New Jersey Department of Education ... - Foundation Academies

Foundation Academy Charter School Annual Report 2019 Page 1

New Jersey Department of Education, Office of Charter and Renaissance Schools Foundation Academy Charter School Annual Report 2019 July 31, 2019


Introduction: The annual report was established in the Charter School Program Act of 1995 as a way to facilitate the commissioner’s annual review of charter schools. It is aligned to the Performance Framework developed by the Office of Charter and Renaissance Schools, New Jersey Department of Education (Department), and meant to capture information that allows the Department to easily evaluate a charter school’s performance based on the criteria set forth in the Performance Framework. Annual Report Submission Guidelines: Annual Report Submission: Each year per N.J.S.A. 18A:36A-16(b) and N.J.A.C. 6A:11-2.2(a), the board of trustees of a charter school must submit the annual report no later than 4:15 p.m. on August 1 to the district board(s) of education or state district superintendent, the executive county superintendent, and the commissioner of education. Further, the board of trustees must make the annual report available to the parents or guardians of the students enrolled in the charter school. New this year, each charter school’s annual report will be made available for download on the Department’s website. Submission Process for the 2018-2019 Report: This year, the annual report must be submitted via Homeroom as a Word document titled “Annual Report 2019.” To submit the report, upload it to the subfolder “Annual Report 2019” located inside the folder “Annual Report” on the charter school’s Homeroom site. Each Appendix must be saved as a separate Word or .PDF document using the file naming convention found at the end of the document and then uploaded to the “Annual Report 2019” subfolder on the charter school’s Homeroom site. Additional Submission Requirements: A paper copy of the report must be submitted to the district board(s) of education or state district superintendent of the charter school’s district(s) of residence no later than 4:15 p.m. on Thursday, August 1, 2019. The paper copies require a cover page, which includes the school’s name and the date of the report. Paper copies are not required to be sent to the executive county superintendent. Written Comment Period: The board(s) of education or state district superintendent of the district(s) of residence of a charter school may submit comments regarding the charter school’s annual report to the commissioner no later than October 1, 2019.


Annual Report Questions: Basic Information about the School: Fill in the requested information below. Table 1: Basic Information

Basic Information Content Column

Name of school Foundation Academy Charter School

Grade level(s) to be served in 2018-2019 K-12

2018-2019 enrollment (as of June 30, 2019)

1,042

Projected enrollment for 2019-2020 1071

Current waiting list for 2019-2020 777

Website address www.FoundationAcademies.org

Name of board president Allan Kehrt

Board president email address [email protected]

Board president phone number (609) 240-1364

Name of school leader Graig Weiss

School leader email address [email protected]

School leader phone number (609)218-2891

Name of SBA Christopher Lessard

SBA email address [email protected]

SBA phone number (973) 948-3727 ext. 224

School Site Information: Provide the requested information for each school location. Copy the table below and fill it out for each school site if the school has more than one site. Table 2: School Site

School Site Information Content Column

Site name Foundation Academy Primary School Foundation Academy Intermediate School Foundation Academy Middle School

Year site opened 2013

Grade level(s) served at this site in 2018-2019

K-8 Primary: K-2; Intermediate: 3-5; Middle: 6-8

Grade level(s) to be served at this site in 2019-2020

K-8 Primary: K-2; Intermediate: 3-5; Middle: 6-8

Site street address 363 West State Street

Site city Trenton

Site zip 08618

Site phone number (609) 920-9200

Site lead or primary contact’s name Graig Weiss

Site lead’s email address [email protected]

http://www.foundationacademies.org/

mailto:[email protected]




School Site 2 Information

Site Name Foundation Collegiate Academy

Year Site Opened 2011

Grade Level(s) Served at this site in 2017-18 9-12

Grade Level(s) to Be Served at this site in 2018-19

9-12

Site Street Address 22 Grand Street & 719 Cass Street

Site City Trenton

Site Zip 08611

Site Phone Number (609) 920-9200

Site Lead or Primary Contact’s Name Melissa Campbell

Site Lead’s Email Address [email protected]

Organizational Performance Areas The following questions are aligned to the Organizational Performance Framework, Performance Area 1: Education Program and Capacity. 1.1 Mission and Key Design Elements

a) State the school’s mission.

The mission of Foundation Academies is to ensure that all of our students secure the academic knowledge and skills to prepare them for the nation’s finest colleges and to instill in them the core values of caring, respect, responsibility and honesty.

b) Provide a brief description of the school’s key design elements.

Since our inception in 2007, Foundation Academies has implemented our mission through continually improving our execution of a set of organizing principles used in many successful, urban, low socio-economic status charter schools throughout the country. Listed here are our seven key design components:

● Component #1: A Focus on Urban Adolescents. As we grow, we learn about, test, modify, deploy, and are constantly improving upon a series of strategies and techniques designed to build. We regularly use instructional methods, procedures and practices in our classrooms that have proven successful in other high-performing urban schools.

● Component #2: High and Clearly Articulated Expectations. We use standardized lesson

planning structures, classroom procedures, a visible blackboard configuration, student organization systems, and a student planner. All are designed to effectively secure clear communications to students and parents on a regular basis what students are supposed to be learning.

● Component #3: Rewards and Consequences. We recognize positive academic and social

behaviors and consistently and systematically provide consequences for conduct that detracts from learning or proves inconsistent with our core values.

http://www.nj.gov/education/chartsch/accountability/OrganizationalPerformanceFramework_NJDOE_08132015.pdf


● Component #4: More Time on Task. We currently operate an academic year and day that extends well beyond that of our district peers. Our students receive greater than 23% more instructional time than students in the Trenton District Public Schools.

● Component #5: Building Community. Our school community meets regularly each morning to focus on character development. Depending on grade level, this is accomplished via Community Circle and Advising. During this time, advisors, teachers, group leaders and students discuss and present Foundation Academies’ core values. Our students are actively engaged in the community and conduct several community service projects.

● Component #6: Results Focus. Foundation Academy regularly tracks data to measure and assess our performance. Each month, we publish and distribute to all staff more than 100 pages of Monthly Performance Metrics (MPMs), detailing various academic and conduct measures of students, staff and parents.

● Component #7: Values Focus. We have continuously sought to instill in our students that becoming better people is as important as other measures of success. We have pursued academic excellence, secured a strong reputation with our parents as well as the broader community, and have been efficient stewards of the public’s financial resources, while simultaneously focusing our students and staff on our core values of caring, respect, responsibility and honesty.

c) If applicable, provide information regarding the school’s unique academic goals related to the

school’s mission using the guidelines and format below. Note: Mission-specific goals are optional. Schools that do not have mission-specific academic goals may leave this section of the annual report blank. Further, these academic goals may have changed from the school’s original charter application.

Not applicable.

1.2 Curriculum

a) All charter schools are required to adopt and implement curriculum aligned to the New Jersey Student Learning Standards. To affirm the charter school’s commitment to this requirement, complete and submit Appendix A, available at the end of this document.

1.3 Instruction

a) What constitutes high quality instruction at this school?

Instructional Expectations

All classrooms at Foundation Academy, regardless of grade level or subject area, have the following instructional expectations:

● Rigorous, Purposeful, and Measurable Objectives. We believe that great lessons start with clear and high expectations for mastery.

● Guided Practice. We expect our teachers to model for students what they want them to be able to do independently.


● Independent Practice. We expect our teachers to provide students with ample opportunity to practice skills that align to the objectives and standards.

● Assessment that is aligned to the objective. We expect our teachers to have evidence that students accomplished the objective (or goal) for the lesson.

b) Provide a brief description of the school’s instructional practices.

Instructional expectations differ somewhat in order to ensure that instruction is age appropriate and conducive to the subject area. We strategically change our lesson format to promote critical thinking as students rise through the grade levels. Instructional expectation differences can be summarized as follows:

Primary School (Kindergarten to 2nd Grade) In the primary school grades, all classrooms are co-taught. Most instruction follows an “I Do” (direct instruction), “We Do” (guided practice), “You Do” (independent practice) lesson format.

● During English Language Arts, co-teaching is a dynamic process that varies based

on the ELA component.

● “Parallel teaching” is utilized by the co-teachers during Guided Reading (Kindergarten to 2nd Grade), 2nd Grade Writing, and Phonics (Kindergarten and 1st Grade) or Shared Reading (2nd Grade). During these parts of the lesson, teachers divide the students in half and teach the same concept at the same time.

● During Shared Reading and Read Aloud (Kindergarten to 2nd Grade), one teacher leads the instruction and the other teacher supports by helping individual students.

● For Writing instruction (Kindergarten and 1st Grade), “alternative teaching” is implemented by the co-teachers. In this model, one teacher manages and provides instruction to the majority of the class, while the other teacher works with a smaller group of students to help struggling students with skills or provide an extra challenge for students that have mastered a concept.

● Mathematics is taught using the “You, Y’all, We” model described in the 3rd-to 12th-Grade Section below.

● Science, Social Studies, Music, and Physical Education/Health are taught by one teacher using the “I Do,” “We Do,” “You Do” lesson format described above.

Intermediate, Middle School & High School (3rd to 12th Grades) In grades 3 through 12, we have incorporated the “You, Y’all, We” model of teaching to ensure that lessons are student-centered.


This model of teaching taps into what students already understand and then builds upon it. Rather than starting each lesson by introducing the main idea to be learned that day, students are assigned a single “problem of the day” or “question of the day” designed to let them work toward it. “You” is first on their own, then “Y’all” in peer groups, and finally “We” as a whole class. The result is a process that replaces answer-getting with sense-making.

● During the “You” portion of the lesson, teachers circulate to observe and record

students’ prior knowledge on the skill and plan questioning.

● During the “Y’all” portion of the lesson, the teacher poses planned questions to individual groups of students that are discussing.

● During the “We” portion of the lesson, the teacher asks questions to ascertain the thought process students use to make sense of the problem or question. At this time, teachers target misunderstandings through questioning.

Partnership with Mercer County Community College and Service Learning A partnership with Mercer County Community College enables eligible high school juniors and seniors to enroll in courses during the day and earn college credits at the local community college prior to high school graduation.

High school students are required to participate in a Service Learning class and are required to complete a minimum of forty (40) hours of approved community service.

1.4 Assessment

a) Fill in the following table to show year over year trends in the proportion of students meeting or exceeding grade-level expectations (“proficiency rate”) on all PARCC assessments administered by the school. Note: If 2018-2019 PARCC results have not been released to schools by July 15, 2019, then leave the 2018-2019 column blank.

Table 4 Proficiency Rates on PARCC assessments

Assessment 2016-2017 2017-2018 2018-2019

ELA 3 26% 58% 30%

ELA 4 23% 38% 39%

ELA 5 47% 40% 31%

ELA 6 52% 61% 44%

ELA 7 67% 74% 63%

ELA 8 69% 63% 62%

ELA 9 48% 73% 44%

ELA 10 48% 44% 74%

ELA 11 57% 69% 22%

MAT 3 26% 74% 54%

MAT 4 37% 37% 63%

MAT 5 47% 41% 40%

MAT 6 32% 37% 22%

MAT 7 46% 41% 47%

MAT 8 47% 50% 14%


Algebra I 48% 68% 48%

Geometry 26% 26% 39%

Algebra II 40% 27% 54%

b) Explain the main reasons why the school has or has not seen year over year increases in the

proficiency rate, and what steps the school has taken, or plans to take, to ensure such progress in both subjects by grade level and by subgroup (i.e., students eligible for free and reduced price lunch, English language learners, students with disabilities, and racial/ethnic groups).

We have shifted our focus for the 2019-2020 school year to be more of a responsive learning approach that offers pedagogy, curriculum, and learning environments that respond to individual students’ needs. We recognize that our students guide the learning, not pacing guides. Moving forward, we will focus on these 4 aspects:

● Student Reflection/Ownership (Ongoing student reflection allows students to assess their own mastery toward goals and objectives);

● Data Driven Decisions (We frequently collect data to inform instructional decisions);

● Targeted Instruction (Instruction is in response to each student’s needs and learning goals); and

● Flexible Tools (Technology use allows for differentiated path, pace, and performance tasks).

c) For each subject and grade level, provide a list of the diagnostic, formative, and summative

assessments that were administered during the 2018-2019 year.

● English Language Arts: STEP (K-2), iReady Diagnostic (3-12), Foundation Academy Interim Formative Assessment (FAIFA) ELA (3-AP English Literature and Composition), Fountas & Pinnell (2-exit), PARCC ELA (3-11), AP Language and Composition, PSAT NMSQT (10-11), PSAT 8-9, SAT (11-12), ACT (11), Accuplacer (11)

● Mathematics: FAIFA Math (K-AP Calculus), iReady Diagnostic (3-12), PARCC Math (3-Algebra II), AP Calculus AB, PSAT NMSQT (10-11), PSAT 8-9, SAT (11-12), NAEP (8), Accuplacer (11)

● Science: FAIFA Science (Biology, Environmental Science, Chemistry), NJSLA-S (5, 8, 11)

● Social Studies/History: FAIFA Humanities/History (3-US History II), AP World History

● PE and Health: Presidential Fitness Test (9-12); Drivers Education Permit Test (10)

● Special Education: Aimsweb Progress Monitoring

● ESL: WIDA Model Diagnostic and Summative, ACCESS ELLs 2.0

d) Describe how results from the assessments listed above were used to improve instructional

effectiveness and student learning.


Foundation Academies Interim Formative Assessments (FAIFAs) are given to students in all grades, Kindergarten through 12th grade, three times each school year. FAIFAs are created by experienced teachers and support staff and align to the curriculum delivered during instruction. The FAIFAs, like the curriculum, are aligned to the appropriate content area standards. Before test items are made, blueprints for the FAIFAs are created to guide the assessment writers in developing a truly standards-driven assessment. For ELA/Humanities, Mathematics, History, and Science FAIFAs, the New Jersey Student Learning Standards are used. Once a blueprint is completed, assessment items are created to align to the skills and knowledge that should be tested during that cycle. These items are then reviewed for validity, rigor, and alignment.

The first assessment, FAIFA 0, serves as a diagnostic of student learning and is aligned to the standards from the previous grade level. This starting point data is analyzed by teacher teams and is then used to drive needs-based unit and lesson planning that is appropriately differentiated. Teachers and administrators use the Achievement Series program to look at student performance by standards, item, and item type, and view the data by class and student. They create plans for individual, small group, classroom, and grade level remediation based on the performance trends observed.

Throughout the course of the year, students participate in three additional cycles of FAIFAs which are designed to reassess prior skills and knowledge while simultaneously evolving to include assessment of newly-covered content. FAIFAs 1-3 are followed by a dedicated professional development day when teachers review their students’ work as they did during FAIFA 0 and create future instructional plans based on the data. They follow a data-analysis protocol with their teacher mentor and/or Principal to develop these plans. The data is shared with students the week following FAIFAs.

Finally, performance distributions on all of the FAIFAs from a given cycle are combined into a report and presented to the CEO. Curriculum support staff members consider the validity and reliability of assessment items after administration using statistics provided by Achievement Series and they determine when changes or omissions are needed. The collective analysis of data done by the curriculum support staff, teachers, teacher leaders, and administrators also provides guidance for curriculum revisions for the following school year.

In addition to FAIFAs, teachers use formative assessment throughout instruction to continuously collect data about student performance and growth.

1.5 Organizational Capacity - School Leadership/Administration a) Fill in the requested information below regarding school leadership.

Table 5: School Leadership/ Administration Information

Administrator Name Title Start Date

Graig Weiss Chief Executive Officer July 1, 2009

Christopher Lessard School Business Administrator July 1, 2009

Tara Pepe Senior Director of Finance July 2, 2007

Sheria McRae Chief Academic Officer August 2, 2010

Jonathan Hofmann Chief Operating Officer July 9, 2018


Nicholas Courtney Intermediate School Principal July 1, 2014

Natasia Cooper Primary School Principal July 1, 2016

Melissa Campbell High School Principal July 2, 2018

School Culture & Climate The following questions are aligned to the Organizational Performance Framework, Performance Area 2: School Culture & Climate. 2.1 School Culture and Climate

a) Fill in the requested information below regarding learning environment at the school.

Table 6: School Culture and Climate Learning Environment

Learning Environment (Indicators Column)

Total Attendance Rate: (use the total number of days present divided by the total number of days enrolled)

95.3%

Elementary School Attendance Rate (grades K-5) 95.8%

Middle School Attendance Rate (grades 6-8) 95.7%

High School Attendance Rate (grades 9-12) 94.1%

Student - Teacher Ratio 14:1

b) Fill in the requested information below regarding the professional environment at the school.

Table 7: School Culture and Climate Professional Development

Professional Environment (Indicators Column)

Teacher Retention Rate (from SY 2017-2018 to 2018-2019)

74%

Total Staff Retention Rate (from SY 2017-2018 to 2018-2019)

77%

Frequency of teacher surveys and date of last survey conducted

Twice a year. Last survey was conducted on April 3, 2019.

Percent of teachers who submitted survey responses

99%

Percent of teachers who expressed satisfaction with school leadership or with the overall school environment

76%)

c) What were the three main positive aspects teachers identified in the latest survey? a. Ability to have a positive impact on student outcomes b. Staff collegiality and collaboration/relationship with staff c. Inspiring school leadership

d) What were the three main challenges that teachers identified in the latest survey?

a. Workload



b. Personal/professional reasons c. Lack of recognition/respect

e) Fill in the requested information below regarding the school’s discipline environment in 2017-

2018. If there was a noticeable increase or decrease in suspensions and expulsions in 2017-2018 compared to 2017-2018, then please describe the reasons for the change below the table.

Table 8: Discipline Environment 2017-2018

Grade Level Number of students enrolled (as of Oct. 15, 2018)

Number of students receiving an out-of-school suspension (unique count)

Number of students expelled

K 86 4 0

1 86 5 0

2 83 5 0

3 84 12 0

4 85 3 0

5 88 8 0

6 86 7 0

7 85 12 0

8 89 7 0

9 81 9 0

10 80 6 0

11 64 9 0

12 68 1 0

2.2. Family and Community Engagement

a) Fill in the requested information below regarding family involvement and satisfaction.

Table 9: Family Involvement and Satisfaction

Family Involvement and Satisfaction Indicators Column)

Number of parents/guardians currently serving on the school’s board, out of the total number of board members

0

Frequency of parent/guardian surveys Twice each year

Date of last parent/guardian survey conducted 4/18/2019

Percent of parents/guardians completing the survey (consider one survey per household)

94%

Percent of parents/guardians that expressed satisfaction with the overall school environment

96%

b) What were the three main positive aspects identified by parents/guardians in the latest survey? a. The leadership and direction provided by the Principal (98.6% satisfaction) b. The quality of classroom instruction provided by the teachers (97.9% satisfaction) c. The safety of your child at the school (97.7% satisfaction)

c) What were the three main challenges identified by parents/guardians in the latest survey? a. Primary School parents believe their child doesn’t want to come to school every day

(6.7% dissatisfaction) b. High School parents are uncomfortable with the college admissions process

(5.2% dissatisfaction)


c. Parents are dissatisfied with the amount of homework their child receives (3.5% dissatisfaction)

List and briefly describe the major activities or events the school offered to parents/guardians during the 2018-2019 school year.

New Parent Orientation is held prior to the beginning of the school year to orient parents with academic and cultural expectations for their new students.

Back to School Nights occur at each campus at the beginning of the school year and provide an opportunity for students and their families to meet and spend time with teachers and FA staff.

Other casual, meet ‘n greet, collaborative and celebratory events that fostered participation opportunities for parents/guardians across our schools included: Pizza with the Principal, Pastries with the Principal, Grandparents Day, Science Fair, monthly Drop Everything and Read Days, Great Writers Picnic, Annual Carnival, Kindergarten Moving Up Ceremony, 1st Grade Awards, and 2nd Grade Moving Up Ceremony (Primary School); Muffins with Mom, Donuts with Dad, Science Fair, Field Day, and 5th Grade Moving Up Ceremony and Barbeque (Intermediate School); Middle School Honors and Awards Ceremonies, Field Day, and 8th Grade Recommitment Ceremony (Middle School); as well as two National Honor Society Blood Drives, National Honor Society Induction Ceremony, and High School Honors and Awards Ceremonies (Foundation Collegiate Academy). In addition, each school held a number of field trips throughout the year, affording parents/guardians opportunities to volunteer and chaperone.

Math Nights and Literacy Nights were held in the Primary and Intermediate Schools to help familiarize parents with the curriculum, engage in fun learning activities with their scholar in a team environment, and to learn skills to support their scholars at home.

The Parent Academy program launched in 2018-19 with the goals of building strong relationships with our Foundation parents and guardians and to consistently provide resources to enrich and support the parenting experience at all levels. This series of four collaborative learning sessions provided space for parents to learn together, utilize their new skills, and share their experiences. Parent Academy’s sessions were grounded in the book “Grit,” by Angela Duckworth, and all participants received a copy of the book as part of the program. Each Parent Academy session touched on a different development topic, including:

● Steps all parents can take to ensure their child is making progress on their journey toward college,

● Ensuring their child’s emotional well-being, ● Tips for healthy living, and ● Community resources for assistance, groups, and family-centered programs.

During Hispanic Heritage month, Primary School students sang songs from various LatinX cultures and viewed dances from various countries, while Middle School LatinX teachers organized a Hispanic Heritage Festival for parents and community members.

Foundation Collegiate Academy held a college fair to expose students to 30+ post-secondary options, and on Senior Signing Day brought the families of our graduating seniors together with the full staff and high school student body to recognize the accomplishments of every member of the Class of 2019.


All campuses offered occasions for families to watch their children perform.

● During Black History Month, the Middle School holds its annual interactive Blacks in Wax event, held offsite at Grounds for Sculpture. Mirroring the Blacks in Wax Museum of Baltimore, students research influential African-American leaders of the past and present, dress up, and write their own brief speech from the perspective of their selected leader. As attendees walk through the Grounds for Sculpture museum, students appear to be “frozen in wax.” When the attendee pushes the button near the student, they come to life as their performance begins.

● Primary School holds its annual Black History Month Celebration in February, featuring student singers and a performance by a West-African dance troupe.

● Primary School students showcased their musical talents through song at their Fall and Spring concerts, held on site at 363 West State Street.

● Students from the Intermediate School, Middle School, and Foundation Collegiate Academy all showcased their musical talents during off-campus Fall and Spring concerts held at The College of New Jersey and Villa Victoria Academy.

The English as a Second Language (ESL) team hosted four events for the parents of English Language Learners throughout the 2018-18 school year.

Topics included:

● Preparing for parent/teacher conferences ● Understanding Foundation Academy’s ESL program and its grounding in World-Class

Instructional Design and Assessment consortium of states (WIDA) ● Tools for monitoring and limiting children’s “screen time” ● “Literacy Night,” which advocates for the benefits of reading at home. This event

provides families with books that children and parents can read together, as well as Trenton Free Public Library card applications in Spanish to ensure all families would have access to books all summer.

● Understanding the ACCESS test for ELLs. ACCESS is the national standardized assessment test for student listening, speaking, reading, and writing, and determines where a student is placed within Foundation Academies’ tiered ESL program.

d) List and briefly describe the major activities or events conducted by parents/guardians to further the school’s mission and goals.

Our third annual 100 Men Welcome gave fathers, grandfathers, uncles, brothers, and men in the community the opportunity to greet students at both campuses on their 100th day of school. Shortly after arrival, students attended an assembly where the visiting men gave inspiring speeches.

The Primary School’s POP Squad held one Zumba night, a Chuck E. Cheese fundraiser, a Wendy’s fundraiser and a Parent’s Night Out, which offered babysitting at the school on a Friday evening.

Parents of students at all grade levels planned, donated, and volunteered for Teacher Appreciation Week.

Middle school parents, students, and teachers formed the 8th grade dance committee.


Career Day in the Intermediate and Middle Schools included parents, friends, and families of many of our students.

e) Fill in the requested information below regarding community involvement. Add or delete rows

as necessary.

Table 10: Community Involvement with Education Institutions

Partnering Organization

Description of the Partnership

Level of involvement: i.e., # students and/or staff involved, # hours per month, resources involved, etc.

Mercer County Community College

Dual enrollment program for high school seniors

Two Foundation Academy staff members gave support to the MCCC Higher Education Program. Twenty students attended classes two times per week during the fall and spring semesters. This program provided credit based education at the college level.

Young Scholars Institute

SAT Prep Program

Approximately 20 students from Foundation Collegiate Academy (grades 10-12) participate in the Young Scholars SAT Prep Program. There are between 2-3 FCA staff members who help to facilitate the tutoring schedules and assess needs.

Table 11: Community Involvement with Community Institutions

Partnering Organization

Description of the Partnership

Level of involvement: i.e., # students and/or staff involved, # hours per month, resources involved, etc.

Futuro College preparation Ten LatinX students currently attend meetings at this advocacy-based organization for 1-3 hours per week.

Salvation Army

Community Service

Fifteen total students volunteered at the Salvation Army’s after-school program this school year. Six volunteered on a weekly basis for 4 hours per week.

Isles Community Garden

From May to November, high school students work in a garden constructed by Isles, Inc. for one hour per day. A total of 30 unique students have been involved in the garden, planting, weeding, watering, harvesting, and preparing food from the products of their labor.

Trenton Area Soup Kitchen

Community Service

Twenty-five high school students and three staff members volunteered for a total of 8 days. The Primary School (K-2) collected over 600 cans for the food pantry.

UIH Family Partners

Shadowing Opportunity Fall semester. One student for 3 hours per week.

Waters Edge Shadowing Opportunity Fall semester. One student for 4 hours per week.


Rehab

KSS Architecture


Verus Shadowing Opportunity Fall semester. Two student for 3 hours per week.

Shoemaker Construction


Trenton 365 Shadowing Opportunity Fall semester. One student for 1 hour per week.

Homefront Shadowing Opportunity Fall semester. One student for 3 hours per week.

Mill Hill Center

Peer Mentoring Program Three students for 2 hours weekly

Boys State (The American Legion)

Government Instruction Two students participated in a one week residential program.

Princeton Blairstown Center

Freshman Orientation Week-long orientation and team building program for 80 9th grade students and 12 staff members.

Reclaiming Our Boys

Mentoring Program Three students and one staff member participated in weekly mentoring sessions with other members of the Trenton community.

New Jersey Manufacturers Insurance (with the Boys and Girls Club)

Business Mentoring Program

12 Students were mentored by NJM staff for 4 hours per month.

Board Governance The following questions are aligned to the Organizational Performance Framework, Performance Area 3: Board Governance. 3.1 Board Capacity

a) Fill in the requested information below regarding board governance.

Table 11: Board Governance

Board Governance Indicators Column

Number of board members required by the charter school’s by-laws Up to 13



Date of the latest board self-evaluation (include a copy of the board’s self-evaluation tool as Appendix B)

February 8, 2018

Date of the latest school leader evaluation (include a copy of the board’s school leader evaluation tool as Appendix C)

January 30, 2019

b) List the amendments to by-laws that the board adopted during the 2018-2019 school year.

N/A

c) List the critical policies adopted by the board during the 2018-2019 school year. 3542.2: School Meal Program Arrears 5145.7: Gender Identity and Expression 3.2 Board Compliance

a) Fill in the requested information below regarding the board. Add or delete rows as necessary.

Table 12: Board of Trustee Information

Name Start Date

Term Exp. Date

Role on Board

Email Address Date of Criminal Bkgrd. Check

Date of NJSBA Training

Allan Kehrt

2/25/15 6/30/21 President [email protected] 7/15/15 IV 06/28/19

Dr. Todd Kent

6/22/10 6/30/22

Academic Affairs Committee Chair

[email protected] 9/28/11 IV 6/29/17

Paris McLean

12/20/17 6/30/21

Strategic Planning Committee Chair

[email protected] 1/17/18 II 7/3/19

Grecia Montero

11/19/09 6/30/21 [email protected] 10/26/11 IV 7/26/17

Patrick Hall

9/23/14 6/30/20 Secretary/ Treasurer

[email protected] 11/19/14 IV 5/5/17

Stephen Silverman

9/27/17 6/30/20 [email protected] 11/01/17 II 7/2/19

Jacqueline Griffith

3/29/17 6/30/20 [email protected] 5/31/17 III 2/20/19

b) Pursuant to N.J.A.C. 6A:11-4.12 (c) Board of Trustees and Open Public Meetings Act, which

states “the board of trustees shall post a copy of all meeting notices and meeting minutes to the school’s website;” please provide the link to the school’s board meeting minutes below.

https://foundationacademies.org/about/administration/meeting-minutes/

Access and Equity The following questions are aligned to the Organizational Performance Framework, Performance Area 4: Access and Equity.







https://foundationacademies.org/about/administration/meeting-minutes/



4.1 Access and Equity

a) Fill in the requested information below regarding the timeline of the school’s application process for prospective students for school year 2018-2019. Table 13: School Year 2017-18 Application Process Timeline

Application Process Timeline Indicators Column Date the application for school year 2018-2019 was made available to interested parties

12/18/2017

Date the application for school year 2018-2019 was due back to the school from parents/guardians

2/27/2018

Date and location of the lottery for seats in school year 2018-2019

363 W. State Street Trenton NJ 08618, School Gym

b) Provide the URL to the school’s application for prospective students for school year 2018-2019.

If the application is not available online, then, as Appendix D, provide a copy of the application in as many languages as available. https://facs.schoolbrains.com/OnlineApplication/FACSApplication.aspx

c) List all of the venues where, prior to the lottery, interested parties could access the school’s

application for prospective students for school year 2018-2019.

Foundation Academy website and hard copies (for siblings only).

d) List all of the languages in which the application is made available. If the school participates in Newark or Camden’s enrollment process, please state that below. English and Spanish

e) List all of the ways in which the school advertised that applications for prospective students for school year 2018-2019 were available prior to the enrollment lottery. The applications were advertised to prospective students via the Foundation Academy website, posted flyers and social media, such as Facebook and Twitter.

f) Fill in the requested information below regarding student enrollment and attrition rates by

grade level in 2018-2019.

Table 14: Student Enrollment and Attrition

Grade Level Number of student withdrawals (for any reason) during the school year

Number of students enrolled after the first day of school year 2018-2019

Number of students retained in 2017-2018 for the 2018-2019 school year

https://facs.schoolbrains.com/OnlineApplication/FACSApplication.aspx


K 2 1 3

1 2 0 5

2 0 2 1

3 2 2 0

4 0 0 3

5 1 0 0

6 0 0 0

7 2 1 1

8 3 0 2

9 1 0 4

10 2 4 4

11 4 5 0

12 1 0 1

g) All charter schools are required to develop and implement suspension and expulsion policies

that are aligned with state law and regulation. To affirm the charter school’s commitment to this requirement, complete and submit Appendix A, available at the end of this document.

5.1 Compliance The following questions are aligned to the Organizational Performance Framework, Performance Area 5: Compliance.

a) Provide a description of the educator evaluation system the school has implemented.

The teacher evaluation tool was designed using five key focus areas reflective of

Foundation Academies’ model and strategic plan. To achieve our long-term vision of

preparing students for college and lives of strong character, we focus on quality

education. Our teacher evaluation system was developed using "highest standards" to

identify goals in the following areas:

1. Ensuring measurable student learning and growth

2. Staff culture and modeling the core values

3. Student culture and “sweating the small stuff”

4. Professional development and responsibilities

5. Collaboration and team building

Teachers are given a rating in each of these categories based on evidence gathered

throughout the year from regular observations and feedback, as well as internal and

external sources of data compiled by both instructional staff and the Academic

Support Team.

The rating scale for performance includes the following:

● Exemplary – consistently meets and exceeds highest expectations.

(Performance reflects mastery of skills, competencies and core values)


http://www.nj.gov/education/chartsch/info/evaluation.pdf


● Strong – meets and exceeds stated expectations in most areas.

(Performance reflects a solid and growing foundation of experience and

success)

● Satisfactory – meets the expectations overall.

(Performance is professional, proficient and appropriate)

● Needs Improvement – stated expectations are met infrequently.

(Performance comes close to being acceptable but further development is

needed)

● Unacceptable – stated expectations are not met.

(Performance is clearly below acceptable level and significant improvement is

required)

Foundation Academies evaluates teacher performance under the belief that every teacher can and should be developed throughout his or her career. Teachers earn promotions from Novice Teacher to Career Teacher, then Advanced Teacher, and finally Master Teacher. The overarching expectations remain consistent for all non-supervising staff at any career stage, while the underlying responsibilities in the teacher evaluation rubric become progressively more challenging. This intentional approach focuses Novice Teachers on mastering classroom management techniques, Career Teachers on implementing instructional best practices, Advanced Teachers on executing differentiation and rigor, and Master Teachers on coaching teammates and building teams.

b) Provide a description of the school leader evaluation system that the school has implemented.

Philosophy At Foundation Academies Charter School, we believe that the quality of the work of the adults in our school is the single most important determinant in the successful achievement of our mission to educate responsible citizen-scholars for success in the college of their choice and a life of active citizenship. We hire the most talented professionals. Once we hire them, we develop, coach, challenge and engage these professionals using a set of systems—including this Principal Evaluation System—to support, promote and reward their excellence.

Principals We evaluate our Principals based on five key areas: 1. Ensuring Measurable Student Learning – Principals are evaluated based on their positive,

measurable impact on student mastery of the Foundation Academies curriculum as determined by state, external and Foundation Academies’ common assessments.

2. Modeling Our Core Values – Principals are evaluated on the degree to which they model

for our students, parents, staff and others our core values of caring, respect, responsibility and honesty.


3. Sweating the Small Stuff – Principals are evaluated based on how effectively they sweat the small stuff in managing student conduct.

4. Working Hard – Principals are evaluated based on how hard they work and how

productive they are.

5. Being a Good Teammate – Principals are evaluated based on how they engage in a set

of practices that promote a strong, unified adult team implementing the Foundation Academies program within our school community.

Communicating Expectations We will communicate the expectations of our Principals through:

● Initially Communicating Expectations through his/her job descriptions and detailed

evaluation tool.

● Ensuring that our school Principals Experience school leadership in an effective school

setting, either as a former teacher/teacher leader or as a participant in a training program, e.g. KIPP School Leadership Program (KSLP), or analogous experiences.

● Regular walkthrough Observations of the campuses by the Chief Executive Officer, using

standardized and published rubrics designed to assess fidelity to the school’s core values and expectations as set forth in the Principal evaluation system.

● Providing Feedback and Coaching to the School Principals by Chief Executive Officer on

the effective use of techniques. The Chief Executive Officer will meet with the Principals and/or communicate formally and informally, at scheduled times and unscheduled, to share feedback and coaching on the school’s execution of the identified techniques.

● Reviewing and discussing the results of state and Foundation Academies Interim

Formative Assessments (FAIFAs). FAIFAs inform us of how much students are learning, where there are gaps and what may be the causes of those gaps in learning. Through engaging in regular dialogue with the Principals about these assessments, Chief Executive Officer will clarify and communicate further the key learning outcomes that school is to achieve.

● Provide time and structure for Principal Reflection on student assessment results and

Chief Executive Officer feedback to promote the improvement of Principal effectiveness over time. While for teachers, much of the process of communicating expectations takes place between the Principal and the teachers, for the Principal, the burden is largely switched. The Principal is responsible for proactively engaging in self-reflection on their instructional leadership practice and in reflecting on how to improve the school.

Evaluation Timeline and Processes The Chief Executive Officer will evaluate Principals based on the following timelines:

● School Walkthroughs (Monthly) – The Chief Executive Officer and Chief Academic

Officer will conduct walkthroughs of the school at least once each month. Novice


Principals—those in their first year as a Principal within Foundation Academies—and Principals who are deemed to be in need of extra support, shall receive more frequent walkthroughs.

● One-on-One Meetings between the Chief Executive Officer, Chief Academic Officer,

and the Principal (Bi-Weekly) – The Principals will meet One-on-One with his/her direct supervisor at least once every other week. During these meetings, the supervisor will provide the Principal with a thought partner, a source of support and a critical friend in reflecting on his/her leadership practice. Together, the supervisor and the Principal will agree on next actions to be observed over the course of ensuing walkthroughs.

● Data-Driven Assessment Analysis Sessions (Five Times Per Year) – The Principal and teachers will engage in deep analyses of student learning as measured by FAIFAs at least five times each year. The results of the assessments, and the lessons learned from the analyses and the action plans agreed upon by teachers and the Principal will be the subject of extended “school-wide interim assessment analyses” sessions. The Principal and Chief Executive Officer will review the assessment data regularly as a mechanism for jointly assessing the health of the school and of the assessments as a tool.

● Formal Evaluations (Twice Per Year) – The Chief Executive Officer and Chief Academic

Officer will provide the Principal in a scheduled meeting with a formal, written assessment of his/her performance twice during the year at Foundation Academies.

c) As Appendix E, provide a board resolution approving the teacher and school leader evaluation

systems. Note: You may use Educator Evaluation System Guidelines for New Jersey Charter Schools for guidance answering a), b) and c) above.

File Naming Convention Table 15: Appendix File Naming Convention

Appendix File Naming Convention

Appendix A Appendix A Statements of Assurance

Appendix B Appendix B Board Self Evaluation Tool

Appendix C Appendix C School Leader Evaluation Tool

Appendix D Appendix D Admissions Application (Language)

Appendix E Appendix E Board resolution approving the teacher and school leader/Principal evaluation systems

Appendix F Appendix F 2018 – 2019 School Calendar

Appendix G Appendix G Organizational Chart

Appendix H Appendix H Promotion/Retention Policy

Appendix I Appendix I Graduation Policy

Each appendix must be submitted as a separate Word or .PDF file to the Homeroom folder “Annual Report 2019.” Save each appendix by the file naming convention provided in the second column of the above table.

http://www.nj.gov/education/chartsch/info/evaluation.pdf

6/14/2018 2018 FABOT Board Survey

https://fs10.formsite.com/FoundationAcademies/form2/index.html 1/8

Foundation Academies Board of Trustees Survey

In order to prepare the most effective agenda for our upcoming March 22, 2018retreat, we need to hear from you. Please submit this form by February 8.

Which best describes you? *

Considering the last 12 months, approximately how many hours of your time have youdedicated to the Foundation Academies Board in an average month? *

5 hours or less

Between 5 and 10 hours




More than 35 hours

How long have you been a Board member? *

0 to 1 year

1 to 2 years

3 to 5 years

6 to 10 years

N/A: I am a staff member

On average, outside of Board meetings, how many school activities do you attend eachyear? *

None

1 to 2

3 to 5

More than 5

N/A: I am a staff member

What do you consider the top 2 strengths of Foundation Academies?



What do you consider the top 2 weaknesses of Foundation Academies?

Please rank from up to 1-8 the key audience(s) that you most want the organization toimpact/reach in the future. (1 = most importance; 8= least importance)

Current students

Prospective students

Alumni

Parents

Local Trenton Community

Ed Reform Movement

Current faculty

Prospective faculty

What target group, if any, would you add to the above list?

Please rate the effectiveness of the following items as they pertain to Foundation Academies: *

OutstandingVeryGood Average Mediocre Poor Unsure

Positive relationships with



important stakeholders

Parent experience

Student experience

Faculty experience

Fundraising capability

Compelling cause for potentialdonors

Internal management/operations

Staffing levels compared toworkload

Staffing expertise compared toworkload

Name recognition

FABOT BOARD MISSION STATEMENT Oversee the health of Foundation Academies andensure that school leadership, school resources, and school environments are in place toensure that all of our students secure the academic knowledge and skills to prepare them forthe nation's finest colleges and to instill in them the core values of caring, respect,responsibility and honesty. How well does the above statement: *

Extremely

WellVeryWell Average Somewhat

NotWell

Clarify priorities for board decisionmaking

Focus the direction/operations of theorganization

Lend itself to clear and measurableevaluation

Motivate the Board

Motivate donors

Motivate staff

Please rate the FA Board’s functioning in the last year in the following governance areas: *


Mission-based decision making

Internal policy development &monitoring

Monitoring of fiscal success



Monitoring of academic success

Fundraising/Public Relations

Evaluation of CEO

Conveying expectations for CEO &Senior Staff

Recruitment & training of newmembers

Effectiveness of board meetings

Support for board membersholding leadership positions

Effectiveness of relationship withstaff

Staying in touch with trends in thefield

Please rate the level of effectiveness of the following current board processes andinfrastructure: *


Committee structure

Content of committee work

Flow of information from staff, tocommittees, to Board

Standing agenda items

Board materials & technology

Board recruitment

Board orientation

Board engagement

Frequency of Board meetings

Frequency of Committee meetings

Board meeting attendance

Board terms

Do you have a clear understanding of your role and responsibilities with the Board? *



Yes

No

Somewhat

Do you login to Board Effect to view materials?

Additional comments on Board structure and processes:

Board Composition & Recruitment

Do you think the Board is the right size?

Yes

No

Somewhat

Not Sure

Comments:

Do you think the Board has the appropriate balance of skills, experiences, and backgrounds?

Yes

No

Somewhat

Not Sure

Comments:



Areas of expertise you bring to the board: (Please check all that apply)

Arts

Education reform

Event planning

Finance/Banking

Fundraising expertise

Higher education

Individual giving capacity

Legal

Management/HR

Marketing/Communications/Design

Non-Profit

Policy/Advocacy/Government Affairs

Potential for Board leadership

Real Estate/ Facilities

School management

Strategy

Strong connections to the Trenton community

Technology

Please respond to the following statements. *

Yes No

My skills have been well utilized by the FA Board.

I feel motivated to act as an ambassador for Foundation Academies.

I feel well-equipped to act as an informed ambassador for Foundation Academies.

When you joined the FA Board, what were you hoping to do? What, if anything, would you liketo contribute that you are NOT currently being asked to do?



Comments on the above:

Board Experience

What would you consider the most important accomplishment of the Board in the last year?

Name the area(s), if any, where you feel the Board fell short of your expectations.

How do you think the Board can be most helpful these next 3-5 years?

What do you most want to accomplish at the March 22 Board retreat?



How would you rate your Board experience at Foundation Academies? *

Extremely satisfying/personally fulfilling

Somewhat satisfying/personally fulfilling

Not satisfying/personally fulfilling

Please use the space below to explain or comment on any answer you gave above, suggestany improvement in the way the Board does its work, suggest any educational or otherprogram that will improve the Board, and/or anything else you want your colleagues to hear.

All survey responses will be presented anonymously, but we ask that youplease provide your contact information below to track participation andso that Kathleen may follow-up directly with you, if needed.

First Name Last Name

Phone Number

Email Address

SUBMIT

Powered by

https://www.formsite.com//?utm_source=formads&utm_medium=footer&utm_content=100&utm_campaign=formads

Memorandum

CONFIDENTIAL TO THE BOARD OF TRUSTEES

DATE:

TO: Mr. Graig Weiss

FROM: Foundation Academies Board of Trustees

RE: Performance Review for the Period from mm/dd/yyyy to mm/dd/yyyy This evaluation tool was designed using the five key focus areas detailed in Foundation Academies’ Strategic Plan. To achieve our long-term vision of preparing students for college and lives of strong character, we focus on quality education. Our Strategic Plan was developed using "highest standards" to identify goals in the following areas: 1. Student academic growth 2. Student culture 3. Staff culture 4. Facilities 5. Expansion The CEO is given a rating in each of these categories based on evidence gathered through the TNTP Instructional Insight survey, a synopsis of school-wide test results compiled by the Board of Trustees, the New Jersey Performance Report, and additional internal sources of data compiled by the CEO. The rating scale for performance includes the following: Commendable -- consistently exceeds stated board expectations.

(Performance is noticeably better than meets expectations) Meets expectations-- meets stated board expectations-satisfactory, sufficient.

(Performance is professional, proficient and appropriate) Needs Improvement -- an area where stated expectations are met infrequently.

(Performance comes close to being acceptable but further development is needed) Unsatisfactory or inadequate -- an area where stated expectations are not met.

(Performance is clearly below acceptable level-significant improvement is required) Don't Know

(Not observed or insufficient knowledge to rate)

Part 1 – Progress Toward School Goals and Objectives 1. Achieve the highest standard levels of student academic performance- ______________

a. Cite evidence of rating here

2. Ensure highest standard for student culture – ______________ a. Cite evidence of rating here

3. Ensure the highest standard for staff culture – ______________ a. Cite evidence of rating here

4. Ensure the highest standard of school facilities that effectively support instruction – ____________ a. Cite evidence of rating here

5. Prepare to expand student enrollment- ______________ a. Cite evidence of rating here

Part 2 – Evaluation of Leadership Skills

1. Ability to Lead – _______________


2. Ability to Manage – _______________


3. Instructional Leadership – _______________


4. Personnel Administration – _______________


5. Financial Management – _______________


6. School/Community Relations – _______________


7/12/2018 https://facs.schoolbrains.com/OnlineApplication/FACSApplication.aspx

https://facs.schoolbrains.com/OnlineApplication/FACSApplication.aspx 1/2

Spanish ▼

Formulario de Solicitud de Escuela en línea

Coloque el código de la imagen (es mayúsculas y minúsculas)

El período de aplicación no está abierta.

Estado de la aplicaciónEstado de la aplicaciónFecha de aplicacionNúmero solicitanteNúmero de lotería

EstudianteNombre de pila

Segundo nombre

Apellido

Fecha de nacimiento

Género

Móviles estudiantilesTeléfono de casa

Teléfono móvil

Otro teléfono

Otro teléfono Descripción

Casa o la dirección de residenciaDirección

Cita / Blg

Ciudad

State

Postal Code

Mailing AddressAddress

Appt/Blg

City

State

Postal Code

School and Grade of ApplicationSchool And Grade Applying

Student is currently attending...Current School District

Current School

Current School - Address

Current School - City

Guardar agregar otra aplicación

No se alarme al ver un número de lotería en blanco. No se alarme al ver un número de lotería en blanco. Recibirá esteRecibirá estenúmero después de la lotería se ha dibujado. número después de la lotería se ha dibujado.

Todos los solicitantes reciben el estado inicial de "Aplicación". Todos los solicitantes reciben el estado inicial de "Aplicación". EsteEsteestado se actualizará y reflejará el estado de su solicitud. estado se actualizará y reflejará el estado de su solicitud.

Sírvanse proporcionar información deSírvanse proporcionar información deidentificación del solicitante. identificación del solicitante.

Tiene que darnos el nombre y apellido y la fecha deTiene que darnos el nombre y apellido y la fecha denacimiento. nacimiento. Pero si usted tiene la información adicional por favorPero si usted tiene la información adicional por favorproporcionarlo. proporcionarlo. Se convierte en una identificación másSe convierte en una identificación másfácil si hay 2 candidatos con los mismos nombres yfácil si hay 2 candidatos con los mismos nombres yapellidos.apellidos.

Seleccionar un valor ...

Por favor, proporcione losPor favor, proporcione losnúmeros de teléfono delnúmeros de teléfono delsolicitante. solicitante.

Se le pedirá a los padres laSe le pedirá a los padres lainformación / tutor más abajo, en eseinformación / tutor más abajo, en esemomento se puede proporcionarmomento se puede proporcionarnúmeros de teléfono muy específicas.números de teléfono muy específicas.

Proporcionar su domicilio oProporcionar su domicilio oresidencia. residencia. Esto se requiereEsto se requiereinformación.información.

Seleccione una ciudad ...

Select a State...

Provide Provide a Mailing Address only if ita Mailing Address only if itis different than your Homeis different than your HomeAddress.Address.

Select a State...

Select a School and Grade...

Provide Provide the school and grade youthe school and grade youare applying for.are applying for.

Additionally provide us with the schoolAdditionally provide us with the schooland grade the applicant is currentlyand grade the applicant is currentlyattending.attending.

Translated to: Spanish Show original Options ▼Translated to: Spanish Show original Options ▼

javascript:void(0)

https://translate.google.com/

javascript:void(0)

javascript:void(0)

https://translate.google.com/

javascript:void(0)

javascript:void(0)



Current School - State

Current School - Postal Code

Current School - Phone

Current School - Fax

Current Grade

Comment

SiblingHas Sibling

Name School Grade Date of Birth

First Parent/GuardiansParent Email

Retype Parent Email

Relation to Student

First Name

Middle Name

Last Name

Home Phone

Cell Phone

Work Phone

Other Phone

Other Phone Description

Alert Phone

Other Email

Second Parents/GuardiansRelation to Student

Nombre de pila

Segundo nombre

Apellido

Teléfono de casa

Teléfono móvil

Teléfono del trabajo

Otro teléfono

Otro teléfono Descripción

Teléfono de alerta

Email

Otras Enviar

Use the Comment box to provideUse the Comment box to provideadditional information you deem relevant.additional information you deem relevant.

Select a State...

Select a Grade...

Does the applicant have a sibling in the school he or she is applying to? If so check the box andDoes the applicant have a sibling in the school he or she is applying to? If so check the box andfill in the Sibling Name.fill in the Sibling Name.

Select a Grade...

Select a Grade...

Select a Grade...

Select a Grade...

Select a Grade...

This email will receive aThis email will receive aconfirmation of theconfirmation of theapplication and a link thatapplication and a link that

will allow you to return to this pagewill allow you to return to this pageto review your application or checkto review your application or checkits status.its status.

Select the Relation...

We require that you provide the firstWe require that you provide the firstand last names for aand last names for aParent/Guardian of the applicant. Parent/Guardian of the applicant.

We also require that you specify theWe also require that you specify therelation of this person with the applicant.relation of this person with the applicant.

Please provide additional phone numbersPlease provide additional phone numbersif need be (for instance the Cell phone ofif need be (for instance the Cell phone ofthe Parent/Guardian. the Parent/Guardian.

Enter the phone number that weEnter the phone number that wewill use to alert this parent/guardianwill use to alert this parent/guardianof snow days, early release, etc.of snow days, early release, etc.

You may provide us with a secondYou may provide us with a secondParent/Guardian if you so choose.Parent/Guardian if you so choose.


Introduzca el número de teléfonoIntroduzca el número de teléfonoque vamos a utilizar para alertar aque vamos a utilizar para alertar aeste padre / tutor de los días deeste padre / tutor de los días de

nieve, la libertad anticipada, etc.nieve, la libertad anticipada, etc.



Select Language ▼

Online School Application Form

Type the code from the image (it is case sensitive)

The application period is not open.

Application StatusApplication StatusApplication DateApplicant NumberLottery Number

StudentFirst Name

Middle Name

Last Name

Date Of Birth

Gender

Student PhonesHome Phone

Cell Phone

Other Phone


Home or Residence AddressAddress

Appt/Blg

City

State

Postal Code

Mailing AddressAddress

Appt/Blg

City

State

Postal Code

School and Grade of ApplicationSchool And Grade Applying

Student is currently attending...Current School District

Current School

Current School - Address

Current School - City

Current School - State

Save Add Another Application

Don't be alarmed to see a blank Lottery Number. You will receiveDon't be alarmed to see a blank Lottery Number. You will receivethis number after the lottery has been drawn. this number after the lottery has been drawn.

All applicants receive the initial status of "Application". This status will beAll applicants receive the initial status of "Application". This status will beupdated and will reflect the state of your application. updated and will reflect the state of your application.

Please provide identification information for thePlease provide identification information for theapplicant. applicant.

You must give us the first and last name and the date ofYou must give us the first and last name and the date ofbirth. birth. But if you have the additional information pleaseBut if you have the additional information pleaseprovide it. It makes for easier identification if there are 2provide it. It makes for easier identification if there are 2applicants with the same first and last names.applicants with the same first and last names.

Select a Value...

Please provide the phonePlease provide the phonenumbers of the applicant. numbers of the applicant.

You will be asked for parent/guardianYou will be asked for parent/guardianinformation further down, at that timeinformation further down, at that timeyou can provide very specific phoneyou can provide very specific phonenumbers.numbers.

Provide Provide your Home or Residenceyour Home or ResidenceAddress. This is requiredAddress. This is requiredinformation.information.

Select a City...

Select a State...

Provide Provide a Mailing Address only if ita Mailing Address only if itis different than your Homeis different than your HomeAddress.Address.

Select a State...

Select a School and Grade...

Provide Provide the school and grade youthe school and grade youare applying for.are applying for.

Additionally provide us with the schoolAdditionally provide us with the schooland grade the applicant is currentlyand grade the applicant is currentlyattending.attending.

Use the Comment box to provideUse the Comment box to provideadditional information you deem relevant.additional information you deem relevant.

Select a State...

javascript:void(0)



Current School - Postal Code

Current School - Phone

Current School - Fax

Current Grade

Comment

SiblingHas Sibling

Name School Grade Date of Birth

First Parent/GuardiansParent Email

Retype Parent Email

Relation to Student

First Name

Middle Name

Last Name

Home Phone

Cell Phone

Work Phone

Other Phone


Alert Phone

Other Email

Second Parents/GuardiansRelation to Student

First Name

Middle Name

Last Name

Home Phone

Cell Phone

Work Phone

Other Phone


Alert Phone

Email

Other Email

Select a Grade...

Does the applicant have a sibling in the school he or she is applying to? If so check the box andDoes the applicant have a sibling in the school he or she is applying to? If so check the box andfill in the Sibling Name.fill in the Sibling Name.

Select a Grade...

Select a Grade...

Select a Grade...

Select a Grade...

Select a Grade...

This email will receive aThis email will receive aconfirmation of theconfirmation of theapplication and a link thatapplication and a link that

will allow you to return to this pagewill allow you to return to this pageto review your application or checkto review your application or checkits status.its status.


We require that you provide the firstWe require that you provide the firstand last names for aand last names for aParent/Guardian of the applicant. Parent/Guardian of the applicant.

We also require that you specify theWe also require that you specify therelation of this person with the applicant.relation of this person with the applicant.

Please provide additional phone numbersPlease provide additional phone numbersif need be (for instance the Cell phone ofif need be (for instance the Cell phone ofthe Parent/Guardian. the Parent/Guardian.


You may provide us with a secondYou may provide us with a secondParent/Guardian if you so choose.Parent/Guardian if you so choose.



Foundation Academies Oficina de Admisión, 363 West State Street • Trenton, NJ 08618 • 609-920-9200

2018-2019 Aplicación para Admisión

Aplicación de Hermano(a) Fecha limite para aplicación regular: 19 de Enero del 2018 11:59 p.m.

Lotería para aplicación regular: 8 de marzo del 2018, 6:30 p.m.

Procedimiento de Aceptación – Aviso de Lotería

Debido a cupos limitados en Foundation Academies, todos los aplicantes serán colocados en una lotería. Dependiendo de la cantidad de cupos que puedan o no estar

disponibles en un grado en particular. Por ejemplo: si su hijo(a) está aplicando para el 5to grado y el/ella es seleccionada número 1 en la lotería, si hay un cupo disponible

en el 5to grado su hijo(a) será admitido(a). Si no hay cupos disponibles su hijo(a) no será admitido(a) hasta que haya un cupo disponible. Su hijo(a) quedara en la lista de

espera hasta que se abra un cupo, de lo contrario permanecerá en la lista de espera hasta el final del año escolar. Esta lista NO se pasa para el año próximo. Usted debe

completar otra aplicación para el año siguiente.

Foundation Academies son escuelas públicas gratis abiertas a todos los residentes de New Jersey, sin importar la raza, religión, género, nacionalidad o

discapacidad de los estudiantes o padres/tutores.

Firma del Padre/Tutor _________________________________________ Fecha _______________________________

INFORMACION DEL ESTUDIANTE

Nombre de Hermano(a): _____________________________ Apellido: ________________________________________

Escuela Actual: _____________________________________ Grado Actual: _______________Género (M/F)________

Grado al que Aplica (elija uno): K 1 2 3 4 5 6 7 8 9 10 11 12 Fecha de cumpleaños _

_____________________ Fecha de Nacimiento: ___________________________________ INFORMACION DE LA FAMILA

Padre/Tutor: ____________________________________________________________________________________________

Relación con el Estudiante: ____________________________ Correo Electrónico: __________________________________

Dirección: __________________________________________ Teléfono durante el Día: ______________________________

Cuidada: ________________ Estado: _______ Código Postal: _____ Teléfono durante la Noche: ________________________

Como somos una escuela pública, nosotros podemos darles preferencia a los hermanos en caso de haber una lotería.

1. Es usted residente de Trenton? Si No

2. Tiende algún hermano(a) que asiste a Foundation Academies? Si No (Si, conteste 2a. No, siga a la pregunta #3.)

2a. Nombre de los hermanos(a) que asisten a Foundation Academies:

Estudiante: ________________________________ Grado Actual: ________



3. Esta usted aplicando para mas de un estudiante? Si No (Si, conteste 3a. No, siga a la pregunta #4.)

3a. Nombre de los(as) hermanos(as) que también están aplicando:

Estudiante: ________________________________ 2018-19 Grado: ________

Estudiante: ________________________________ 2018-197 Grado: ________

(Al aplicar varios estudiantes en su hogar para la lotería por favor complete una aplicación por separado para cada estudiante. No se le garantiza un cupo a

cada estudiante en el caso de que uno o más de los hermanos sean elegidos durante la lotería. En el caso de no haber cupos disponibles en el grado del

hermano de un alumno que ya fue seleccionado, el hermano será colocado en la lista de espera de hermanos

4. Como se entero de Foundation Academies? (Por favor complete todos los que apliquen.)

Referencia: ________________________________________ Volante:_____________________________________________

Amigo/Familiar: ____________________________________ Anuncio:_____________________________________________

Pagina de Internet: __________________________________ Otro: _______________________________________________

Foundation Academies Admissions Office, 363 West State Street • Trenton, NJ 08618 • 609-920-9200

SIBLING** APPLICATION ONLY! **Siblings are defined as a biological brother or sister who lives in the same household as

the current Foundation Acadmies student listed below.

2018-2019 Application for Admission Application Deadline: January 19, 2018 @ 11:59 p.m.; Admissions Lottery: March 8, 2018, 6:30 p.m.

Acceptance Procedure – Lottery Notice Due to limited space at Foundation Academies, all applications are placed into a lottery. Depending on the number of seats that may or may not be available

in any particular grade, your child may or may not be admitted. For example: If your child has applied for a seat in the 5th grade and he/she is selected

number 1 in the drawing, then he/she will be admitted if there is a seat available in 5th grade. If a seat is not available and he/she is selected number 1 in the

drawing, he/she will not be admitted unless and until a seat becomes available. In this case, your child will be placed on the wait list. Your child will remain on

the wait list until the following year, at which time the wait list DOES NOT roll over. You must complete another application the following year.

Foundation Academies are free public schools that are open to all residents of New Jersey, regardless of race, religion, gender, national origin or disability of

the students or the parents/guardians.

Parent Signature _____________________________________________ Date _______________________________

STUDENT INFORMATION

First Name: _________________________________________ Last Name: ______________________________________

Current School Name: ________________________________ Current Grade:_____________ Gender (M/F): _________

Grade Applying For (circle one): K 1 2 3 4 5 6 7 8 9 10 11 12 Date of Birth: ________________________________

FAMILY INFORMATION

Parent/Guardian Name: __________________________________________________________________________________

Relationship to Student: _______________________________ E-mail: ___________________________________________

Address: ___________________________________________ Day Phone: ________________________________________

City: __________________ State: _________ Zip: __________ Evening Phone: _____________________________________

As a public school, the only admissions preference is to siblings in the event that a lottery is required.

1. Are you a Trenton Resident? Yes No

2. Do you have a sibling who is enrolled at Foundation Academies? Yes No (If yes, answer 2a. If no, skip to #3.)

2a. Name and grade of sibling currently attending Foundation Academies:

Student: ________________________________ Current Grade: ________



3. Are you applying for enrollment spots for multiple children? Yes No (If yes, answer 3a. If no, skip to #4.)

3a. Name(s) of siblings in same household whom are also applying:

Student: ________________________________ 2018-19 Grade: ________

Student: ________________________________ 2018-19 Grade: ________

(When applying for multiple children in your household for the lottery please submit a separate application for each child. Not all siblings are guaranteed

acceptance if one or more is chosen through the random selection process. If a space is not available in the selected grade for a sibling of the selected student,

the sibling will be placed on the sibling wait list.)

4. How did you hear about Foundation Academies? (Please complete all that apply.)

Referral: ____________________________________________ Flyer:_____________________________________________

Friend/Family Name: __________________________________ Advertisement:_____________________________________

Website: ____________________________________________ Other: ____________________________________________

2019-20 Foundation Academies Staff CalendarJuly '19 August '19 September '19 October '19 November '19 December '19

S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa

1 2 3 4 5 6 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 1 2 1 2 3 4 5 6 77 8 9 10 11 12 13 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 1414 15 16 17 18 19 20 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 2121 22 23 24 25 26 27 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 2828 29 30 31 25 26 27 28 29 30 31 29 30 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31

0 School Days 10 School Days 20 School Days 22 School Days 14 School Days 15 School Days4 Independence Day 5-6 New Staff Orientation 2 Labor Day 7-11 Week of Respect 4-7 FAIFA (K-8) 13 Q2 Progress Reports

7-16 All Staff Development 3-13 F&P Window 14 Indigenous Peoples' Day 8 Data Day 23-31 Winter Break

12-16 Freshmen Orientation 20 Q1 Progress Reports 16 PSAT (HS) 11 Veterans Day 25 Christmas Day

15-16 New Student Orientation 21-25 School Violence Awareness 14 PTC-1

19 First Day of School 28-31 FAIFA (HS) 25-29 Thankgiving Break

19-23 Summer Session 25 End Q1 28-29 Thanksgiving

19-23 IReady Testing Window

26 Full Days Begin

January '20 February '20 March '20 April '20 May '20 June '20S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa

1 2 3 4 1 1 2 3 4 5 6 7 1 2 3 4 1 2 1 2 3 4 5 65 6 7 8 9 10 11 2 3 4 5 6 7 8 8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 1312 13 14 15 16 17 18 9 10 11 12 13 14 15 15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 2019 20 21 22 23 24 25 16 17 18 19 20 21 22 22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 2726 27 28 29 30 31 23 24 25 26 27 28 29 29 30 31 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30

3120 School Days 18 School Days 22 School Days 15 School Days 20 School Days 15 School Days1 New Year's Day 6 PTC- 2 2-6 iReady Testing (K-12) 1-2 FAIFA (K-8) 4-8 NJSLA-M/ELA (MS) 1-4 iReady Testing13-16 FAIFA (HS) 14-17 Mid-Winter Break 4 SAT (11th Grade) 2 End Q3 6 AP Eng Lit & Comp Exam 5 Carnival/Field Day/20-23 FAIFA (K-8) 17 Presidents' Day 6 Q3 Progress Reports 3 Data Day 8 Staff Activity Senior Signing Day20 Martin Luther King Day 28 Lottery Application Deadline 9-20 ACCESS 2.0 for ELLs 6-9 F&P Window 11-15 NJSLA-M/ELA (IS) 8-12 EOY Projects (HS)23 End Q2 12 Enrollment Lottery 10 Good Friday 12 AP Psychology Exam 17 HS Graduation24 Data Day 23-26 FAIFA (HS) 10-17 Spring Break 13 AP Eng Lang & Comp Exam 18 8th Grade Recommitment30 100th Day of School 30-31 FAIFA (K-8) 20-24 F&P Window 20-21 NJSLA-S (HS) 19 Last Day of School

18 ACT (11th Grade) 22 Q4 Progress Reports23 PTC- 3 25 Memorial Day

Key: 28-29 NJSLA-M/ELA (HS) 27-28 NJSLA-S (5th & 8th Grade)

School closed (students & 11-month employees) First and Last Day of School

School closed: 12-month employees Total School Days:Staff in-service (no students) Special Day 191; includes 3 emergency daysHalf day for students Board Approval Date:Summer Session End of Quarter/Term and Progress Reports 6/26/19FAIFAs/F&P *This calendar is subject to change as needed and

approved by the Board of Trustees. Please keep this in mind when scheduling irrevocable vacation plans.Major test Parent Teacher Conference Night

Board meeting

2019-20 Foundation Academies K-8 CalendarJuly '19 August '19 September '19 October '19 November '19 December '19


1 2 3 4 5 6 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 1 2 1 2 3 4 5 6 77 8 9 10 11 12 13 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 1414 15 16 17 18 19 20 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 2121 22 23 24 25 26 27 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 2828 29 30 31 25 26 27 28 29 30 31 29 30 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31

0 School Days 10 School Days 20 School Days 22 School Days 14 School Days 15 School Days4 Independence Day 5-6 New Staff Orientation 2 Labor Day 7-11 Week of Respect 4-7 FAIFA (K-8) 13 Q2 Progress Reports

7-16 All Staff Development 3-13 F&P Window 14 Indigenous Peoples' Day 8 Data Day 23-31 Winter Break

15-16 New Student Orientation 20 Q1 Progress Reports 21-25 School Violence Awareness 11 Veterans Day 25 Christmas Day

19 First Day of School 25 End Q1 14 PTC-1

19-23 Summer Session 25-29 Thankgiving Break

19-23 IReady Testing Window 28-29 Thanksgiving

26 Full Days Begin


1 2 3 4 1 1 2 3 4 5 6 7 1 2 3 4 1 2 1 2 3 4 5 65 6 7 8 9 10 11 2 3 4 5 6 7 8 8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 1312 13 14 15 16 17 18 9 10 11 12 13 14 15 15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 2019 20 21 22 23 24 25 16 17 18 19 20 21 22 22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 2726 27 28 29 30 31 23 24 25 26 27 28 29 29 30 31 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30

3120 School Days 18 School Days 22 School Days 15 School Days 20 School Days 15 School Days1 New Year's Day 6 PTC- 2 2-6 iReady Testing (K-12) 1-2 FAIFA (K-8) 4-8 NJSLA-M/ELA (MS) 1-4 iReady Testing20-23 FAIFA (K-8) 14-17 Mid-Winter Break 6 Q3 Progress Reports 2 End Q3 8 Staff Activity 5 Carnival/Field Day/20 Martin Luther King Day 17 Presidents' Day 9-20 ACCESS 2.0 for ELLs 3 Data Day 11-15 NJSLA-M/ELA (IS) 18 8th Grade Recommitment23 End Q2 28 Lottery Application Deadline 12 Enrollment Lottery 6-9 F&P Window 22 Q4 Progress Reports 19 Last Day of School24 Data Day 30-31 FAIFA (K-8) 10 Good Friday 25 Memorial Day30 100th Day of School 10-17 Spring Break 27-28 NJSLA-S (5th & 8th Grade)

20-24 F&P Window23 PTC- 3

Key:School closed (students & 11-month employees) First and Last Day of School Total School Days:School closed: 12-month employees 191; includes 3 emergency daysStaff in-service (no students) Special Day Board Approval Date:Half day for students 6/26/19Summer Session End of Quarter/Term and Progress ReportsFAIFAs/F&P *This calendar is subject to change as needed and


Board meeting

2019-20 Foundation Academies High School CalendarJuly '19 August '19 September '19 October '19 November '19 December '19


1 2 3 4 5 6 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 1 2 1 2 3 4 5 6 77 8 9 10 11 12 13 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 1414 15 16 17 18 19 20 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 2121 22 23 24 25 26 27 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 2828 29 30 31 25 26 27 28 29 30 31 29 30 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31

0 School Days 10 School Days 20 School Days 22 School Days 14 School Days 15 School Days4 Independence Day 5-6 New Staff Orientation 2 Labor Day 7-11 Week of Respect 8 Data Day 13 Q2 Progress Reports

7-16 All Staff Development 3-13 F&P Window 14 Indigenous Peoples' Day 11 Veterans Day 23-31 Winter Break

12-16 Freshmen Orientation 20 Q1 Progress Reports 16 PSAT (HS) 14 PTC-1 25 Christmas Day

19 First Day of School 21-25 School Violence Awareness 25-29 Thankgiving Break

19-23 Summer Session 28-31 FAIFA (HS) 28-29 Thanksgiving

19-23 IReady Testing Window 25 End Q126 Full Days Begin


1 2 3 4 1 1 2 3 4 5 6 7 1 2 3 4 1 2 1 2 3 4 5 65 6 7 8 9 10 11 2 3 4 5 6 7 8 8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 1312 13 14 15 16 17 18 9 10 11 12 13 14 15 15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 2019 20 21 22 23 24 25 16 17 18 19 20 21 22 22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 2726 27 28 29 30 31 23 24 25 26 27 28 29 29 30 31 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30

3120 School Days 18 School Days 22 School Days 15 School Days 20 School Days 15 School Days1 New Year's Day 6 PTC- 2 2-6 iReady Testing (K-12) 1-2 FAIFA (K-8) 6 AP Eng Lit & Comp Exam 1-4 iReady Testing13-16 FAIFA (HS) 14-17 Mid-Winter Break 4 SAT (11th Grade) 2 End Q3 8 Staff Activity 5 Senior Signing Day20 Martin Luther King Day 17 Presidents' Day 6 Q3 Progress Reports 3 Data Day 12 AP Psychology Exam 8-12 EOY Projects (HS)23 End Q2 28 Lottery Application Deadline 9-20 ACCESS 2.0 for ELLs 6-9 F&P Window 13 AP Eng Lang & Comp Exam 17 HS Graduation24 Data Day 12 Enrollment Lottery 10 Good Friday 20-21 NJSLA-S (HS) 19 Last Day of School30 100th Day of School 23-26 FAIFA (HS) 10-17 Spring Break 22 Q4 Progress Reports

20-24 F&P Window 25 Memorial Day18 ACT (11th Grade)23 PTC- 3

Key: 28-29 NJSLA-M/ELA (HS)

School closed (students & 11-month employees) First and Last Day of School Total School Days:School closed: 12-month employees 191; includes 3 emergency daysStaff in-service (no students) Special Day Board Approval Date:Half day for students 6/26/19Summer Session End of Quarter/Term and Progress ReportsFAIFAs/F&P *This calendar is subject to change as needed and


Board meetingLate arrival for non-testers

Graig WeissChief Executive Officer

Sheria McRaeChief Academic Officer

Jonathan HofmannChief Operations Officer

Natasia CooperPrimary School Principal

Nicholas CourtneyIntermediate School

Principal

Barbara ZjawinData & Assessment

Manager

Jaclyn PryorSchool Social

Worker K-5

Patrice GarrisonSchool SocialWorker 6-12

Jacqueline BonkExecutive Administrative

Assistant

Rachael BinzAdministrative Assistant

Samiat OkoyaData & Assessment

Associate

Kathryn ZervosESL/ELL Teacher

Erin DoughertyESL/ELL Teacher

Lolade OnashileDirector of Talent

Tara PepeDirector of Finance

Kathleen ReillyDirector of Advancement

Leola SpotwoodCommunity Outreach

Coordinator

Johanna SotoAssociate Director of

Finance

Jacqueline MartinezSenior Operations

Associate

Christopher LessardBusiness Administrator

Erica ForresterSenior Talent

Operations Associate

Kirstin KearnsTalent Recruitment

Associate

Damien CastagneSystem Administrator

Jeffrey LubieskiHead of Facilities

Sasha DelgadoSenior School Secretary

Natasia GreenSenior School Secretary

Anthony PetraliaTechnology Associate

David Barrera Sr.Facilities Associate

David Barrera Jr.Custodial Manager

Jasmine WashingtonCustodian

Iris MedinaCustodian

Amalia BatistaCustodian

Melissa CampbellHigh School Principal

Michelle LawlorMarketing &

Communications Associate

Home Office

Melissa CampbellHigh School Principal

Jill SpiegelInstructional Dean

Carla Hill-BradyDean of StudentsSheria McRae

Chief Academic Officer

Lorraine SrokaCollege and Career

Advisor

John SalvettaCollege and Career

Advisor

Matthew FrancisLeader of Student

Culture

Andrew DeLuiseEnglish

Monica HawkEnglish

Rose TimeHistory

Thomas WicklundHistory

Alexander DaviesEnglish

Vianney AnzuresSpanish

Ryan KipleMusic

Andriana BellottiSpanish

Kelsey CareyEnglish

Christina MangusGuidance Counselor

Caleif BrownParaprofessional

Kelly FischerSpecial Education

VacantSchool Nurse

Teresa MendenhallSchool Secretary

Laura BloomCalculus

Frank HillerGeometry

Danny LyAlgebra

Calvin McRaeAlgebra

Nicholas FuccelloPhysical Education

Sara LandauPhysical Education

Ashley StoneChemistry

Elizabeth TothBiology

Nicole BradshawEnvironmental Science

Kimby HeilCivic Service Learning

High School: Grades 9-12

Sheria McRaeChief Academic Officer/Interim Middle School

Princial

Kinny Del PrioreTeam Leader

Valeen VaccaroTeam Leader

Elisabeth PopeTeam Leader

Kali Beth ErsteinTeam Leader

Ryan KipleStrings Coach (HS)

Isabel GossLeader of Student

Culture

Shea LightfootLeader of Student

Culture

Brian Kelley6/7 Grade Science

Dawn WolfsonEnglish

Thomas Dougherty6th Grade Math

Monica Klimek8th Grade Math

Emma HansenSpecial Education

Molly MitchellSpecial Education

Jessica TatelbaumEnglish

MonicaFigueroa-Marrero

Spanish

Christopher HenryHistory

Frank PrendergastMusic

Ginnelle SrokaWriting

Devin FergussonReading

Shadura LeeWriting

Stephanie ZeitzSpecial Education

Christopher TorinoPhysical Education

Middle School: Grades 6-8

Nicholas CourtneyIntermediate School

Principal

Kimberly NardoneInstructional Dean

Lorrie WeaverK-5 Special Education

Coordinator

Corin Rushing-FrancisLeader of Student

Culture

Jessica Yentema4/5 Writing

Nicole Amen-Ra3rd Grade

Shanta Green4th Reading

Andrea Kleid5th Reading

Nicole Cassell3rd Grade

Melody Hwang3rd Grade

Denise Bembry4/5 History

LaShannon Taylor4/5 History

Holly SparksSpecial Education

Jasmine OteroParaprofessional

Dasha ThomasParaprofessional

Audrey Polites5th Math

Allison ChappiusMusic

Adam KowalskiMusic

Danielle Janus3rd Grade

Folasade Jacobs3rd Grade

Samantha Millard3rd Grade

Cynthia Ruszczyk4th Math

Jazmin EvansTeam Leader

Tajh LasterPhysical Education

Intermediate School: Grades 3-5

Leigh Ann FantoniInstructional Dean

Jennifer WhiteInstructional Dean

Eric BullockLeader of Student

Culture

Lauriann Mason1st Grade

Monina Martin2nd Grade

Jessica Lawrence1st Grade

Ernest NemethPhysical Education

Olabisi Okoya2nd Grade

Chonda SamuelKindergarten

Nora Buttacavole1st Grade

Natasia CooperPrimary School Principal

Lorrie WeaverK-5 Special Education

Coordinator

Dana ConklinSpecial Education

Tashanna PrewittParaprofessional

Davorea ThomasParaprofessional

Dominique Zappola1st Grade

Catherine CastroKindergarten

Ashleigh AyresMusic

Michelle CobbKindergarten

Ryan Wright1st Grade

Alice Lubrano-Weiss2nd Grade

Loren McAlindenKindergarten

Misbah MahmoodKindergarten

Stacy WashingtonK-8 School Nurse

Kathleen Griffo2nd Grade

Jillian BrownKindergarten

Rachel Coty1st Grade

Primary School: Grades K-2

FOUNDATION ACADEMIES BOARD OF TRUSTEES FILE CODE: 6146.2 Trenton, New Jersey Monitored X Mandated Policy X Other Reasons

PROMOTION/RETENTION The Foundation Academies Board of Trustees recognizes that personal, social, physical and educational growth of children will vary and that they should be placed in the educational setting most appropriate to their needs at the various stages of their growth. The chief executive officer shall direct development of and the board shall adopt detailed regulations to govern progress of students through levels K-12. The regulations shall include: A. Standards of proficiency related to school goals and objectives; B. Standards of attendance, and provision for review of mastery; C. Timely efforts to help all students achieve acceptable levels of proficiency; D. Timely notification of parents/guardians when there is a possibility of failure and immediate consultation

with the parent/guardian if the student’s progress is not sufficient to meet promotion and remediation standards;

E. Procedures for parents/guardians and adult students to appeal promotion/retention decisions; F. Procedures for involving parents/guardians in the design of the remedial program. Parents/guardians will be notified whenever exceptions are contemplated in a student's normal progression from level to level. The final decision in all cases will rest with school authorities. Adopted: June 4, 2007 NJSBA Review/Update: September 2015 Readopted: December 16, 2015 Key Words Promotion, Retention Legal References: N.J.S.A. 18A:4-24 Determining efficiency of schools; report to state board N.J.S.A. 18A:7C-2 Boards of education; establishment of standards N.J.S.A. 18A:35-4.9 Student promotion and remediation; policies and

procedures N.J.A.C. 6A:8-4.1 Statewide assessment system N.J.A.C. 6A:8-4.2 Documentation of student achievement N.J.A.C. 6A:8-5.1 Graduation requirements N.J.A.C. 6A:32-14.1 Review of mandated programs and services Wheatley v. Board of Education of City of Burlington, 1974 S.L.D. 851 No Child Left Behind Act of 2001, Pub. L. 107-110, 20 U.S.C.A. 6301 et seq. Possible Cross References: *5113 Absences and excuses

File Code: 6146.2 PROMOTION/RETENTION (continued)

2

*5120 Assessment of individual needs *5124 Reporting to parents/guardians *6142 Subject fields *6142.2 English as a second language; bilingual/bicultural *6143 Curriculum guides *6145 Extracurricular activities *6146 Graduation requirements 6146.1 Acceleration *6147 Standards of proficiency *6147.1 Evaluation of individual student performance *6171.1 Remedial instruction *6171.3 At-risk and Title 1 *Indicates policy is included in the Critical Policy Reference Manual.

FOUNDATION ACADEMIES BOARD OF TRUSTEES FILE CODE: 6146

Trenton, New Jersey X Monitored

X Mandated Policy X Other Reasons

GRADUATION REQUIREMENTS

In order to be graduated from the Foundations Academies Charter School, and receive a state-endorsed

board of trustees’ diploma, a student must:

A. Meet both state and school proficiency standards in the core curriculum content areas; achieve or exceed

passing grade on New Jersey Department of Education approved state-wide proficiency assessments;

B. Complete successfully any course requirements stated in the administrative code, unless those of the

school are greater, in which case the school's standard must be met. The proficiencies required must

include the Core Curriculum Content Standards approved by the State Board of Education;

C. Select and complete successfully enough elective credits to meet the school minimum of 120 credits.

Successful completion means that the student has demonstrated the degree of proficiency required by the

school to indicate achievement of the school goals for the particular course, and has attended the required

number of course sessions.

The chief executive officer shall put into effect the procedures necessary to assess each student upon entry

into the system, and, annually thereafter, to identify those students not meeting the state or school proficiency

requirements. He/she shall develop the programs necessary to remedy these deficiencies at the lowest

possible grade level.

Basic Skills

Students who do not pass the New Jersey Department of Education approved state-wide proficiency

assessments in grades three through eight shall be provided appropriate remediation.

Twelfth-grade students who have satisfied all other graduation requirements but have repeatedly failed the

statewide examination shall receive a special review assessment as provided by law.

Students with Limited English Proficiency

Students with limited English proficiency must be provided with the program opportunities required by law, and

must fulfill the regular state and school requirements for graduation.

Special Education Students

A disabled student must meet all state and school high school graduation requirements in order to receive a

state-endorsed high school diploma unless exempted in his/her IEP with the written approval of the chief

executive officer.

A student who qualifies may take the Alternate Proficiency Assessment, if alternate requirements for

graduation have been specified in his/her IEP.

By June 30 of a disabled student's last year in the elementary program, the student's case manager,

parent/guardian and teacher(s) shall meet to review the instructional guide and basic plan of the student's IEP

in view of the transition to the secondary program. Input from appropriate staff from the secondary school

File Code: 6146

GRADUATION REQUIREMENTS (continued)

2

shall be part of the review.

The basic plan of the IEP for the student exiting the elementary program will address all the elements required

in the administrative code. The description of the educational program will include exemptions, if any, from

regular education program options or state and school graduation requirements including HSPA, along with

the rationale for the exemptions. The exemptions must be approved in writing by the chief executive officer.

Required reviews of the IEP shall continue to address graduation requirements and shall explain why the

proficiencies required for graduation are not part of the IEP.

Because graduation with a state-endorsed diploma is a change of placement that requires written notice, all

procedures described in the administrative code shall be followed scrupulously. Procedures shall include

written notice to parents/guardians that includes a copy of procedural safeguards published by the State

Department of Education and opportunity for mediation or a due process hearing.

Proficiency

In consultation with appropriate professional staff, the chief executive officer shall develop and present to the

board for adoption indicators of achievement and standards of proficiency and attendance demonstrating

successful completion of each course offered at every level of the high school.

The subject matter and standards of proficiency shall be articulated with the school.

In accordance with law, the board of trustees shall have copies of this policy distributed to all ninth-grade (or

otherwise entering students) and their parents/guardians.

They shall also be informed as to the examinations, demonstrated proficiencies, course and credit hour

requirements, attendance policies, and any other state and school requirements.

Proficiency requirements for each individual course shall be given to students upon registering for the course.

The yearly program of studies for each student in the high school must be approved and signed by the

parent/guardian, except in the case of 18-year-old students.

Early Graduation

Students who have clearly demonstrated a scholastic aptitude, an unusual readiness for the world of work, a

financial need, or a serious health or family concern may be considered for early graduation. Minimal

graduation requirements must be completed early. Approval must be obtained from the parents/guardians

and the administration.

Individualized Student Learning Opportunities

The board shall establish a process to approve individualized student learning opportunities that meet or

exceed the Core Curriculum Content Standards.

A. Individualized student learning opportunities areas include, but are not limited to, the following, all of which

must meet state and school standards:

1. Independent study;

2. Online learning;

3. Study abroad programs;

4. Student exchange programs; and

File Code: 6146


3

5. Structured learning experiences, including, but not limited to, work-based programs, internships,

apprenticeships, and service learning experiences.

B. Individualized student learning opportunities based upon specific instructional objectives aimed at meeting

or exceeding the Core Curriculum Content Standards shall:

1. Be based on student interest and career goals as reflected in the Personalized Student Learning

Plans;

2. Include demonstration of student competency;

3. Be on file in the school and subject to review by the Commissioner or his or her designee.

To earn credit toward high school graduation for individualized student learning opportunities, the student shall

successfully complete assessments that verify student achievement in meeting or exceeding the Core

Curriculum Content Standards at the high school level. Achievement may be verified by assessments

including standards achieved by means of the individualized student learning opportunities. Such programs or

assessments may occur all or in part prior to a student's high school enrollment.

No assessments administered shall preclude or exempt student participation in applicable Statewide

assessments at grades three through 12.

Pupil Enrollment in College Courses – Option 2

The board shall make reasonable efforts to develop articulation agreements with New Jersey colleges and

universities to facilitate the delivery of college credit courses to qualified pupils.

The board shall establish a process to approve post-secondary learning opportunities that may consist of

Advanced Placement (AP) courses, College-Level Examination Program (CLEP), or concurrent/dual

enrollment at accredited higher education institutions. Students shall receive credit for successful completion

of an approved, accredited college course that assures achievement of knowledge and skills that meets or

exceeds the Core Curriculum Content Standards.

The board shall determine eligibility requirements for these pupils and monitor the quality of the courses

offered and college faculty who teach the courses.

Student Enrollment in College Courses

The board shall make reasonable efforts to develop articulation agreements with New Jersey colleges and

universities to facilitate the delivery of college credit courses to qualified students. The board shall determine

eligibility requirements for these students and monitor the quality of the courses offered and college faculty

who teach the courses.

Reporting and Monitoring

The chief executive officer shall report annually at a public meeting, not later than December 1, to the board

and report to the commissioner:

A. The total number of students graduated in the aggregate and disaggregated according to subgroups

described in federal law;

B. The number of students graduated under the Alternative High School Assessment (AHSA) process;

C. The number of students receiving state-endorsed high school diplomas as a result of meeting any

alternate requirements for graduation as specified in their IEP’s;

File Code: 6146


4

D. The total number of students denied graduation from the 12th grade class;

E. The number of students denied graduation from the 12th grade class solely because of failure to pass the

High School Proficiency Assessment (HSPA) or Alternative High School Assessment (AHSA), based on

the provisions of administrative code.

This information shall be reported to the board at a public meeting prior to the date prescribed by law.

The board shall review this policy annually and shall adopt all regulations required by law.

NJSBA Review/Update: September 2015, November 2015

Adopted: December 16, 2015

Key Words

High School Graduation, Early Warning Test, HSPT, Graduation, Graduation Requirements

Legal References: N.J.S.A. 18A:4-25 Prescribing minimum courses of study for public schools;

approval of courses of study

N.J.S.A. 18A:7C-1 Commissioner of education to develop a program of

standards and guidelines

N.J.S.A. 18A:7C-2 Boards of education; establishment of standards

N.J.S.A. 18A:7C-4.1 Operation Recognition; purpose; eligibility; application

procedure

N.J.S.A. 18A:7C-5.1 Boards of education prohibited from excluding students

from graduation ceremony or from obtaining yearbook for

inability to pay fees

N.J.S.A. 18A:7F-46 Review, update of the CCCS; Educational Adequacy

Report

N.J.S.A. 18A:33-1 District to furnish suitable facilities; adoption of courses of

study

N.J.S.A. 18A:35-1 et seq. Curriculum and courses

N.J.S.A. 18A:36-17 Credit of seniors in active military and naval service, etc.

N.J.A.C. 6:30-3.7 Graduation

N.J.A.C. 6A:8-1.1 et seq. Standards and Assessment

See particularly:

N.J.A.C. 6A:8-1.2,-2.1,-3.1,

-3.3,-4.1, -4.2, -4.3, -5.1, -5.2

N.J.A.C. 6A:14-3.7 Individualized education program

N.J.A.C. 6A:14-4.11 Graduation

N.J.A.C. 6A:15-1.11 Graduation requirements for limited English proficient

Students

N.J.A.C. 6A:23A-9.5 Commissioner to ensure achievement of the Core

Curriculum Content Standards

N.J.A.C. 6A:32-2.1 Definitions

The Department of Education Website, http://www.nj.gov/njded/assessment/

(Lists the state assessment components)

No Child Left Behind Act of 2001, Pub. L. 107-110, 20 U.S.C.A. 6301 et seq.

http://www.nj.gov/njded/assessment/

File Code: 6146


5

Possible

Cross References: *1120 Board of trustee meetings

*5113 Absences and excuses

*5120 Assessment of individual needs

*5127 Commencement activities

6000 Concepts and roles in instruction

*6010 Goals and objectives

*6122 Articulation

*6140 Curriculum adoption

6141.4 Independent study

*6142 Subject fields

*6142.2 English as a second language; bilingual/bicultural

*6142.6 Basic skills

*6145 Extracurricular activities

*6147 Standards of proficiency

*6154 Homework/makeup work

*6171.4 Special education

*6200 Adult/community education

*Indicates policy is included in the Critical Policy Reference Manual

Documents

New Jersey Department of Education ... - Foundation Academies