforTeachingStaff:Regularlyprogrammedstaffdevelopmentisan
49
integralpartofCASAL’sstructureandculturetomaintaincontinuityandconsistency.TheExecutiveDirectorandDirectorofInstructionwillprovideprofessionaldevelopment:(1)Toprovidematerialsandresourcestosupportbestpractices;and(2)Tofacilitatemeetingstodevelopcurriculummapsandteacherplanning.Theywillprovideongoingsupportforteachersandtheirclassroominstruction.Thedailyschedulesforteacherswillprovideforcommonplanningtimenecessaryforteacherstocollaboratewitheachother.Inaddition,regularlyscheduleprofessionaldevelopmenttimeforstaffwillbeprovided.Indesigningitsprofessionaldevelopmentprogram,CASALusedtheprinciplesembeddedin“BestPracticeforTeachingandLearninginAmerica’sSchools,”secondeditionbyZemelman,DanielsandHyde(Heinemann,1998),andSharonTaberski’s“OnSolidGround,”(Heinemann,2000)asitsprofessionaldevelopmentframework.ThekeyprinciplesofbestpracticelearningoutlinedinthesebooksinformCASAL’sprofessionaldevelopmentprogram.Theseprinciplesareasfollows:
1. SchoolingshouldbeSTUDENT-CENTERED,takingcuesfromyoungpeople’sinterests,concerns,andquestions.
2. Asoftenaspossible,schoolshouldstresslearningthatisEXPERIENTIAL.3. LearninginallsubjectsneedstobeHOLISTIC.4. LearningactivitiesneedtobeAUTHENTIC.5. StudentsneedtolearnandpracticemanyformsofEXPRESSIONtodeeplyengageideas.6. EffectivelearningisbalancedwithopportunitiesforREFLECTION.7. TeachersshouldtapintotheprimalpowerofSOCIALrelationstopromotelearning.8. SomeofthemostefficientsociallearningactivitiesareCOLLABORATIVE.9. ClassroomscanbecomemoreeffectiveandproductivewhenproceduresareDEMOCRATIC.10. PowerfullearningcomesfromCOGNITIVEexperiences.11. Children’slearningmustbeapproachedDEVELOPMENTALLY.12. Children’slearningalwaysinvolvesCONSTRUCTINGideasandsystems.13. StudentslearnbestwhenfacedwithgenuineCHALLENGINGchoicesandareresponsiblein
theirownlearning.Trainingandprofessionaldevelopmentduringtheschoolyear:Duringtheschoolyear,teacherswillengageinthreekindsofprofessionaldevelopment:• ClassroomobservationandfeedbacksessionwiththeDirectorsofInstruction.Thefeedback
sessionwilltaketheformofmeetingswiththeteacher.• Teacherteammeetingsbygradeleveltoaddressissuesthatariseacrosstheclasses.These
meetingswillalsoincludetherefinementofteacherskillsandcapacitiesbasedonthepresentingneeds.
• Thelearningofnewskills,includingproactivecurriculumdevelopmentbasedonstudentneeds,oralandwrittenassessmentdesignforindividualunits,mid-yearevaluationsandendofyearevaluations.
• TeachersshallbeevaluatedusingaRubricforProfessionalismandInstructionalPractice,suchasKimMarshall’srubrics.
• Ineachsubsequentyear,newteacherswillundergoaninductionprocessthatwillincludeintensivetrainingof10-15dayspriortotheopeningofschoolandadditionalworkshopsduringtheirfirstyearattheschool.Teacherswithmorethanoneyearoftenureattheschoolwill
50
workinconcertwithotherexperiencedteachersbothtoenhancetheircapacityandtoinductnewteachersintothelearningcultureoftheschool.
AmajorfocusofCASALandoftheschool’sprofessionaldevelopmentprogramisontheuseandproperinterpretationofdatainmeetingtheindividualneedsofstudents.Specifically,assessmentsareusedtoidentifyareasofstrengthandareasinneedofstrengthening,bothforstudentsandteachers.Thegoalofallstaffdevelopmentistohelpteachersimprovestudentlearning.Throughtheuseofdatacollectedthroughongoingin-houseassessmentsandstatetesting,wewillevaluatetheeffectivenessofthestaffdevelopment.
StrategiesforELLandSpecialEducationStudents:ProfessionaldevelopmenttosupportCASAL’sELLandspecialeducationstudentswillbeprovidedinavarietyofways.Duringpre-service,teacherswillbegiventheIEPsofthestudentsthatwillbeintheclass,aswellasthehomelanguagesurveysofstudentswhocomefromhomesinwhichEnglishisnotthefirstlanguage.Thepurposeofsharingthesedocumentswillbetoprovideteacherswithimportantbackgroundinformationtheywillneedtosetuptheirclassroomsforsuccess.TheywillprovidetheteacherswithanoverviewofhowtoreadtheIEPandwillalsomeetwiththeteachersindividuallytohelpthembetterunderstandthemodificationslistedonthedocument.Duringtheschoolyear,theywillprovidein-serviceworkshopsontopicssuchasdifferentiationstrategies,memory,andattention.Duringtheschoolyear,theExecutiveDirectorandtheteacherwillreviewlessonplansandlookforevidenceofdifferentiatedinstructiontosupportthedifferentneedsofthestudentsintheclassroom.TosupporttheneedsofELLstudents,CASALwillcontractserviceswithaliteracyconsultantwhohasspecializedknowledgesupportingEnglishLanguageLearners.Duringpre-service,theconsultantwillsharebestinstructionalpracticesthatsupportlanguagedevelopment.Duringtheschoolyear,theconsultantwillobserveteachersandidentifythewaystheyarescaffoldingandsupportingthedevelopmentoftheirstudents’masteryoftheEnglishlanguage.
TeacherPDPriorities:Asstatedpreviously,CASALwillsupportongoingprofessionaldevelopmentthroughaninvestmentinembeddedstaffdevelopmentwiththeExecutiveDirectorandDirectorsofInstructionalongwithcommonplanningtimeasacriticalcomponentofeachteacher’sdailyschedule.Jobembeddedprofessionaldevelopmentwillbeginatthestartoftheschoolyearandwillcontinuethroughouttheschoolyear.Thetypicaljobembeddedprofessionaldevelopmentprocesswillextendoveraperiodofseveralweeksandusuallywillinclude:(1)Howtocreateandmaintainaneffectiveenvironmentforstudentlearning.(ClassroomManagement);(2)Howtoengageandsupportallstudentsinlearning(includingspecialpopulations:EconomicallyDisadvantaged,ELLs,SpecialEducation,GiftedandTalented);(3)Understandingandorganizingsubjectmatterforstudentlearning;(4)Planninginstructionanddesigninglearningexperiencesforallstudents;(5)Usingassessmenttodriveinstruction;and(6)Effectivecollaborationintheco-teachingmodel.
F.FacilitiesThefollowingtablesummarizesthefacilitiesneedsofCASALeachyearforgrowthtofullcapacity.Year Grades #Classrooms Specials Offices/Storage2017-18
K-2Enrollment:150
6
SpecialNeedsRoomVisual&AudioArts,Gymnasium,Recreation/recessspace
MainofficeStaffWorkspaceStorageITcloset
51
BathroomsNurseoffice
Conferenceroom
2018-19
K-3Enrollment:200
+2(Total:8)
MultiuseroomUrbanFarm/Greenhouse
Dean/SocialWorker/counselorofficeScienceLabKnowledge/Business/Finance
2019-20
K–5Enrollment:300
+4(Total:12)
SciencelabMusicroom
2020-21
K–6Enrollment:350
+2(Total:14)
LearningLabLibrary/PD
2021-22
K–7Enrollment:400
+2(Total:16)
Auditorium
CASALwillseeltosecureprivatespaceforitsfirstcharterterm.Baseonmarketcompsweanticipatebetween$18-21p/sqft.CASALclassroomwillbeawell-prepared,child-centricenvironmentthatreflectsinquiry,simplicity,andorder.Itconsistsofwell-chosenmaterialsandactivitiesthatarerequiredforlearning.Material&displaysaremaximizedtobestfacilitatethechild’slearning.Theclassroomwillbedesignedtominimizethingsthatmayover-stimulateanddistract.Wallswillbepaintedinneutralcolors.Shelveswilldisplayafewobjectsatatime.Thispreparedenvironmentprovidesacalm,nurturing,quietbackgroundthatencouragesandsupportslearning.Furnishingsareselectedfortheirsimplicityanddurability.Thefurnitureinallclassroomswillincludetablesandchairs,storagefurniture,classroomlibraries,rugs,lighting,reading“nooks,”andothersuppliesthatareappropriateforearlychildhood.Allofficeswillcontainarequisiteandappropriateamountofofficefurniture.Storageareaswillsecuretechnology,materials,equipmentandsupplementalschoolfurnishingsmeetings&events.
Technology:TheschoolwillhaveaserverwithacentralizeddatabaseandanetworksystemthatwillgiveeveryoneaccesstothedatamanagementsystemandwirelessaccesstotheInternet.Alladministrativeandoperationalstaffwillhaveindividualdesktopcomputersandallteacherswillhaveanindividuallaptop.Allclassroomswillcontainadesktopcomputerwithalargescreenconnectedtoaspeakersystemforteacherstousewithstudents.Fromyear2,theareasetasideforparentmeetingswillalsocontainacomputertoallowaccesstocomputersforfamilieswhomaynothavecomputeraccessathome.Allcomputerswillconnecttoaprinter/copier/scanner.
G.InsuranceCASALhasengagedArthurGallagherRiskManagementServices,acharterschoolinsuranceprovider,andhasestimatedlimits,rates,eligibilityforinsurancewiththefollowingcoverageatacostthatisalignedwithcurrentbudgetprojections.Thefollowingtableisasummaryofcoverageandestimates.
Coverage Limits
52
H.Health,Food,andTransportationServices
Health–CASALwillprovideitsstudentwithhealthservicesincompliancewithstatelawbyemployingrequiredmedicalpersonneltocreateaHealthandSafetyPlanaswellasaMedicationsAdministrationPlanincompliancewithEducationLaw,Article19,Section902,totheextentthatsuchhealthservicesareavailabletochildrenattendingotherpublicschoolsinthedistrict.ThisisdonethroughacontractualarrangementwiththeregionalofficetosupplementthelevelofhealthservicesmandatedtobeprovidedtoCASALinaccordancewith§2853(4)(a)and§912oftheEducationLaw.TheSchoolNursewillcollectandmaintainstudenthealthrecordsinasecuredlocation,includingimmunizationrecordsofallstudents.Ifstudentimmunizationrecordsarenotsubmittedtotheschool’sSchoolNurse,aletterwillbesenttothefamilynotifyingthemthattheirchildwillbeexcludedfromschool14daysafternotificationasperPublicHealthLaw2164.Staff:CASALwillrequestaNursefromtheNYCDOEorNYCDOH,andifnotavailableCASALwillallocateresourcestohireaNursetosupervisethedisbursementofmedication,thetreatmentofstudentswhoareill,thetreatmentofstudentswhoareinjured,andtotrainfacultyandstaffinfirstaid,includingbutnotlimitedto,cardiopulmonaryresuscitationandemergencyresponseutilizingtheAutomatedExternalDefibrillator(AED).IntheNurse’sabsencetheseresponsibilitieswillbecomethatoftheExecutiveDirectororhis/herdesignee.AgroupofCASALteachersandadministratorswillbetrainedandcertifiedasFirstRespondersintheeventofamedicalemergencythatmayrequiretheuseofAEDsorperformCPR.TheuseofanAEDdevicewillbereportedtotheRegionalEMSoffice.AEDdeviceswillbemaintainedandcheckedonaregularbasistoensure
GeneralLiability(includecorporalpunishmentandAthleticLiability)
$1,000,000occurrenceexpresslycoversfieldtripsandathletics/$3,000,000aggregate
WorkersCompensationwithEmployersLiability
AsspecifiedbyNewYorkLaws;$1,000,000employersliabilitylimits
EmployeeBenefitsLiability $1,000,000peroccurrencededicatedlimitAutomobile/BusLiabilityincludingnon-ownedandhiredincludingunderinsured
$1,000,000peroccurrencededicatedlimit
Umbrella/ExcessLiabilityaboveprimaryprogram(Gl,Auto,Abuse,D&O,EPLI,ELL,EBL)
$10,000,000followsfromoverprimarycoverage
EmploymentPracticesLiability $1,000,000peroccurrencededicatedlimitEducatorsLegalLiabilityE&O $1,000,000peroccurrencededicatedlimitDirectors&Officers(includesbroadnamedinsuredlanguage
$1,000,000peroccurrencededicatedlimit
SexualAbuseandMisconductLiability $1,000,000separatelimitsfromtheGL$2,000,000aggregate
Crime/HonestyBond/EmployeeDishonesty/FidelityCoverage
$500,000-$1,000,000limitsasneededandbasedoncashflowoftheschool
Property/LeaseandBoilerMachineryCoverage
BlanketLimitsonanallriskofdirectphysicallossbasisincludingEQandFloodoptionsifavailable/needed
StudentAccidentCoverage(Athletics) Primary$25,000optionandCAToptionat$5,000,000
53
function.Thenursewilladditionallyberesponsibleforallrecordkeepingandcorrespondencerelatedtotheseresponsibilities.
Immunization:CASAL,inaccordancewithNYSlaw,requiresthateachstudententeringCASALhaveacertificateofimmunizationatthetimeofregistrationornotlaterthanthefirstdayofschool.Stateimmunizationrequirementsinclude:Diphtheria[ToxoidContainingVaccine(DTP,DTaP)3doses];Polio[(IPV)(OPV)3OPVor4IPV];Measles/Mumps/Rubella(MMR)2dosesofmeaslescontainingvaccineand1doseeachofmumpsandrubella(preferablyasMMR);HepatitisB[3doses,7thgradersenteringschoolafter9/1/00–3dosesofRecombivazHB,EngerixBor2dosesofadulthepatititsBvaccineforchildren11to15yearsold];Varicella[1dose].BeforeachildcanbepermittedtoenterorattendCASAL,parentsorguardiansmustpresentdocumentationthattheirchildhasreceivedallrequireddosesofvaccinesorthattheirchildhasreceivedatleastonedoseofeachoftherequiredvaccinesandiswaitingtoreceivethesubsequentdosesattheappropriatetimeintervals.ParentsmaywaiveimmunizationinaccordancewithPublicHealthLawandexceptionstoimmunizationsshallbegrantedifalicensedphysicianornursepractitionercertifiessuchimmunizationmaybedetrimentaltothestudent’shealth,orifthestudent’sparentorguardianholdsgenuineandsincerebeliefs,whichmayincludereligiousbeliefs,contrarytosuchimmunization[see§2164(8)and(9)ofthePublicHealthLaw].Defibrillator:CASAL,inaccordancewith§917oftheEducationLaw,willmaintainon-siteAEDequipmenttoensurereadyandappropriateaccessforuseduringemergenciesandshallensurethatastaffmember(s)istrainedintheoperationanduseofsuchequipmentforuseinCASALandatanyCASAL-sponsoredeventsatotherlocations.
HearingandVisionTesting:AllnewstudentswillbetestedbyqualifiedindividualsoftheDepartmentofHealth(DOH).Areviewofstudentimmunizationsrequirementsandthepropersupportingdocumentsshallbecompletedforallnewstudents.SchoolstaffwillworkwiththeDOH,localschooldistricts,andotherappropriateauthoritiestoprovidetheseservices.
MedicationDeliverySystemProcedures:CASALwillestablishasecure,easytounderstand,andsafemedicationdeliverysystemprotocol.TheSchoolnurse,withsupportfromtheExecutiveDirector,willcommunicatetoparents,studentsandstafftherequirementsfortheadministrationofmedicationsintheschool.CASALwillavoidmisunderstandingsbywidelycirculatingtherequirements.Theserequirementsfortheadministrationofmedicationinschoolwillbecommunicatedinthestudent-parenthandbook;schoolpublications/calendars;insertswithreportcards;mailingstophysiciansand/orlocalmedicalsocieties;andindividualparent/studentcounseling.
• Pharmacies:(1)Onlythemedicationsnecessarytomaintainthestudentinschoolandwhichmustbegivenduringschoolhourswillbeadministeredinschool.Anystudentwhoisrequiredtotakemedicationduringtheregularschooldayorwhileparticipatinginschool-sponsoredactivities(e.g.,fieldtrips,athletics)shouldcomplywithallprocedures;(2)Anyprescribedmedicationthatrequiresadministrationthroughasubcutaneous,intramuscular,intravenousorrectalroute;orprescribedmedicationsbeingadministeredthroughpumps,tubesornebulizers;ororal,topicalorinhalantmedicationneededbynon-self-directedstudentswillbegivenbythenurseorlicensedpracticalnursesunderthedirectionofthenurse.AdministrationofsuchprescribedmedicationswillnotbeperformedbytheothermembersofCASALstaff;and(3)Designatedstaffintheschoolsetting,followingassignment
54
andinconjunctionwithapprovalbythenurse,mayassistself-directedstudentswiththetakingoftheirownoral,topicalandinhalantmedication.Thenurseaswellastheschooladministrationwillassurethatthestaffpersonreceivesthetrainingandsupervisionneededtoperformthesetasksinasafeandeffectivemanner.
• PhysicianOrders:CASALrequireswrittenordersfromadulylicensedprescriberandwrittenparentalpermissiontoadministerthemedication.Allmedications,includingnonprescriptionoverthecounter(OTC)drugs,shallbeprescribedbyalicensedprescriberonanindividualbasisasdeterminedbythestudent’shealthstatus.
– WrittenordersforprescriptionandnonprescriptionOTCmedicationsshouldminimallyinclude:(1)Student’snameanddateofbirth;(2)Nameofmedication;(3)Dosageandrouteofadministration;(4)Frequencyandtimeofadministration;(5)Forprn(asnecessary)medications,conditionsunderwhichmedicationshouldbeadministered;(6)Datewritten;(7)Prescriber’sname,title,andsignature;and(8)Prescriber’sphonenumber.Theschoolnursemayrequestadditionalinformation,suchasself-administrationorders,diagnosisand/orpotentialadversereactions,however,medicationdeliveryshouldnotbedelayedpendingthisinformation,unlesssuchinformationisessentialtothesafeadministrationofthemedication.
• Specialconsiderations:Medicationordersmustberenewedannuallyorwhenthereisachangeinmedicationordosage:(1)Thepharmacylabeldoesnotconstituteawrittenorderandcannotbeusedinlieuofawrittenorderfromalicensedprescriber;(2)Whenaproperlylabeledmedicationcomestothehealthofficeaccompaniedbyawrittenrequestfromtheparentforadministrationofthemedication,butwithoutawrittenorderfromalicensedprescriber,thefollowingprocedurewillbefollowed:(a)Contactparentregardingneedforwrittenorderfromalicensedprescriber;(b)Contactlicensedprescribertoobtainverbalpermissiontoadministermedication;(c)Requestfaxorwrittenorderstobereceivedwithin48hours;(d)Contactparentanddiscontinuemedicationifwrittenordersarenotreceivedin48hours;and(d)Documentabovesteps.
• ParentalResponsibility:(1)Awrittenstatementfromtheparentorguardianrequestingadministrationofthemedicationinschoolasorderedbythelicensedprescriberisrequired;and(2)Itistheresponsibilityoftheparentorguardiantohavethemedicationdelivereddirectlytothehealthofficeinaproperlylabeledoriginalcontainer.
• Prescriptionmedications:Thepharmacylabelmustdisplay:(1)Studentname;(2)Nameandphonenumberofpharmacy;(3)Licensedprescriber'sname;(4)Dateandnumberofrefills;(5)Nameofmedication/dosage;(6)Frequencyofadministration;and(7)Routeofadministrationand/orotherdirections
• OTCMedications:(1)Mustbeintheoriginalmanufacturer'scontainer/packagewiththestudent'snameaffixedtothecontainer.Thesameappliestodrugsamples;(2)Forcertainmedications,especiallycontrolledsubstances,standardsofbestpracticeincludecountingthemedicationuponreceiptandperiodicallythereafter.Thisisnotalegalrequirementbutconstitutesasoundpracticewhenhandlingcontrolledsubstances.Discrepanciesshouldbereportedtotheparentimmediately.Theschooladministrationshouldbeinformedofanydiscrepancieswhensuchdiscoveriesoccur.Bestpracticeincludesclosesupervisionofmedicationtaking;(3)Medicationswillnotbetransporteddailytoandfromschool.Parentswillbeadvisedtoaskthepharmacistfortwocontainers,onetoremainathomeandoneatschool;(4)Instructionswillbeleftforsubstitutenursesthatareclearandconciseonthe
55
handlingofallaspectsofmedicationacceptance,handling,deliveryandstorage;and(5)EducationoffamiliesregardingtheCASAL’smedicationprotocolsisanongoingresponsibilityofCASAL.
• MedicationAdministration:(1)Allmedicationswillbeadministeredasclosetotheprescribedtimeaspossible.Givenstudentschedulesandcompliancewithcomingtothenurseinatimelyfashion,medicationsacceptedforschooladministrationgenerallymaybegivenuptoonehourbeforeandnolaterthanonehouraftertheprescribedtime.However,parentsandlicensedprescriberswillbeadvised,sothattheycanadviseCASALifthereisatime-specificconcernregardingadministrationofthemedication.Parents,students,andthenursewillworktogethertoensurethestudentreceiveshis/hermedicationattheappropriatetime;(2)Ifastudentfailstocomeforadose,theadministrationwillprovidesupporttonurse,suchasasecurityguard,administrativeorclericalstafftolocatethestudent.Ifthemedicationhasnotbeengivenforanyreasonwithintheprescribedtimeframe,CASALwillmakeallreasonableeffortstonotifythefamilythatday,asthefamilymayneedtoadjustahomedoseaccordingly;(3)Ifstudentschronicallyfailtocomeformedications,theschoolnursewillcontacttheparenttoaddresstheproblem.Thelicensedprescriberwillbeinformedofthepoorcompliance,sothatthemedicationprotocolcanbereviewedandpossibleadjustmentsmade,i.e.,homeadministration,extendedreleasemedication;(4)OngoingcommunicationandcollaborationbetweenCASALandparentswilloccurtoassiststudentsinassumingpersonalresponsibilityfortheirhealthbehaviors;(5)Amedicationmaybechangedordiscontinuedbyawrittenorderofthelicensedprescriberatanytime.Ifaparentrequestsdiscontinuationofaprescribedmedicationwithouttheprescriber'sordertodothesame,CASALwillsendaconfirmationtotheparentwithacopytotheprescriberofCASAL’sintentiontodiscontinuethemedicationontheparent'srequest;and(6)Whenthedoseofamedicationischangedbyalicensedprescriber’swrittenorderandaparentrequest,andtheoldpharmacybottlelabelhasnotbeencorrected,thenursemaylabelthebottlewiththecorrectdoseuntilthenewpharmacylabeledprescriptionbottleisreceived.Theimportanceofparentcompliancewithsendinginanewbottlequicklywillbeconveyed.
• StorageofMedication:(1)NomedicationwillbebroughtintoCASALwithoutknowledgeofthenurse.Proceduresthatfacilitatethispracticesothatparentsandstudentsdonotfeeltheneedtohidemedicationortocircumventcumbersomeprocedureswillbepublicized;and(2)Allmedications,exceptasotherwisearranged,willbeproperlystoredandsecuredwithinahealthofficecabinet,drawerorrefrigeratordesignatedformedicationsonly.Thesitemustincludealockforthecabinet,drawerandrefrigerator,aswellasalocktotheoutsidehealthofficedoor.Controlledsubstanceswillalwaysbesecuredandwillneverbeleftopenoraccessibletothepublicatanytime.Evenself-directedstudentswillnotbegivenunsupervisedaccesstocontrolledsubstancesunderthecareofCASAL.Wheneverpossible,medicationstorageunitswillbesecuredtothewallorfloor,andwillnothavebreakableglassdoors.Ifpossible,allmedicationswillbestoredinahealthoffice.However,theremaybeinstanceswheneitherrequestsaremadebyaparentandphysicianforastudenttocarryandself-administermedicationsbecauseoftheemergingnatureofthehealthproblemortheseverityofthehealthcondition.
• CarryandSelf-administerMedication:IftheCASALnursereceivesarequestfromaparentandlicensedprescribertopermitastudenttocarryandself-administerher/hisown
56
prescribedmedication,suchdecisionswillbemadeonanindividualbasisandinaccordancewiththefollowingcriteria:(1)Severityofhealthcareproblems,particularlyasthmaticorallergicconditions;(2)Licensedprescriber'sorderdirectingthatthestudentbeallowedtocarryher/hismedicationandself-administer;(3)Parentstatementrequestingcompliancewithlicensedprescriber'sorder;(4)Studenthasbeeninstructedintheprocedureofself-administrationandcanassumeresponsibilityforcarryingproperlylabeledmedicationinoriginalcontaineronherorhispersonorkeepinginschool;(5)Schoolnursingassessmentthatstudentisself-directedtocarryandself-administerher/hismedicationproperly;and(6)Parentcontactmadetoclarifyparentalresponsibilityregardingthemonitoringofthestudentonanongoing/dailybasistoinsurethatthestudentiscarryingandtakingthemedicationasordered.Thiscontactwillbedocumented.
• Anystudentself-administeringmedicationwithoutproperauthorizationwillbecounseledbytheschoolnurse.Inaddition,theparentswillbenotified.Inallinstances,schooladministrationwillalsobeinformed.Periodicreevaluationoftheeffectivenessoftheprocedurewillbeinstituted.
• EmergencyMedication:Therequirementsallowingregisteredprofessionalnursestoadministeragentsusedintheemergencytreatmentofanaphylaxisinclude:(1)Followingnon-patientspecificstandingordersandprotocolsauthorizedbyaphysicianoranursepractitionerand(2)Maintainingorensuringthemaintenanceofacopyofthestandingorder(s)andprotocol(s)thatauthorizesthemtoadministeranaphylactictreatmentagents.
• Non-FDASanctionedRequests/HerbalRemedies,DietarySupplementsandNaturalProducts:CASALwillnothonorrequestsforuseofherbalremedies,dietarysupplementsandnaturalproductsastheyarenotsanctionedbytheFDA.
Food-CASALwillparticipateintheFederalFreeandReducedPricedbreakfast,lunch,andsnackprogramsandintendstoreceiveitsmealservicesthroughtheNYCDOEOfficeofSchoolFoodandNutritionServices(OSNFS).AllstudentsattendingCASALareeligibleformealsprovidedatthefacility.Breakfast,lunchandafternoonsnackswillbeservedeachdaythatschoolisinsession.Mealswillbeincompliancewithrelevanthealthandsafetyregulations.Studentscanopttobringtheirownlunchandnotpartakeintheschoollunchprogram.
AlthoughCASALplanstoutilizefoodservicesprovidedbyOSNFS,thisdoesnotprecludeCASALfromexploringalternativeoptionsforfoodservicetotheschoolnordoesitprecludetheschoolfromoperatingitsownkitchenandprovidingitsownmeals,shouldsuccessfuldevelopmentbeundertaken.AshaveotherNYCcharterschools,whichhavechosentocontractforfoodoutsideoftheDOE,CASALwillinvestigateothervendorswhocanprovidehealthyandappetizingmenusforbreakfast,lunchandsnacktotheschool'sstudents.ThefactorsthatwillguideCASAL'sdecisiontocontractwithanoutsidevendorand/oroperateitsownkitchentoprovidemealswillinclude,butnotbelimitedto,cost,adherencetofederalguidelinesforfreeandreducedlunch,healthandsafetyofchildrenandworkers,andmenuchoices.
CASALanticipatedstudentspopulation,accordingtotheNYSEDenrollmenttargetcalculator,94%areeligibletoreceivefreeandreducedpricemealsbasedontheirparents’incomelevels.Inordertoreceivethesebenefits,theparentsofeligiblestudentsmustcompleteandreturntheFamilyApplicationforFreeandReducedPriceSchoolMeals(SD1041form)andCASALwillprovideparentswiththisapplicationuponenrollment.Thefollowingwebsiteprovidestheeligibility
57
guidelinesforfreeandreduced-lunchhttp://www.fns.usda.gov/cnd/Governance/notices/iegs/IEG05-06.pdf.TheNYCDOEFRLapplication,whichcanbefoundonlineathttp://www.opt-osfns.orgisavailableinmanydifferentlanguages.Assoonaspossible,thisformmustbereturnedtotheOfficeManager(OM),thenwillbereviewedbytheKnowledgeManager(KM)orOperationsManager(OM)forapproval.CASALwillmaintaineachstudent’sSD1041formonfileforreviewonceithasbeencompletedandapproved.Theseformsenablestudentstoreceivefreeandreducedpricemeals,andalsoformthebasisfordetermininganddistributingadditionaleducationalfundingfromthestateandfederalgovernments.
CASALrecognizesthattheSD1041formcanbedifficulttocollectfromparentswhoareconcernedovertheconfidentialityoftheform;butCASALwillensureparentsthattheinformationispersonalandconfidentialandwillremainatCASAL.WhiletheformswillnotleaveCASAL,OSFNScanandwillrandomlyaudittheapplicationstomakesuretheyarecodedcorrectly.
Transportation-Beingacommunitybasedschool,CASALanticipatesmoststudentsresidewithincloseproximitytotheschool,howeverwillutilizetheservicesoftheNYCDOEanddelegateresponsibilitytotheNYCDOEforprovidingtransportationservicestotheCASAL’sstudents.StudentswillreceivethesametransportationservicesasotherNYCpublicschoolstudents.TransportationisprovidedbytheOfficeofPupilTransportation(OPT).AfterCASALsubmitsaTransportationRequestFormandusesATSorNIPSIStosupplytheDOEwiththenecessaryinformationaboutitsstudents,theDOEwilldeterminetheeligibilityfortransportationofCASAL’sstudents.Thiseligibilityisbasedonageanddistancefromtheschool,inaccordancewiththeChancellor’sregulations(RegulationA-801).Giventheuncertaintyofbusscheduling,CASALwillnotguaranteeparentsthatachildwillhaveyellowschoolbusserviceuntilsuchservicehasbeenconfirmedbyOPT.Totheextentweareable,intheeventthatstudentsareineligiblefortransportationservicesthroughtheNYCDOE,CASALwillfacilitatecarpooling,whereandwhenavailable.Specialeducationstudentshavedifferenteligibilityfortransportationaswell.TheirIndividualEducationProgram(IEP)dictatestheireligibility.TransportationforspecialeducationstudentswillbeprovidedinaccordancewithallapplicableStateandFederallaws.TheschoolstudentswillreceivetransportationservicesforwhichtheyareeligibleunderEducationLaw§2853(4)(b)and§3635.Ifastudentisnoteligiblefortransportation,transportationbecomestheresponsibilityofthechild/sparentsorguardian.
Safety/Security-CASALwillcontinuetoensurethatthesecurityandsafetyofstudentcomesfirst.SchoolSafetyPlanwillbeadoptedandsubmittedbyOctober1ofeachschoolyear.Inaligningwiththatmandatetheschoolfollowssetguidelinesregardingthesecurityandsafetyofstudents,theschoolwillcontractsecurityservicesfromanestablished,reputableandreliablesecurityvendor.Wehaveestablishedpositiverelationshipswiththelocalprecinct,NYCDOEschoolsafetydivision,NYPDgangawarenessunitandthelocalcommunityofficer.Intermsofthebuildingitself,CASALhasestablishedclearpoliciesandprotocolspertainingtothesafetyandsecurity.Thesepolicesandprotocolincludes:
DailySecurityProcedures• Establishthetimewhenthebuildingistobeopenedandclosed.Thehoursshouldbe
postedatalldoorways.
58
• Determinewhentheadministrativedesigneewillbeattheswitchboardtoreceiveincomingcallsandtomakeemergencycalls.
• Classroomdoorsmaybeclosedwhilethechildrenareinattendancebutneverlocked.• Checkalllocksondoorsandwindows.• Checkallpathwaystodoorstoensurefreeaccess.• Checkalldoorstoensuretheyfunctionproperlyandlock.• Checksecurityalarmsystemtomakesureitisoperating.• Lockallroomsatnight.• Determinethebuildingissecureattheendoftheday.
VisitorsToTheBuildingAllvisitorstothebuildingshouldbescreenedasfollows:
• Eachvisitorshowsidentificationandtheirentranceiscapturedbythevideosurveillancesystems..
• Eachvisitor’stime-intothebuildingisrecorded.• Eachvisitorisescortedordirectedtohisorherlocation.
EmergencyEquipment• Inspectthefirstaidkitmonthlyandreplacematerialsassoonaspossible;• Maintainawalkie-talkiesystemkeystafftoutilizeintheeventoftelephoneservice
disruptions;• Maintainbatteryoperatedflashlights;• Maintainabatteryoperatedradiotolistentoemergencybroadcasts;• Checkthatallfireexits,sprinklersystems,fireextinguishers,andfireandsmokealarmsare
workingproperlyatalltimes.TheprogrammustcooperatewiththeFireDepartmentinspectionsandimplementcorrectiveactionsimmediately;
• Maintainmedicationstoragefacilitiesandrecords.Duringanevacuationthedesigneeshould,ifpossible,removethemedicationtoasafeplace;and,
• Ifpossible,ensurethatimportantfilesarestoredasdigitalbackups,availableoff-site.Thisincludescontactinformationforbothchildrenandstaff.
Drills:Participatinginemergency,fireandevacuationpreparednessdrills.Duringadrilleveryonemustleavethebuildingimmediately.Thefollowingstepsshouldbetaken:
• Atthesoundofthesignal,thestaffdirectsthechildrentostand.• Teacherassistant/aideleadsthechildrentotheexit.• Teachertakesupapositionthatwillensurecalm,orderly,andquickexit.• TheTeacherclosestheclassroomdoorstopreventthespreadoffire.• Staffandchildrenwalkasufficientdistancesothattheyareclearofthebuilding.• Whenan“allclear”signalissoundedeveryonereentersthebuilding.
Sheltering-In:Therewillbetimeswhentheappropriateresponsetoadisastermayrequirethatemergencyrespondersdirectchildrenandstafftoremainwithinthebuilding.Thistypeofresponseisoftenreferredtoas“sheltering-in.”The“sheltering-in”locationmustbe
• Ahallwayandawayfromwindowsandglass;• Anareathatisisolatedandwhereventilationcanbeturnedoff,ifneeded;
59
• Anareathatislowerthanthefirstfloorandawayfromthemainentranceofthebuilding;and,
• Anareathathasaccesstoemergencyresourcessuchaswater,cups,blankets,changeofclothing,abatteryoperatedradio,andflashlights.
EvacuationPlan:Intheeventofanevacuation,two(2)alternativelocationsshouldbeidentifiedinadvanceandcommunicatedtoallprogramstaffandparents.UnlessotherwisedirectedbytheNYPD,theFDNY,orotheremergencypersonnel,suchasiteisasafewalkingdistancefromtheoriginalsite.Toprepareforanevacuation,eachprogramshouldhaveanotebookbinderineachclassroomthatcontainsanupdatedparent/caretaker/emergencycontacttelephonedirectorywithalistingforeachchildintheprogram.Thisbindermustbeeasilyaccessiblesothatduringanemergencyevacuation,theteacherscanremovethebinderstoasafelocation.Thebindershouldinclude:
a) Telephonenumbersofparents’homes,businesses,cellphones,andemailaddresses(updatedquarterlyoronanasneededbasis);
b) Contactinformationoneachchild’smedicalpractitioner.Medicalalertinformation,forexamplepenicillinallergies,isindicatedforspecificchildren;
c) Informationaboutthelocationandscheduleofalllimitedmobilitychildren.Limitedmobilitychildrenareescortedtoapreviouslydetermined“safetyzone”roomandthenremovedbydesignatedpersonnel.
Whileintheevacuationsite,attendanceshouldbeconfirmedusingtherosterforbothchildrenandstaff.TheoverallresponsibilitytoevacuateismadebythedesignatedSupervisor-In-Charge.Thefollowingstepsshouldbetaken:
a) Thelocalprecinctisnotifiedthattheschoolisbeingevacuated.b) Allclassroomsandofficesarelocked.c) Atthesoundofthesignal,staffmembersescortthechildrenfromtheirroomsandexitthe
buildingtothepreviouslyarrangedsite.d) Duringtheevacuation,schoolstaffinchargeofchildrentakesthebinderwiththemtothe
pre-determinedalternatelocation.Attendanceofchildrenandstaffistakenatthealternatelocation.Missingchildrenandstaffarereportedtoemergencypersonnelassoonaspossible.
e) Ifthesignaldoesnotwork,thenanidentifiedstaffpersonisdispatchedtoeachroomtorelaytheinformationthatanevacuationisineffect.
CASALgivesassurancethatthebuildingselectedand/ormodifiedmeetsarchitecturalaccessrequirementsforpersonswithdisabilities,asindicatedintheAmericanswithDisabilitiesAct,andlocalbuildingcodesaddressingarchitecturalaccess.
I.FamilyandCommunityInvolvementCommunicationwithParents/Parent&StaffInvolvement:CASALwilldevelopseveralmeansofcommunicationwithitsparentsandguardians,whichinclude:(1)QuarterlyparentmeetingsthatareheldatthebeginningandendofeachofCASAL’stwosemesters.Teachersandadministratorswillmeettodiscussprograms,overallprogress,futureplans,etc.;(2)Individualparent/guardianmeetingswithteachersatleasttwiceperyear.Thesemeetingswillbescheduledtooccurduringeachmid-semester(approx.Nov.andApril)followingthedistributionofprogressreportstothe
60
parentsandguardiansofCASALstudentsandwillfocusoneachstudent’sprogress;(3)Progressreportssenttotheparents/guardiansofeachstudenttwiceperyear,eachmid-semester;(4)Reportcardssenttoparents/guardianstwotimesyearly,onceeachsemester;(5)DevelopmentandmaintenanceofaCASALwebsitethatisdesignedspecificallytopromotecontinuousparentalinvolvementwiththeschoolandthepromotionofemailcommunicationandtheschool’swebsiteaseffectivemeansofcommunication;(6)FacilitatethedevelopmentandcontinuedoperationofanCASALParentsAssociation(PA);(7)Standardprocedureforstafftocontactparentsaboutstudentbehaviors(eitherpositiveornegative).Contactcanbemadebyphone,emailorfacetofacemeetings;and(8)Developmentandmaintenanceofaschoolclimatethatisfriendlyandinvitingtoparents.
PromotionofParentalandStaffInvolvementinSchoolGovernance:CASALwillpromoteparentalandstaffinvolvementinschoolgovernanceinthefollowingmanner:(1)Invitingparentsandschoolstafftobecomemembersofvariousschoolcommittees,includingcommitteesoftheBoard;(2)Throughtheschool’sPA,surveys,interviews,etc.,seekingtherecommendationofparentsonissuesthatsignificantlyimpactanyaspectoftheschool,itsoperationanditsinstructionalprogrampriortofinaldecisions;(3)ReservingatrusteepositionontheBoardforaparentofaCASALstudent;(4)Reservingastandingagendaspotfortheschool’sstaffateachregularmeetingoftheBoard;(5)SharingtheSchool’sannualreportseparatelywiththeSchool’sPAandschoolstaffandprovidingthePAandschoolstafftheopportunitytomakerecommendationsforimprovement;and(6)SchedulingregularweeklyfacultymeetingsatwhichtimetopicsrelevanttotheeffectiveoperationofCASALandimplementationofitsinstructionalprogramareconsidered.
CommunityInvolvement:CASALstudentswillbeextensivelyintegratedinthecommunitythroughtheservice,civic,experiential&internshipopportunities.Studentswilllearnfromcommunity-basedmentors,entrepreneurs,artists,businesses,institutions,organizationsandothers.Studentswillalsoapprenticeunderprofessionalsinskilledtradesandfields.Thiswillallowstudentstodevelophardandsoftskillsthatwillhelpthembecomecollegeandworkforceready.
J.FinancialManagementTheCASALBoard,andmorespecificallytheTreasurer,andExecutiveDirectorwillberesponsibleforCASAL’soverallfiscaloversight.TheExecutiveDirectormaydelegateresponsibilitiestotheFinanceManager(FM)orappropriatestaffmembers,asneeded,toensurethesmoothoperationoffinancialpoliciesandactivities.CASALhasdevelopedaninternalfinancialcontrolspolicyandproceduremanualthatdictatethepoliciesandproceduresrelatedtotheSchool’sfinancialtransactionsandactivitiesandthestaffpositionsresponsiblefordischargingthesefunctions.
Payroll-Policy:CASALshallmaintainapayrollsystemapprovedbytheBoard.Procedure:Documentationofauthorizedpayratesshallbemaintainedintheemployee’spersonnelfile.Personnelfilesshallbesecuredwithaccesslimitedtoauthorizedindividuals.TheSchoolwillcontractwithapayrollservicetoprovidepayrollprocessing.Personnelwillbepaidbi-weekly,bycheck.Personnelelectingdirectdepositwillreceiveacheckstub.Procedure:Employeetimesheetswillbemaintaineddaily.Timesheets,signedbytheemployeeandapprovedbyasupervisor,shallbeforwardedtotheExecutiveDirectororDesigneeattheendofthepayperiodforpayrollprocessing.TheOperationsManagerwillreviewthetimesheetsforsignaturesandapprovals,reviewtimeworkedandverifyformathematicalaccuracy,summarizethepayrollinformationandforwardittothepayrollserviceforprocessing.TheExecutiveDirectorordesigneewillreceiveall
61
completedpayrollreportsandpaychecksfromthepayrollservice.TheFinanceManagerwillreviewthepayrollreportsanddocumentapproval.TheExecutiveDirectororDesigneewilldistributethepaychecks.AllpayrollchangeswillbeauthorizedbytheExecutiveDirectorandforwardedtothepayrollservicebytheFinanceAssociate.S/hemaydelegatetotheFinanceAssociaterecordingeachpayrollintotheaccountingsystem,includinganypayrollaccruals,inaccordancewithGAAP.TheFinanceManagerwillberesponsibleforpaymentofallpayroll-relatedliabilitiesthatarenothandledbythepayrollservice.AdeferredcompensationprogrammaybeestablishedinaccordancewithIRSandpersonnelpoliciesandadministeredbyathirdparty.Allservicesperformedbyindependentcontractorswillbeprocessedasaccountspayable.Atthecloseofthefiscalyear,Forms1099willbeissuedtoindependentcontractorsinaccordancewithIRSregulations.
Purchases-Policy:GuidingthepurchaseofallCASALgoodsandserviceswillbe:(a)price;(b)quality;and(c)dependability.Particularvendorsmaybechosenforanyoneoranycombinationofthesefactors;however,atalltimestheselectionofaparticulargood,service,orvendorshallbewiththeintentionofmaintainingatop-qualityschool.TheexecutionofcontractsandgrantsshallbewithinthescopeofCASAL’smission,goals,andannualplans.Procedure:Whenaproductistobepurchasedthatcostsmorethan$15,000,theExecutiveDirector,orhis/herdesignee,shallreviewappropriatevendors,ensurethatthepurchaseisappropriateandrepresentsagoodvaluefortheschool.Professionalservicecontractsinexcessof$15,000perannumarealsotobeawardedinthesamemannerdescribedasabove.Allcontractualagreementsshallbeinwriting,andsignedanddatedbytheExecutiveDirectororhis/herdesignee.Purchasesorcontractsinexcessof$15,000willbesharedperiodicallyviaareporttotheBoardofTrusteesintheformofaspreadsheetofpurchases,withtheirlistedexpenses,oruponrequest.
Accountingandauditrequirements-Policy:IndependentauditsofthefinancialstatementsshallbeconductedannuallybyaNewYorkStateCertifiedPublicAccountantselectedbytheBoard.Annualfinancialauditswillbeconductedinaccordancewithgenerallyacceptedauditingstandardsandgovernmentauditingstandards.FinancialregulatoryformsshallbecompletedasnecessarybyCASALoranaccountingfirmselectedbytheschool.Procedure:Appropriatefinancialformsandreportsshallbefiledwiththecharterentity,federalgovernmentandappropriatestateagencies.Uponcompletion,auditsshallbereviewedbyDOandsubmittedtotheBoardforreview.Allauditsshallincludeamanagementletter.
Cashmanagementandinvesting:ThefollowingareasfromtheInternalFinancialControlsPolicyrelatetocashmanagementandinvesting:• InvestmentPolicies-Policy:TheSchool’sfundsshallbeinvestedinappropriatefinancial
instruments,suchasbankaccounts,moneymarketfundsandcertificatesofdeposits.Procedure:TheFinanceManagershallidentifyexcessfundsavailableforinvestment,forapprovalbyExecutiveDirector.MajorinvestmentsorchangesinfinancialinstrumentsshallbereviewedbytheFinanceCommitteeoftheBOT.
• BorrowingFunds-Policy:AllborrowingoffundsandtheestablishmentorincreaseofallcreditlinesmustbeapprovedbytheBoard.Procedure:Basedonannualaudits,financialstatements,andcashflowprojections,theExecutiveDirectormayestablishcreditlinesandborrowinglimitsasdirectedbytheBoard.Borrowedfundswillberepaidwithappropriate,measurableandidentifiablerevenuesinaccordancewithGAAP.TheExecutiveDirectororhisorherdesignee
62
shallalerttheBoardiflinesofcreditorborrowinglimitseverarenotadequatetomeettheneedsoftheorganization.TheBoardmayamendtheborrowingpolicyandcreditlimits.
• BankCards-Policy:Asneeded,theschoolshallutilizeabankcardtopayforapprovedpurchases.
• Procedure:RequeststoutilizetheschoolbankcardsshallbemadetotheExecutiveDirectorviaaBankCardusagerequestform.AllproposedusesoftheschoolBankCardmustbedocumentedandapprovedbytheExecutiveDirector.
• PettyCash-Policy:TheSchoolshallmaintainapettycashfundtobeusedforreimbursementstoemployeesforminimalout-of-pocketbusiness-relatedexpenses,nottoexceed$100.00.Procedure:TheFinanceManagershalldelegatetotheFinanceAssociatetheresponsibilitypettycash.TheFinanceAssociatewillreimburseemployeesforout-of-pocketexpenses,nottoexceed$100.00,uponsubmissionofapettycashreimbursementvoucher,approvedbytheDO,andsubstantiatingreceiptsrelatedtoeachexpense.TheFinanceAssociateshallverifyallreceiptsasrequiredforallrequestedreimbursements,makeanyrequiredpayment,andmaintainthepettycashfund.TheFinanceAssociatewillcountandreconcilethepettycashfundtoreceiptsmonthly.ReplenishmentofthepettycashfundwillbedocumentedbythereconciliationalongwithacheckpreparedbytheFinanceManagerasneeded,andapprovedbytheExecutiveDirector.
AccountsReceivable-Policy:TheCASALwillmaintainaccountsreceivableinaccordancewithGAAPforscheduledreceiptsfromtheschooldistricts,grantsoranyotheramountsduebutnotyetreceived.Procedure:AllrevenueswillberecordedonanaccrualbasisinaccordancewithGAAP.TheFinanceAssociatewillmaintainanagedscheduleofaccountsreceivable,whichlistspayer,date,description,andaccount,basedonrevenue/grantinformationprovidedbytheFinanceManager.TheFinanceAssociatewillreconcilesuchscheduletothegeneralledgeronamonthlybasisandreviewtheledgerswiththeFinanceManager.
AccountsPayable-Policy:TheSchool,wheneverpractical,shallpaybillswithin60daysoftheirissue,unlessalternativearrangementsaremadewithvendorsorunlessadisputearises.Billsofanamountwhichprecludespaymentwithin60daysmaybeputonapaymentplan,allowingamonthlypaymentagreeabletobothCASALandthevendor,unlessanotherarrangementisreached,agreeabletobothCASALandthevendor.Procedure:AllaccountspayableshallberecordedontheaccrualbasisinaccordancewithGAAP.AccountspayableshallbemaintainedbytheFinanceAssociatewhoshallensuretimelypaymentandthedevelopmentofpaymentplans.TheFinanceAssociatealsoshallmaintainaschedulereflectinganagingofaccountspayablebalanceslistingthepayee,transactiondate,amountandpayabledescriptionandaccount.Paymentsofbillsshallbeprocessedonorabouttheendofeachweek.Purchasesorcontractsinexcessof$15,000willbesharedperiodicallyviaareporttotheBoardofTrusteesintheformofaspreadsheetofpurchases,withtheirlistedexpenses,oruponrequest.AllbillswillbeapprovedbytheExecutiveDirectorpriortopaymentbytheFinanceAssociate.Nopaymentwillbemadewithoutaproperlyapprovedbillorothersupportingdocumentation,including,butnotlimitedto,signedanddatedpackingslips.Paymentswillbemadefrombills.Iforiginalbillsarenotavailable,copieswillberequested.Paymentswillnotbemadebasedonstatements.TheBoardshallapproveallcontractsandloans.
Fundraising;BequestsandContributions.Policy:Non-restrictedbequestsandcontributionsshallbeusedforoperationsorspecialprojectsasdesignatedandapprovedbytheExecutiveDirector,
63
consistentwithconditionssetforthbytheBoard.Bequestsandcontributionsthataredonorrestrictedshallbeusedforthepurposearticulatedbythedonor,exceptthatinnocaseshalltheschoolacceptanysuchbequestorcontributionforwhichthedonorrestrictionviolatesanyfederalorNewYorkstatelaw.Procedure:BequestsandcontributionswillbeproperlybudgetedandaccountedforinaccordancewithGAAPfornonprofitorganizations.TheFinanceManagerwillmaintainsupportingschedulestodocumentrevenuesandexpendituresrelatedtounrestricted,temporarilyrestrictedandpermanentlyrestrictednetassets.UnrestrictedbequestsandcontributionsshallbeusedforoperationsorspecialprojectsasdesignatedandapprovedbytheExecutiveDirectorand/orBoard.Bequestsandcontributionsthataredonorrestrictedshallbeusedforthepurposearticulatedbythedonor.TheBoardwillreviewandapproveexpendituresonamonthlybasisinaccordancewithdonorstipulations,ifany.
Student Records: CASA L fully embraces its obligations to complywith FERPA andwill follow allappropriateprocedurestocomplyfullywiththeNewYorkStateFreedomofInformationlaw(Article6 of theNew York Public Officers Law). CASA Lwill have trained staffwho are responsible formanaging the student information. The Knowledge Manager (KM), with support from ProgramCoordinators/Counselors, OfficeManager (OM) and oversight by Executive Director (ED), will beresponsible for tracking enrollment,maintaining school lunch program records, including studenteligibility and other data to ensure accurate billing, reimbursements, all data relevant toEconomicallyDisadvantaged, IIand IIIprogramsandotherservices.TheKnowledgeManagershallbe the CASA L Records Management Officer (“KM/RMO”). The KM/RMO shall coordinate thedevelopment of and oversee a program for the orderly and efficient management of records,includingthelegaldispositionordestructionofobsoleterecords.
CASALwilldevelop/selecta robust&comprehensive student informationsystemandknowledgemanagementsystemtostore,analyzeandproduceneededreportsonallrelevantstudentdata.TheKM/RMO will also be given the authority and responsibility to develop and maintain CASA L’srecords management program, student information system and any other legally bindinginformation. CASA L will use the NYCDOE ATS attendance codes when maintaining a student’sattendancerecordforthedistrictandstate.TheExecutiveDirector(ED),KnowledgeManager(KM)andProgramCoordinators/Counselors&OfficeManagerwillberesponsiblefortheprotectionofallstudentrecords.
With regard to the special education program, the Special Needs Coordinator (SNC) will beresponsibleformaintainingandsecuringallrecords,aswellassubmittingallrequiredreportingtoappropriate agencies including necessary reporting for special education reimbursement throughthe NYCDOE portal, as well as submitting the information for presentation to the board via theschooldashboard. TheEDwilldesignatedutiestotheOfficeManger (OM)whoseresponsibilitieswill include: (1) collectingwrittenexcuses for student absences; (2) determining legal and illegalabsencesofstudentsaccordingtoCASAL’Sattendancepolicy;and(3)filingexcusesforabsencesina student's file. The KM/RMOwill retain records for such a period and dispose of them in themannerdescribedinRecordsRetentionandDispositionScheduleED-1,establishedpursuanttoPart185,TitleVIIIoftheOfficialCompilationofCodes,RulesandRegulationsoftheStateofNewYorkandArticle57-AoftheArtsandCulturalAffairsLaw.
K.BudgetandCashFlowSeeattachement
64
L.Pre-OpeningPlanThefollowingtableoutlinestheareas&milestonesforimplementationduringtheplanningyear.DOMAIN ACTION StartDate EndDate DutyGovernance RatifyBylawsandCodeofEthics Jul,2016 Jul,2016 BOTGovernance Appointboardofficers Jul,2016 Jul,2016 BOT
Academic NegotiateandSignMOUwithBigPictureLearning
Jul,2016 July,2016 BOT
Facilities AppointFacilitiesPartnerandEducationPlanner
Jul,2016 Aug,2016 BOT
Governance RecruitSchoolLeader Jul,2016 Sept,2016 BOTFacilities Conductfacilitiesnegotiationsandexecute
leasefortemporaryspaceAug,2016 Dec,2016 FC
Facilities Commencepre-developmentprocessforpermanentspace;approvefacilitiesdesignplan
Aug,2016 Oct,2016 BOT,FC,ED
Operations Obtain501-C3status Aug,2016 Jan,2017 BOTFinance Approvalfiscalpoliciesandprocedures Sept,2016 Oct,2017 BOT NegotiationandsignMOUswithkeyCBOsfor
programmaticandafterschoolpartnershipsOct,2016 Apr,2017 BOT
Finance ContractwithUFTtoestablishpayrollandotherfinancialsystems(orotherbidder)
Jan,2017 Jun,2017 BOT,ED
Staffing RecruitOperationsManager Jan,2017 Feb2017 EDRecruitment RecruitStudents:developanddisseminate
materials,hostopen-houses,conductdoor-to-doormarketing
Jan1,2017 Apr1,2017 ED
Staffing Recruitschoolstaff:draftjobdescriptions,postpositions,interviewcandidates,checkreferences
Feb,2017 Jun,2017 ED,OD,ID
Facilities Commenceconstructiononpermanentfacility Mar,2017 Mar,2017 FCStaffing Hirestaff:salarynegotiationsandofferletters Mar,2017 Jun,2017 ED,ODOperations NegotiateandsignMOUwithUFTforcollective
bargainingagreementMay,2017 June,2017 BOT,ED,
ODAcademic Researchandsecureonlinecontentproviders Mar,2017 Jun,2017 ED,IDAcademic Researchandsecurecurriculumresources Mar,2017 Jun,2017 ED,IDAcademic Draftmultidisciplinarylearningmodulesfor
CCSSandNYSrequirementsMar,2017 Aug,2017 ED,ID
Academic Researchandsecurestandardizedassessments Mar,2017 Jun,2017 ED,IDTechnology RFPfortechnologyinfrastructure Mar,2017 Jun,2017 ODRecruitment Holdlottery:securesystemwithpreferences,
conductlottery,informparentsApr8,2017 Apr8,2017 ED,OD
Operations Obtainstudentrecords:obtainpermissionfromparents,contactpreviousschools,etc.
Apr,2017 Jul,2017 OD,ED
Finance ApprovebudgetforFY14-15 Apr,2017 Apr,2017 BOTOperations Securefoodservices:coordinatevendor
evaluationofkitchencapacity,solicitproposals,selectvendors
Apr,2017 May,2017 OD
Operations Securetransportation:contactDOEOPT,coordinatebusroutesandstops,informparentsofoptions
Apr,2017 Jul,2017 OD
HR Finalizestaffhandbookandpersonnelpolicies Apr,2017 Jun,2017 BOT,ODOperations Developanddistributestudenthandbook May,2017 Jun,2017 ED,ODTechnology Installtechnologyinfrastructure May,2017 Jul,2017 OD
65
HR Completefingerprintingandbackgroundchecks May,2017 Jul,2017 ODAcademic Prepareschoolcalendaranddistributeto
familiesMay,2017 May,2017 ED,OD
Technology InstallHybridLearningManagementSystem Jun,2017 Jul,2017 ODFacilities ObtainCertificateofOccupancy Jun,2017 Jun,2017 FCRecruitment Conductopenhousesforadmittedstudents Jun,2017 Jun,2017 ED,ODAcademic ContractwithRelatedServiceProviders Jun,2017 Aug,2017 EDAcademic Conducthomevisits Jun,2017 Aug,2017 ED,ODOperations Secureinsurancepolicies Jun,2017 Jun,2017 ODPD PrepareSummerReadinessProgram Jun,2017 Aug,2017 ED,ID,ISFinance CompleteInitialStatementofFinancialControls Jul,2017 Jul,2017 ODHR Completestafffingerprintsandbackground
checksJul,2017 Jul,2017 OD
Operations SecureIEPsandstudentrecords Jul,2017 Aug,2017 ODOperations PurchaseAEDsandtrainstaff Jul,2017 Aug,2017 OD,ED,DAcademic Begincommunityoutreachtoestablish
internshipopportunitiesforyear1.Jul,2017 Sept,2017 LTI
PD ConductSummerReadinessInstitute Aug,2017 Aug,2017 ED,ID,ISPD Developstaffgrowthplans Aug,2017 Aug,2017 ED,IS
BOT=BoardofTrustees;ED=SchoolLeader(ExecutiveDirector)ID=InstructionalDirector;FC=FacilitiesPartner,OD=OperationsDirector,PC=ProgramCoordinator,IS=InstructionalStaff
M.DissolutionPlanIntheeventofdissolutionofCASAL,theBoardofTrusteeswouldimmediatelyestablishatransitionteam,woulddevelopadissolutionplan&delegatetotheSchoolLeadershipTeamtheresponsibilitytomanage the dissolution process. CASA L will follow any additional procedures required byNYSED to ensure an orderly closure and dissolution process, including compliance with theapplicable requirements of Education Law §§2854(2)(t), 219 and 220 and any closing proceduresspecifiedbyNYSED.Theschoolwillestablishanescrowaccountofatleast$75,000,tobebuiltupoverthe3initialyears,topayforlegalandauditexpensesassociatedwiththedissolutionoftheschool.Nolaterthanthetimetable established by theNYSED, or July 1,whichever is earlier, the schoolwould transfer allstudentrecordstotheNYCDOEorthestudent'sdistrictofresidence,ifthestudentresidesoutsideof New York City. Additionally, local school districts where each student resides at the time ofdissolutionwillbenotifiedinwriting.Closingprocedurewouldincorporatethefollowingactions:• 3weekspriortofinaldecision,establishtransitionteam,developclosureplan,assignRoles&
reviewbudgettoensurethatfundsaresufficienttooperatetheschoolthroughtheendoftheschoolyear.
• Within24hoursofdecisionnotifyparentsandaffectedschooldistrictsinwritingwhentheclosuredecisionisfinal.Inthelettertoparentsaftertheclosuredecisionisfinal,includethelastdayofinstruction,end-of-the-yeartransitionactivitiesofferassistancetofamiliesinidentifyingnewschools.
• Within24hoursofdecisionSchoolLeadershipandBoardMembersmeetwithfaculty&stafftodiscussreasonsforclosure,thestatusofdecisionandlikelytimelineforafinaldecision,aswellasemphasizeimportanceofmaintainingcontinuityofinstructionthroughouttheendofschool
66
year.• Within15daysafterthefinaldecisiononthecharterschoolclosureandafterallappealshave
beenexhausted,notify-banks,bondholders,benefitproviders,creditors,contractors,vendors,etc.-oftheschool’sclosure,aswellastheprojecteddateofthelastpaymentbytheschooltowarditsdebt.
• Protecttheschool’sassetsandanyassetsintheschoolthatbelongtoothersagainsttheft,misappropriationanddeterioration.
• Maintainallcorporaterecordsrelatedtocontracts,lease,assets,grants,governance(minutes,bylaws,policies),employees(backgroundchecks,personnelfiles),accounting/audit,taxstatus,employeebenefits.
• Preparationofend-of-yearreports.• Preparation&transferallassets&studentrecords,includingfinalgradesandevaluations,tothe
authorizer/districtincludingallrecordsregardingspecialeducationandsupplementalservices;studenthealth/immunizationrecords,attendancerecords,testingmaterials,studenttranscriptsandreportcards.
• Uponsunsetofthecharteragreement,dissolvecharterschool,endcorporateexistence,andnotifytheIRS.