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STARAcademyAProposedPre-kindergartenthrough8thgradeSTEAMSchool
CharterSchoolApplication25July2016
SubmittedtoAlabamaPublicCharterSchoolSubmissionSubmittedby:JontaMorris,STARAcademyExecutiveDirector/Founderand
FarrahNicoleMartin,CharterSchoolConsultant(OnbehalfofSTARAcademy’sBoardofDirectors)
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TABLEOFCONTENTS
EXECUTIVESUMMARY 6
EDUCATIONALPROGRAMOVERVIEW 18
CURRICULUMANDINSTRUCTIONALDESIGN 30
STUDENTPERFORMANCESTANDARDS 47
SCHOOLCALENDARANDSCHEDULE 51
SCHOOLCULTURE 54
SUPPLEMENTALPROGRAMMING 56
SPECIALPOPULATIONSANDAT-RISKSTUDENTS 61
STUDENTRECRUITMENTANDENROLLMENT 78
STUDENTDISCIPLINE 84
PARENTANDCOMMUNITYENGAGEMENT 87
EDUCATIONALPROGRAMCAPACITY 90
LEGALSTATUSANDGOVERNINGDOCUMENTS 94
ORGANIZATIONALCHART 95
GOVERNINGBOARD 96
ADVISORYBODIES 100
STAFFINGSTRUCTURE 105
STAFFPLANS,HIRING,MANAGEMENT,ANDEVALUATION 106
PROFESSIONALDEVELOPMENT 111
PERFORMANCEMANAGEMENT 115
FACILITIES 122
START-UP&ONGOINGOPERATIONS 127
OPERATIONSCAPACITY 131
FINANCIALPLAN&CAPACITY 134
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LetterofIntent
NewRisingStarCommunitySupportCorporation7400LondonAve.Birmingham,AL35206June7th,2016AlabamaStateDepartmentofEducationOfficeofPublicCharterSchools50NorthRipleyStreetP.O.Box302101Montgomery,Alabama36104Re:LetterofIntentForAStart-UpCharterSchoolToWhomThisMayConcern:
IamThomasBeavers,theSeniorPastorofNewRisingStarChurchandInterimExecutiveDirectoroftheNewRisingStarCommunitySupportCorporationwhereourmissionistomakeEastlakeacommunityofchoicethrougheducationandhousinginitiatives.Thepurposeofthisletteristoshareourintenttosubmitanapplicationforastart-upcharterschooltotheAlabamaPublicCharterSchoolCommission.
Currently,theNewRisingStarCommunitySupportCorporation’seducationaleffortsalreadyinclude
anEarlyLearningCenter(6weeks-4yearsold),AfterSchoolEnrichment,SpringBreakEnrichment,andSummerCampEnrichment.OurnextsteptoimprovethequalityoflifeinourcommunityistolaunchSTARAcademyasameanstorestorehope,value,leadership,andempowermenttothepeopleandfutureofourcity.Ourcorebeliefisthatdemographydoesnotdeterminedestiny-allchildren,regardlessofzipcodeandsocioeconomicstatus,aredeservingofahighqualityeducationthatpreparesthemforthedemandsofthe21stcenturyworkforce.
STARAcademy(STAR)willservestudentsingradesPre-Kindergartenthrough8thgradeandourhopeistoopeninAugust2017toadiversepopulationofstudentsinBirmingham,AL.STARwillutilizeanintegratedScience,Technology,Engineering,Arts,andMathematics(STEAM)andproject-basedinstructionalmodelwithafocusonliteracyinstruction,personalizedlearning,andcharactereducation.Ourcurriculumwillbeanchoredbynationalandstatestandardsforlearninginallcoresubjects.
PleaseletusknowifyouneedanyadditionalinformationbeforewesubmitourapplicationbeforetheAugust1stdeadline.Warmestregards,Dr.ThomasBeaversNewRisingStarChurch,SeniorPastorNewRisingStarCommunitySupportCorporation,InterimExecutiveDirector
7400LondonAve.,Birmingham,AL35206
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CoverLetterandEnrollmentProjections
NameofProposedSchool:STARAcademy
Primarycontactperson(s):JontaMorris&ThomasBeavers
Mailingaddress:1731OakParkLane
Helena,AL35080
Phone(dayandevening):Jonta:720.326.9609;Thomas:205.317.3107
Email:Jonta:[email protected];Thomas:[email protected]
Primarycontactforfacilitiesplanning:ThomasBeavers
Phonenumber:205.317.3107 Email:[email protected]
Nameofentityorinterestgroupapplying:NewRisingStarCommunitySupportCorporation
Names,roles,andcurrentemploymentofallpersonsmateriallyinvolvedinthepresentationofthisapplicationortheorganizationorgovernanceoftheproposedschool:
FullName CurrentJobTitleandEmployer PositionwithProposedSchoolFarrahMartin AmanSTEAMAcademy ConsultantThomasBeavers Pastor,NewRisingStar Votingboardmember/advisorRubenMorris ExecutiveDirector,NewRising
StarCommunitySupportCorporation
Advisor
Doesthisapplicantentityorinterestgrouphavecharterschoolapplicationsunderconsiderationbyanyotherauthorizer(s)intheUnitedStates? __Yes XNo
State Authorizer ProposedSchoolName
ApplicationDueDate
DecisionDate
Provideschoolopeninginformation.
OpeningYear *Geographicarea OpeningGrades GradeLevelatFullEnrollment2017 EastBirmingham Pre-kindergarten
through1stgradePre-kindergartenthrough8thgrade
Modelorfocusofproposedschool.
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Science,Technology,Engineering,integratedArts,&Math(STEAM)
Doestheschoolintenttocontractwithathird-partyeducationserviceprovider(ESP)tomanagetheeducationalprogramandoperationsoftheschool?
__Yes XNo
Ifyes,identifytheESOorotherpartnerorganization:_________________________________________
ProposedPrincipal/HeadofSchoolInformation(IfIdentified):
Nameofproposedprincipalcandidate:JontaL.Morris
Currentemployment:PrincipalResident;GreenwoodAcademyK-8
Daytimephoneandcell:720.326.9609
Email:[email protected]
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ExecutiveSummary
STARAcademy(STAR)willservestudentsingradesPre-kindergartenthrough8thandwillopeninAugust2017toadiversepopulationofstudentsinBirmingham,Alabama.STARwillutilizeanintegratedScience,Technology,Engineering,Arts,andMathematics(STEAM)andproject-basedinstructionalmodelwithafocusonliteracyinstruction,personalizedlearning,andcharactereducation.Ourcurriculumwillbeanchoredbynationalandstatestandardsforlearninginallcoresubjects.Mission:ThemissionofSTARAcademyistoeducateandempowerourstudentstoreachtheirlimitlesspotential,byprovidingthemwithrigorousacademicpreparationwithinajoyfulandnurturingcommunityfocusedondevelopingpersonalsuccessfactors,problem-solvers,andleaderstocreateabetterworldforthemselvesandothers.Vision:AtSTARAcademy,webelieveallchildrenpossesstheinherentcapacitytoexcelandlearn.Ourstudentsareshiningstarswhohaveideasthatshouldbevaluedandcultivated.Wecreatemeaningfulandlastingexperiencesthatallowourstarstoshinethelightonwhatispossible.Starsmaketheirownenergy,producinglightandareempoweredtodiscovertheirlimitlesspotential.Weareproudofwhoweareasindividualsandasavillageandwilluseourvoicestoseekjusticeforhumanityforabettercommunityandworld.
InaccordancewiththeAlabamaSchoolChoiceandStudentOpportunityAct,thefoundersofSTARAcademybelievethat“differentstudentslearndifferentlyandpublicschoolsshouldhavetheabilitytocustomizeprogramsthatfittheneedsofindividualstudents.”Studentsofallbackgroundsshouldhaveaccesstohighqualityinstructionandschoolsshouldhavethecapacitytoimplementinnovativeideasthatcanaddressindividuallearningneeds.STARAcademy,webelievethatahigh-qualityeducationisthefoundationuponwhichchildrenbuildandrealizetheirhighestpotential.Ourcommitmentistoprepareourstudentsforachanginglocal,national,andglobalcontextbyre-envisioningoureducationalapproach,andinsodoing,fosteragenerationofchange-agents,innovators,andleadersthatnotonlythinkwiththeirmindandheart.Wealsobelievemeaningfulandlastinglearningexperiencesdonothappeninisolatedsilos,butareinterconnected,andthus,soshouldacademiclearninginschools.Webelievethatchildrenarenaturallycurious,observant,andcreativeandthatitisourgoalasaschooltonurturethesebyprovidingauthenticexplorationandinvestigativeopportunitiesbeginningwhenchildrenareyoung.Webelievethevisualandperformingartsinvitecreativityandinnovation,whilescienceandtechnology-basedinstructiondevelopsproblem-solvingandcriticalthinkingskillsthatareneededtomakepersonalandprofessionaldecisionsinanever-evolvingworld.Webelievethesciences,technology,engineering,andtheartsarecatalystsforthiscreativeexpressionandthebuildingofskillsthatareneededforfuture-readyscholars,leaders,andcitizens.Likewise,webelieve,nomatterwhatachilddoeswhenheorshe“growsup”,successandhappinessathome,inschool,andintheworkplacewillbeenhancedgreatlyifthatchildhasafoundationofstronglanguageskills;Andthatchildhasamuchbetterchanceofdevelopingstronglanguageskillswithafocusonlanguagedevelopmentandliteracyasearlyaspossible.
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STARAcademywillpreparestudentsforthisfutureenvironmentbyimplementingourvision,mission,andphilosophythroughaSTEAM(integratedscience,technology,engineering,arts,andmathematics)modelthatinfusesafocusonliteracythroughoutitscurriculumandinstructionalthemes.SharedInstitutionalValues:OursharedvaluesrepresentthefoundationforeverythingwedoatSTARAcademyandarecentraltoourprogramandresults.STARisbuiltonsixsharedinstitutionalvaluesinwhichourteachers,leaders,supportstaff,andboardmemberswillexemplifyastrongcommitmenttowardsourculture,curriculum,andperformancemeasuredby:
1. Empowerment–providingtherightenvironmentandopportunitiestonurtureasetofskillsandhabitsofmindthatwillempowerstudentstomakeindependentandresponsibledecisions.
2. EqualAccess–allstudents,regardlessofethnic,socioeconomic,cultural,orgeographic
backgrounds,shouldhaveaccesstofirst-classinstructionsandenrichmentopportunities.
3. InnovativeCuriosity–childrenandadultsshouldbecomefamiliarwiththeopportunityto
considernewpossibilities,takeresponsiblerisks,andexplorecreativesolutions.
4. AuthenticExperiences–truelearningandtransferofknowledgeisfosteredwhenstudentsareprovidedauthenticlearningexperiencesthatallowformeaningfulandrelevantreal-lifeconnections,reflection,andapplication.
5. PerseveranceandFollowThrough–wedonotbelieveinblameorexcuses,buthardworkandresults;weresistcomplacencyandcontinuallypushourselvestolearnandgrowatalltimes;whenaproblemarises,wefindasolutionandimplementquickly;wearerelentlessaboutexcellenceandareresilient,refusingtobackdownandcommittedtoaccomplishourgoalsandmission.
6. CollaborationandDiversity–byembracingandcelebratingindividualityanddifferences,peoplewithdifferingperspectivesandexperiencescanidentifyopportunitiestomaterializeasharedvisionandcommoncommitments.
TheSTARAcademyschoolmodelwillbuildstudentsacademically,socially,emotionally,andincharacter.Whena“star”(student)leavesSTARAcademyweexpecttoseethefollowingexhibitedineachoftheseareas:
• Academic-Beliterateand/orbi-literate;well-roundedlearnerspossessaloveandjoyforlearning,regardlessofthecontent;Possessthecapacitytoconnectinschoollearningtooutsideschoolexperiences;Beequippedwitharichvocabularythatcanbeusedtoexpressacademicandpersonalideasandthoughtswithpeoplefromvaryinglifegroups;competitiveintheirrespectivefields;Outperformtheirpeersondistrictandstateassessmentsandrankamongthetopperformingschoolsinthecountry
• Character-Appreciateothersanddiversity,empoweredwiththelifeskillsthatwillallowthemtomakeinformeddecisionsfortheirlives;Possesstheresiliencetopushbeyondandovercomeobstacles;bewholesomeincharacter
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• Social-Haveanawarenessofsocialetiquettethatwillallowthemthecapacitytothriveindiversesocialenvironments;Maintainaservicemindsetandsenseofresponsibilitytotheircommunitythatempowersthemtoleavealegacyforfuturegenerations;Befinanciallyliterate;Possesstheadvocacyskillstoadvocateforthemselvesandissuesinwhichtheyfindthemselvespassionate
• Emotional-Possessself-confidenceandasenseofself-pride,andmaintaincopingandoutreachskillsthatbuildthefoundationforemotionalconstancy
EducationalNeedandAnticipatedStudentPopulation:STARAcademyfoundersrealizetheneedandopportunitytoofferahigh-quality,STEAMandliteracyfocusededucationaloptiontothestudentsandfamiliesinEastBirmingham.BirminghamCitySchools(BCS)isthefourthlargestschooldistrictinAlabama,with42schools(18elementary,8middle,8K-8,7high,and1alternative).Accordingtothe2010-11averagedailymembership,theBirminghamCitySchoolsSystemhasapproximately25,798students.Thisisapromisingnumberconsideringthelossofover12,643studentsfromtheBCSsystemsince2003.1Thelossofstudentshasimpactedtheschoolsystem,forcingtheclosureofsevenschoolsandresultinginequalmeasuresofstatefundingcuts.TheAlabamaAccountabilityAct:FailingSchoolsclassifiesafailingschoolasthebottom6%ofAlabamaschoolsforthe2014-15schoolyearbasedonthestate’sstandardizedassessments(ACTAspire,Plan,andAlabamaAlternateAssessmentinreadingandmath.2Testing3rd-8thgradersontheACTAspireand10thgradersonACTPlan,18ofBirminghamCitySchoolsareconsideredfailingschools.In2014-15,85.24%ofBCS’sthirdgradestudentsdidnotmeetorpartiallymet(LevelsIandII)stateReadingacademiccontentstandardsproficiencyexpectationsand70.83%didnotmeetorpartiallymetstateMathematicsacademiccontentstandardsproficiencyexpectations.
Science,technology,engineering,thearts,andmathematics(STEAM)arecrucialfieldswhenitcomestodrivinginnovation.YetbusinessesarefindingitincreasinglydifficulttorecruitqualifiedSTEAMemployeesintotheirworkforce.Overallthereare3.6unemployedindividualsforeveryopenjoblisting,yetthereisadefiniteshortageofcandidateswhenitcomestoSTEM(science,technology,engineering,andmathematics)jobs.3ForeveryopenSTEMjoblistingthereisonlyonequalifiedunemployedindividual,andthatgapwillonlyincrease.
Three-quartersofthefastestgrowingoccupationsrequiresignificantmathematicsorsciencepreparation.By2018,therecouldbe2.4millionunfilledSTEMjobs.Whilejobsoverallarepredictedtogrowjustshyof10percentby2018,STEMjobsarepredictedtogrowby17percent.Morethanhalfofthisgrowthwillbemadeupofcomputercareers,andmorethanaquarterwillbeengineersandtechnicians.Life/physicalscientists,architectsandsurveyors,andmathematicalsciencesmakeuptheremainder.However,USelementaryschoolsdevoteanaverageof2.3hrs./weektoscience,adeclineof43minutessince1994.4AnalysisofBirminghamCitySchools’fifthgradescienceACTAspireassessment
1http://blog.al.com/spotnews/2014/04/student_population_stabilizing.html2http://www.bhamcityschools.org/Strategic%20Plan3http://www.adeccousa.com/engineering-and-technical/employer-services/resource-center/Pages/stem-jobs-infographic4http://www.blackenterprise.com/education/be-smart-stem-facts-that-may-shock-you/attachment/stem-facts-that-should-shock-you/
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shows84.72%ofstudentswithinthedistricteitherdidnotorpartiallymetstateacademicstandardsexpectationsin2014-15.5
ManybelievetheSTEMskillsgaplieswitheducation,andtheyarepartlycorrect.Currentlythereare271,000graduatesperyearwhoearnadegreewithinSTEM,yetthereare277,000jobvacanciesatalleducationlevelsintheSTEMcategory.Thisleaves6,000STEMvacanciesunaccountedfor.U.S.collegesareonlygraduatingenoughcomputerscienceengineerstofill30percentofSTEMjobsby2020.
AfricanAmericans,Hispanics,AmericanIndians,andAlaskaNatives,historicallyunderrepresentedracialandethnicgroups,accountedfor10percentofthecountry’sworkersinscienceandengineeringin2010;upslightlyfrom7percentin1993,butstillafarsmallerproportionthantheirshareofthegeneralpopulation,whichwas26percent.6Womenwerealsounderrepresentedinthescienceandengineeringworkforce.Whiletheyrepresenthalfofallcollege-educatedworkersintheUnitedStates,theymadeupjust28percentofscienceandengineeringworkersin2010;anincreasefrom21percentin1993.
Three-fifthsofstudentsinpublic2-yearcollegesandone-quarterin4-yearcollegesanduniversitiesrequireatleast1yearofremedialcoursework.7About20percentofall4-yearcollegesanduniversitiesgraduateslessthanone-thirdoftheirfirst-time,full-time,degree-seekingfirst-yearstudentswithinsixyears.8Ofthe45percentofstudentswhostartcollegeandfailtocompletetheirdegree,lessthanone-quarteraredismissedforpooracademicperformance.Mostleaveforotherreasons.ResearchsuggeststhatthereasonsstudentsarenotenteringintoSTEMjobsisnotduetostudent’sperformanceorattitudeattributes,butinsteadarecloselylinkedtoanearlylossofinterestinscienceandfeelingoverwhelmedbytheacademicvocabularyandrigorofSTEMcurriculum.
Acriticalfactorforstudentsuccessinpost-secondaryeducationandinthe21stCenturyworkforceistheirpre-collegeexperience.Students’academicpreparationinK-12schoolshassignificantvalueintheirsuccessincollegeandcareers.ThefactorymodelapproachtoK-12education(adoptedmorethan150yearsago)findsitspremiseonteachingstudentsonlytheessentialskillsneededforthemtoworkinlow-knowledgefields(farmingandfactories).Today,however,ourworldismuchmorecomplexanddiverse,andtherefore,soisthethinking,problem-solving,andinnovativecapacitiesofthosewhocontinuetomovetheworldforward.
MillionsofAmericanchildrengettofourthgradewithoutlearningtoreadproficiently,andthatputsthemonthehighschooldropouttrack.9Theabilitytoreadiscriticaltoachild’ssuccessinschool,life-longearningpotentialandtheirabilitytocontributetothenation’seconomyanditssecurity.
InMay2010,theAnnieE.CaseyFoundationpublishedaKIDSCOUNTspecialreport,EarlyWarning:WhyReadingbytheEndofThirdGradeMatters,tolaunchthenationalCampaignforGrade-LevelReading.
5https://www03.alsde.edu/accountability/accountability.asp6http//:www.usnews.com/news/stem-solutions/articles/2014/02/06/minorities-women-still-underrepresented-in-stem-fields-study-finds7Adelman2005;HornandBerger2004;U.S.DepartmentofEducation20048Carey20049http://www.aecf.org/resources/early-warning-why-reading-by-the-end-of-third-grade-matters/
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EarlyWarningsummarizedtheresearchbasisforfocusingongrade-levelreadingproficiencyasanessentialsteptowardincreasingthenumberofchildrenwhosucceedacademically,graduatefromhighschoolontimeanddowellinlifeandtheworkforce.
Early-gradereadingproficiencyintheUnitedStatescontinuestobeunacceptablylowforstudentsfromlow-incomefamiliesandchildrenofcolor.NewresearchhashelpedquantifyandreinforcethecorrelationsthatEarlyWarningdrewbetweenpoverty,failuretoreadproficientlyandfailuretograduatefromhighschool.SociologistDonaldHernandezfoundthatchildrenwhodonotreadproficientlybytheendofthirdgradearefourtimesmorelikelytoleaveschoolwithoutadiplomathanproficientreaders.BlackandHispanicchildrenwhoarenotreadingproficientlyinthirdgradearetwiceaslikelyassimilarwhitechildrennottograduatefromhighschool(about25vs.13percent).10
Whenweaddpovertytotheanalysis,thefindingsareevenmoresobering.Hernandezfoundthatthegraduationfailurerateforchildrenwhocannotreadproficientlyandarepoorforatleastoneyearis26percent,ormorethansixtimestherateforallproficientreaders.Overall,22percentofchildrenwhohavelivedinpovertydonotgraduatefromhighschool,afigureaboutthreetimesgreaterthantherateforchildrenwithnofamilypovertyexperience.11
STARAcademyisprojectedtoopeninCenturyPlaza,aformershoppingcenterlocatedinEastBirminghamandtheBirminghamCitySchoolsdistrict.Datafromthe2013-14ACTASPIREassessmentshowsthat82.98%ofthirdgradestudentsinBirminghamCitySchoolseitherdidnotorpartiallymet(LevelsIandII)stateacademiccontentstandards.12Thisnumbergrewto85.24%in2014-15.
STAR’sproposedfacilityislocatedinzipcode35206,surroundedbyapproximatelyeightotherzipcodes(seemapbelow).Conductingademographicanalysisofallofthecommunitiessurroundingthatprojectedlocationofourschool(shownaspointAonthemapbelow),weplacedemphasisonzipcodes35206,35210,35213,35222,35234,35217,35235,35207,35212.
10http://www.aecf.org/m/resourcedoc/aecf-EarlyWarningConfirmedExecSummary-2013.pdf11http://www.aecf.org/m/resourcedoc/aecf-EarlyWarningConfirmedExecSummary-2013.pdf12https://www03.alsde.edu/accountability/accountability.asp
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Withintheseboundaries,thereareapproximatelytendistrictmanagedschoolsK-5,K-8,and6-8schools.Ofthe10elementaryandmiddle-schoolprogramsinEastAlabama,aslowas67.30%ofstudents(W.J.ChristianSchool)andashighas88.37%(InglenookSchool)didnotmeetorpartiallymetthirdgradeReadingstateacademiccontentstandardsproficiencyexpectationsin2013-14.In
2014-15aslowas63.05%ofstudents(W.J.ChristianSchool)andashighas92.39%(HayesK-8School)didnotmeetorpartiallymetthirdgradeReadingstateacademiccontentstandardsproficiencyexpectationsin2014-15.13
Thecurrenteducationalapproachisnotsettingstudentsoncoursetoachievetheirpersonalbestortobeoncourseforsecondary,post-secondary,andlifesuccess.Nowisthepivotaltimetore-envisionwhateducationcanlooklikeanoffertoourstudentsandfamilies.Thecapturedimageisoneinwhichstudentsareabletoengagein21stCenturythinkingandlearningskills,workingcollaborativelyonprojects,engaginginlearningexperiencesthatconnectskills,andconceptsfromvarioussubjectsintothebiggerpictureoflifeandwork.
IntegratingtheartsintoaSTEMeducation(STEAM)isnotjustaboutartprojectsinclass,butusingartsstandardswithcorecurriculumtoconnectlearningandengagestudents.Whenstudentsareenthusiasticallyparticipatinginthelearningprocess,itmakeslearningfun…eveninscienceandmathematicsclassesthatcantypicallybeviewedasintimidating.Theengagementultimatelyboostsacademicachievementandforgesauthenticlearningexperiencesthatlaythefoundationforfuturecareers.STEAMalsoallowsteacherstomoreeffectivelyreachminorityandsecond-languagestudentsthroughhands-on,collaborativeinstructionandactivities.Thegroup-workenvironmentoftenforcesstudentswhopreviouslysatbacktoengageandaskquestionsinordertounderstandwhattheirroleinthegroupisandbettercontribute.Exposingstudentstothiseducationalframeworkandencouragingtheuseofcreativity,innovation,criticalthinking,andproblem-solvingskillsattheveryfoundationalstagesoflearningincreasestheirinterestinSTEAMfields,increasingthechancetheypursuethoseascareers.Embeddingastrongfocusonliteracy,providesstudentswiththetoolsandconceptstonotjustbegoodreaders,buttocomprehendwhattheyreadinamannerbywhichtheycanformulatetheirownideasandopinionsabouttheinformationtheyhaveread.STARAcademyfoundersrealizetheneedandopportunitytoofferahigh-qualityeducationaloptiontothestudentsandfamiliesinEastBirminghamandareposturedtoprovidethattothedeservingstudentsandfamiliesinthiscommunity.
13https://www03.alsde.edu/accountability/accountability.asp
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TheSTEAMcurriculum,whichbuildsitsfoundationoninterdisciplinaryandproblem/project-basedlearning,allowsstudentstoconnecttheirlearning.Thiscreatesthecontextbywhichmoreenduringorlastinglearningcantakeplace.STEAMalsoallowsteacherstomoreeffectivelyreachminoritystudentsthroughhands-on,collaborativeinstructionsandactivities.Thegroup-workenvironmentoftenforcesstudentswhowerepreviouslysatbacktoengageandaskquestionsinordertounderstandwhattheirroleinthegroupisandbettercontribute.TheliteracyfocusofSTARalsoseekstoensurestudentscanreadandcomprehendschoollevelcomplextextsaswellastoutilizeandcomprehendacademicandcareerlanguagethatempowersthemtocompetitivethroughouttheireducationalandprofessionalpaths.
ThechildrenandfamiliesofEastBirminghamrequireaschoolwhosemodelcanaddresstheirspecificneedsandpreparethemforfutureacademicandpersonalsuccess.Theschoolintendstoserve248Pre-Kindergartenthroughfirstgradestudentsinyearone,growingto1016studentsatfullbuild-outinyeareight.Basedonthedemographicsofthelocalcommunityandothernearbyschools,weanticipatethat95%ofourstudentswillmeeteligibilityforthefreeandreducedlunch(FRL)program,3%willbeEnglishlanguagelearners,and10%willrequirespecialeducationservices.EnrollmentSummary:STARAcademywillopeninAugust2017with248studentsinPre-kindergarten-1stgrade.Theslowimplementationmodelhasbecometheacceptedbestpracticefornewstart-upschools.Wewilladdonegradeleveleachconsecutiveyear.Atfullenrollmenttheschoolwillserve1016studentsinPre-kindergarten-8thgrade.Thefollowingchartillustratesthegradesservedineachacademicyear.Ateachgradelevel,therearefourclassesofstudents.Thenumbersreflectedinyearone,andthemodelcarriedoverintosubsequentyears,is20studentsperpre-kindergartenclass(4yearoldsthathavebeenpotty-trained),and26studentsperclassingradeskindergartenandbeyond.Theseprojectednumberswillallowourschooltoservethemaximumnumberoffamilies,whilestillmaintainingaclassroomstructurethatallowsforindividualizedlearning.Grade 2017-
20182018-2019
2019-2020
2021-2022
2022-2023
2023-2024
2024-2025
2025-2026
Pre-K 40 40 40 40 40 40 40 40K 104 104 104 104 104 104 104 1041 104 104 104 104 104 104 104 1042 104 104 104 104 104 104 1043 104 104 104 104 104 1044 104 104 104 104 1045 104 104 104 1046 104 104 1047 104 1048 104
Total#ofStudents
248 352 456 560 664 768 872 976
EducationPlan/SchoolDesign:Therearesixmajortenetsofoureducationalprogram:
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STEAM:STEAMisanacronymforScience,Technology,Engineering,theArts,andMathematics.Theideaemphasizingthesesubjectsindeliveringcurriculumhasbeendrivenbythebusinesscommunity,withthegoalofpreparinganagileandcompetitiveworkforce.However,thereisagrowingnationalpushtoblendscienceandthearts.ItisimportanttonotethatSTEAMisnotaprogram,butaphilosophy.Intherealworld,contentknowledgeisinterwoven,layered,andsophisticated,notexperiencedinisolationsuchasintraditionaleducationalsettings(separatemathtime,separatesciencetime,etc.).ThegoalofSTEAMistofosterthetrueinnovationthatcomeswithcombiningthemindofascientistortechnologistwiththatofanartistordesigner.STEAMskillsarevitalforsuccessinthe21stCenturyandcriticaltoourcollectivefuture.STEAMeducationteachesflexiblethinking,risk-taking,andcreativeproblem-solvingneededtosolvetoday’smostcomplexandpressingchallenges.Studentsareengagedinauthenticlearningexperiencesthatteachthemtoexploretheworldaroundthem,createinnovativesolutionstoproblems,andcommunicatetheirresultswhilelearningthefoundationalskillsofscience,technology,engineering,thearts,mathematics,andcontentliteracy.
AstudybytheNationalEndowmentfortheArtsshowsthatstudentsfromlowersocio-economicbackgroundswhoactivelyparticipatedintheartstendedtoscorebetterinscienceandwriting,andweremorelikelytoaspiretocollege.Thehands-on,engagingactivitiesatthecoreofintegratedSTEAMcurriculacreatesanaturalenvironmentforlanguagedevelopment.Inquiry-basedlearningmakesvocabularycometolife,andhelpsyoungpeoplegetexposuretotheacademicvarietyofEnglishnecessaryforsuccessinschool,college,andcareers.Thegroup-workandteam-orientedactivitiescommontointegratedSTEAMinstructionprovidelearnerswithadditionaltimetospeak
andlistentoEnglishinalow-pressuresetting.Ultimately,STEAMprovidestheunderpinningsforeverychildtobesuccessfulincollege,work,andlife.STEAMgraduatesareproblemsolvers,innovators,inventors,andcreativethinkers.Interdisciplinary,AuthenticLearningExperiences(ThematicInstruction):Thematic,orintegrated,instructionisaninterdisciplinaryteachingapproachthatpresentssubjectmatteraccordingtothemesortopics.Eachthemeortopicispresentedinextendedunitssothatstudentshaveenoughtimetodevelopunderstandingandtofindconnectionstowhattheyknowandvalue.Thisapproachintegratesbasicdisciplineslikereading,writing,math,andsciencewiththeexplorationofabroadsubjectsuchascommunities,waterconservation,ortheuseofenergy.Integratedinstructionengagesstudentsinavarietyoflearningactivities,andencouragesstudentstoexploretopicsdeeply.Webelievethatlearningbecomes“sticky”whenitdrivesstudent-driven,teacherfacilitated,complexandnuanced,andframedina“realworld”context.STAR’sinstructionalmodelwillencompasselementsofExpeditionaryLearning(guidingquestions,kickoffexperiences,andcasestudies)andDesignThinking(publicdisplaysoflearningandthedesignprocess)throughafocusonbuildingliteracyskillsandcapacityamongourstudents.
ThematicInstruction:theorganizationofacurriculumaroundageneralideaor“themes”thathavemeaningtothelearner
ThegoalofSTEAMistofosterthetrueinnovationthatcomeswithcombiningthemindofascientistortechnologistwiththatofanartistordesignersothatstudentsacquirethecreativeproblem-solving,flexiblethinking,andrisk-takingneededtosolvetoday’sandtomorrow’smostcomplexchallenges.
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ThecurriculumatSTARAcademyisintegratedintoSTEAMunitswithuniquethemesthatcombineandintertwineconceptsinlanguagearts,math,science,socialstudies,emphasizingcross-curricularconnections,andtransferandgeneralizationoflearning.Studentswillhaveopportunitiestoexploretheirlocalcommunityinearlygrades,thestateofAlabamainupperelementarygrades,theUnitedStatesinearlymiddleschool,andeventuallytheworldwhenSTARreachesfullcapacity.Alllearningexperienceswillfocusonstudentexploration,evaluatingdifferingperspectives,communicatingnewideas,andcommunalaction.Studentswillparticipateinuptosixlearningexperiencesaschoolyeargroundedinanchorliteracyandmathnationalandstatestandardsinallcontentareas.Project-basedlearning(PBL):Project-basedlearningrequiresstudentstousereal-worldtopicstobeginin-depthinvestigations.Inthisapproachstudentsselectanissuethatholdsmeaningforthem—itmaybeasituationoccurringwithintheschooloroneoccurringoutsideofschoolinthebroadercommunity.Insomemodels,stakeholdersfromthecommunitygenerateprojectideasthatareparticularlyrelevant.Whendesigningtheproject,itisessentialthatstudentsareactivelyinvolvedindecisionmakingandthatcontentstandardsareembedded.Webelievelearningshouldtakeplaceinandoutoftheclassroom.Teacherswilldesignrubricstomeasurestudentmasteryofprojectsandlearningexperiencesasformativeandsummativeassessmentsofstudentlearning.TeachersatSTARwillcollectdataonstudentlearningandrespondtoitbyadjustinginstructionalplansinrealtime.Studentswhodonotmasteradailyobjectivereceivetargetedremediationthesameday.PersonalizedLearning:AtSTAR,webelievethatchildrenlearnbestwhenlearningispersonalizedsostudentscanbechallengedeveryday.Wealsobelievethatsupportshouldbepersonalized.Everystudenthasuniquegiftsandindividualneeds;learningsupportsshouldreflectthis.Eachstudentwillbeheldtothesamehighexpectationsbutwillbeallowedtoreachtheminawaythatreflectstheirindividuallearningstyle.Classroomsandinstructionwillreflectmultiplelearningmodalitiesincludingblendedlearningoptions,smallgroupinstruction,self-directedlearning,project-basedlearning,andhighlevelsofdifferentiation.STARwillhaveapersonalizedlearningplatformtoenablestudentstoaccessalloftheironlineself-directedcontent,trackprogresstowardtheirgoalsandtakeassessmentstodeterminemasteryofconcepts,skills,andstandards.Eachstudentwillreceiveapersonallearningplanthatwillremainfluidbasedonstudentdataandperformance.Planswillbedesignedcollaborativelywiththestudent,familysupportnetwork,andhis/herteacher.Goalsanda“HowILearnBest”playlistforeachcontentareawillbeestablishedinthree-weeklearningcyclestoberevisitedattheendofeachcyclewiththestudentandteam.Inaddition,eachStarwillhaveadreamteamwhowillbuildmotivationtotakechargeoftheirlearningandconnecttheirschoolworktolong-termdreams.Long-termgoalsthentranslateintomoreconcretemonthlygoalsanddailyto-dos.Toensurestudent’sgoalsanddreamsstayattheforefront,thedreamteamwillbecomprisedofthestudent,peers,agoalcoach,mentor,andfamilymembers.Thesememberswillbechargedwiththementorshipandencouragementnecessarytoensurethestarreachestheirgoalsandhelpfostertointrinsicmotivationtosucceed.AtSTAR,webelievequalityinstructionandstandards-basedteachingareequallysignificantparallels.Ourteachersaligntheirinstructiontonationalandstatelanguage,mathematics,andsciencestandardsandexpectstudentstomasterallidentifiedskillsandconcepts.TeachersatSTARwillcollectdataonstudentlearningandrespondtoitbyadjustinginstructionalplansinrealtime.Studentswhodonotmasteradailyobjectivereceivetargetedremediationthesameday.
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WholeChildCharacterDevelopment:Oureducationalphilosophystartswitheducatingthewholechild.Webelieveanexcellenteducationrequiresnotonlyacademicrigorbutalsopersonalsuccessfactors(character).Aswemovedeeperintothe21stcentury,theneedfor21stcenturyskillsarebecomingmoreandmoreapparent.Ourapproachtomeetingthisneedrevolvesaroundidentifyingacoresetofresearchedcharactertraitsandprovidingdirectinstructiononthoseskills.ThisapproachbeginswithSTARcharactertraitsbeingmodeledbyalladultsinthebuildingfirst.Allstudentcultureandbehaviorsystemswillbetiedtothiscoresetofcharactertraits.Teacherdesignedlessons,modules,learningexperiences/projects,performancetasks,andassessmentswillalleitherteach,reinforce,measure,orassessstudentmasteryofSTAR’scorecharacterattributes.Studentswillreceivemasteryreportsofcharacterdevelopmentalongwithmasteryreportsofacademicstandards.Characterobjectiveswillbeplannedandtaughtdailyinconcertwithregularlearningobjectives.Studentswillhavemultipleopportunitiesinmultiplemodalitiestolearnbothpersonalcharacterdevelopmentandcommunitydevelopment.Thecharacterdevelopmentprogramisnotanadd-onorasupport.Wholechilddevelopmentwillbeengrainedinallwedoincludingthewraparoundservicesandlearningsupportsweoffer.Allresponsetointerventionsystemswillbegroundedinourcharacterdevelopmentsystemgiventhatmostchildrenofcoloraremistakenlyidentifiedasstudentsrequiringspecialeducationserviceswhenrootcausesofstudentmotivationalchallengescanbeaddressedinthegeneraleducationclassroomswiththerightsupports.LeadershipandServiceLearning:AtSTAR,webelievethateducationisacivilright.However,wealsobelievethatthosewhohaverightsalsohaveresponsibilities.WebelievethatwearenotonlyeducatingBirmingham’sfutureleadersbutalsotheworld’sfutureleaders.Wearepreparingstudentsforcareersandopportunitiesthatareyettoexist.WebelievethatstudentsshouldleaveSTARwithaglobalmindsetandlocalagenda.Ourstudentswillbeequippedwithasenseofglobalcuriosity,localunderstanding,anduniversalresponsibility.Allstudentsandstaffwillberequiredtoengageinschoolwideservicedaysandcommunityactionprojects.Weaimtocreateanequipped,organized,andmobilizedcorpsofservantleaders.Learningexperienceswillbegroundedinlocalandglobalsocialjusticeissues.Studentswillexploreopportunitiesthroughafoundationofliteracyandmathstateandnationalstandardswithalensofpersonalandcommunalresponsibilitygroundedinauthenticdesignchallengesandlearningexperiences/projectschosenbystudentstofacilitateadeepsenseofagency,empathy,andservice.Wewillseekoutlike-mindedpartnerorganizationstoprovideresources,training,opportunities,andexperiencestohelpstudentsdrivetheirservicepassions.Studentswillbecelebratedandrewardedfortheirideasandeffortsfirstandforemostbytheoverwhelmingsenseofcommunitytheseprojectsandeffortswillfoster.Secondly,leadershipandservicewillbeadirectmeansofearningprivilegesandrewardsasapartoftheschoolcharacterdevelopmentplanandstudentbehaviormanagementsystem.LeadershipandGovernance:JontaMorris,theschool’sfounderandexecutivedirector,isleadingSTARAcademy’sdevelopmentefforts.Mrs.Morris’passiontocreatelivesofchoiceofopportunityforchildrenisfueledbythemorethanonethousandstudentsthatshehashadtheprivilegetoimpact
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throughoutherjourneyasaneducator,butmoreimportantlywhohavehadagreaterimpactonher.Thesechildrenhavenotcomefromaffluentzipcodesnorstatisticallyspeaking,areexpectedtoexcelinAmerica.Mrs.Morrisbelievesthatshemustbethechangeagentwhowillhelpstudentsdefytheoddsstackedagainstthembecausetheirzipcodeorskincolorwillnotlimittheirpotential.ATeachforAmericaalumnus,shetaughtfirstgradeto23shiningstarsinAtlanta,Georgia.Aftertwoyearsinatraditionalclassroom,JontajoinedKIPP(KnowledgeisPowerProgram)asakindergartenteacherinBronx,NY.ItisherewhereJontabegantohoneherinstructionalabilitiesandwitnessavillagecontributingtogrowingchildren’sdreams.Mrs.MorristhenhadthewonderfulopportunitytorelocatetoDenver,ColoradotoaidinopeningthefirstKIPPschoolintheMontbellocommunity.ItisherewhereJontataughtmiddleschoolreadingandbecametheschool’sfirstassistantprincipal.ShetransitionedtoDenverPublicSchoolstohelptransformapriorityturnaroundschoolandhercontributionsresultedinsignificantacademicandcultureachievement.JontahasalsoparticipatedintwoDenverPublicSchools’principalresidency/preparationprograms:APAscentandLearntoLead.Jontaiscurrentlycompletingayear-longfellowshipwithKIPP-thelargestchartermanagementorganizationinthecountry.TheFisherFellowshipisoneofthemostreputableandhighlysuccessfulfellowshipsinthecountryandistailoredforschoolleadersopeningschools.Mrs.MorrisholdsaMastersofEducationalSupervisionandLeadershipfromNationalLouisUniversity.STARAcademyisbuildingastronggoverningboardandfoundingteamwiththecapacitytoeffectivelyoverseepoliciesandthegovernanceoftheschool.Theboarddevelopmenteffortisbeingspearheadedbylocalpastorandplanningteammember,ThomasBeavers.
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Section1:
EducationalProgramDesignandCapacity
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EducationalProgramOverview
PhilosophyandResearch:STARAcademyisanewschoolmodeldesignedtohelpdevelopthebestpreparedstudentsintheworld.STARwillproviderigorous,high-qualityinstructionwithinanurturingschoolcommunityfocusedondevelopingself-motivatedlearners,problem-solversandleaders.Studentswillbenefitfrommoresmallgrouplearning,greateraccesstotechnology,deepandmeaningfulenrichmentopportunities(suchasmusic,foreignlanguage,martialarts&STEMinventions),andextendedfieldtripsthatallowstudentstogodeeperinanareaofinterestandexperiencehands-onlearninginmoreauthenticandengagingways.
AtSTARAcademyfivecoreeducationalbeliefsguideoureducationalprogram:
1. Childrenlearnbestwhenacademiclearningisconnectedtoreallifethroughauthenticlearningexperiences.Authenticlearningengagesallthesenses.Brain-basedresearchshowsthatusingallsensesmaximizesthelearningexperience.14Interacting,manipulating,exploring,collaborating,discussingopenly,andsharingformeaningfulreasonsoptimizelearning.Authenticlearningexperiencesplaceemphasisonthequalityofprocessandinnovation.Morethanjustunderstandingteacher-speakandregurgitatingcontent,authenticlearningexperiencesdevelopabodyofskillsetsandself-motivatedinquirymethodsinchildrenthatextendsbeyondthewallsofaclassroom.Content-driveneducationisalinearlearningmodelthatwillfailtoprovideourstudentswiththeskillsneededtoaddressthesteepchallengesofthe21stCentury.Contentalwayschanges,butprocessesareforever.Onaplanetthatisrapidlychanging,creatingauthenticlearningopportunitiesinschoolsiscriticaltoprovidingstudentswiththetoolstomeetthesechallenges.
2. Anintegratedlearningenvironmentandcurriculumpromotesdiscoveryandimagination,andallowschildrentopursuelearninginaholisticway.Alsocalled“thematicinstruction,”“cross-contentinstruction,”and“multi-disciplinaryinstruction,”integratedinstructionfocusesonconnectionsinlearningratherthanonisolatedskillsandknowledge.Integrationacknowledgesandbuildsontherelationshipswhichexistamongallthings.Anintegratedlearningenvironmentemphasizestheinterconnectednessbetweenacademiclearningandtherealworld,makingachild’sclassroommorerelevanttowhatisgoingonintheirlivesoutsideofschool;thus,itemphasizescriticalthinking,problemsolving,andinquiry.Thisapproachdevelopsthechild’sabilitytoacquireandusebasicskillsinallthecontentareasandtransfertheirlearningtoothersettings.
3. Studentslearnbestwhengivenmeaningfulapplicationsforlearningthatdemonstratemasteryofcontentandprocess.Studentsinvolvedinprojectsandhands-onlearningtakegreaterresponsibilityfortheirlearning.Implementingmulti-sensoryactivitiesandmeaningfultasks,andexploringavarietyofskillsthroughreal-worldapplicationprovidesstudentsthe
14http://www.authenticlearning.weebly.com/
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opportunitytocreateatangible,usefulproductworthsharingwiththeirteachers,peers,andcommunity.Oncetheteacherprovidesanengagingtaskorchallenge,students’naturalskillsandtalentsareallowedtosoarastheyimagine,create,andinnovate.Engaginglearnersinthissortofauthenticproblem-solvingprocessrequiresstudents,evenkindergarteners,tolearntoanalyzeresearch,studyaproblemthroughvaryinglenses,andcreativelyidentifysolutions.
4. Thesciences,technology,engineering,arts,andmathematicsarecatalystsforacademicgrowth,creativeexpression,andtheinnovationneededforfuture-readyscholarsandleaders.Webelieveartseducationcanunleashtheacademicpotentialineverychild.Throughartandtechnology,webelieve,educationpromotesdiscoveryandimagination.Studentsaregiventheopportunitytothink,explore,learn,andexpressthemselvesthroughexperiencesthatcultivatetheirinnatecreativity.Thistypeoflearningenvironmentencourageschildrentobecomeintrinsicallymotivatedtolearnandmorefullyengagedintheirpersonallearningjourney.
5. Children’searlyliteracyskillsareafoundationforalloftheiracademiceffortsandarecloselylinkedtotheirhealthandwell-being.Educatorsneedaplanforliteracyinstructionthatwillpullourat-riskreadersalongandpushallreadersforward.Onestudyshowedthatchildrenwhodidnotreadwellbytheendofthirdgradewerefourtimesmorelikelynottograduatefromhighschoolontime,andnotgraduatingfromhighschooliscloselylinkedtopoorerhealth,unemployment,andincarceration.15AtSTAR,wefocusontheelementsofstrongliteracyinstruction,withaparticularfocusondevelopingchildren’slanguageandreadingskills.Withincreasinggradelevels,thedemandsofthetextschildrenmustreadincreaseindifficultyandyet,textistheprimarywaythatacademiccontentisdeliveredtostudentsinmiddleschoolandhighschool.Infact,tobesuccessfulinallacademicsubjectareas,childrenneedtobeproficientreaders.Youngchildren,especiallyacademicallyvulnerableyoungchildren,requireacohesivelearningexperienceastheymoveupthroughthegrades;learningexperiencesthatbuildontheirstrengthsandaddresstheirneeds,promotingknowledgeandskilldevelopmentalongtheway.
WematerializethesefivecoreeducationalbeliefsthroughAcceleratedExpectations(supportingourstudentstoachieveatanexceptionallyhighlevel),anAwesomelyPowerfulCommunity(givingstudentsadeepsenseofbelongingandpurpose),andOwnershipandPersonalization(buildingintrinsicmotivationsothatstudentsfeelagencyoverandresponsibilityfortheirownlearning).
InstructionalVision:AtSTARAcademy,wearecommittedtopreparingourstudentsforlivesofchoicethrougharigorous,personalized,andjoyfuleducationalapproachthatfostersagenerationofchange-agents,innovators,andleaderswhothinkwiththeirmindbutalsotheirheart.Wewelcomemistakesformistakesarethepathwayforlearningandpassion.Wecultivateourstars’naturalcuriosity,innovationandcreativitybyprovidingauthenticexplorationandinvestigativeopportunitiesthroughscienceandtechnologywithanartsemphasisinstruction.Ourstarswilldevelopthenecessary
15http://fcd-us.org/sites/default/files/PreK-3rd_Getting_Literacy_Instruction_Right.pdf
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problem-solvingandcriticalthinkingskillsthatareneededtomakepersonalandprofessionaldecisionsinanever-evolvingworld.
Ourinstructionalprogramisgroundedonfouroutcomes:
• AcceleratedAcademics:Wesetthebarextremelyhighandpushstudentstoachieveexcellenceinacademics
• HabitsofSuccess:Studentsdevelopthehabits,mindsets,andlifeskillsthatpromoteproductiveandjoyfullivesincludinggrowthmindset,curiosity,timemanagement,empathy,andcreativity
• ExcellenceinEnrichment:Weofferstudentsachancetoexperiencethejoyofpassionatelypursuinganareaofenrichmentbeyondtraditionalacademics,suchasSTEAMinnovations,MartialArts,andMusic
• Student,Family,andStaffMotivation:Ourpowerfulcommunityofstudents,staff,andfamilieswillconsistentlyinspireandsupporteachother
STARAcademywillprovideaneducationalstructurethatcapitalizesoneachofthesebeliefsbyintegratingtheSTEAM(STEMandartsintegration)educationalframeworkandauthenticinquiry,andproject-based,literacyfocusedcurriculumandpersonalizedinstructionforourstudents.Byintegratingsubjects,andbynurturingchildren’snaturalcuriosityandcreativity,STARAcademyaimstostimulateandengagelearnersacrossthecontentareas.Furthermore,byembeddingvisualandperformingartsinSTEMlearning,andbyimplementingproject-basedlearning,notonlywillchildrenbetterunderstandabstractconceptsbuttheywillapplytheirlearninginrelevantandauthenticways.
WhileSTEAMprovidestheframeworkforinstructionandstudentperformancetasksandinformsourinstructionalphilosophy,itisnotacurriculum,butratherthebasisforinstructionaldesignandimplementation.OurSTEAMprogramisnotalab,specialprogramforhighachievingorgiftedstudents,orenrichmentorperiodicspecialactivityinscienceandmath.Itisaschool-widecurricularapproachinfusedeverydayforallstudents.EachstudentofSTARAcademyreceivesaminimumof15hoursofSTEAMrelatedinstructionweekly.
STEAMPedagogy:STEMlearning(emphasizingscience,technology,engineering,andappliedmath)hasgarneredincreasedsupportinanation-wideefforttoboostscienceliteracy.OfgrowingnationalandlocalconcernisthatcareerfieldsinvolvedandrelatedtoSTEMaremultiplyinginAmericawhilethenumberofqualifiedapplicantsarediminishing.InstructionalstaffatSTARwillusetheSTEAMeducationalframeworktostructurelearning.AccordingtotheNationalAcademyofSciences,NationalAcademyofEngineeringandInstituteofMedicinein“RisingAbovetheGatheringStormRevisited,”theprimarydriverofthefutureeconomyandconcomitantcreationofjobswillbeinnovation,largelyderivedfrom
“We’reat,really,apivotalmomentinthehistoryofAmericaneducation
andthequestioniswhetherwelearnfromthedevelopmentsthat
arehappeningallaroundtheworldasnationsarecompetingwithus
thatnevercompetedbefore.”
-U.S.RepresentativeChrisMurphy
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advancesinscienceandengineering.16Americaneedstomaintaincompetitiveedgeintheglobalmarketplace;furthermore,ourowneconomyreliesonSTEMinnovation.NotonlyareU.S.studentsasawholelaggingbehindthehighestperformingnationsoninternationalassessments,butminoritiesandwomenareunder-representedinSTEMfields.NarrowingthecurriculumtoliteracyandnumeracytotheexclusionofintegratedSTEMeducationinordertomakeexpectedstudentgrowthgainsisdetrimentaltothesuccessofchildrenandtotheeconomyasawhole.
STEMeducationthatfostersstudentengagement(thatisinclusiveofgirls,minorities,andabroadrangeoflearningmodalitiesamongallchildren)hasgivenbirthtotheemergingSTEAMpedagogy.Thisapproachissupportedbyagrowingresearchbaseindicatingthatincreasedstudentengagement,creativethinking,andinnovationresultsbyaddingAfor“Art”tobridgeSTEMtoSTEAM.STEAMmodels,includingtheRhodeIslandInstituteforDesign,theChicagoArtsPartnership,PhiladelphiaArtsinEducationPartnership,ArtsIntegratedSolutions,andtheArtofScienceLearning,demonstratethatartsintegrationhelpsabstractconceptsbecomeconcrete,humanized,andrelevantforstudents.AccordingtoArtsIntegratedSolutions,thecreativeprocessofartsintegrationisrootedininquiryandreflectsthedesignprocessofidentifyingaproblem,brainstorming,designingandbuilding,testing,evaluating,redesigning,andsharingsolutions.Artseducationhasalongtraditionofcriticalanalysisthatisverysimilartoscientificpeerreview;inboththeartsandsciences,individualspresentanoutcometopeerswhothenrespondwithquestions,suggestions,andextensionsofthatwork.
TheSTEAMmovementiscontinuingtogainmomentumacrossthecountry.AsstatedbyMargaretHoney,PresidentandCEOoftheNewYorkHallofScience,“It’snotaboutaddingonartseducation,it’saboutfundamentallychangingeducationtoincorporatetheexperimentationandexplorationthatisattheheartofeffectiveeducation.”
AstudyonartsintegrationintheUnitedStatesfoundlearningintheartsislinkedwithincreasedstudentachievement.Thirtystudentsacrosstenclassesinveteran/artistpartnershipswereselectedtoexploretheprocessesandoutcomesassociatedwithartsintegratedlearningunitsversuslearningprocessesandoutcomesincomparablenon-artsunits.Thesampleevenlyrepresentedcomparativelyhigh,medium,andlowachievers.Studentsfromallachievementlevelsdisplayedsignificantincreasesintheirabilitytoanalyticallyassesstheirownlearningfollowingarts-integratedunits.Nosuchgainswereassociatedwithtraditionalinstructionalexperiences.Studentsalsodescribedtheirarts-integratedversusnon-artslearningdifferently.Arts-integratedinstructionsareasfollows:
1.Createdmoreindependentandintrinsicallymotivatedinvestmentsinlearning.2.Fosteredlearningforunderstandingasopposedtorecalloffactsfortests.3.Transformedstudents’characterizationsof“learningbarriers”into“challenges”tobesolved.4.Inspiredstudentstopursuefurtherlearningopportunitiesoutsideoftheclass.
16NationalAcademyofSciences,NationalAcademyofEngineering,andInstituteofMedicine.RisingAbovetheGatheringStorm,Revisited:RapidlyApproachingCategory5.Washington,DC:TheNationalAcademiesPress,2010.
ThekeytodevelopingagenerationofsuccessfulAmericaninnovatorsistoencouragetheconvergenceofart,business,creativity,innovation,engineering,andscience.
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AMontgomeryCounty,Maryland,studywitharigorousevaluationdesignprovidedamorefine-grainedlookattheresultsofartsintegration;thestudycomparedthreeartsintegration-focusedschools(AIMS)tothreecontrolschoolsoverathree-yearperiod.DuringthattimeAIMSschoolssubstantiallyreducedtheachievementgapbetweenhigh-povertyminoritystudentsandotherstudents.TheAIMSschoolwiththehighestpercentageofminorityandlow-incomestudentsreducedthereadinggapby14percentagepointsandthemathgapby26percentagepointsoverathree-yearperiod.Inthecomparisonschools,thenumberofproficientstudentsactuallydecreasedby4.5%overthesametimeperiod.TheAIMSschoolswiththelowestnumberofproficientstudentsinreadingandmathematicsattheoutsetofthestudyexperienceda23%increaseinthenumberscoringproficientoverathree-yearperiod.
CharlesR.DrewCharterSchool,locatedinAtlanta,GA,isthecity’sfirstcharterschool.Althoughopeningin2000with240kindergartenthroughfifthgradestudents,Drewnowservesover1200Pre-kindergartenthroughninthgradestudents.Drew’seducationalprogramfocusesonSTEAMinstruction,withastrongfoundationofliteracy.Theirinterdisciplinaryprogramintegratesthefiveareasofscience,technology,engineering,artsandmathematics,inquiry-basedinstructionalprogramwithrealworldcontext,emphasisondesignandproblem-solvingleadingtoapplications,andchild-centered,community-basedschoolfocusingonscience,technology,engineering,arts,andmathematics.In2012,DrewCharterSchoolhadthefourthhighesttestscoresinthestate. LincolnAvenueAcademySTEMMagnetSchool(L-5),locatedinLakeland,FL,receivedIntelandScholastics21stcenturySchoolofDistinctionin2010,citingitashavingoneofthenation’stopthreeelementarymathematicsprograms.In2005,LincolnwasrecognizedasaBESTUSelementaryschoolinTechnologyInnovationandin2010and2011theirK-2studentswonanationalaward(3rdplaceinthenation)attheSiemensWeCanChangetheWorldChallenge.LincolnAvenueAcademywasestablishedasavoluntarydesegregationmagnetschoolservingtheneedsofLakeland’sdiversepopulation.TheyhaveimplementedtheSTEMprocessofinvestigation,allowingstudentstoapplylearnedskillsandproblemsolvethroughchallengingprojectsinallsubjectsfromkindergartenonup.TechnologyisintegratedtomakeartandmusicaliveasK-5studentsstudydigitalarts,animationandcomposemusicforpodcastandmovies.LincolnAvenueAcademyhasthesecondhighestwritingscoresinFlorida,hasmetAYPeachyearofNCLBmandate,96%ofstudentsmeetinghighstandardsinreading,98%meetinghighstandardsinmath,and100%oftheirthirdgradestudentsaremeetingthirdgradepromotionalrequirements.
TheChicagoArtsPartnershipsinEducation(CAPE)isanetworkofChicagoPublicSchools,includingclassroomteachers,artsspecialists,administrators,professionalartsorganizationsandteachingartists,university-basedresearchers,andteachereducators.The19elementaryschoolsoperatingtheCAPEArtsIntegrationmodelshowedconsistentlyhigheraveragescoresonthedistrict’sreadingandmathematicsassessmentsoverasix-yearperiodwhencomparedtoalldistrictelementaryschools.
TherearefourprogramelementsthatcomprisethefoundationforimplementingtheSTEAMframeworkatSTARAcademy.Theyinclude:
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1. Integrationofcorecontentsubjects,STEMprocesses,andartseducationthroughthematicinstruction.
2. Useoftheengineeringdesignprocessastheunifyingthemeforcross-curricularunits.3. Utilizationofauthentic,project-basedlearning.4. Emphasison21stCenturyLearningSkills.
STEAMrepresentsanevolvingapproachtoeducationthatintegratesSTEM(scienceandtechnologyfocusedinstruction)withartsintegration.ItisimportanttonotethatSTEAMisnotaprogram,butratheraphilosophy.Intherealworld,contentknowledgeisinterwoven,layered,andsophisticated,notexperiencedinisolationsuchisevidentintraditionaleducationsettings(separatemathtime,separatesciencetime,etc.).STARAcademyiscommittedtotheSTEAMtenets,whichdetailthemannerinwhichstand-alonecontentsandareasoffocuscometogethertoprovidearigorous,engaging,and21stCenturylearningeducationalprogramforchildren.
• Tenet#1:S=Science:Scienceiseverywhereintoday’sworld.Itispartofourdailylives,fromcookingtogardening,fromrecyclingtounderstandingtheweatherorhowthingswork.Wesimplycannotescapethesignificanceofscienceinourworld.
• Tenet#2:T=Technology:Technologyistransforminghowwelearn,work,andplay.Todayourchildrenliveinadynamic,digitalworldandaglobaleconomy.Toembracethatfactistoembraceourchildren’sfuture...aswellasourown.
• Tenet#3:E=Engineering:Engineering,thepracticalapplicationofmath,technology,andscience,emphasizeslearninginthereal-worldcontext...andit’sFUN!Hands-onbuildinganddesigningengagesandstimulateslearnersofallages.
• Tenet#4:A=Arts:Integratingartsacrossthecurriculumboostsachievementandenhanceslearning.Morethanamere“frill,”visualandperformingartsplayanessentialroleinunlockingcreativethinkingandinnovation,whichiswhyfederalagenciessuchastheU.S.DepartmentofEducationandtheNationalScienceFoundationarecurrentlyprovidingresearchgrantsandunderwritingconferencesthathelpeducatorsusetheArtstosupportScience,Technology,Engineering,andMath(STEM)education.
• Tenet#5:M=Math:Mathematicsisthefoundationofscience,engineering,andtechnology.Mathematicalliteracyiscriticalforstudentstopossessandtoapplyinordertogrowskillsinproblemsolving,communication,analysis,andreasoning.
Integrated/ThematicInstruction:Authenticlearningisreal-lifelearning.Itisastyleoflearningthatencouragesstudentstoinvestigate,discover,andusetheirimaginationandcreativitytocreatetangiblesolutionstocontent-basedproblems.Thematic,orintegrated,instructionisaninterdisciplinaryteachingapproachthatpresentssubjectmatteraccordingtothemesortopics.Eachthemeortopicispresentedinextendedunitssothatstudentshaveenoughtimetodevelopunderstandingandtofindconnectionstowhattheyknowandvalue.Thisapproachintegratesknowledgefromdifferentdisciplines,engagestheminavarietyoflearningactivities,andencouragesstudentstoexploretopicsdeeply.
ThecurriculumatSTARAcademyisintegratedintoSTEAMunitswithuniquethemesthatcombineandintertwineconceptsinlanguagearts,math,science,andsocialstudies,emphasizingcross-curricularconnections,transfer,andgeneralizationoflearning.Ineachunitofinstruction,studentsarefacedwith
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problemsforwhichtheywillusetheengineeringdesignprocesstoprovidefeasiblesolutionsbasedonanalysisofprosandconsandbybalancingtheconstraintsandevaluationofconsequences.
WithassistancefromthecurriculumandinstructionalstaffatLincolnElementaryinLakeland,FL,andnewlyapprovedpubliccharterschoolAmanSteamAcademyinAurora,CO,STARhasdesignedourownSTEAMframework,basedonresearch-basedpracticesineducation,commoncorestandardsandapproachestoteachingmathematicsandscience,andfocusedontheengineeringdesignprocess(graphicontheright)astheintegratingconcept.WithintheSTEAMframework,engineeringisanintegratingthread,awayofthinkingandproblemsolvingthattiesotherunitcomponentstogether.Theengineeringdesignprocessisaseriesofstepsthatengineersfollowtocomeupwithasolutiontoaproblem.Manytimesthesolutioninvolvesdesigningaproductthatmeetscertaincriteriaand/oraccomplishesatask.Startinginkindergarten,studentsusetheengineeringdesignprocesstoexploreandcreate,establishingastrongfoundationofbasicskills,thecapacitytothinkcritically,andenthusiasmforlearning.
AlthoughtheacademicfocusatSTARisnotgearedtowardsanyonecurriculum,everylessonwillbedesignedandimplementedusingtheRigorousCurriculumDesign;astandards-basedbackwardsplanningproess.Astheschool’steachersdevelopprojectsthatengagestudentinterests,theyaremindfulofCommonCoreStateStandards,AlabamaAcademicContentStandards,andNextGenerationScienceStandards.Forexample,amiddleschoolscienceteachermayimplementachemistry-focusedunit,havingeachstudentcreateadocumentaryabouttheharmfuleffectsofdrugsonthehumanbody.Theunitaddressesmanystatestandardsinchemistry,suchasfunctionalgroups,bonding,theperiodictable,andmolecularstructures.Atthesametime,however,suchaprojectintegrateswellwithmathandhumanities,andachievesreal-worldrelevanceasstudentsusetechnologytocreateeducationalvideosthatcanbesharedwithotherschoolsaspartofabroaderdrugandalcoholabusepreventioninitiative.BelowisanexamplesofaKindergartenCommonCoreStandardsaligned,integrated/thematicunit.
ExampleofSTEAMIntegratedThematicUnitMappedtoCommonCoreStateStandards
STEAMThematicUnitTitle
BecomingaEngineer
GradeLevel/Subject(s)
KindergartenSTEAMUnit-IntegratesLanguageArts,Mathematics,Science,andSocialStudies
Duration 9weeksDescription Thisisanintroductoryunitforkindergartenstudents.Throughthisunitstudents
willlearnimportantconceptsaswellasbehaviorsthatwillmakethemsuccessfulscientists,engineers,andartists.Thisisathematicunitanditintegratesallsubjectstohelpyoungstudentstransferknowledge.Scienceandengineeringconceptsaresupportedthroughreadingandwritingasteachersusebigbooksto
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introducescientificconcepts.Duringthisunitstudentsareintroducedtotheengineeringdesignandcreativeproblemsolvingprocess.StudentswillworktogetherinsmallgroupstodevelopaprototypeofanewTwistergameusingteacher-providedmaterials.
LanguageArtsStandardsAddressed
• Withpromptingandsupport,askandanswerquestionsrelativetokeydetailsinatext.
• Withpromptingandsupport,askandanswerquestionsrelativetodetailsinatext.
• Identifyabook’sfrontcover,backcover,andtitlepage.• Nametheauthorandillustratorofatextanddefinetheroleofeachin
presentingtheideasorinformationinatext.• Withpromptingandsupport,describetherelationshipbetween
illustrationsandthetextinwhichtheyappear(e.g.,whatperson,place,thing,orideainthetextasillustrationdepicts).
• Activelyengageingroup-readingactivitieswithpurposeandunderstanding.
• Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint;Followwordsfromlefttoright,toptobottom,andpagebypage.
• Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint;Recognizethatspokenwordsarerepresentedinwrittenlanguagebyspecificsequencesofletters.
• Participateinsharedresearchandwritingprojects(e.g.,exploreanumberofbooksbyafavoriteauthorandexpressopinionsaboutthem).
• Participateincollaborativeconversationswithdiversepartnersrelativetokindergartentopicsandtextswithpeersandadultsinsmallandlargergroups;Followagreed-uponrulesfordiscussions(e.g.,listeningtoothersandtakingturnsspeakingabouttopicsandtextsunderdiscussion).
Askandanswerquestionstoseekhelp,getinformation,orclarifysomethingthatisnotunderstood.
• Adddrawingsorothervisualdisplaystodescriptions,asdesired,toprovideadditionaldetail.
MathematicsStandardsAddressed
• Knownumbernamesandcountsequence;countto100byonesandtens.• Knownumbernamesandcountsequence;writenumbersfrom0to20.• Knownumbernamesandcountsequence;representanumberofobjects
withawrittennumeral0-20(0representingacountofnoobjects).• Countthenumberofobjects;understandtherelationshipbetween
numbersandquantities.• Countthenumberofobjects;connectcountingtocardinality.• Identifyanddescribeshapes(squares,circles,triangles,rectangles,
hexagons,cubes,cones,cylinders,andspheres);describeobjectsintheenvironmentusingnamesofshapes.
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• Identifyanddescribeshapes(squares,circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres);describetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside,infrontof,behind,andnextto.
• Drawapicturegraphandabargraphwithsingle-unitscaletorepresentadatasetuptofourcategories.
ScienceStandardsAddressed
o Askquestions,makeobservations,andgatherinformationaboutasituationpeoplewanttochangetodefineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobjectortool.
o Developasimplesketch,drawing,orphysicalmodeltoillustratehowtheshapeofanobjecthelpsitfunctionasneededtosolveagivenproblem.
o Analyzedatafromtestsoftwoobjectsdesignedtosolvethesameproblemtocomparethestrengthsandweaknessesofhoweachperforms.
SocialStudiesStandardsAddressed
• Developspatialunderstanding,perspectives,andconnectionstotheworld;identifycommonplacestoincludetohome,school,cafeteria,andgymnasium.
• Developspatialunderstanding,perspectives,andconnectionstotheworld;describesurroundings.
• Ownershipasacomponentofeconomics;recognizeandgiveexamplesofonepersonusinganother’sobjectthatrequiresaskingpermissionandsharing.
• Participateinmakingdecisionsusingdemocratictraditions:explainwhyrulesareneeded;createandfollowclassroomrules;andcontributetomakingandmaintainingclasscommunitydecisions.
• Civicparticipationtakesplaceinmultiplegroups;practicecitizenshipskillsincludingcourtesy,honesty,andfairnessinworkingwithothers.
• Individualshaveuniquetalentsandworkwithothersingroups;recognizemembershipinfamily,neighborhood,school,team,andvariousothergroupsandorganizations.
• Individualshaveuniquetalentsandworkwithothersingroups;namegroupstowhichtheybelongandidentifytheleader(s).
• Individualshaveuniquetalentsandworkwithothersingroups.Identifyexamplesoftimeswhenpeoplecanplaydifferentrolesandbringuniquetalentstoavarietyofgroups.
• Rulesandtheirpurposeinallowinggroupstoworkeffectively;explainthatgroupshaverules.
• Rulesandtheirpurposeinallowinggroupstoworkeffectively;recognizeinterpersonalboundaries.
• Rulesandtheirpurposeinallowinggroupstoworkeffectively;exertself-control.
• Rulesandtheirpurposeinallowinggroupstoworkeffectively;interactpositivelywithothers.
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• Rulesandtheirpurposeinallowinggroupstoworkeffectively;giveexamplesofsomerulesthatarepermanentandsomethatchange.
Project-BasedLearning:Project-basedlearningformsthebasisofourSTEAMeducation.Ourcurricularstudiesaredrivenbystudentsaskingquestionsandfullengagementwiththeworldthroughtheactivationofheartandbrain.Thisultimatelyleadstodeeperunderstandingandconnection.Inquiry-basedlearningisfoundedonthebeliefthathumanbeingslearnabouttheworldthroughquestioningandexperience,startingatbirthandcontinuingthroughoutadulthood.Inourpre-kindergartenprogram,theseinquiriesoftenbeginwithmaterialsandthequestionstheypresent.Ourelementaryandmiddleschoolprogramsshifttopursuitsconcerningourhistoric,cultural,artistic,andglobalcommunities.
Project-basedlearningrequiresstudentstousereal-worldtopicstobeginin-depthinvestigations.Project-basedlearningengagesstudentswithanauthenticproblemrootedincontent(science,language,mathematics,socialstudies,physicaleducation,andthevisualandperformingarts),requiringstudentsbeginninginkindergartentolearntoanalyze,research,andstudyaproblemwithacultural,social,political,economic,historical,artistic,andscientificlens.Studentsareimmersedintheprocessoflearning:exploring,discussing,designing,reflecting,andrefining.Project-basedlearningtransformsteachingfromtheindustrial-factorymodelofeducationthatislecturestyletoamodelinwhichstudentstakeownershipoftheirlearning,whiletheteacherservesasaguideandfacilitatoroflearning.
Aschoolwherechildrenaskandanswerquestionsnaturallyrequirestheexpertfacilitationofmasterfulteachers.Thismeansthatourteachersguidestudentsthroughthecreationofprojectsdesignedtodeveloptheirunderstandingsoftheworldaroundthem.STARAcademyteachersbegineachyearwithingrade-levelteamswithfourthemesthatallclassroomsrespondtoindifferentway.Teachersandteachingartiststhencreateunitsthatconnectoverarchingthemesandquestionswithspecificskillsandstrategies,aswellasauthentic,andmeaningfulculminatingprojectsthatdemonstratestudentlearninginsocialandacademiccontentareas.Studentswilldevelopprojectsthataddresscommunityissuesandneedsandtheywillworkincollaborationwithparents,communitymembers,businesses,andorganizations.Projectswillbeintegrated,requiringstudentstouseskillsfromothercontentareas(e.g.,languagearts,mathematics,socialstudies,science,physicaleducation,andthevisualandperformingarts).Foragroupof4-yearoldsthisoverarchingthememayprovokethestudyofwaterinallofitsforms.Firstgradersmaystudyfood,rangingfromhowtomeasureingredientstohowcommunitiesaredefinedbywhattheyeat.Forfourthgraders,itcouldextendintoastudyofelections,thedemocraticdecision-makingprocess,andthisnation’srevolutionarybeginning.Foreighthgraders,itmightbeastudyonbankingandfinancethatpreparesthemwiththebudgetingskillsnecessarytoplanforcollegeandbeyond.
STAR’sproject-basedlearningapproach,afundamentalcomponentoftheSTEAMmodel,isthekeytoitssuccessinservingadiversepopulationofstudents.Studentsbecomeactiveparticipantsintheirlearningandarerequiredtopubliclydemonstratetheirlearningthroughpresentationsandportfolios,introducinganadditionalandarguablymoreauthenticelementofaccountabilityforqualitywork.STAR
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Academyworksdiligentlytoprovideexemplarsofoutstandingproject-basedinstructiontoitsteacherssothatallteachersmayachievebasemasteryinSTAR’steachingpractices.
Thatsaid,it’simportanttoemphasizethattheSTEAM/ProjectBasedLearningmodelisnotmerelyaboutcurriculum,programs,ormaterials—it’saboutleveragingpartnerships;developingmeaningfulcross-contentconnectionsinlearning;buildingschoolstaffs’capacitiesforteaching21stCenturyskillsincludingcollaboration,problemsolving,andrisktaking;nurturingresponsibility;andfosteringcreativityinstewardshipofresources.Teachersandcommunitypartnersfacilitatelearningbyprovidingneededmaterialsandresourcesandbyassistingstudentstocreateproductsfollowinggiventasksandparameters(e.g.,onlyusingmaterialsprovidedbytheteacher).
Everysixweeks,theregularschoolschedulepauses,andstudentstaketimetohonetheiracademicandenrichmentknow-howbyengaginginlearningprojectsthatculminateinperformances,competitionsorothercelebrations.Byspendingdedicatedtimegoingdeeponreal-worldtopics,studentshaveanopportunitytoextendandapplytheirknowledgeandskills,expandtheirrepertoireofwordandworldknowledge,andgainaccesstoarobustsetoflifeopportunitiesthatwillfueltheirpassion.Theseexperiencescanextendbeyondtypicalcurricula,andalwaysdeepenacademiclearning.TheseExpeditions,oftenconductedinpartnershipwithcarefullyselectedexternalpartners,offerdeepcommunitybuildingexperiencesforstudents,staffandparents—reinforcingtheirsharedpurposeandcommitmenttooneanother.
WholeChildCharacterDevelopment:AtSTARAcademy,allchildrenandfamiliesareknownwell.Itisimportanttousthateachchildisconsistentlyseen,heard,andrespectedfortheirindividualuniqueness.Weknowfrombrainresearchthatemotionalconnectionsformtherootofalllearning.Aschoolshouldbeahomeandasupportivecommunityforchildren,aplatformfromwhichtheycantakeflightandbetheirbest,mostpowerfulselves.
Makingthisrealrequiresgreatattentiontoselfandsociallearning,throughwhichchildrendevelopthefundamentalskillsandcorecompetenciesforlife.Theseskillsincludeunderstandinghowthebrainworks,recognizingandmanagingemotions,developingempathy,establishingpositiverelationships,perseveringthroughdifficulttasks,makingresponsibledecisions,andhandlingchallengingsituationsconstructively,allwithhighethicalstandards.StudentsatSTARAcademylearnthattheirabilitiesgrowwithnewchallenges,effort,andpersistence.Weusetheseideastocontinuallyencourageawillingnesstotakechallengesandrisks,andtosupportcognitivedevelopment.Withinstruction,guidance,awareness,andpractice,allmembersofourcommunitysupportchildrentoself-regulate,solveproblemsindependently,andworkwellwithothers,thuspreparingthemtobebetterlearnersandcollaboratorsinschoolandinlife.
PersonalizedLearningExperiences:Wealllearninourownuniqueways.Fromthetimewe’rechildrenuntillongafterweleaveschool,eachpersonhastheirownwayoflearningandadvancing.Unfortunately,thetraditionalschoolsystemdoesn’tallowforthat.Ourstudents—wecallthemStars-getpersonalizedinstructiontargetedtotheirneedsandtailoredtotheiruniquelearningstyles. AtSTARAcademy,wehavebuiltaneducationmodelwherestudentsaretrulyatthecenter,learningistailoredtoindividualstudents’strengths,needs,andpersonalinterests.Learningopportunitiestakeintoaccountexistingknowledge,skills,andabilities,sethighexpectations,andpushstudentsinsupportive
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waystoreachtheirpersonalgoals.Situatedwithinflexiblelearningenvironments,learningexperiencesarebuiltuponlearnerprofilesandpersonallearningpaths,andstudentsmoveonwhentheydemonstratemastery.Aboveall,ourclassroomsnurtureeachchild’sindividualstrengthsandinterests,encouragingthemtoexploretheirworld.
Personalizedlearningisespeciallyimportantindiverseschoolcommunitiesbecauseacademicpreparationcanvarydramaticallyamongstudents.InSTARAcademy’sclassesof26students,studentsaredispersedacrosstheclassroomworkingindividually,inpairs,orinsmallgroupstocompletehands-on,self-directedactivitiesthathavebeenpersonalizedbyteacherstofosterstudentindependenceandtofocusonchilddevelopmentwellbeyondacademics.Everychildprogressesthroughacustomizedlearner’splaylistofactivitiesandassignments.Studentsmightcollaborateiftheyhavecommontasks,buttheideaisthatstudentsareworkingattheirlevelineachacademicsubject.Theworkplansarepatternedoffofothercompetency-basedlearningenvironments,wherestudentshavechoiceandcontrolovertheirlearning.The“transparentclassroom”personalizedlearningplatformwillbeusedtoassessstandard-basedstudentlearningbeforeandafterinstruction,toproducedailyandweeklyprojectexitticketstoassesslearningandaligninstructionandassessmenttoindividualstudentacademicgoals.
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CurriculumandInstructionalDesignSTARAcademyLearningEnvironment:Allclassrooms(withtheexceptionofPre-kindergartenthrough2ndgrade)willutilizethe“platooning”model.Alsoknownas“specializing”or“departmentalizing”,platooninginvolvesclassroomswhereteachersdroptheirtraditionalrolesasgeneralistsandserveinsteadasexpertsinoneortwocontentareas.Schoolsthathaveembracedthismodelhavefoundatripleyield:teacherswillhaveadeepinternalizationofthestandardsandwhatisrequiredforstudentstoachieve,studentswilllearnmorefromteacherssteepedinagivensubject,andteacherswillberenewedandexcitedbydivingmoredeeplyintothesubjectstheyaretrulypassionateabout.STARAcademystudentswillspendtimewithoneteacherforreadingandwriting,oneteacherformathematics,oneteacherforscience,andoneteacherforsocialstudies.
• PrimaryClassrooms:Pre-kindergartenandKindergarten(self-containedclassroomswithoneteacherperclassandateachingfellow/paraprofessional)
• LowerElementaryClassrooms:1st-2ndgrade(self-containedclassroomswithoneteacherperclassandateachingfellow/paraprofessional)
• UpperElementaryClassrooms:3rd-5thgrade(platoonedclassrooms)• MiddleSchoolClassrooms:6th–8thgrade(platoonedclassrooms)
Usingtheplatooningmodelatupperelementaryandmiddleschoolgradeswillhelptoensureinstructionwillbehighlydifferentiatedtomeettheindividualneedsofeachchildintheclassroom.Thisallowsformaximumremediationandaccelerationoflearningforallstudents.STARAcademyplanstousetheSTEAMLearningCommunityclassroommodel,whichallowsstudentthespaceandopportunitytoworkina21stCenturydrivenenvironmentthatsupportsprojects,collaboration,creativity,andinnovation.LearningStudio:Theflexiblelearningstudiosarespacesthataccommodateclassroomsof25-30students.Inthelearningstudio,direct,wholegroupandsmallgroupinstructiontakesplace.Theroomisequippedwithdisplayspaceforsharingstudentwork,digitalshareandworkspacewithawhiteboard,rugs,beanbags,desksforindependentseatworkandsharing,tablesforcollaborativework,andteacherspaceforbooks,files,andsupplies.TheCommons:Theheartofthelearningcommunity,theCommonsprovidesspaceformultiplezonesofactivity,fromlargegroup
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presentationsbystudentsoreducationpartners,toproject-basedworkatthebigtables,orindividualorsmallgroupworkatthemediabar.“Incubator”SmallGroupRooms:Theseroomsareidealfor2-8students.Incubatorroomsprovidesmall,secureplacesforstudentsandstafftodevelopideas.Theyarealsoplaceswheresmallgroupbreakoutsessionsand1-on-1instructioncantakeplaceforstudentsneedingadditionalinstructionormodeling.Incubatorroomsarealsogreatforindividualorsmallgrouptesting.STEAMLab:Providesspaceforstudentstodiscuss,debate,anddevelopideasinaquietermorefocusedsetting,whileincorporatingtechnology,resources,materials,andworkstationsfordesignandengineeringprojects.Throughouttheday,teachersandstudentswillhavetheoptiontoutilizespacesthatbestfitthelearningneedsofthatmoment.ClassSize,Structure,andStaffing:TheclasssizeandstructureatSTARAcademypromotescommunity,collaboration,andauthenticlearningexperiences.Asmentionedbefore,our3rd-8thstructurewillalsoutilizea“platooning”(multi-yeargrouping)classroomstructure.Pre-kindergarten,Kindergarten,1st,and2ndgradeclassroomswillbetraditional,self-containedclassrooms.Studentswillremainwithoneteacherwhowillplanandexecutelessonsinallsubjectareas.Theseteacherswillalsohaveateachingfellow/paraprofessionalintheirclassroomstoassistwithinstruction.Thefull-timeteachingfelloworparaprofessionalallowsforatremendousamountoftargetsupportforstudents.Additionally,thehighestperformingschoolshaveastellardevelopmentpipeline.Byhiringfellows,weareableto“groomourown”whowilladvanceasfull-timeteachers;teacherswhoknowandareinvestedinourmissionandvision.Classroomsin3rdgradeandabovewillbeplatoonedwithfourteachersteachingeachcorecontent(language,mathematics,science,andsocialstudies).Withtheexceptionoftwopre-kindergartenclassrooms,wewillhavefourclassespergradelevel,withamaximumof20studentsineachPre-kindergartenclassroomand26-28studentsineachK-8thgradeclass.ThepurposeoftheSTARAcademyPrimaryprogramistoprovideyoungchildrenwithahigh-qualitypreschooleducationthatisgroundedinliteracyinstruction.Studentswilldeveloptheabilitytoappreciatediversity,interactappropriatelywithothers(includingclassmatesandteachers),andbecomeleaders.Theywillalsodevelopspecificskillsnecessarytobesuccessfulacademically.ThePre-kindergartenprogramwillonlybeopentofamilieswithpotty-trainedthreeandfouryearolds.17TheKindergartenprogramwillbeopenedtofamilieswithpotty-trained5yearoldsandabove.Curriculum:TheSTARAcademyadministrationandteachersbelievethatcurriculaaretoolsusedbyteacherstoensurestudentsreceivethekindsoflearningexperiencesthatfostercreativity,promotesacademicexcellence,andinspiresagrowingpassionforlearninginourstudents.Basedonin-depthresearchinpedagogylearning,commoncorestandardsandapproachestoteachingmathematics,science,andartsintegration,wehaveworkedinpartnershipwithotherSTEAM(STEMandartsintegration),STEM(science,technology,engineering,andmathematics),andartsintegrationschoolsacrossthecountrytodevelopaninnovativeanduniquecurriculumtochallengeeachchildandcreate
17STARAcademywillacceptstudentsintoourPrimaryprogramthatarenotyetpotty-trainedifthereisadocumentedmedicalcondition.
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creative,compassionate,andjoyfullearnerswhousecourageousandinnovativethinkingtobecometrailblazersandleadersintheirlife,careers,andcommunity.StudentsofSTARAcademywillnotonlymasterourstandards-alignedSTEAMcurriculum,butalsobuildtheproblem-solvingandcriticalthinking,creativityandinnovation,communicationandcollaboration,scientificliteracy,andcross-disciplinaryknowledge,skills,andhabitsthatarenecessaryforthemtolive,work,andthriveinthe21stCentury.ItisimportanttoemphasizethattheSTARAcademymodelisnotmerelyaboutcurriculum,programs,ormaterials.OurcurriculumisalignedtotheCommonCoreStateStandards,NextGenerationScienceStandards,andtheAlabamaAcademicContentStandards,withvariousmaterialsandtextsusedtoenhanceinstructionaldeliveryandstudentmasteryofconcepts.Thefollowingcurriculawilladddepthtooureducationalprogramineachoftherespectivecontentareas.
ProvideaBalanced,Rich,andUniqueFocusonLiteracy:Oneofthefoundationaltenetsofourschool’smodelisastrongeducationinliteracy.STARAcademyprovidesabalancedliteracyapproachthatprovidesaccesstogreatliterature,acurriculumthatensuresfluency,comprehension,andwrittenexpressionthroughtheCommonCoreStateStandards,anda21stcenturyfocusoncriticalthinkingandcross-contextvocabularyforsuccessinhighschool,collegeandbeyond.BalancedLiteracy:Whenconsideringeachaspectofourcurriculum,webeginwiththeendinmind–wearedrivenbythebeliefthateverystudentatSTARAcademymustleavewithavoraciousloveofreading.Throughagrammaticalfoundation,afocusonwritingaboutandreactingtogreatliterature,andadevelopmentofcriticalthinkinganddiscussingtext,ourstudentswillhavetheopportunitytoengageauthenticallywithvibrantpiecesofliterature.Knowingthatourtargetpopulationwilllikelyarriveatschoolnotreadytoreadorreadingfarbelowgradelevel,webelievethatadditionalliteracyinstructionincriticalinKindergartenthroughGrade3,andwecontinuetoextendliteracyinstructionintheuppergradestoensurethatgainsarenotlost.Researchhasunequivocallydemonstratedthatskillinreadingimpactstheacademicsuccessofastudentineverysubjectandthroughouttheiracademicjourney.18StanovichandCunningham’sresearchdemonstratesthatthelevelofabilitytoreadintheyoungeryearsservesasapredictorforcomprehensionthroughouttheentiretyofastudent’sacademiccareer.19Giventhesamereadingassessment,studentswhoscoredinthetopfivepercentofparticipantsread144timesthatofthestudentswhoscoredinthebottomfivepercent.20Toensurestudentsarereadingandengagingdeeplyintext,webelieveinensuringaco-teachingmodelforliteracyinstruction.Classsizeis26,withrotationsduringtheliteracyblock,allowingarationogreaterthaneighttooneduringsmallgroupinstruction.Thisratiowillprovidethreemajorbenefitsforstudentsuccess.First,teacherswillbeabletoplansmallgroupinterventionsbasedonourflexiblegroupingneeds.Forexample,ifagroupisstrugglingwithvowelblends,theteachercanspendadditionaltimefocusingonthespecificblendsthatareprovingdifficultandslowdowntheinstructional
18Stanovich,KeithE.ProgressinunderstandingReading:ScientificFoundationsandNewFrontiers(1Ed.).NewYork:GuilfordPress.200019Cunningham,AnneE.andKeithE.Stanovich,“EarlyReadingAcquisitionanditsrelationtoreadingexperienceandability10yearslater.”DevelopmentalPsychology.Volume33(6).November1997.20Honig,Bill.“10ComponentsforaComprehensiveReadingStrategy.”AmericanAssociationofSchoolAdministrators.September1997.
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pacetoensurestudentmastery.Second,smallgroupsizeallowsforadditionalpracticeandhighlevelsofengagement,particularlybeneficialtostudentswithELDorspecialneedswhomightbenefitfromadditionalpreviewingofvocabularyorrepletionofkeyphrases.Finally,smallgroupinstructionallowsforadditionalteachablemomentsfordevelopingaccountabilityinlearningandensure100%participationforallstudents.STAR’sbalancedliteracyframeworkisacomprehensiveprogramthatexplicitlyanddirectlyinstructsstudentsinfluency,accuracy,decoding,andreadingcomprehension,andprovidesampletimeandteachersupporttopracticeandapplyskills.211. WordStudy
• PhonemicAwareness-Theabilitytohearanddifferentiatebetweensounds,syllables,andwordswhenspokenaloud,andtheabilitytorearrangeandaltersoundstocreatenewwords
• Elementsinclude:rhyming,hearingsyllables,blending,andsegmenting• Phonics-Aninstructionalapproachconnectinglettersandtheirsoundsinprint• Spelling/Sightwords-Teachingpatterns,definitions,andrecognitionofhighfrequencywords• Fluency-Readingwithaccuracyandinflectionatanappropriaterateofwordsperminute• Vocabulary-Buildingaknowledgeofwords,contexts,andmeaning• ReadingBooks-Developinganunderstandingoftextstructure,conventionsinreading,and
conceptsofprintthroughindependentreadingandguidedreading
2. ReadingComprehension• Comprehension-Beginningwithatext’sliterallymeaningandmovingtowardsdeeper
understandingthroughretelling,connectingtoschema,predicting,summarizing,inferring,andcomparingandcontrasting
• ExposuretoLiterature-Providingopportunitiestoengagewithacanonofworkbothfictionalworksandnon-fictiontexts.
o Developunderstandingofauthor’spurpose,charactertraits,andliterarydeviceswithextendedstudiesonsignificantauthorsandgenres
• IndependentReading-Engagingwithtextontheirgradelevelandoftheirchoosingtodevelopfluencyandcomprehension,aswellasreadingstamina
3. Writing• InstructionalWriting-Focusingonthefive-stepwritingprocess,developnarrativeand
expositoryessaysincludingafocusonorganization,mechanics,andstandardEnglishconventions
• CreativeWriting-Expressingideas,emotions,andauthor’spurposethroughavarietyofgenresusingthefive-stepwritingprocess.
• Grammar-LearningrulesandconventionsofEnglishlanguage,includingpunctuation,capitalization,syntax,etc.
• Handwriting-Developingthefinemotorskillstoproducecorrectandlegiblework
21ThisconceptinsupportedbythePartnershipforReading,acollaborativeeffortoftheNationalInstituteofChildHealthandHumanDevelopment,theNationalInstituteforLiteracy,andtheUSDepartmentofEducationintheirstudy,PutReadingFirst:TheResearchBuildingBlocksforTeachingChildrentoRead.
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LiteracyPrograminSTARAcademyPrimary(Pre-Kindergarten-3)BytheendofGrade3,everystudentwillbeabletoread,write,decode,andcomprehendatorabovegradelevel.Tomeetthisgoal,wedevote180minutesperdaytoourliteracyprogram,brokenintosevencomponents,whichincorporatesmallgroupstrategies,similartothestrongestprogramsinthenation,suchasNorthStarAcademy,thehighestscoringnon-selectiveschoolinNewJerseyandKIPP.Studentsaregroupedbasedontheirassessmentresultsingroupsthatarenogreaterthansix,inordertoensuretargetedintervention,frequentchecksforunderstanding,andhighlevelsofengagement.Forstudentinthelowest30%,wewillsupplementEureka(EngageNY)withresourcesfromthetablebelow.Asstudents’progressthroughbothprograms,thewordstudyblockwillbegintoincludevocabularydevelopmentinGreekandLatinrootsinordertoencourageworddecodingformeaning.KIPPWheatley,ToolsoftheMind,andChildren’sLiteracyInitiativewillalsoserveashighlyeffectiveliteracycurriculumresources.Comprehensionwillbegininpre-kindergarten,withexplicitlyteachingofcomprehensionstrategiesthroughthedailysharedreading,inwhichstudentswillhavetheopportunitytohearafluentandproficientreadermodelandnarratethethinkingskillsthatleadtostrongcomprehension.Studentswillevaluateandrespondtotextsthroughoraldiscussion,drawingpictures,andwritingabouttext.Smallguidedreadinggroupsofnomorethaneightstudentsallowforstories,lessons,anddiscussions,inwhichstudentsareexplicitlytaughtthehabitsofdiscussionandaccountabletalktoshareideasandunderstandingwiththeirpeers.OurintegratedreadingandwritingprogramutilizestheKIPPWheatleycurriculum.Inaddition,studentswillbeginwithHandwritingwithoutTearsinpre-kindergarten,aswellasdailyorallanguageinGrade1toemphasizeneatandcorrecthandwritingandproperwritingconventions. Asubstantialtimeisspentdevelopingpersonalnarrativeswithalotofchoicebuiltintomuchofthewriting.
LiteracyPrograminSTARAcademyIntermediate(4-5)ThetransitionfromGrade3toGrade4isacriticalone,inwhichstudentstransitionfrom“learningtoread”to“readingtolearn.”22Withourstructuredapproachtophonicsandphonemicawarenessinthelowergrades,weanticipatefewstudentsrequiringphonicsinstruction,thoughwewillcontinuetoutilizethevaryingtextsandresourcesforstrategicinterventionforstrugglingstudents.
ByGrade4,manyofourstudentswillbefluentreaders,andthefocusofourreadingblockwillshifttocomprehensionandanalysisoftext.StudentswillparticipateinReader’sworkshop,inwhichstudentsapplycomprehensionstrategiestotheirindependentbooksandjoininbookcirclesinwhichsmallgroupsofthreetofourstudentsread,discuss,andanalyzeasharedtext.StructuredthroughGreatHabits,GreatReaders”studentswillengageinhabitsofdiscussion,answeringtext-dependentquestions,andmore.Everystudentwillwriteanalysesoftheirtextsthroughafive-stagewritingprocessonaregularbasis.StudentswillcontinueintheKIPPWheatleycurriculumthroughaWriter’sWorkshopmodel.Amoreexplicitfocusongrammarwillbegin,withincreasinglycomplexDailyOralLanguageexercisesandexplicitgrammarlessonsappliedthroughrevisionandeditingofindependentwork.Aswritingdevelopsthroughthegrades,itbecomesmoreandmorefocusedontext-basedwriting.
22Chall,J.S.,andV.A.Jacobs.“PoorChildren’sFourth-GradeSlump.”AmericanEducator.Spring.2004
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LiteracyPrograminSTARAcademyMiddle(6to8)STARAcademyMiddlebelievesthatstudentsmustbefullypreparedfortherigorsofreadinginhighschool,andinturn,theclassesbegintomorecloselymodeltheheavyreading,writing,anddiscussionelementstorigoroussecondaryliteracyprograms.Explicitvocabularyinstructionwillcontinue,butitisincorporatedmorefluidlyintothereader’sworkshops.DuringSustainedSilentReading,studentsannotatetextandidentifynewvocabularywords.VocabularylistsbuiltuponthecommonwordsseenontheACTtestaresenthomeforweeklyassignments,includingcraftingcontextbasedsentencestomemorizedefinitionandensureappropriateusageinwrittenassignments.Middleschoolstudentswillcontinuetoanalyzecomplextextsfromavarietyofgenresandapplycomprehensionstrategiestodeeperandmoreinvolvedtextsthatinvolveforeshadowing,moresophisticatedliterarydevicesandstylisticelementsnotpresentinintermediarytext.Inthemiddlegrades,studentswillbeexpectedtoengageinSocraticseminarsinwhichtheyguidetheirownhighlevelanalyticaldiscussionoftextsandwritethoroughliteraryanalysesoftheirtexts.Middleschoolstudentswillbeexpectedtoapplythewritingskillslearnedinawidevarietyofcontexts,withasignificantemphasisonwritingforresearchpurposes.Studentswillhavemoreopportunitiestoaccesstechnologytoresearchtopics,applyresearchtowritinginformativeessays,andpresentontopicsthroughoralandwrittenpresentations.PleaseseeAttachment2formoreinformationregardingplannedcurriculum.PrepareStudentsinFoundationalandAdvancedMathematicsThereisadirectcorrelationbetweenknowledgeofadvancedmathematicsandhighersalaryprofessions.23Forsomanystudents,accesstocareersinscienceandmathematicsisstymiedbeforehighschool,duetoalackofunderstandingoftheconceptualknowledgenecessarytoengageinhigherlevelmathematics.AlignedtoCommonCoreStateStandards,STARAcademyhasselectedresearch-provencurriculasuchasEureka(EngageNY)forexploratorymath,fluency,andpracticewithaCognitivelyGuidedInstructionapproachandEverydayMathforcalendarstudies.STARAcademyprovides145minutesinGradeK-4and115-145minutesingrades5to8ofmathinstructiondailythroughavarietyofformsofinstruction:calendarmath,foundationalrotationsinwhichstudentsdevelopnumbersenseandcomputationthroughsmallgroupinstruction,adaptivecomputer-basedprogramming,andindependentwork,andproblemoftheday,inwhichstudentsgrapplewithconceptualunderstandingusingdiscoveryandmanipulatives.StudentsmastermiddleschoolMathandAlgebraIbytheendofGrade8,acriticalmilestonepursuanttosuccessinadvancedmathematics(AlgebraII,Geometry,Trigonometry,andCalculus).MathematicsresearchshowsthatGrade1studentswhounderstandtherelationshipbetweennumbers,quantities,andbasicadditionandsubtractionofquantitiesarefarmorelikelytoexcelinMathematicsthroughoutelementaryschool.24Atthistime,STARAcademyhasselectedEngageNYastheprimarymathematicscurriculum,withanaccelerateduseofthemiddleschoolcurriculumtoensurethatGrade
23http://www.payscale.com/best-colleges/degrees.asp.24Geary,D.C.,Hoard,M.K.,Nugent,L.,&Bailey,D.H.(2012).“Mathematicalcognitiondeficitsinchildrenwithlearningdisabilitiesandpersistentlowachievement:Afiveyearprospectivestudy.”JournalofEducationalPsychology,104,206–223.
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8studentshaveaccesstoAlgebraI.WewillsupplementourAlgebraIcurriculum,drawingfromFoerster’sandPrenticeHallAlgebraIcurricularmaterials.InGradesKto3,studentswillengageinpreviewing,reviewing,practicing,anddiscussingmathconnectsfocusedonrealapplicationofconceptualunderstandingofmoney,measurement,graphing,time,andotherMathprocessesthroughtheEverydayCountsCalendarMathprogram.ResearchfromNewHavenSchools,whichsharessimilarsocioeconomicdemographicswithSTARAcademy,showsthatuseofCalendarMathincreasedtheamountofhandson,math-basedactivitiestoalmosttwicethatoftheirpreviousprogram,anduseoftheprogramprovidedEnglishLanguageLearnerswithadditionalopportunitiestoengagedeeplyin“talkingmath.”25Aftercalendarmath,studentswillengageinablockcalled“ProblemoftheDay,”inwhichstudentssolveahighlevelwordproblembydevelopingtheirownstrategiesthroughdrawingpicturesandusingmanipulatives.ProblemoftheDayusesCognitivelyGuidedInstruction(CGI),aprofessionaldevelopmentprogramthatconnectsteachers’assessmentofstudents’innatemathematicalknowledgetotheconceptsandoperationsformallytaughtthroughmathematics.26TheterminologyofCGI,aswellasthewrittenandvisualrequirementstocommunicateaboutsolutions,arecloselyalignedtotheCommonCoreStateStandards,providingadeepconceptualknowledgeofwhymathematicaloperationswork,versusmerelyteachinganalgorithm.27ProblemoftheDayfollowsaclear,setscheduletoemphasizeroutineandbuildstudents’understandingsofutilizingproblem-solvingstrategies.Theteacherpresentstheproblemoftheday,readingitclearlythreetimes.S/hethencallsonthreestudents(generally,ahigherlevel,average,andlowerstudent)torepeattheproblem.Studentshavetheproblemonasheetattheirdeskwithspacetodrawtheirstrategies,writeanumbersentence,andwriteasentenceexplainingtheiranswer.UtilizingUnifixcubesorothermanipulatives,thestudentsolvestheproblemindependentlyandrecordstheirthinking.Theteachercirculatesthroughouttheclassroom,recordingthenumberofstudentswhogottherightanswerandwhatstrategiestheyusedtogetthere(Didtheycountby1s?Didtheycountby10s?Didtheyusetallymarks,drawpictures,orusethemanipulatives?).Utilizingthisdata,theteacherchoosesthreestudentsusingdifferentstrategiesandhasthempresenttheirstrategiestotheclass–theteacherbeginswiththeleastsophisticatedstrategy(perhapscountingby1s)andmovestothemostsophisticatedstrategy(countingby10s)toincreasewholegroupunderstandingoftheconceptsthatunderpinmathematicalalgorithms.AftercompletingProblemoftheDay,studentswilltransitiontomathrotations,participatinginthreeactivitiesfor20minuteseach.Onerotationwillprovide20minutesperdayonacomputer-based,adaptivemathematicsprogram,suchasSTMath.Studentswillalsospend20minutesworkingwiththeteachertodevelopfluencyandunderstandingofdirectinstructiononmath-skillbuilding.Finally,studentswillspend20minutesworkingthroughspiraledandmethodicalpracticeusingindependentworkfromtheEureka(EngageNY)Curriculum.Ourcomprehensivemathprogram,whichallowsforthedevelopmentofbothcriticalthinkingskillsandautomaticitywithproceduralcomputation,allowsstudentstobecomestrategicmathematicalthinkers.
25http://www.greatsource.com/GreatSource/pdf/EveryDayCountsResearch206.pdfp.16.26http://www.promisingpractices.net/program.asp?programid=114.27http://michellef.essdack.org/?q=node/139.
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BuildCoreKnowledgeinthePhysicalandSocialSciencesOurrigorous,standards-basedscienceandsocialstudiescurriculaallowstudentstoimplementtheliteracyandmathematicalstrategieslearnedintheircoursesintohighinterest,research-drivensubjectmatterwithastrongemphasisonreading,comprehending,respondingto,andutilizingnon-fictiontext.Intheyoungergrades,scienceandsocialstudiesaretaughtwithastrongcorrelationbetweenthetwosubjects(i.e.inKindergarten,whenwearelearningaboutcommunityhelpersinsocialstudies,wemightalsotalkabouttheworkofadoctorandresearchthebody).Intheintermediateandmiddlegrades,aSTEAMcoursefocusedonscienceandsocialstudiesstandardsallowsstudentstoreadauthentictextandapplyresearchmethodsinsocialstudies,science,math,andliteracytocreatein-depthresearchprojectswithanemphasisonpresentationskills,technology-basedresearch,andexpositorywriting.Theycanwillthenusetheengineeringdesignprocesstosolvereal-worldproblemsanduseup-to-datetechnologiestodocumenttheirthinkingandsolutionfindingprocess.ThoughmuchofthecurriculawillbesupplementedbasedontheAlabamaframeworksforscienceandsocialstudies,wehaveselectedtwospecificcurriculafromwhichtodraw,bothduetotheiralignmenttoourfocusonSTEAMandliteracyinthesciencesandbecauseoftheirdemonstratedsuccessinimplementingastandards-basedprogramfortheneedsofurbanstudents.WhilenotexplicitlyaCoreKnowledgeschool,wewilldrawfromtheCoreKnowledgeSequence(foundinAttachment1),usingboththestatestandardsandtheCoreKnowledgesequencetoaddguidingcontentandresourcesforScienceandSocialStudiesinstruction.SocialstudiescontentandtextswillbeutilizedintheSRImagineItcurriculum.Additionally,extensionstoSocialStudiesstandardsandinstructionexistineachofourSTEAMthematicunits.TheFullOptionsScienceSystem(FOSS)willserveasthefoundationalprograminoursciencecurriculum,allowingstudentstodevelopscientificskillsandknowledgethroughavarietyofscientificdisciplines(earth,physical,biological,etc.),conductexperiments,andpresenttheirfindings.
Studentsdevelopandmaster,atadevelopmentallyappropriatepace,scientificknowledgeandskillsthroughthestudyofmultiplescientificfields(earth,physical,environmental,biological,andsocial),applythescientificmethod,conductexperimentsoftheirowndesign,andpresenttheirfindingsprofessionally.Wecontinuetodevelopadditionalcurriculaandthematicunitstosupplementthisresearch-provenmodelsothatstudentsarereceivingarigorousfoundationalsciencecurriculumandarefullypreparedtoenteramoreadvancedcourseofstudyofthesciencesatthehighschoollevelandenterintoSTEAMfields.TheFOSSprogramfullyalignswiththeAlabamascienceacademiccontentstandards.Althoughsomegainshavebeenmadesince2012,conversationswithteachersinelementaryandmiddleschoolshaverevealedthateffortstoinfusescienceintotheirinstructionhavebeenlargelyabsentduetotimeconstraintsandaprioritizationonmathandliteracyskills.AtSTARAcademy,scientificinquiryandmethodwillbeembeddedinthecurriculum,particularlyduringSTEAMThemeandPBL.STARAcademyteacherswillparticipateinSTEMprofessionaldevelopmenttrainingeachyear.
FOSS3rdEdition(FullOptionScienceSystem)isaproven,inquiry-based,active-learningscienceprogramthatfocusesondepthofunderstandingoverbreadthofcontentcoverage.Actingasavehiclefordeeperlearning,theprogramallowsstudentstoexpandtheirscienceknowledgeandstrengthentheirthinkingskillsthroughinvestigations,theuseoftechnology,science-centeredlanguagedevelopment,outdoorstudies,andengineeringproblems.TheinstructionaldevelopmentofFOSSisdrivenbycurrentresearch
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relativetohowchildrenthinkandlearn,andnewinformationrelativetobestpracticesforclassroominstruction.EachFOSSinvestigationfollowsasimilardesigntoprovidemultipleexposurestoscienceconcepts.Theinstructionaldesignincludesactiveinvestigationasthecornerstoneofstudents’experiences.Withtheconceptssciencenotebooksstudentsdocumentstheirlearningexperiences,andreadinginFOSSScienceResourcesenhancestheirconceptualunderstanding,assessmenttomonitorprogressandmotivatelearningandoutdooractivities,andonlinesimulationstoextendandapplytheconceptsfromtheactiveinvestigation.NotonlyisFOSSagoodmatchforSTARasacomprehensiveandin-depthscienceprogramthatisfullyalignedwithCommonCoreStandards,butitalsoadvancestheSTEAMapproachwithinterdisciplinaryextensionsforreading,languagearts,math,andsocialstudies.
ThedatabaseofbooksandothersupplementarymaterialsextendstheFOSSinvestigationsandcanbeaccessedat:http://www.lhsfoss.org/fossweb/teachers/resources/index.html.
IntheneweditionofFOSS,ScienceStoriesweredevelopedsothateachrevisedFOSSmodulehasabookwrittenspecificallyforthatmodule.Thematerialsareincorporatedintotherevisedscienceprogram,andeverybookhaseighttotwelveindividualstoriesorarticlesthatcorrelatetoeachmodule.Thestoriesinclude:
• Historicalandbiographicalreadings.• Fictionaltales,myths,andstoriesaboutkidsdoinginterestingthingswithscienceprinciplesin
aninterestingcontext.• Expositoryreadingtoadddetailandtoextendtheknowledgegainedfromdirectexperience.• Technicalreadingsinwhichstudentsfollowinstructionsortechnicalexplanationsofscientific
principles.
AScienceStoriesfoliointheteacherguidehelpsteachersrelatethereadingtotheinvestigations.FOSSScienceStorieswillbeaddedtothelibraryofresources(includingaphysicallibrary,aneBook“library,”theInternet,andmultimedia)thatSTARnwillusetolinkreading,writing,andcommunicatingtoSTEAMthemesandPBLunits.
SocialStudiesIntegratedInstructionalModel
Similarly,STARAcademyselectedtheTCISocialStudiesAlive!AndHistoryAlive!Curriculumtosupportthedesignofoursocialstudiesprogram.StronglyalignedtotheAlabamaacademiccontentstandardsandwithstrategicuseofauthentichistoricaltext,theseprogramssupporttheliteracydevelopmentaroundnon-fictionthatwebelieveisessentialforcontentknowledge.STARwillsupplementthesecurriculawithadditionalresearchopportunitiesforstudentstoanswerresearch-basedquestionsandpresentontopicstodeveloptheirsoftskillsinpresentation,aswellastheirresearchandwritingskillsutilizingavarietyofnon-fictiontexts.STARAcademyisworkingwiththeTCIframeworksandtheAlabamaacademiccontentstandardstofindadditionalopportunitiestoalignoursocialstudiescurriculumwiththeworkwearedoinginourEnglishLanguageArtsandsciencecourses.Forexample,inGrade3,thereisanaturalalignmentduringtheEnglishunitofstudyonmythsandfolkloretoalignwiththeGrade3socialstudiesunitsonAmericanIndiansinregionsofthecountryandtheuseofmapstographweatherandtopographicalconditions.Thisalignmentstrengthensstudentsunderstandingof
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history,people,andtechnology,andprovidesthemadditionalopportunitiestopracticetheskillstheyarelearningacrosscontents.MusicandMovementEducation
IntegraltothePBL/STEAMpedagogyandourmissiontodevelopandshareanintegrated,inquiryandproject-basedSTEAMapproachtoeducation,ismusicinstructionandphysicaleducation(includingbothphysicalandcomprehensivehealth).Brainresearchersdemonstrateconclusivelythatdailyphysicaleducationplaysacrucialanduniqueroleineachchild’scognitive,psychological,andphysicaldevelopment(Bencraft,1999;Jensen,1998)andthatmusicmakingcontributestothedevelopmentofessentialcognitivesystemsincludingreasoning,creativity,thinking,decisionmakingandproblemsolving(Jensen,2000).AccordingtobrainresearcherEricJensen,musicmaybethefoundationforlatermathandscienceexcellence.Asdiscussedinhisbook,MusicwiththeBraininMind(2000),Japan,HungaryandtheNetherlandsrequiremusicinstructionbeginninginelementaryschoolandthesecountriesscoretopintheworldinmathandscience.
AsshowninthedailyscheduleinAttachment6,studentsatSTARAcademywillattendmusicandmovementclassesduringteacherplanningtime;additionally,regularclassroomteacherswillteamwiththemusicandmovementeducationteachersduringathemedSTEAMblockinordertoinfusemusicandmovementeducationintothecorecurriculum.TeacherswillalsoreceiveprofessionaldevelopmenttrainingintheartsintegrationthatincludesmusicandmovementfromThink360Arts.Classroomteacherswillcollaboratewiththemusicandmovementeducationteachersandcontractedartinstructorstodeveloplessonsthatalignwithgrade-level,STEAM-thematicunits.Planningwilloccurdaily,aswellasduringearlyreleasetimeonFridayafternoons(allowingforteacherprofessionaldevelopmentandstudentdataanalysissessions).
VisualandPerformingArts
EricJensen,authorofArtswiththeBraininMind(2001),isaresearcherwhohascompiledandreviewedresearchstudiesonthearts,thebrain,andlearning.Inhisreviewofmusicalarts,visualarts,andkinestheticarts(includingdramaticartsanddance,industrialartsanddesign,andrecreationalactivitiesandphysicaleducation),Jensenconcludesthatartsarevitaltoeducatingourchildrenandshouldbetaughteverydayinourschools,justlikelanguagearts,math,science,andsocialstudies.Researchfromthestudiesdiscussedinthisbookandtheexperienceofcountlessclassroomeducatorssupporttheviewthatvisualartshavestrongpositivecognitive,emotional,social,collaborative,andneurologicaleffects.Involvementintheartsisassociatedwithgainsinmath,reading,cognitiveability,criticalthinking,andverbalskill.
Artslearningcanalsoimprovemotivation,concentration,confidence,andteamwork.Educationpoliciesalmostuniversallyrecognizethevalueofarts.Forty-sevenstateshavearts-educationmandates,forty-eighthavearts-educationstandards,andfortyhaveartsrequirementsforhighschoolgraduation,accordingtothe2007–2008AEPstatepolicydatabases.TheGoals2000EducateAmericaAct,passedin1994tosettheschool-reformagendaoftheClintonandBushadministrations,declaredarttobepartofwhatallschoolsshouldteach.NCLB,enactedin2001,includedartasoneofthetencoreacademicsubjectsofpubliceducation,adesignationthatqualifiedartsprogramsforanassortmentoffederal
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grants.STARAcademywillcontractservicesforvisualartsandperformingartsinstruction.Asartists-in-residence,contractedartistswillworkcollaborativelywithteachers.Think360Artsisanorganizationthatconnectsartiststoschoolsinordertoenhanceartsinstructionandcreateauthenticarts-integration.WewillcontractwithThink360Artstoprovidedartists-in-residence.
Instruction:TheinstructionalenvironmentatSTARAcademyisalignedtotheIntegratedThematicInstruction(ITI)model,whichisanintegrationofthedisciplinesapproachthatcommonlyusesthemesandtopicstodescribeanareaofstudy.28Inthethematicmethodologyorapproachtolearning,subjectsorcoursesareconsideredsecondarytothetheme.ThisallowsthetypicalseparationbetweendisciplinesorsubjectstoovercomeandatrueSTEAMlearningenvironmenttoachieve.
TheITImodelwasdevelopedbasedonaphilosophyofhowstudentslearn.AsignificantportionofthisphilosophyhasgrownoutoftheworkofLeslieHart(1983).Hart’sProsterTheoryidentifiesfiveelementsofbrain-compatibilitywhicharethefociforITI.29Thesefiveelementsare:
• Trust:Withinaclassroom,studentsshouldbeabletocountondailyactivitiesthatincludethinkingandproblemsolvinginarespectfulandcaringenvironment
o Thisincludestheabsenceofthreatfromteachersandpeers• MeaningfulContext:Thebrainisnaturallyseekingpatternsandcanhandlevastamountsof
input.Solvingrealproblemswithinmeaningfulcontextsisakeytolearning• Choices:Choicesallowforgreatersuccessforalargernumberofstudents
o Choicesshouldbeavailableintheareasofcurriculum,assignments,learningenvironments,andresources
• AdequateTime:Theremustbeadequatetimetothoroughlymastermaterialo Movingstudentsfromclassroomtoclassroominordertocoverlargeamountsof
unrelatedmaterialresultsinlittlelearning• AnEnrichedEnvironment:Thereisaconnectionbetweenintelligenceandexperience
o Classroomsshouldcontainavarietyofresources(bothmaterialandpeople)toassiststudentsinseekingpatternsandmakingconnectionstotherealworld;experiencesshouldalsobeprovidedintherealworld(outsidetheclassroom)
AtSTARAcademy,thesefiveelementsandavarietyofteachingstrategies(e.g.,cooperativegrouplearning,physicalmovement,anddirectinstruction)willbeusedtocreatealearningenvironmentofdiscovery,innovation,andsuccessthatwillenableallstudentstomasterSTEAMconceptsandhighlevelsofachievement.
ThelearningenvironmentatSTARAcademyaregroundedinprovidingauthenticintegratedlearningthroughtheuseofthemes.Teachersdesignaunit-long(9ormoreweeksofinstruction)focusthemeandthendivideintotopicsthatsupporttheoveralltheme.Criteriaincludesthatthethemes:havesubstanceandapplicationtotherealworld,havereadilyavailablelearningmaterials,havemeaningful
28http://oregonstate.edu/instruct/ed555/zone3/iti.htm29Mateja,JohnM.HumanBrainandHumanLearningbyLeslieA.Hart.JournalofReading.Vol.27,No.4(Jan.,1984),pp.376-378;ArticleStableURL:http://www.jstor.org/stable/40029356
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content,areageappropriate,areworthyoftimetocreateandimplement,titlesthatareengagingforchildren,andarealignedtoeitherCommonCoreStateStandards,NextGenerationScienceStandards,ortheAlabamaStateStandards.
Withineachthematicunit,teachersdevelopthecoresetofknowledgeandskillswhichthestudentistomasteratperiodicintervalsthroughouttheirstudy(e.g.,week,month,oryear).Thiscoreinformationispresentedinadirectinstructionformat.Project-basedlearningisapartofeverydayinstruction,butthereisatimelimitationtoensurestudentshaveampleopportunitytoengageinprojectsthatallowthemtoauthenticallyapplythecoreskillstheyhavelearned.Also,theteacheridentifiesmultipleresources(bothinsideandoutsideschool)fromwhichtheteacherandstudentswork.StructuringanauthenticSTEAMlearningenvironmentcanbechallenging;therefore,STARAcademywillconstantlyseekoutstrategiesandtechniquesthatwillhelpstudentstomastercontent.Thiscollectionofresearchandevidence-basedresources,theSTEAMInstructionalToolkit,isasetoflessons,strategies,methods,andmaterialsthathaveproventoincreaseachievementforstudentsinSTEMandarts-integratedlearningenvironments.Additionally,theseresourceswillsupportthecreationofalearningenvironmentoftrust,embracingalllearners’diversebackgrounds,interests,andabilities.ApproachtoCurriculumandLessonPlanning:STARAcademyclassroomreliesonseveralinstructionalpracticesandstrategiestoprovideeachchildwithauthenticandengaginglearningexperiencesthatarepreparingthemtobeinnovativethinkersthatcourageously,creatively,andimaginativelyapproach21stCenturyproblemsolving.TheacademicfocusatSTARisnotgearedtowardsanyonecurriculum,butiscarefullyalignedtotheCommonCoreStateStandardsandNextGenerationScienceStandards.STARAcademyteacherswillpracticeastandards-aligned,integratedapproachtoguidetheirplanningandcurriculardesign.SourcesutilizedwillincludeSTEAMCurriculum,teacher-createdSTEAMunitsoutliningthestandards,learningoutcomesandobjectives,projects,andactivitiesincorporatedintoeachtheme.TeacherswillstrategicallyweavetheseresourcestogethertobuildwholegroupandindividualizedlearningtoensurethatallSTARAcademystudentsareonthepathwaytoattainingthelearninggoalsandsuccesstargetsidentifiedintheirindividualizedworkplans.Thequarterlyworkplantargetscollaborativelysetbyteachers,students,andfamilies,allowstudentstoinventivelyandcriticallyconsidertaskstheycancarryoutattheirownpacethatwillsupportthesuccessfulcompletionofidentifiedlearninggoals.OurSTEAMfocusedinstructionalprogramisstrategicallydesignedtoensureourstudentsbecomethekindofcreativelearnersthatusethekindofcourageousandinnovativethinkingthatestablishesthemasleadersintheirpersonallives,careers,andcommunitiesandsecuresthemsuccessinSTEAMfields.RigorousCurriculumDesign:TeacherswillusetheRigorousCurriculumDesigntoplantheircross-contentthematicunits.RigorousCurriculumDesignisabackwards-designlessonplanningapproachinwhichteachersstartwithagroupofprioritystandardsthatneedtobetaughtthroughoutthecourseofanacademicyear.Afterpinpointingthosestandards,keyconceptsandskillsareidentifiedandtranslatedintostudent-friendlylearningobjectives.TheseobjectivesarethenusedtocreateSTEAMfocusedunitsofstudywithaccompanyingprojects,assessments,andinstructionalstrategiesthatwillenhancelearningforstudentsatvaryingacademiclevels.Eachunitwillculminateina“presentationoflearning.”TheintegratingthreadinSTEAMunitsistheengineeringdesignprocess.Thismaybea
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project,apresentation,oranoralreport.Thesepresentationsprovideopportunitiestocelebratestudentlearninginthepresenceofparents,families,andcommunitystakeholders.DataTeamsandCollaborativePlanning:Thedatateamsprocessisdistinctiveinthatitisnotjustlookingatstudenttestscores,butthecombinationofstudentassessmentresults,teachingstrategies,andleadershipsupportineffortstoimproveschool-wideinstruction.Datateamsfocusteachers’attentiononstudentlearningbyidentifyingaspecificskillortopicwithwhichstudentsarestruggling,andcollaborativelydevelopingasetofstrategiestobringallstudentstomastery.AccordingtotheworkofDougReeves30,thefivestepsfordatateamsinvolve:(1)collectingandchartingdata;(2)analyzingstudentstrengthsandbarrierstoskillmastery;(3)setting,reviewing,andrevisinginstructionalgoalsbasedonanalysisofdata;(4)selectionofinstructionalstrategiesthatwillleadtosuccessfulattainmentofsetinstructionalgoals;and(5)determiningwhatindicatorsormeasureswillbeusedtoidentifywhetherornotinstructionalgoalsaremet.TeachersatSTARAcademywillworkintheirgradelevel/contentteamstwotothreetimesperweektoanalyzestudentdata(data-driveninstruction),examinestudentwork,internalizelessons/standards,etc.EachFriday,teacherswillhavetheopportunitytoengageinthree-hoursofschool-wideacademicandculturalprofessionaldevelopment,teachbackprotocol(lessonplanfeedback)withgradelevel,verticalcontentteams,andpassionpursuits.Formoreinformationonthisprocess,pleaseseethesectiontitledProfessionalDevelopment.SeeAcademicStrategiesPyramidattachmentforoverallacademicstructurethatwillpreparestudentsforcollegeandbeyond.AcademicSupportandIntervention:ItistheexpectationthatallSTARAcademystarsachievemasteryofidentifiedstandards,skills,concepts,andacademicallyperformathighlevels.Ratherthanwaitingforstudentstofail,ourinstructionalmodelutilizesaresearch-basedapproachtoquicklyidentifyingstudentlearninggapsandimplementingindividualizedinstructionalstrategies(earlyon)tostrugglinglearnersthatwillacceleratetheirrateoflearning.InstructionalMethodsandStrategiesThestudentsofEastBirminghamrepresentacommunityofrichhistoryandculture.Asmoreandmorestudentsfromdiversebackgroundspopulate21stCenturyclassrooms,today’sclassroomsrequireteacherstoeducatestudentsvaryinginculture,language,abilities,andmanyothercharacteristics.31Aculturallyresponsiveinstructionalenvironmentminimizesthestudents’alienationastheyattempttoadjusttothedifferent“world”ofschool.Culturallyresponsivepedagogyfacilitatesandsupportstheachievementofallstudents.Inaculturallyresponsiveclassroom,effectiveteachingandlearningoccurinaculturallysupported,learner-centeredcontext,wherebythestrengthsstudentsbringtoschoolareidentified,nurtured,andutilizedtopromotestudentachievement.
30Reeves,Doug.DataTeams:TheBigPicture:LookingatDataTeamsthroughaCollaborativeLens.201031Gollnick,D.M.,&Chinn,P.C.(202).Multiculturaleducationinapluralisticsociety(6thed.).NewYork:Merrill.
Datateamsareawayofhelpingeducatorsmovefrom“drowningindatatousinginformationtomakebetterinstructionaldecisions.
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AtSTARAcademy,boththeadministrativeandteachingstaffwillreflectthediversityofthecommunityandfamiliesweserve.Extensivestafftrainingwillleadallteachers,administrativestaff,andcommunitypartnerstohonestlyexaminepersonalvaluesandbeliefsthatencompasswhotheyareandoperatethroughanequitylens.Indoingso,anatmosphereoftrustandacceptanceforstaff,students,andfamiliesofdiversebackgroundswillbecreated,fosteringanenvironmentofcompassion,joy,andsuccess.Textbooks,bulletinboards,learningopportunities,behaviormanagementsystems,andclassroomandschool-wideactivitieswillbeculturallysupportiveofallSTARAcademycommunitymembers,supportingourmissionandvisiontonurturehumanrelationshipsandbecomeacommunityofcompassionatelearners.ShelteredEnglishInstruction:TrainingandsupportingclassroomteachersintheeffectiveinstructionofEnglishlanguagelearners(ELLs)isthekeyinordertoensurethatthefast-growingELLstudentpopulationmeetsrigorousacademicstandards.Sincetheearly1980’scontentareateachershavelookedtoshelteredEnglishinstructionasawaytomakecontentcomprehensiblefortheELLsintheirclassrooms;however,therearebenefitsforELLstudentsaswellasnativeEnglishlearnerswithavarietyoflearningstyles.ThepurposeofshelteredinstructionalistodelivergradelevelsubjectmattercontentinawaythatisaccessibletoalllearnerswhileatthesametimepromotingtheirEnglishlanguagedevelopment.Usingtheshelteredinstructionapproach,teachersincontentclassroomsuseawiderangeofstrategiestomakecontentandconceptsunderstandableforallstudents.ActiveLearning:ThelessonsatSTARAcademySTEAMAcademyarebynomeansspentinsilentmemorizations.Studentswalkaround,gatherinformation,askadvicefromtheirteachersandpeers,andoccasionallyrestonasofaintheCommonsorbeanbaginthe“Incubator”roomtofurtherprocesstheirlearningandapplyitintheirprojecttask.Classroomdesign,flexiblefurniture,writingsurfaces,andtechnologyallcombinetosupportteachersinengagingwiththeirstudentsthroughcollaborativelearningactivitiesandmoreparticipatoryuseofthemediathatmakeupSTEAMworkanddesign.Providingmoresubstantiveopportunitiesforteachersandstudentstoactivelyengageintheteachingandlearningprocess,activelearning/flippedclassroomsallowfordiversegroupingsofstudentswhichcreateaflexibleenvironmentfortransitionsbetweenwholeclass,smallgroup,andindividuallearningarrangements.Researchshowsthatbothteachersandstudentsenjoyactivelearningclassroomsbetterthantraditionalclassroomsandthosestudentsachievemoreinthesekindsofsettings.Studentengagementishigherandtheyoftenoutperformtheexpectationsofhowmuchcouldbelearnedinadesignatedtimeframe.Activelearningenvironmentshelpreducesproblematicclassroombehavior.CollaborativeLearning:Encouragingstudentstoreachouttooneanothertosolveproblemsandshareknowledgenotonlybuildscollaborationskillsbutleadstodeeperlearningandunderstanding.OnanygivendayatSTARAcademyonewilllikelyseegroupsofstudentshuddlingaroundlaptopsatthemediabar,researchingculturesofassignedcountriesandhowidentifyingfoodplaysanimportantroleinthatculture.Onemighthearstudentsaskingquestionsandexplainingtheirthinkingtoeachotherorhavingadiscussionaboutabooktheyarereading.
TellmeandIwillforget.ShowmeandImayremember.Involveme
andIwillunderstand.
-ChineseProverb
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Collaborativelearningnotonlyallowsstudentstoworkwithoneanother,butalsoempowersstudentstoconsidertheirpeersasaresourcetoreflectandrefinetheirownwork.Itnotonlypresentsaplatformfordeeperconceptualunderstanding,butalsodevelopsthehabitsofmindthatfosterinnovation,creativity,andinvention.Collaborativelearningbuildsasenseofcommunitywithinourschool;identifyingcommontaskswhereeachindividualwithinagroupisdependentonandaccountabletootherstoreachtheendgoal.STARAcademystaffandstudentswillworkcollaborativelytocompletegroupprojects,joininproblem-solving,debates,thecreationofartifacts,andotheractivities.STEAMExperientialLearning:Researchconfirmsthatstudentslearnmosteffectivelyfromactiveengagementwithinformationandideas.Studentslearnbetterwhentheytaketheinitiativetoapplyconceptstopractice,tosolverealproblems,tomakedecisions,andtoreflectontheconsequences.Experientiallearningistheprocessofmakingmeaningfromdirectexperienceorlearningfromexperience.Itallowsteacherstoposeproblems,observehowstudentssolvethem,facilitatelearning,observelearningasitoccurs,andhelpstudentsmakemeaningoftheirexperiences.Itisanexcellentpedagogythatasksstudentstoparticipateandtocollaborateintheirclasses,beingactiveinguideddiscussions,designingresearchprojects,solvingmathproblems,completingscienceexperiments,stagingdebates,writingtopoliticiansandauthors,andmore.STEAMexperientiallearningallowsstudentstogainhands-on,real-worldexperienceinScience,Technology,Engineering,theArts,andMathematicsearlyintheireducation.Byengagingstudentsinhands-onSTEAMprojects,teachersarefacilitatinglearningbeyondcorecontentmatter.Forexample,STARAcademystudentswillvisitalocaloutdoorenvironmenttolearnaboutthelastingeffectsweathererosioninAlabamaandhowtopreservenaturalresources.Inadditiontoinstructionalplanning,STARAcademyreliesonresearchandevidence-basedstrategiesforclassroommanagement,studentengagement,andimpactfulinstructionalstrategies.Someofthesestrategiescomefromthefollowingresources:
• CreatingInnovators:TheMakingofYoungPeopleWhoWillChangetheWorldbyTonyWagner(2012):thisbookidentifieshowadultnurturingofcreativityandimaginationwerecriticalfactorsinthelivesofcompellingyoungAmericaninnovators.Hetakesreadersintothemostforward-thinkingschools,colleges,andworkplacesinthecountry,whereteachersandemployersaredevelopingculturesofinnovationbasedoncollaboration,interdisciplinaryproblemsolving,andintrinsicmotivation.Itprovidesaroadmapforcreatingthechangemakersoftomorrow.
• FromSTEMtoSTEAM:UsingBrain-CompatibleStrategiestoIntegratetheArtsbyDavidSousaandThomasPilecki(2013):thisbookiscomprisedofteacher-testedtechniquesforfittingtheartsintoSTEMclassrooms,samplelessonplansacrossK-12,aworksheettemplatefordesigningyourownintegratedlessons,andtipsformanagingtimeandcollaborating.
• STEAMPoint:AGuidetoIntegratingScience,Technology,Engineering,theArts,andMathematicsthroughtheCommonCorebySusanM.Riley(2012):thisguideprovidescurriculummapsintegratingCommonCoreEnglishLanguageArtsandMathStandards,STEMpracticesandFineArtsStandards,aswellaslessonthemeideas.Italsoincludesassessmentstrategiestomeasurestudentgrowthwithintegrityinperformance-basedtasksandprocesses,whichisakeyto21stCenturyskillsandSTEAMpractices.
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• KaganCooperativeLearningbyDr.SpencerKaganandMiguelKagan(2009):thisbookpresentstoday’smostsuccessfulcooperativegroupinglearningmethods.Italsoprovidesready-to-doteambuildingandclassbuildingactivities,hundredsofmanagementtips,andup-to-dateresearchonprovenmethods.
• KaganStructuresforEnglishLanguageLearnersbyDr.SpencerKagan(2002):thisbookprovideseasy-to-learn,easy-to-useinstructionalstrategiesforpromotingsecondlanguagelearninginclassroomsinwhichtheKaganStructuresareusedregularly.
• Win-WinDiscipline:StrategiesforAllDisciplineProblemsbyDr.SpencerKagan,SpencerKyle,andSallyScott(2007):thisbookisacomprehensiveandeffectiveclassroomdisciplineprogramthatseeksahighergoalthanotherdisciplineprograms.Thegoalisnotmerelytoenddisruptions;thegoalistoteachstudentstomeettheirunmetneedssotheynolongerneedtobedisruptive.
• ClassroomInstructionthatWorks:Research-BasedStrategiesforIncreasingStudentAchievementbyRobertJ.Marzano,DebraJ.Pickening,andJaneE.Pollack(2004):thisbookonqualityinstructionidentifiesninestrategiesproventobeeffectiveinimprovingstudentacademicoutcomes.Itprovidesinformationoneachstrategyandhowtoincorporatethemintolessonplanning.
• TeachLikeaChampion:49TechniquesthatPutStudentsonthePathtoCollege&TLAC2.0byDougLemov(2010):thisbookofferseffectiveteachingtechniquestohelpteachers,especiallythoseintheirfirstfewyears,becomechampionsintheclassroom.Thetechniquesareconcrete,specific,andareeasytoputintoactiontheverynextday.
• GettingStartedwithRigorousCurriculumDesign:HowSchoolDistrictsAreSuccessfullyRedesigningTheirCurriculafortheCommonCorebyLarryAinsworthandKristinAnderson:eachchapterinthisbookprovidesteachersandcurriculumdesignerswithinsightsandideastoenrichandexpandtheirunderstandingstoredesigntheircurriculatopreparestudentsforsuccessontheCommonCorenationalassessments.
EnrichmentClasses:
RationaleforEnrichmentClasses:Enrichmentclassesareawayforstudentstoexpressthemselvesindifferentwaysoutsideofthegeneraleducationclassroom.However,non-coreclasseshaveanaturalconnectionbetweenthecurriculumandanartform.Classessuchasphysicaleducation,technology,art,foreignlanguage,music,andhealthaffectachild’sgrowthinmultipleways:physically,mentally,socially,cognitively,andemotionally.Eachofthesenon-corecurriculumclasseshelpstudentsbecomewell-woundedindividuals.Theyincreasepeer-to-peerinteractions,increaseconflict-resolutionskills,andimproveacademicachievementinschool.Participationinspecialsclassesalsoallowsstudentstoincorporatetheircreativityandpromoteimagination.Withcreativityandimagination,studentswillbeabletowritebetterstories,completemathproblemsbyenvisioningthemindifferentways,andunderstandsocialstudiesandscienceconceptsbetter.
Integrationoftheartsallowseducatorstoprovideabalancededucationforallstudents,helpingthemdiscoverwhattheyarepassionateaboutandwhattheyareinterestedin.“Wehavelearnedoverthe
Anon-corecurriculumclass,oranenrichment,isdefinedasinstructionthatisnottaughtintheregularcorecontentclassroom.
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yearsthatthis[studentsbecomingwell-roundedindividuals]isespeciallytrueforelementaryschools,wheretheintegrationofallcontentwiththebuildingofknowledgeandskillonthepartofteachersandtheirstudentsisfundamental.”32Theartsandphysicaleducationteachstudentsmuchmorethandisciplinarycontent,butenablestudentstolookattheworldwithmorecomplexlensbybuildingcriticalthinkingandsocialskills.Theyengagestudentsinlearninghowtoplaywelltogether,becometeamplayers,moreresponsible,andtotakerisks.Theuseoftechnologyisimportanttotheschoolsettingbecause,ifusedproperly,canenhancelearningforstudentsandenhanceteachingforteachers.Opportunitiestoparticipateinartandmusicallowstudentstoexpressthemselves,puttingtheirfeelingsintowords,rhythms,orpictures.
Schoolsintegratingtheartsintothecurriculumaspartofacomprehensiveeducationreformstrategyaredocumentingpositivechangesintheschoolenvironmentandimprovedstudentperformance.33ArtsparticipationandSATscoresco-vary—thatis,theytendtoincreaselinearly;themoreartsclasses,thehigherthescores.Thisrelationshipisillustratedinthe2005results.Notably,studentswhotookfouryearsofartscourseworkoutperformedtheirpeerswhohadone-halfyearorlessofartscourseworkby58pointsontheverbalportionand38pointsonthemathportionoftheSAT.34AnanalysisconductedofmultiplestudiesconfirmsthefindingthatstudentswhotakemusicclassesinhighschoolaremorelikelytoscorehigheronstandardizedmathematicstestssuchastheSAT.Oneexplanationismusicaltraininginrhythmemphasizesproportion,patterns,andratiosexpressedasmathematicalrelations.35
Participationinotherartsforms,suchasdanceorvisualarts,alsolendsitselftothedevelopmentofthinkingskills.Agroupof162children,ages9and10,weretrainedtolookcloselyatworksofartandreasonaboutwhattheysaw.Theresultsshowedthatchildren’sabilitytodrawinferencesrelativetoartworktransferredtotheirreasoningaboutimagesinscience.Inbothcases,thecriticalskillisthatoflookingcloselyandreasoningaboutwhatisseen.36
EnrichmentClassesOffered:Uponitsopening,STARAcademywilloffermusic,physicaleducation,visualart,vocalmusic,andSpanish.Asourprogramgrows,wewillofferdrama,theatre,instrumentalmusic,mediaarts,otherworldlanguages,andmore.Wehopetocontinuetoenrichourenrichmentofferingstoincreaseengagementandachievement,buttoalsoexposeourstudentstothevastarrayofSTEAMoptionsavailableforfuturecareers.
32Holzer,200933Deasy,RichardJ.(editor)(2002),CriticalLinks:LearningintheArtsandStudentAchievementandSocialDevelopment,Washington,DC:AEP.34Ruppert,SandraS(2006).CriticalEvidence:HowtheARTSBenefitStudentAchievement,Washington,DC:NationalAssemblyofStateArtsAgencies.35Vaughn,Kathryn(2002),“MusicandMathematics:ModestSupportfortheOft-ClaimedRelationship.”InR.Deasy(Ed.),CriticalLinks:LearningintheArtsandStudentAchievementandSocialDevelopment,Washington,DC:AEP.36Tishman,Shari,DorothyMacGillivray,andPatriciaPalmer(2002),“InvestigatingtheEducationalImpactandPotentialoftheMuseumofModernArt’sVisualThinkingCurriculum:FinalReport.”InR.Deasy(Ed.),CriticalLinks:LearningintheArtsandStudentAchievementandSocialDevelopment,Washington,DC:AEP.
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StudentPerformanceStandardsStudentPerformanceStandards:TheacademicfocusatSTARisnotgearedtowardsanyonecurriculum,butrathercarefullyalignedtotheCommonCoreStateStandards,AlabamaAcademicContentStandards,andNextGenerationScienceStandards.EverylessonwillbedesignedandimplementedusingtheRigorousCurriculumDesign(RCD);astandards-based,backwards-planningprocess.Ourunique,innovative,research-basedcurriculumisdesignedtohelpeachchildreachtheirfullestpotential,inspiretheloveoflearning,build21stCenturyskills,andpreparestudentsforacademicchallengesinthefuture.Specifically,ourprogramisdefinedbysevencomponents:STEAMPedagogy,standards-alignedintegrated/thematicinstruction,aninquiryandproject-basedapproach,21stCenturylearning,literacy-basedinstruction,selfandsociallearning,andpersonalizedlearningexperiences.
• CommonCoreStateStandards(CCSS):TheCCSSisasetofhigh-qualityacademicstandardsinmathematicsandEnglishlanguagearts/literacythatoutlinewhatastudentshouldknowandbeabletodoattheendofeachgrade.Thestandardswerecreatedtoensurethatallstudentsgraduatefromhighschoolwiththeskillsandknowledgenecessarytosucceedincollege,career,andlife.ThestateofAlabamaadoptedtheCommonCoreStateStandardsin2011andbeganimplementinginthe2012-13academicyear.AdoptedbySTARAcademyaswell,ourcurriculumisincompliancewiththeCommonCoreStateStandards,whichreinforceouraimtobuildandstrengthenstudents’higher-orderthinkingskillsandcreatelearningexperiencesthatencouragedepthoflearningversusinformationmemorization.TheCCSSmaybeaccessedathttp://www.cde.state.co.us/standardsandinstruction.
• NextGenerationScienceStandardsforToday’sStudentsandTomorrow’sWorkforce:TheNextGenerationScienceStandards(NGSS)areK-12sciencestandardscreatedthroughacollaborative,state-ledprocess.AjointeffortbetweentheNationalResearchCouncil,theNationalScienceTeachersAssociation,theAmericanAssociationfortheAdvancementofScience,andAchievehascreatedthefoundationforallstudentstohaveasolidK-12scienceeducation.Thesestandards,similartotheCommonCoreStateStandardsforEnglishlanguageartsandmathematics,identifiesstudents’knowledgeandcapabilitiestobecomeafunctionalcitizen,whichincludesbeingscientificallyliterateandaneffectivememberoftheUnitedStatesworkforce.Thesestandardsareavailableat:http://www.nextgenscience.org/next-generation-science-standards.AdetailedscopeandsequenceoftheNextGenerationScienceStandardscanbefoundinAttachment2.
• AlabamaAcademicContentStandards:EducationpolicymakersandeducatorsinAlabamaarecommittedtoimprovingthestate’spubliceducationsystemtoensurethatstudentsgaintheknowledgeandskillstheyneedtograduatefromhighschoolreadyforreallife.Thestateisonthepathtoimplementinghigheracademicstandards—theCollegeandCareerReadyStandards—whichlayafoundationtoensurethatclassroominstructionacrossAlabamaprovidesstudentswithrealworldskillsandknowledgeinreading,mathandwriting.Duringthedevelopmentofthestandards,workgroupsdevelopedthespecificstandardsfortheendofhighschoolthatwouldindicatecollegeandcareerreadiness(definedastheabilitytosucceedinentry-levelpostsecondaryclasses).ThepurposeofAlabama’sCollegeandCareerReady
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Standardsistomoveawayfromrotememorizationand“teachingtoatest.”37Instead,theCCRSgobeyondmemorizationtoincreaseacademicrigor,criticalthinkingandreallearningforreallifeinmathandlanguagearts.
• CoreKnowledgeSequenceforScienceandSocialStudies:Theresultofalengthyprocessofresearchandconsensus-buildingbytheCoreKnowledgeFoundation,theCoreKnowledgeSequenceisdistinguishedbyitsbreadthandspecificity.Whilemoststateordistrictstandardsandcurriculaprovidegeneralguidelinesconcerningskillsstudentsshouldobtainandmaster,thespecificcontentintheCoreKnowledgeSequenceprovidesasolidfoundationonwhichtobuildskillsinstruction.Thesequencealsobuildsknowledgesystematicallyyearbyyear.AcopyoftheCoreKnowledgeSequencecanbefoundinAttachment2.
PromotionandRetention:Allstudentswillbeexpectedtomeetorexceedouracademicexpectationsbytheendofeachschoolyear.Studentswillbepromotedbasedontheirproficiencyonspecificgrade-levelstandardsandlearningoutcomes.Ratherthangivingstudentsonegradeonanassessmentthataddressedmultipleskills,standards-basedgradinggivesstudentsanumberofscoresthatrepresenttheirproficiencyineachoftheskillsassessed.Thegoalisthatattheendoftheacademicyear,studentswillhavemasteredtheessentialcontentskillsandstandardsnecessaryforthenextleveloflearning.
Atthebeginningofeachunit,teacherswillbreakdownthestandardsfortheunitintosmallerlearningobjectivesandmasterycriteriausingadetailedrubric.Duringtheunitofstudy,studentsareassessedtoseeiftheyarefamiliarwiththematerialusingavarietyofassessmentssuchaspencil-and-papertests,projects,discussions,reports,orpresentationsoflearning.Thegoalofthisapproachistoprovidetheteacher,student,andfamilyanaccurateassessmentofthestudent’slearningabilitiesandtoencourageadialoguerelativetohowthestudentcanmasterclassandunitobjectives.
Inthetraditional100-pointgradingsystem,astudent’sgradesaretypicallybasedonalloftheworkassignedinclass,includinghomework,projects,quizzes,andtests.Thesescoresareoftenarrangedinthegradebasedonthetypeofassignmentratherthanontheessentialstandardsfortheclass.Thegrademayalsoincludepointsfornon-academicfactors,suchasparticipation,effort,orattitude.
Standards-basedgradingdoesnotseparateouttests,homework,orprojects.Alloftheworkastudentdoesisusedtoassessthestudent’smasteryoftheessentialstandards.Astudent’sscoresfromtheirworkaretrackedbytheessentialstandards,whichprovidetheteacher,student,andfamilyadetailedpictureofwhichstandardsastudenthasmastered.Non-academicfactorslikebehavior,attitude,andattendancearenotincludedinthisgrade,butarereportedinadifferentmanner.
RubricsutilizingSTARAcademy’sstandards-basedgradingapproachwilluseafour-pointscale,meaningthefollowing:
• 4.0:Thestudentdemonstratesanin-depthunderstandingofcomplex,targetedknowledgeandskillsbycompletingadvancedapplicationsofthematerial;nomistakesevident.
• 3.0:Thestudentdemonstratesastrongunderstandingofcomplex,targetedknowledgeandskills,butmakingmistakes.
37http://www.aplusala.org/uploadedFiles/File/Common_Core_history_brief_rev03042014.pdf
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• 2.0:Thestudentdemonstratesbasicunderstandingoffoundationalmaterialthatsupportsthetargetedknowledgeandskills,butisstillworkingtomasterthecomplexmaterialandneedsmorepracticeinordertomasterconcepts.
• 1.0:Thestudentdemonstratesverylittleunderstandingofthetargetedknowledgeandskillsandcanshowbasicmasteryoffoundationalconceptswithhelpfromtheteacher,butstruggleswhenworkingalone.
• 0:Thestudentdoesnotdemonstrateunderstandingofthetargetedknowledgeandskills,evenwithhelpfromtheteacher.
Theintermediatescoresof0.5,1.5,2.5,and3.5areusedtoshowthatastudenthasshownpartialmasteryofthenextleveloflearning.Specifically,ascoreof0.5showsthatastudenthasmasteredsome,butnotallofthefoundational1.0material,ascoreof1.5showsthatastudenthasmasteredallofthefoundationalmaterialwithhelpbutonlysomeofitwithouthelp,andascoreof2.5showsthatastudenthasmasteredallofthefoundationalmaterialatthe2.0levelbuthasonlyshownpartialmasteryofthecomplex,targetedlearningatthe3.0level.Thefour-pointscalewillbeconvertedtoalettergradeusingthescaleshownbelow:
A 3.75-4.00 B- 2.75-2.99 D+ 1.50-1.74A- 3.50-3.74 C+ 2.50-2.74 D 1.25-1.49B+ 3.25-3.49 C 2.00-2.49 D- 1.00-1.24B 3.00-3.24 C- 1.75-1.99 F 0.00-0.99
Thisconversionscalesetsclearexpectationsforstudentlearning.Promotiontothenextgrademeansastudentmust(withhelp)showanunderstandingofallofthefoundationalskillstaughtinagradelevel.TheCrangeshowsthatthestudentunderstandsallofthefoundationalskillswithouthelp,andtheBrangerequiresastudenttomastertheentirecomplex,targetedknowledgeintheclass.Finally,toreceiveanA-orA,thestudentmustshowanin-depth,advancedunderstandingofthematerial.
Thisgradingscalewillbecommunicatedtoparentsinthefamilyhandbookandduringschool-sponsoredfamilynights.Itwillbereiteratedduringhomevisitsandgoalsettingsessionswithfamiliesandstudents.
SchoolCalendarandSchedule
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SchoolCalendarandSchedule:STARAcademyoffersanextendeddayandextendedacademicyearforourstudents.TheschooldayatSTARAcademywillbefrom7:40am–3:30pmMonday–Thursday.OnFridays,schoolwillbefrom7:40am–12:30pm,allowingforpurposefulandproductivestaff
professionaldevelopmenttime.Theteacherworkdaywillbefrom7:30am–4:00pmdaily.AccordingtotheAlabamaCompulsorySchoolAttendanceLaw,studentsshouldattendschoolforatleastafull180daysoritshourlyequivalentofnolessthan1080hoursandnolessthansixhoursofteachingeachday.38STARwillhaveanaverageof7.8hoursofinstructionperday.Thisaddedtimeallowsforextendedworkperiods,longertimetoengageinSTEAMprojectsandtotakeshortfieldtripsinthecommunity,longeropportunitytoengagebuild21stCenturylearningskillsthroughouttheday,andlongerteacher-collaboration
periods.
AtSTARAcademywewillbuildaschoolcalendarthatprovidesaminimumof180studentscontactdays.TheSTARAcademycalendarwillalsoincludedaysforteacherstoengageinbefore-schoolprofessionaldevelopment,setupclassrooms,planbeginningoftheyearinstruction,anddaysattheendoftheschoolyeartocloseoutclassroomsforsummervacation.PleaseseeAttachments5and6forexamplesofourschoolcalendar,studentschedule,andteacherschedule.
SchoolComparison
STARAcademy TraditionalPublicSchoolsNumberofStudentInstructionalDays
185days 180days
HoursinEachSchoolDay 7.8hours 6.5hoursTotalHoursEachSchoolYear 1,443hours 1,138hours
STARAcademyvaluesteachercollaborationandprofessionaldevelopment,andasaresult,ourschedulereflectsanintentionalincorporationofcommonplanningtimeandwhole-groupprofessionaldevelopment.Embeddedwitheachteacher’sscheduleiscommonplanningtimewithothergrade-levelandcontentteachers.Teacherswill210minutesofuninterruptedplanningtimeMonday-Thursday,whichallowsforwell-plannedandintentionedinstruction.Additionally,eachFridayschoolwilldismissat12:30pmtoallowstafftimetomeetforwhole-groupprofessionaldevelopment,grade-levelplanninganddataanalysis,andtoworkinverticalteamswithothergrade-levelteachers.Devotingthisamountoftimetoteacherdevelopmentandplanning,acriticalcomponenttoauthenticSTEAMmodelswillaidinteacherretentionandavoidteacherburn-out.
38https://www.alsde.edu/sec/pss/Attendance/2015%20Alabama%20Attendance%20Manual.pdf
TheaddedtimeinSTARAcademy’sacademiccalendarandschooldaywillprovideextendedworktime,lengthiertimetoengageinSTEAMprojects,opportunitytotakeshortfieldtripsinthecommunity,longertimetoengagein21stcenturylearningskillsthroughouttheday,andextendedteachercollaborationperiods.
EarlyreleaseonFridayswillallowforstaffprofessionaldevelopment,dataanalysis,andteachercollaboration.
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SchedulingearlyreleaseonFridaysismostconvenientforourparentsandfamiliesandensuresthatteachershavesufficienttimetofinishplanningforthenextweek.
EveryeffortwillbemadetofollowtheBirminghamCitySchools’calendarascloselyaspossible.However,afewchangesmayoccurtoaccommodatefamilies,teacherprofessionaldevelopment,sufficientdataanalysis,instructionalplanning,andrelationshipbuildingwithSTARfamilies.Theproposedcalendarprojectionsareforthe2017-18schoolyear(seeAttachment5).
RationaleforStartofSchoolCalendar
ThereportdateforteacherswillbeJuly10th.Thefirstyearofaschoolbeinginoperationrequiresmoretimedevotedtooperations,culture,andacademics.Thefour-weekpreparationwillsetourschoolandstudentsupforsuccess.Thesummerprofessionaldevelopmentwillinclude,butnotlimitedto:teamculturebuilding,professionalexpectations,classroomorganizationandsetup,unit/lessonplanning,homevisits,andprofessionaldevelopment(e.g.schoolculture,STEAMinstruction,curriculumandplanningpractices,behaviormanagement,school-wideinterventionsystem,andmore).Infutureyears,aSTARAcademybootcampwilltakeplacethefirstthreedaysofbefore-schoolprofessionaldevelopmenttoallnewmembersofSTAR’sstaff;bothinstructionalandnon-instructional.
Duetoourcommitmenttoprovidingasafe,compassionate,nurturing,andjoyfullearningenvironmentforourstudents,itisimportanttostaggerthefirstdayofschoolforourstudents.NewstudentswillarriveatschoolforRocketorientationadayearlierthanreturningstudentstopreparethemtoenterintoourschoolcommunity,andtobecomefamiliarwithourexpectationsandschool’scorevalues.Becauseallstudentswillbenewinourfirstyear,allstudentswillstartschoolonAugust7th.Thefollowingscheduledescribesourfirsttwoweeksofschool:
STARAcademyFirstTwoWeeksofSchoolSchedule
MondayAug.7th
TuesdayAug.8th
WednesdayAug.9th
ThursdayAug.10th
FridayAug.11th
Pre-kindergartenOrientation-½day(8:00am-12:00pm)KindergartenOrientation-½day(8:00am-12:00pm)ElementarySchoolStudentsOrientation-½day(8:00am-12:00pm)
Pre-kindergartenOrientation-½day(8:00am-12:00pm)KindergartenOrientation-½day(8:00am-12:00pm)ElementarySchoolStudentsOrientation-½day(8:00am-12:00pm)
RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(fullday)STARschool-wideandclassroomcultureexpectations(8:00am-12:00pm)DiagnosticScreening
RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(fullday)STARschool-wideandclassroomcultureexpectations(8:00am-12:00pm)DiagnosticScreening
RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(earlydismissal)STARschool-wideandclassroomcultureexpectations(8:00am-12:00pm)DiagnosticScreening
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assessmentsforallstudents(12:00pm-4:00pm)
assessmentsforallstudents(12:00pm-4:00pm)
assessmentsforallstudents(12:00pm-1:30pm)
MondayAug.14th
TuesdayAug.15th
WednesdayAug.16th
ThursdayAug.17th
FridayAug.18th
RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(fullday)
RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(fullday)
RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(fullday)
RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(fullday)
RegularScheduleforPre-kindergarten,Kindergarten,andElementaryStudents(earlydismissal)
DailyScheduleRationale
Thedailyscheduleiscraftedwiththefollowingobjectivesinmind:
• Providelongerperiodsofinstructionaltimetopromotemorein-depthknowledgeandcomprehensionofcontent.
• Adequateplanningtimeforteachers.• Commonplanningtimeforgrade-level/loopedteacherteams.• Adequatetimeforstudentstoengageinproject-basedlearningtasks.• Interventiontimeforstudentsneedingadditionalinstructionalsupporttomasterskillsand
concepts.
SchoolCulture
CoreSchoolCultureBeliefs:
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Weembracethebeautifulstruggle.Allstudentsneedgraceandspacetothriveandgrow.Wevaluemistakesbecausetheyimproveoutcomesandallowustolearnfromourfailures.Weseekchallengesandobstaclesbecausewecanovercomethemwithresilienceandhope.
Wearecriticalthinkers.Wefallinlovewithlearninganddevelopcriticalthinkersthatwillequipourcommunitywiththenecessaryknowledge,skills,andmindsetstoaffecttransformativechange.
Weco-createlivesofchoiceandopportunity.Weareradicalandinnovativeinourthoughtsandactionstodeliveronthepromiseofequalaccessandtruefreedomforallchildren.Weensureacademicexcellencethatleadstosuccessinacompetitiveworldandprovideslife-changingopportunities.
We(re)definepossible.Weequipchildrenwiththetoolstotakecommandoftheirfuturesandmaketheimpossible,possible.Allstudentshavelimitlesspotentialandwillserveasthenextgenerationofleaderswhowillpositivelyimpactourcommunitiesandtheworld.
Wewillleavealegacy.Weareinserviceofourcommunityandmustcultivateaservicemindset.Thecommunity’sidentitieswillbereflected,celebrated,anhonoredinourschool.
CultureVision:AtSTARAcademy,weareapurposefulcommunitythatsparkslove,prideandbelongingintothecoreofwhoourstarsareandwhotheyformingtobe.Wefosterconfidenceanddignityandteachourstarstoberesilientinthefaceofchallenges,celebrateandlifteachotherinmomentsofcelebrationandstruggle.Weextendgracetoourselvesandothersthroughrisk-takingsothatwecanthrive.Ourvillageusesourindividualcharacterstrengthstosocialresponsibilityandsharedaccountabilitytoleadwithourcharacterstrengths.OurStarswilldefinetheirownnarrativewhilelearningfromthepast,excellinginthepresentwhilebuildingforthefuture.
CultureStatement:STARAcademyisnotjustaschool,butavillageinwhichallmembers(directors,leaders,staff,students,families,andcommunitypartners)feelprofoundlyvalued,accepted,andrespected.Together,ourstudents,staff,andfamilieswillcreateaculturethatstronglyinfluencesstudentsocialandacademicsuccess.Itisimperativethatthelearningcommunityfeelssafeandrespectfulinorderthatchildrenaremotivatedtolearn,staffaremotivatedtofunctionattheirhighestprofessionalcapacity,andfamiliesareactivelyengagedandempowered.Ourcultureisidentifiedasimaginativeandcreative,havingfun,beingthoughtfulandembracingdiversity,assumingthebestofothers,andbeingfullycommittedtotheteam.AtSTAR,westresstheprinciple“Thereisnothem,thereisonlyus.”
Ourcultureignitespassionandbringsoutthebestperformanceofeachperson.Itwillbeanenvironmentofcollaboration,continuouslearningandimprovement,positivity,thoughtfulness,trust,andaccountability.Weconstantlyaskourselveswhatstorywillourstaff,students,families,andcommunitiestellaboutSTARAcademy?Webelievethattheirstorywillbe,“Icannotimagineworking,learning,orsendingmychildrentoanyotherplace.”Thereareseveralwaysthatwewilloperationalizeourschoolculturalvision.Afewexamplesareasfollows:
WeatSTARAcademyare:guidedbyhope;shapedbystruggle;fueledbypassion;limitedbynothing.
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• CommitmenttoExcellenceagreementso Staff,students,andfamilieswilldiscussandagreetothesecommitmentsfortheschool
year• Characterreportcards
o Characterdevelopmentisequallyimportantasacademicsinthesuccessofachild.Thus,studentswillreceivecharacterreportcardsinconjunctionwithquarterlyacademicreportcards
• CultureRubrics&Auditso Therewillbedailyculturewalk-throughsconductedbytheleadershipteamaswellas
monthly“Cultureauditors”whichwillbecomprisedofateacher,parent,andstudentwhoauditsculturalitemssuchasstudentengagement,respect,cleanliness,etc.)
• EarlyStarso Inanefforttomaintainacohesiveandstrongculture,wewillfollowaprotocolwithall
newtoSTARAcademystudents.Thecomponentsareasfollows:entrymeetingwithparents/guardians,schooltour/staffmeetandgreet,commitmenttoexcellence,andbuddypeerforthefirsttwoweeks
StaffCulture:Ourstaffcultureisdefinedbyatranscendentbondwitheachotherthatcomesfromdedicationtoourstudents.Weareacommunityofeducatorswhohavejoinedtogethertore-envision21stCenturyeducationtoprepareourstudentsasthenextgenerationofinnovators,artists,thinkers,andinventors.Toaccomplishourmissionandrealizeourvisionasacommunityofcreative,compassionate,andjoyfullearnerswhousecourageousandinnovativethinking,welivebythefollowing:
• Childrencomefirst.Weputchildren’sneedsbeforeourown.Thewell-beingandachievementofchildrenisourhighestpriority,and100%ofourdecisionsarebasedonwhat’sbestforthem.
• Teachersshouldberevered.Schoolsshouldsustainableandpromotestrategiestorespect,nurture,andsupportteachersineverypossibleway.
• Weemphasizetheteambeforetheindividual.Weapproachourworkwithhumilityratherthanseekingthespotlight.Wetreatoneanotherwithkindnessandputtheinterestsofthegroupabovethoseoftheindividual.
• Weembraceandencouragecontinuouslearningandimprovement.Wetakeinitiativetocontinuallyimproveeverything,everyday.Wearerelentlessaboutexcellenceandaboutastrongworkethic.Webelievethatgreatteachersarealwayslearning-soweputinthetimeandefforttomaximizeourowndevelopment.Weplantogether,observeandanalyzeeachother’slessonsandcollaboratetorefineourteachingpractices.
• Welistenthoughtfullytooneanother.Openandhonestdialogueistothesuccessofanorganization.Bytrulyhearingoneanotherandassumingthebestofoneanother,weworkthroughdisagreementsandchallengingsituations.
• Weareoptimistic.Weenergizeeachotherwithpositivewordsandactions.Weexudejoyandloveforeachother,ourstudents,andtheincredibleprivilegeofbeinganeducator.
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• Weholdourselvesaccountableforresults.Wetakeownershipofourworkandassumepersonalaccountabilityforstudentachievement.Wedonotbelieveinblameorexcuses,asindividualsandasateam,justresultsandhardwork.
• Wearepassionateanddriven.Weworkforsocialjusticewithseriousnessandasenseofurgency.Weareresilientevenintimesofstress,becauseourworkisasacredcalling.
Thereareseveralwaysthatwewilloperationalizeourstaffculturalvision.Afewexamplesareasfollows:
• Monthlyindividualcheck-inswithleadershipteamo Wevaluegenuineconversationsthatrelyonaffirmingandadjustingfeedback
• Monthlygradelevelpulsecheckswithschoolleadero Anopportunityforgradeleveltosharesuccessesandfailuresaswellassupportneededina
safeenvironment• 5thFridayso Wevaluesustainabilityandbelievethatstaffmustrenewtogetstronger.Inordertodoso,
eachstaffmemberwillhavearotating“renewal”schedule
StudentCulture:UsingthePositiveBehaviorSupportframework,weencourageastrongcommunityandpositiveenvironmentthatfeelssafeandrespectfulsothatallchildrencanbemotivatedtolearn,grow,persevere,andcelebratedfortheirefforts.AtSTARAcademy,wechosearocketasourmascotbecauserocketssymbolizeinnovation,limitlesspossibilities,andhighexpectations.Everystaffandfacultymember,student,andfamilywilltakegreatprideinbeingan“SoaringRocket”andexemplifythosecharacteristicsdaily.WefullybelievethatthiscultureissetbySTAR’sleadersandshouldbemodeledforstudentsandstaff.Wealsobelieveincelebratingsuccessesandhonoringindividualswhodisplaytheidealcharacter,attitude,andbeliefsofaSTARrockets.Thesecelebrationswillhappenoftenandfrequentlyinourclassrooms,hallways,andinourmoreformalizedgatherings(e.g.,passionpursuits,morningmeeting,communitycircles,advisory,assemblies,etc.).
Akeyelementtoourschoolcultureisourschool-wide“POWER”values.OurPOWERvaluesare:
• Perseverance:Ourworkisfun,butitisalsohard.Welookeverychallengesquareinthefaceandsay,“Icanovercome!”Wearenotafraidtofail.Whenwedo,wepickourselvesup.Whenothersdo,weextendahand.
• Ownership:Wetakeownershipoverourwordsandactions.Weareopenandhonest.Wefreelyadmitmistakesandembracedifficultconversations.Wedeeplyfeeloursharedresponsibilityforallourstars.
• Wonder:Educationdonerightbeginsandendsinwonder.Wemarvelat–andarehumbledby–oneanotherandtheworldaroundus.Weareobsessedwithquestions,exploringnewthings,andtakingavestedinterestinourlearning.
• Everythingwithexcellence:Weapproachnewsituationswithexcitement,effort,andenergyanddothemwell!Whenthingsdon’tgoasplanned,weremainmotivatedandthinkabouthowtomakeitbetternexttime.
Rocketsrepresentinnovative,limitlesspossibilities,high
expectations,etc.
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• Respect:Werespectourselvesandothersthroughourwordsandactions.Werespectwhatothersdoforusandtheopportunitiesweareprivilegedtohave.Wetakepersonalresponsibilitytochallengeinjusticeandvaluediversity.
ParentandCommunityCulture:Schoolsarethenucleusofacommunity.STARAcademyexiststoservetheBirminghamcommunity.Withthisbeliefatthecoreofwhatwedoandsay,familiesandcommunitystakeholdersaredeeplyvaluedandanintegralpartofourmissionandvision.
Thereareseveralwaysthatwewilloperationalizeourparent/communityculturalvision.Afewexamplesareasfollows:
• FamilyLeadershipCouncil• Monthly“Unity”
o Thesemonthlyeventsallowforourstaff,students,andfamiliestogettoknowoneanotheronapersonallevelthroughjoyfulvariousactivitiessuchasgames,dinners,andsocialoutings
• SpecializedMeetings(Coffee&Conversations,MuffinswithMoms,DonutswithDads)o Thesemeetingswillserveasopportunitiesforfamiliestostayabreastofschoolhappenings,
providefeedback,andseekresources
SupplementalProgramming
Summerschool
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Ourpersonalizedlearningmodelaswellasdailydataanalysisandreteachallowsustoaddressstudentgapsinreal-time.Asaresult,wewillnotoffersummerschool.
SupplementaryPrograms
STAR Academy will utilize supplementary programs to emphasize particular standards or to addressstudents’specificneedsorinterests.Ourcollectionoftrustedprogramswillevolveovertime.
STARAcademywillpartnerwithNewRisingStarCommunitySupportCorporationtoprovideafterschoolprogramming, and potentially before school programming. We are in current discussions regardingfinancialobligationsforfamilies.
Beginningin2019,our3rdgraderswillbeginextra-curricularactivitiessuchasGirlsontheRun,BoyScouts,andGirlScouts.Wewillrelyongrantfundingtosupportourextra-curricularactivities.Whenourstudentstransitiontomiddlewewillbeginschool-basedsportssuchasbasketball,football,andgolf.Wewillalsoprovideacademicactivitiessuchasdebateandspeech.Wewillconnectfamiliestoco-curricularresourcesshouldtheychoosetohavetheirchildrenparticipatepriortothestartofourextracurricularprogramming.Staffmemberswhochoosetocoachthesesportsandacademicactivitieswillreceiveastipendforthecoachingseasonshoulditbepastthecontractedschoolday.
SelfandSocialLearning
STARAcademybelievesindevelopingwell-roundedpeople.Itrequiresthatweknowourchildrenwell.Itisvitalthateverychildisconsistentlyseen,heard,andrespectedfortheirindividualuniqueness.Weknowfrombrainresearchthatemotionalconnectionsformtherootofalllearning.Aschoolshouldbeahomeandasupportivecommunityforchildren,aplatformfromwhichtheycansoarbeyondthesky,andbetheirbest,mostpowerfulselves.
Makingthisrealrequiresgreatattentiontoselfandsociallearning,throughwhichchildrendevelopthefundamentalskillsandcorecompetenciesforlife.Theseskillsincludeunderstandinghowthebrainworks,recognizingandmanagingemotions,developingempathy,establishingpositiverelationships,perseveringthroughdifficulttasks,makingresponsibledecisions,andhandlingchallengingsituationsconstructively,allwithhighethicalstandards.StudentsatSTARAcademylearnthattheirabilitiestogrowwithnewchallenges,effortandpersistence.Weusetheseideastocontinuallyencourageawillingnesstotakechallengesandrisks,makeandlearnfrommistakes,andtosupportcognitivedevelopment.Withinstruction,guidance,awareness,andpractice,allmembersofourcommunitysupportchildrentoself-regulate,solveproblemsindependently,andworkwellwithothers,thuspreparingthemtobebetterlearnersandcollaboratorsinschoolandinlife.
ResponsiveClassroomMorningMeeting
ResponsiveClassroomMorningMeetingisanengagingwaytostarteachday,buildastrongsenseofcommunity,andsetchildrenupforsuccesssociallyandacademically.Eachmorning,staffandstudents
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gathertogetherinacircleforfifteentotwentyminutesandinteractwithoneanotherduringfourpurposefulcomponents:
• Greeting:Studentsandteachersgreetoneanotherbynameandpracticeofferinghospitality.• Sharing:Studentsshareinformationaboutimportanteventsintheirlives.Listenersoffer
empatheticcommentsoraskclarifyingquestions.• GroupActivity:Everyoneparticipatesinabrief,livelyactivitythatfostersgroupcohesionsandhelps
studentspracticesocialandacademicskills(forexamplerecitingapoem,dancing,singing,orplayingagamethatreinforcessocialandacademicskills).
• MorningMessage:Studentsreadandinteractwithashortmessagewrittenbytheirteacherandtheschoolleader.Themessageiscraftedtohelpstudentsfocusontheworktheywilldoinschoolthatday.
PeaceforKids
PeaceeducationisalsoapartofthemorningmeetingandPositiveBehaviorSupportsystematSTARAcademy.Itembracesthephysical,emotional,intellectual,andsocialgrowthofchildrenwithaframeworkdeeplyrootedintraditionalhumanvalues.Itisbasedonaphilosophythatteacheslove,compassion,trust,fairness,cooperation,andreverenceforpeople.
Peace4Kidsisanevidence-basedK-12SocialandEmotionallearningprogramthatcreatessimplesystemstoteachbehaviorandacademicskills.Theseskillspreventactingoutandinappropriatebehaviorsandwillcreateaschoolcultureofconnectedness,character,andacademicsuccess.Forstudentswithsevereneedsitissuccessfullyusedintreatmentcenters.
Peace4KidsteachesanupdatedmodelofAggressionReplacementTraining(ART)skillsthroughaK-12Peacecurriculumthatincludestrainingmodulesinemotionalintelligence,angermanagement,impulsecontrol,socialskills,charactereducation,andmoralreasoning.Italsoincludesasuccessfulparent/familycomponent.
PartnershipswithFamilies,Communities,andHigherEducation
Evidencefromoverfourdecadesofresearchaffirmsthatfamilyinvolvementinachild’slearningisoneofthestrongestindicatorsofsocial,emotional,andacademicdevelopmentandsuccess.AkeyfindingofHendersonandMapp’s(2002)synthesisof51studieswasthat“effectiveprogramstoengagefamiliesandcommunityembraceaphilosophyofpartnership,”andthat“theresponsibilityforchildren’seducationaldevelopmentisacollaborativeenterpriseamongparents,schoolstaff,andcommunitymembers.”Withthisinmind,STARAcademyaimstocreateaschoolculturethatpromotescommunityandfamilyparticipationinthelearningcommunity.Numerousindividualsfromscienceandmath-relatedfieldshavevolunteeredtoserveinanadvisorycapacityforSTARAcademy.Additionally,manylocalartistshaveofferedtheirexpertiseinbothperformingandvisualarts.
IntheSTEAMmodel,communitypartnershipsarekeycomponents;businessandindustrypartnersserveasmentorswhobringrelevancetostudent’sworkandwhoserveonpanelstoreviewstudents’accomplishments.Partnershipswillnotbelimitedtotheimmediatecommunity,butwillincludehigherinstitutionsandorganizationsoutsidethecommunitytobroadenthescopeofproject-basedlearning.
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Forexample,RachelLeonardfromUnitedWayhasofferedtosupportwithasupplementalPre-KcurriculumcalledSuccessbySix.WehavealsohadnumerousconversationswithrepresentativesandEducationdepartmentprofessorsfromTheUniversityofAlabamaatBirminghamandSamfordUniversity.
SpecialPopulationsandAt-RiskStudents
ServingStudentswithSpecialNeeds
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STARAcademyisapublicSTEAMcharterschoolthatservespre-kindergartenthrough8thgradestudents,includingthosewithphysical,learning,andotherdisabilities.Itisourbeliefthatourstudentsarestudentsfirstandtheirdisabilitiesaresecondary.Weseektoprovideaqualityeducationforallstudents,includingthosewhohavephysicaldisabilities,IndividualizedEducationPlans(IEPs),504plans,behavioralchallenges,anddifferentabilities.Webelieveallstudentscanlearnandachieve,evenifthatrequiresmoretimeandinstructionalsupportforthemtodoso.Wealsobelievethemostadvancedlearnersshouldalsobeprovidedactivitiesandcurriculumoptionsthatsupportthedepthandcomplexityofgiftedstudents’thinking,andtheopportunitytoexplorethepotentialofhisorherabilities.
StudentswithdisabilitieswillbefullyintegratedintotheprogramsofSTARAcademywheneverpossible,withthenecessarymaterials,mandatedservices,accommodations,modifications,andequipmenttosupporttheirlearning.STARwillcomplywiththeIndividualswithDisabilitiesEducationAct(IDEA)regulations,Section504oftheRehabilitationActof1973,andTitle11oftheAmericanswithDisabilitiesAct.
Basedonthedemographicsofthelocalcommunityandnearbyschools,weanticipate15%ofourstudentpopulationwillrequirespecialeducationservices(approximately11studentsinyear1).STARwillensurethatanystudentwithadisabilityattendingSTARAcademyisidentifiedandreceivestheappropriateservicestomeettheirindividualneeds.
STARAcademywillmeetalltherequirementsmandatedwithinastudent’sIndividualEducationPlan(IEP)forallstudentsenteringwithaspecialeducationdisabilitydeterminationundertheExceptionalChildren’sEducationAct(ECEA).Theschoolwillseektoofferaninclusionprogramforallstudentswithdisabilities;however,ifthestudent’sneedsandIEPrequireaprogramotherthaninclusion.STARAcademywillattempttomeetthoseneedswithexistingorcontractedstaffusingdesignatedfunds.Aportionofperpupilrevenuefundsforstudentsdesignatedasneedingspecialeducationservicestosupportthesalariesandbenefitsofspecialeducationstaff,willbeallocatedtopurchaseofcurricula,materials,orassessmentsneededbythespecialeducationdepartment.Asnecessary,theschoolwillcontractwithindividualprovidersorarrangeforservicestobeprovidedbyBirminghamCitySchools.Weintendtopurchasespecialeducationservicesfromthedistrictwhenastudent’sneedsassetforthintheirIEPrequireservicesfromnotonlyfromaspecialeducatorbutalsofromaspecialserviceprovider(speechlanguagepathologist,occupational/physicaltherapist,socialworker,schoolpsychologist,etc.).WelookforwardtoworkingwithBCSandcontractedstafftodefineaCareandConcernprocessforourspecialeducationteamthatwillcover:
• Aprocessforidentifyingandreferringstudentsforassessmentofspecialeducationneeds• PropermanagementofstudentIEPsincludingtheprovisionandmonitoringofallrequired
educationalandrelatedservices• Thevariousformsanddocumentswhichmustbeprepared,updatedandfiledrelatedtoa
specialneedsstudentincludinginitialreferrals,triennialevaluations,etc.,aswellasthenecessarysignaturesandrecordkeepingrequirementsforeachdocument
• Aprocedureformaintainingconfidentiality,accurate,andtimelyreporting• Theresponsibleparty(individualororganization)ateachstepintheCareandConcern
process
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• ThecollectionofstatisticsrequiredbyIDEA,thestate,andthedistrict;forexample,thenumberofstudentsreceivingspecialeducationservices;thetypesandnumbersofstudentsexemptedfromstateassessments;andthebasisofexitforstudentswithdisabilitiesfromSTARAcademy.
DefiningaCareandConcernprocessthatincludestheseelementspriortotheschool’sopeningdaywillensurethatSTARAcademypersonnelunderstandtheirroleintheidentification,referral“andprovisionofservicestostudentswithdisabilitiesundertheIEP.ProfessionaldevelopmentandtrainingforSPEDstaff,classroomteachers,andclassroomassistantsonbestpracticesforworkingwithspecialeducation(includingstudentswithdisabilitiesandgiftedness),studentassessmentswilltakeplaceonanongoingbasisaswellasduringourtwo-weekSummerInstitute.Duringweeklyjob-embeddedprofessionaldevelopmentmeetings(“cluster”),specialeducationstaffwillreviewstudents’IEPand504planswithclassroomteachersandmakesuretheyunderstandandcaneffectivelyimplementmodificationsandaccommodationsforstudents.
AcademicIntervention&Acceleration
STARAcademyiscommittedtoensuringthatallstudentsachieveandmeetgrade-levelacademicstandardsinallcontentareas.Wewillimplementstrong,research-basedcorecurriculainallcontentareas.Universalscreeningofallstudentswillbecompletedwithinterventionplacementassessments:TerraNova/SUPERA,MAP,STEP,andACTAspire(3-8).Anexaminationofdataacrossassessmentswilldetermineareasofpossibleintervention.StudentsingradesK-8whoaredeterminedtobeattheTier2ortargetedlevelwillreceive40minutesoftargetedintervention(fourdaysaweek)inadditiontograde-levelinstruction.StudentsingradesK-8whoaredeterminedtobeattheTier3orintensivelevelwillreceive40minutesofintensetargetedintervention(fourdaysaweek),gradelevelinstruction,andadditionalpull-outsupporttimeduringthe90-minuteFridayProject-basedLearningExtensionStudyblock.
STARAcademy’suniquedailyschedulehasbeenstructuredtoallowstudentsmoretimeforintegrated,project-basedlearningandengagementin21stcenturyskills.WithintheMonday-Thursdayschedule,studentinterventionisimplementedbytheirgrade-level/loopedclassroomteachers.Duetointerventionhappeningatthesametimefortheentiregradelevel,nostudentwillmissoutoncoreinstruction.Anaddedsocialemotionalbenefitisthatnostudenthastofeelashamedforbeing“pulledout”forintervention,feelingisolatedorunfairlylabeledfortheiracademicorbehavioralgap.Allstudentswillreporttolocationswheretheywilleitherreceivelanguageintervention,academicintervention,orbehavioral,social,oremotionalintervention.
ResponsetoIntervention
ResponsetoIntervention(RTI)isamethodofacademicinterventionusedtoprovideearly,systematicassistancetochildrenwhoarehavingdifficultylearning.RTIseekstopreventacademicfailurethroughearlyintervention,frequentprogressmonitoring,andincreasinglyintensiveresearch-basedinstructionalinterventionsforchildrenwhocontinuetohavedifficulty.TheRTIprocessprovideshelptostruggling
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learnersfaster,makinginterventionsmoresuccessfulandkeepingstudentsfrombecomingfrustrated.Theinformationcollectedalongtheway(suchasprogressmonitoringdata)becomesanimportantpartofdeterminingifastudentneedstobeformallyevaluatedforspecialeducation.TheuseofaRTIprocessaspartofaschool’sproceduresfordeterminingwhetherastudenthasalearningdisabilityandneedsspecialeducationservicescanpotentially:
• Reducethetimeastudentwaitsbeforereceivingadditionalinstructionalassistance,includingspecialeducationifneeded
• Reducetheoverallnumberofstudentsreferredforspecialeducationservicesandincreasethenumberofstudentswhosucceedwithingeneraleducation
• Providecriticalinformationabouttheinstructionalneedsofthestudent,whichcanbeusedtocreateeffectiveeducationalinterventions
• Ensurethatstudentsreceiveappropriateinstruction,particularlyinreading,priortoplacementinspecialeducation
• Increasecollaborationamongschoolstaffandparents
STARAcademyiscommittedtoprovidingallstudentsaqualityeducationalexperience,makingsurethenecessaryinterventionsandsupportsareavailableforeverystudenttoexperiencesuccess,andmaximizetheirhighestpotential.RTI’sunderlyingpremiseisthatschoolsshouldnotwaituntilstudentsfallextremelybehindtoqualifyforspecialeducationservicestoprovidethemwiththehelptheyneed.Insteadschoolsshouldprovidetargetedandsystematicinterventionstoallstudentsassoonastheydemonstrateneed.Therefore,RTIisnotaframeworkthatisspecifictostudentsthathavebeenidentifiedasrequiringspecialeducationservices,butageneraleducationframeworkthatinvolvesinstructionandinterventionandtheuseofprogressmonitoringdatatomakeeducationaldecisionsfortheentireschool.Itisourultimategoaltoassistallstudentsinsucceedingwithintheregulareducationclassroomsettingwiththestandardcurriculumasmuchaspossible.
Forthisreason,wehaveincludedaResponsetoInterventionblockintoourschoolschedule,designating45minutesofinterventionsupportfourtimesaweektoallstudentsinourschool.Duringthistime,studentswillbehorizontallyrestructured,attendinginterventionclassestaughtbyteachersthatteachthemeveryday.Astheschoolbeginstogrow,aninterventionspecialistwillbephasedintoeachschoollevellower(elementary,upperelementary,middle),toprovideadditionalsupporttoteachingstaffduringinterventiontimeandtoassistinplanningdata-driveninterventionsforstudents.Attheprimarylevel,eachpre-kindergartenandkindergartenteachershaveaclassroomassistant.Interventionsupportwillbeprovidedbyboththeteacherandclassroomassistantthroughoutthedayandduringthescheduledinterventionblock(kindergartenonly).
ResponsetoInterventionconsistsoffourcomponents:
• Universalscreeningusinganassessmenttool(TerraNova/SUPERA,STEP).• Identificationandplacementofstudentsintothreetiersofinstructionbasedontheir
respectiveneedsforintervention.AllstudentsstartatTier1andmovethroughtheTiersbasedonprogress,orlackthereof,towardsmeetinggradelevelstandards
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• Interventioninstructionasappropriatebasedontheintensityofthestudentsneed(s)ateachTier.• Continualmonitoringtocheckprogress.
InterventionsupportthroughtheResponsetoInterventionframeworkoccursinthreetiers,orlevels:
Tier1:UniversalLevel/CoreInstructionalInterventions
Powerfulclassroominstructionbeginswiththeadoptionanduseofevidence-basedcurriculum,buteffectiveteachersdonot
simplyteachsuchaprogrampage-by-pageinthesamewayforallstudents.Rather,theydifferentiateinstruction,providinginstructiondesignedtomeetthespecificneedsofstudentsintheclass.TierIinterventionsarethosebestpracticesthatoccurintheregularclassroomfromdaytoday.Tier1interventionswillbesuccessfulwithapproximately80-90%ofthestudentpopulation.
Universalscreeningsincorecontentareaswillbeadministeredthreetimesperyeartohelpidentifystudentsthatmaybe“atrisk.”Theinitialscreeningwilloccurinthefall(August),followedbyamid-yearscreeninginthewinter(January),andafinalscreeninginthespring(May).Allstudentswillreceiveauniversalscreener.StrategiesusedforTier1interventionsincludestandards-basedcurriculaandstrategies,theuseofwholegroup,anddifferentiatedsmallgroupinstructiontotargettheindividualneedsofstudents.
Tier2:TargetedLevel/StrategicRTI-DrivenInterventions
AneffectiveTier2systemiscriticalwithintheResponsetoInterventionmodelbecauseitrepresentsamechanismforsystematicallyprovidingearlyinterventionforstudentswhorequireadditionalsupporttosuccessfullymeetgrade-levelperformancestandards,butwhodonotnecessarilyqualifyformoreintenseservicessuchasspecialeducation.Basedonourschool-widescreeningassessment(TerraNova/SUPERA,STEP).,studentswhoarenotmeetinggrade-levelbenchmarkswiththesupportofTier1interventionsarenotclosingthegapwillreceiveTierIIinterventions.AtTier2studentsstillreceivethesameinstructionasstudentsinTier1,butwillalsoreceivetargetedinterventions.Tier2isdesignedtoprovidesecondaryinterventionforasmallpercentage(5-10%)ofthestudentpopulationwhoareperformingbelowbenchmarksinacademicallyand/orbehaviorally.
StudentsinneedofinterventionsareassignedtotheStudentSupportTeam(SST)whichreviewsthedatatheclassroomteachercollectedatTier1.TheSSTteamincludesschooladministration,thedirectorofacademicsuccessandinnovation,lead,theschoolsocialworker,theEnglishlanguagedevelopmentcoordinator,interventionists,theclassroomteacher,parents,andamemberofthespecialeducationteam.TheSSTteammeetstoproblem-solveanddesigninterventionsbyidentifyingresearch-basedinterventionsfortheclassroomteacher.Tier2interventionsareprovidedbytheclassroomteacherinadditiontothestandards-basedinstructionthatcontinuestobetaughtintheregularclassroom.
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A45-minuteintervention/smallgroupblockwillbeprovidedforallgradesK-8,fourdaysaweek.Duringthistimetheclassroomteacherswillbeconductingsmall-groupinterventioninstructionandmonitoringspecificworkstations.Classroomteachers,interventionteachers,specialeducationteachers,andclassroomassistantswillprovideadditionalsmall-groupinstructionsduringthat45minutes.Studentgroupswillparticipateindouble-dosingtargetingspecificskillneedsusingavarietyofinterventionmaterials.Possibleinterventionprogramswillincludebutnotlimitedto:ImagineItIntervention,ReadWell,KIPPWheatley,LeveledLiteracyInstruction,SixMinuteSolution,PALS,ReadNaturally,Math-in-FocusReteach,Origo,Navigator,andDotheMath.
Tier3:IntensiveLevel/IntensiveRTI-DrivenInterventions
StudentswhoarenotmakingadequateprogressatTier2willreceiveTier3interventions.Tier3interventionsincludeintensiveinstruction,specifictothestudent’shighestareasofneed,aimedatincreasinganindividualstudent’srateoflearning.Tier3servesaverysmallpercentageofstudents(1-5%),whodemonstrateaneedforanindividualizedprogramand,asaresult,longerterminterventions.Tier3interventionsareprovidedinadditiontothestandards-basedinstructioncontinuingtobetaughtintheregularclassroomthe45minutesmallgroupintervention4timesperweekandanyTier2intervention.Studentsinneedofintensivereadingormathinterventionwillreceivetheirinstructionduringthesame45-minuteblockoftimeastherestofthestudentsintheirgradelevel.Tier3willreceivepulloutorpushinservices(asneeded)duringthe90minuteFridayProjectBasedLearningExtensionStudyblock.Thiswillensurethatstudentsinneedofmoreintensiveintervention(IEPandESLstudents)willstillbeabletofullyparticipateinthecore-instructionlesson,receivingdailyinstructioningrade-levelstandards.Theonlydifferencewillbethattheywillparticipateinsmallergroupsfortheentire45-minuteperiodusingmoreintensiveinterventioncurricula.Possibleinterventionprogramswillincludebutnotlimitedto:WritingRoadtoReading,ReadWell,WilsonFoundations,WilsonJustWords,WilsonReading,Language!,MathinFocusReteach,Origo,Hands-onStandards,Navigator,andDotheMath.
RTILeadershipTeam/StudentSupportTeam(SST)
ThepurposeoftheRTILeadershipteamistoprovideoverallguidanceandsupporttotheRTIprocess.Theteammembershipwillconsistofanadministrator,interventionist,primaryteacher,elementaryteacher,andamiddleschoolteacher.Theteamwillfocusonthefollowing:
• MeetingmonthlytomonitortheRTIInstructionalPlantoensurethatthedatademonstratesthattheplanisworkingasdesigned;makinganyneededadjustments
• Ensuringeffectiveclassroominstructioninthecore• Creatingaprocessthatensuresthatteachers/interventionistsuseanddocumentresearch-
basedinterventionpriortobringingstudentstotheSST• Ensuringthatregularobservationsareconductedtoensurefidelityofimplementationat
theuniversal,targeted,andintensivelevelsofinstruction• Ensuringthatregulardatateammeetingcyclesoccurtomonitorstudentprogressandmake
timelyadjustmentstoinstruction
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• Ensuringthatbudgetingandschedulingdecisionsarecloselytiedtostudentandteacherneedsbasedondata.
TheSSTProcess
Steps
IdentifyStudentandConcernThisisastudentforwhomtheregularclassroomcurriculumisnotworking
ChooseaTier2ainterventionwiththeGradeLevelTeam“mini-SST”
TrackProgressUsingCBMCBM’sarequickassessmentstohelptrackaspecificskillRemembertostartwithbaselinedata
BringtoSSTSignUpforaSSTdateontheGoogleDriveSignUpGiveSPEDteacherSSTTeamRequestformatleasttheFridaybeforeyourSSTdateInviteparentstothismeeting
SSTTeamHerewewillfigureoutnewschoolwideinterventionsforyourstudent
Trackprogress6weeks
NextSSTMeeting6WeeksAfterInitialMeeting
PlantoCollectDatatoDetermineInterventionNeedsandEvaluateInterventionEffectiveness
STEP TerraNova/SUPERA InterventionProgramPlacementAssessments
1. WhoneedstobetestedAllStudents
2.Whowillprepare/ordertestingmaterials?Designatedclassroomassistantsandinterventionistswillprepare(copy,collate,andorganize)all
Whoneedstobetested?AllStudents2.Whowillprepare/ordertestingmaterials?Designatedclassroomassistantsandinterventionistswillprepare(copy,collate,andorganize)all
Whoneedstobetested?Coresmall-groupassessmentsadministeredbasedonidentifiedstudentneedusinguniversalscreendata.2.Whowillprepare/ordertestingmaterials?
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testingmaterialsduringtheweekpriortoschoolstartingWhowillgivetheassessments?ClassroomteachersWhen?FirsttwoweeksofAugustSchedulingPlan?CreatedbyschooladministratorsWhowillscoreassessments?TeacherswillscoreassessmentsasagradelevelduringFridayprofessionaldevelopmentsessionWhichdatasystemwillbeused?DIBELSandschoolcreateddatasystemWhowillenterthedataintothesystem?Classroomteachers9.How(who)willthedatabecompiledandanalyzed?Datawillbeanalyzedanddebriefedduringfirstmonthjob-embedded(cluster)PDsinordertoestablishSMARTGoalsandrefinestudentgroups10.Whenwillitbepublished/viewedbystaff?DataWallwillbecreatedasapartofclustermeetingsduringthesecondweekofschoolandmaintainedthroughouttheschoolyear.
testingmaterialsduringtheweekpriortoschoolstartingWhowillgivetheassessments?ClassroomteachersWhen?Fall–FirstweekofschoolWinter–WeekafterHolidayBreakSpring–ThirdWeekofMaySchedulingPlan?CreatedbyschooladministratorsWhowillscoreassessments?Assessmentswillbescoredasadministered.Whichdatasystemwillbeused?SchoolcreateddatasystemWhowillenterthedataintothesystem?Schooladministrators,interventionteam9.How(who)willthedatabecompiledandanalyzed?Datawillbeanalyzedanddebriefedduringfirstmonthjob-embedded(cluster)PDsinordertoestablishSMARTGoalsandrefinestudentgroups10.Whenwillitbepublished/viewedbystaff?DataWallwillbecreatedasapartofclustermeetingsduringthesecondweekofschoolandmaintainedthroughouttheschoolyear.
InterventionistsandclassroomassistantsWhowillgivetheassessments?ClassroomInterventionistsWhen?Fall–FirstweekofschoolSchedulingPlan?CreatedbyschooladministratorsWhowillscoreassessments?InterventionTeamWhichdatasystemwillbeused?ExcelWhowillenterthedataintothesystem?TeachersandInterventionist9.How(who)willthedatabecompiledandanalyzed?Datawillbecompiledbyinterventionisttoestablishanddesigntheinterventionblockgroupingsandschedule10.Whenwillitbepublished/viewedbystaff?Interventionandsmallgroupinstructionaldataandgroupingplanwillbeupdatedevery6-8weeks.Theupdatesandprogressofstudentswillbesharedwithgrade-levelteams,supportstaff,andschooladministration.DataWallwillbecreatedasapartofclustermeetingsduringthesecondweekofschoolandmaintainedthroughouttheschoolyear.
IdentificationofStudentswithSpecialEducationNeeds
IfachildcontinuestostruggleintheclassroomafterreceivingincreasingtargetedinterventionswithincreasingintensitythroughTier2andTier3,thestudent’sclassroomteachermustthennotifythe
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StudentSupportTeam(SST).Itisthejobofthestudent’steachertoexplainstudentlearninggapsanddetailtheinterventionsthathavebeenusedusingdocumentationkeptduringeachtierofintervention.
Todetermineeligibilityforspecialeducationservices,specialeducationlawsrequirethechildtohaveaninitialevaluationintheareasofconcern.Anevaluationisacarefullookatachild’sabilities,strengthsandweaknesses,bytheSpecialEducationandthechild’sparentoradesignatedfamilymember.Anevaluationisbasedonaformalreviewofassessmentdatainarea(s)ofconcern,informationfromparents,observationsbySpecialEducators,schoolandclassroomlevelassessments,andstateannualassessments,andstudents(whenappropriate).ThisistodeterminewhetherachildhasadisabilityunderECEAwhichrequiresspecialeducationinstructionandrelatedservices.
TheevaluationguidestheIEPteamindeterminingthedisability,developinganIEPanddeterminingthenatureandextentofthespecialeducation,andrelatedservicesandaccommodationsrequiredtomeetthestudent’sneeds.Theidentifieddisabilitymusthaveaneducationalimpact.ForSeriousEmotionalDisability(SED)theeligibilitycanbedeterminedbyeitheraninabilitytolearn(educationalimpact)and/orinabilitytobuildandmaintaininterpersonalrelationshipswhichsignificantlyinterfereswiththechild’ssocialdevelopment.SEDistheonlydisabilitywhereastudentcanqualifywithoutshowinganeducationalimpact.
AlldecisionsaboutspecialeducationaremadethroughtheIEPteamprocess.TheIEPteamincludesparent(s),notlessthanonespecialeducationteacher,notlessthanonegeneraleducationteacher,aschooladministrator,anyspecialserviceproviderbasedonthearea(s)ofconcern,andthestudent(ifappropriate).
Thereisadifferencebetweenanevaluationandanassessment.Evaluationistheprocessofdeterminingifachildhasadisability.Assessmentsareindividualizedforeachstudent.Thesecanincludeobservations,informationfromparents,standardizedtests,andfunctionalbehavioralassessments.
IEPDevelopment
OnceitisdeterminedthatachildhasadisabilityunderECEA”,theIEPteam,includingparents,developsanIEPforthestudent.TheIEPis:
o Awritten,individualizedplanthatsupportsanddirectsachild’seducationthroughateamdrivenprocess
o Awrittendocumentthatoutlinesthe“who”“what”“when”“why”“where”and“how”ofinstructionandrelatedservicesthatisprovidedtostudentswithdisabilities.
o Adocumentandaprocess
TheIEPdefinesthetypeandamountofservicesneeded,andwheretheserviceswillbedelivered.Whenthemembersofachild’sIEPteamcometogethertoconsiderhowtocreateaplanthatinvolvesthestudentandempowersthemtoactivelyengageinschoollife,theymustincludeseveralkeyrequirements:
• Astatementofthechild’spresentlevelsofacademicachievementandfunctionalperformance,includinghowthechild’sdisabilityaffectshisorherinvolvementandprogressinthegeneraleducationcurriculum;
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• Astatementofmeasurableannualgoals,includingacademicandfunctionalgoals;• Adescriptionofhowthechild’sprogresstowardmeetingtheannualgoalswillbemeasured,
andwhenperiodicprogressreportswillbeprovided;• Astatementofthespecialeducationandrelatedservicesandsupplementaryaidsandservices
tobeprovidedtothechild,oronbehalfofthechild;• Astatementoftheprogrammodificationsorsupportsthatwillbeprovidedtoenablethechild
toadvanceappropriatelytowardattainingtheannualgoals;tobeinvolvedinandmakeprogressinthegeneraleducationcurriculum;toparticipateinextracurricularandothernonacademicactivities;andtobeeducatedandparticipatewithotherchildrenwithdisabilitiesandnondisabledchildren;
• Anexplanationoftheextent,ifany,towhichthechildwillnotparticipatewithnon-disabledchildrenintheregularclassandinextra-curricularandnon-academicactivities;
• Astatementofanyindividualaccommodationsthatarenecessarytomeasuretheacademicachievementandfunctionalperformanceofthechildonclassroom,school-wide,stateassessments,classroomassignments,homework,grading,behaviorcontracting,breaks,assistivetechnology,etc.;
• Theprojecteddateforthebeginningoftheservicesandmodifications,andtheanticipatedfrequency,location,anddurationofthoseservicesandmodifications.
Thefollowingmeetingsshouldtakeplacetosupportachild’sIEP:
• AnnualReview–theIEPteammeetstodevelop,review,andrevise,asappropriate,astudent’sIEPatleastannually;
• SpecialRequestMeeting–ASpecialRequestteammeetingcanoccuratanytimewhenrequestedbyparent(s)ortheIEPteam
• ReevaluationMeeting–Atleasteverythreeyears,orearlieruponrequestoftheparent,theIEPteammustre-evaluatethechildtodeterminewhetherhe/shecontinuestobeeligibleasastudentwithadisabilityandinneedofspecialeducationandrelatedservices;
• Exit-theschoolmustconductanexitevaluationbeforedeterminingthatachildisnolongerachildwiththatrequiresspecialeducationandrelatedservices.IftheIEPteamfindsthechildisnolongerinneedofspecialeducationandrelatedservices,thenthechildwillbedismissedandnolongerhaveanIEP.
PlanforBehaviorIntervention:
Asimilartieredsystemwillbeutilizedforsocial/emotionalinstructionsofstudents.AllstudentswillparticipateinthePeace4Kidscorecurriculumandtheschool-widePositiveBehaviorSupportInterventionSystem(PBIS).StudentswhoneedadditionalsupportsforbehaviorwillparticipateinsmallgroupsusingthePeace4Kidsprogramformoreintensive,small-groupinstructionsseveraltimesaweek.Thefrequencyofgroupsessionswillbebasedonindividualstudentneed.Groupswillbesupportedbysocialworker,psychologist,and/ortheschoolcounselor.Studentsinneedofintensivesupportwillreceiveindividualizedbehaviorcontractsand/orbehaviorplanstobemonitoredbyteachers,studentadvisor,andspecialeducationstaff.
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FluidSystemsforIntervention
STARAcademystaffwillemployfluidsystemsforintervention.Student’sprogresswillbemonitoredonaregularbasis.Wheneverastudentdemonstratestheneedtobemovedtoadifferentgroupforeithermoreintensiveinterventionorforlessintensity(acceleration),studentswillbemovedaccordingly.Thissystemwillensurethatstudentsspendlittleornotimeinagroupthatisworkingatalevelthatiseithertoohardortooeasy.Bydeliveringinterventionusingafloodingmodel,fluidityofstudentgroupingisbothmorefeasibleandprovidesawiderbaseofpotentialgroupinwhichtoplacestudents.
ServingStudentswithSpeech/LanguageConcerns
Speechproblems,suchasstutteringandmispronunciationscanbeveryfrustratingforstudents.Languagehastodowithmeanings,ratherthansounds.Languageisameasureofintelligenceandlanguagedelaysaremoreseriousthanspeechproblems.Languagedelayiswhenachild’slanguageisdevelopingintherightsequence,butataslowerrate.Speechandlanguagedisordersdescribeabnormallanguagedevelopmentandcanaffectthewaychildrentalk,understand,analyze,orprocessinformation.
Communicationskillsareattheheartoflife’sexperiences,particularlyforchildrenwhoaredevelopinglanguagecriticaltocognitivedevelopmentandlearning.Reading,writing,gesturing,listening,andspeakingareallformsoflanguage;acodewelearntouseinordertocommunicateideas.Assessmentandtreatmentofchildren’scommunicationproblemsinvolvecooperativeeffortsbetweenparents,classroomteachers,schooladministration,specialeducationteachers,psychologists,andotherschool-basedsupportstaff.Speech-languagepathologistsworkwithdiagnosticandeducationalevaluationteamstoprovidecomprehensivelanguageandspeechassessmentsforchildren.
Becauseacademicdelayscanbetheresultofspeechandlanguagedelays,STARAcademywillworkquicklytoidentifytheseinstudentswhileinearlygrades.Allstudentswillbepre-screenedfororallanguageproficiencywhenenteringourschool.Afteridentification,studentswillreceiveservicestoclosetheidentifiedgaps.StudentswillbeexitedfromreceivingSpeech/Languageservicesoncetheyscorewithintheage-appropriatelevelonstandardizedtestsoroncetheirskillsareatalevelthatiswithinthe“nodisability”to“mild”rangeontheSeverityRatingScalefortheaffectedarea(includingfluency,articulation,sociallanguage,receptivelanguage,expressivelanguage,andvoice).
Studentspresentingspeech/languagedeficiencieswillreceivesupportfromtheSpecialEducationteamandbeplacedonanIEP.
ServingIntellectuallyGiftedLearners
STARAcademy’sgiftedandtalentedplanisonewayitseekstosupporttheneedsofexceptionalstudents.OurSTEAMeducationalframeworkisstructuredinawaytodeliveraccelerated,rigorous,andspecializedinstructiontoallstudents,includingourgiftedstudents.AccordingtotheAlabamaDepartmentofEducationdefinitionofintellectuallygiftedchildrenandyoutharethosewhoperformathighlevelsofacademicorcreativefieldswhencomparedwithothersoftheirage,experience,or
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environment.Thesechildrenandyouthrequireservicesnotordinarilyprovidedbytheregularschoolprogram.Childrenandyouthpossessingtheseabilitiescanbefoundinallpopulations,acrossalleconomicstatus,andinallareasofhumanendeavor.39
BasedonnationaldataregardingtheGiftedEducationProgramPlan,thereisadisproportionaterepresentationofHispanicandAfricanAmericanstudents(underrepresented)versusthatofCaucasianstudents(over-represented)inthegiftedandtalentedprogram.InordertoensureallSTARAcademy’sstudentsareprovidedaccessforgiftednessscreening,studentswillbeevaluatedeachyearbasedonteacherevaluation,parentrecommendation,productionofexceptionalwork,andliteracylevels.Studentswhoperformorshowpotentialforperformingatexceptionallevelswhencomparedwithothersoftheirage,experience,orenvironmentcanberecommendedfortheintellectuallygiftedprogram.English-languagelearnerswillbeevaluatedforeligibilitybasedonmodifiedcriteria.AllsecondgraderswillbeuniversallyscreenedinthefallusingNNAT2.Studentswithscoresof90%orhigherwillbeeligibletoproceedintheidentificationprocess.
Studentnominationscanbereceivedfromanyknowledgeableschoolstaffmemberorparent/guardian.Onceastudenthasbeennominatedandparentshavebeennotified,abodyofevidenceisgatheredtodeterminestudents’strengths,needs,andservices.ThisevidencewillincludestudentscoresontheCogAT7cognitivetest,ACTAspireAssessmentdata,school-basedassessmentdata,aptitudetests,studentworksamples,behavioralcharacteristics,parent/teacherquestionnaire,andstudentinterest/motivationsurveys.
Inorderforstudentstoqualifyforgiftedservices,achildmusthaveatleastthreeofthefollowingmandatoryindicatorsandoneoftheotherqualifiers:MandatoryIndicator:
• AssessmentdatafromACTAspireAssessmentdemonstrating2-yearsabovegrade-level• Scoresof90%orherontheNNT-2(2ndand4thgrades)• ScoregiftedonCreativityTest• ScoreasgiftedoraboveonanyoftheCogATevaluationareas(verbal,non-verbal,quantitative)
OtherQualifiers:• Parentquestionnaire• Teacherquestionnaire• Exceptionalstudentwork
Avarietyofresearch-based,instructionalstrategiesandprogramswillbeutilizedtosupportthegrowthofourintellectuallygiftedstudents.Theintegrated,STEAMmodel(whichutilizesinquiryandproject-basedlearning)willbeindividualizedtoprovideourintellectuallygiftedstudentswithopportunitiestoextendtheirlearningandcreativity.TheSTEAMintegratedmodelisfoundationallystructuredtoprovidethekindsofstrategiesthatsupportintellectuallygiftedlearnersandthedifferentiationrequiredtomeet39https://www.alsde.edu/sec/ses/gifted/Scope%20and%20Sequence/Alabama%20Gifted%20Education%20Programs--Standards%20and%20Student%20Outcomes%20Manual.pdf
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theirindividualneeds.Additionally,ourpersonalizedlearningstructureallowsforteacherstohaveanaccuratepictureofstudentproficiencyandabilityaswellasprovidingacceleratedlearningmoments.Theproject-basedactivitieswillbehighlyindividualizedforthisgroupofstudentstoensureopportunitiestoexpandanddeveloptheirparticularareasofgiftedness.WewillalsoincorporateinstructionalbestpracticesbasedontheworkofRenzullieandTomlinsonwhendesigninginstructionalopportunitiesforourgiftedandtalentedstudents.TeacherswillreceivespecificprofessionaldevelopmentandfeedbackontheiruseofBloom‘sTaxonomyoriented,higher-orderthinkingthroughquestioning,assessment,andinstructionalactivitydesign.TheDirectorofAcademicSuccessandInnovationalongwithexternalpartnerswillprovideongoingsupportandprofessionaldevelopmentforclassroomteacherstoensurethattheneedsofthegiftedandtalentedstudentsarebeingmet.
Intellectuallygiftedstudentswillreceivedaily,smallgroupreadinginstructionattheirreadinglevel,providingopportunitiesforchallengeandextension.Classroomteacherswillutilizetheextensionresourcesthatexistwithinthecorereading,writing,andmathematiccurriculatoprovidestudentswithadditionalopportunitiesforinstruction.ThegiftedandtalentedteacherwillsupportstudentsonedayperweekduringtheFridayProject-basedLearningExtensionStudyblock.Serviceswillbeprovidedineitherapush-inorpull-outmodelbasedonwhatbestmeetstheneedsofstudents.Additionally,thisteacherwillworktodevelopandadministerstudents’AdvancedLearningPlans(ALPs).
Student’sprogresswillbecloselymonitoredusingourschool-widedatatrackingsystemanddatawalls.Allstudentsidentifiedasgiftedandtalentedwillbeexpectedtomakeadequateyearlyprogress.Thisparticularsubgroupwillbecloselymonitored.Ifnecessary,studentswillbeadministeredup-levelassessmentsthroughthecorecurriculumtoensurethattheyaremakingprogress.
ServingEnglishLanguageLearners
NationaldemographicprojectionsindicatethatEnglish-LanguageLearners(ELLs)willmakeupalargepercentoftheschool-agepopulationintheyearstocome.Currently,700ofBirminghamCitySchool’sstudentpopulationisclassifiedasEnglish-LanguageLearners.Historically,ELLacademicperformancehaslaggedbehindthatofnon-ELLs.However,STARAcademyaimstoinnovativelyandcreativelyprovideahigh-qualityeducationtoallstudents,usingvariousculturalexperiencesofourstudentstopreparethemtoworkandliveina21stCenturyeconomythatisbecomingmoreglobal.STARAcademywillhaveafull-timeEnglishLanguageDevelopment(ELD)coordinator/teacherthatwillbothconductlanguagesupporttostudentsina40-minuteELDblockandoverseetherecruitmentidentification,andprogressmonitoringofidentifiedELLstudents.TheELDblockwillensurestudentsdonotmissoutoncoresubjectclassesorproject-basedlearningexperiences.TheELDcoordinatorwillalsofacilitatehomesupportforELLsandtargetedprofessionaldevelopmentforstaff.Asthestudentpopulationgrows,anadditionalELDteacherwillbeaddedtothestaff.
Recruitment
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STARAcademy’sproject-based,STEAM(STEMandartsintegration)approachisonethatwillbenefitstudentsfromallbackgrounds.Asaresult,wewillensureourrecruitmenteffortsdonothavetheunintendedeffectofexcludingELLsandtheirfamilies.Aspartofouroverallrecruitingstrategy,abroadandinclusiveoutreachstrategytoensurethatELLsandtheirfamilies,whothemselvesmaybeLimitedEnglishProficient(LEP),canunderstandourprogramandtheprocessforapplying.WewilldevelopmarketingmaterialsinbothEnglishandSpanishtoensurefamilieshaveaccesstoinformationaboutourschool.Additionally,atleastoneofoursecretarieswillbeabletocommunicatetofamiliesinSpanishandEnglish.
Identification
First,STAR’sstaffwilldeterminewhichstudentsqualifyforELLservicesbyhavingeverystudent’sparentorguardiancompleteaHomeLanguageSurvey(HLS).AHLSisthepreliminaryscreenthatwillbecompletedforallenteringstudents(eventhosewhoappeartobefluentEnglishspeakers)todecidewhetherornotfurtherassessmentwillbeneeded.TheHLSwillbetranslatedintothelanguagespokenbythefamilytohelpinsureaccurateanswers.Iftheparentsanswered“yes”toanyofthequestionsontheHLQ
form,theparentswillreceiveprograminformation.WewillensurethatparentsareinformedrelativetotheschoolELAprogramsinthelanguageormannerthattheycanunderstandwhenregisteringtheirchild.Schoolpersonnelwillgiveparentsabrochureandtheopportunitytospeaktostaffiftheyhavequestions.ProvidingparentswithmultiplesourcesofinformationwillensuretheyarewellinformedpriortomakingadecisionforhowtheirchildwillparticipateintheELAprogramsandservices.BasedontheHLQ,studentsaregivenatemporaryplacementandassessedwithintendaysofregistration.Parentswillbenotifiedofafinalplacementdecisionnolaterthan30-daysafterthestartoftheschoolyear.
AssessmentandPlacement
IftheHomeLanguageSurveyindicatesastudent’sprimary,orhome,languageisnotEnglishorthatastudent’sfirstlanguageisnotEnglish,thentheELDteacherwilladministertheW-APT(WIDAACCESSPlacementTest)asascreenertodeterminewhetherornotachildisinneedofELLservices.TheWIDAACCESSassessmentwillbegivenannuallytomonitorstudents’progressinacquiringacademicEnglishaidtoevaluatethesuccessofourprograminsupportinglinguisticdevelopmentofourstudents.TheW-APTwillbeadministeredtoK-8thgradestudentswithintendaysofthestudentstartingschool.Uponentry,wewilldetermineanassessmenttoassessstudent’sproficiencylevelswithin10daysofregistration.Aftertesting,studentswillreceiveaprovisionalplacementinELAserviceswithin30daysofarrival.
Basedontheinitialassessmentdata,theELDcoordinator,teachers,andadministratorswillmeettodetermineifchangestoprovisionalplacementarenecessary.Ifanychangesaremadetotheprovisionalplacement,aletterwillbesenthometoparentsinformingthemofthechange.Atthistime,parents
WIDA:World-classInstructionalDesignandAssessment
ACCESS:AssessingComprehensionandCommunicationinEnglishState-to-StateforEnglishLanguageLearners
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havetheoptiontoagreetotheplacementrecommendationsortodeclineELAprogramservices.Parentprogramrefusalwillbedocumented.
AtSTARAcademy,parents/guardianswillbefullyinformedaboutstudent‘sidentificationandprogramplacementthroughaface-to-facemeeting.Thestudent’sinstructionalprogress,placementdata,andallothersourcesofdatawillbesharedwithparent.Theschool’srecommendationsforbestmeetingthechild‘sneedswillbeclearlyoutlinefortheparent.EveniftheparenthasdecidedtooptoutofallELAServices,theschoolwillreviewabodyofevidenceforeachstudentbymonitoringthemtwiceayear(fallandspring).Wewillinformtheparentsofthestudent’sacademiclanguagedevelopmentprogresswhenprogressreportsaresentout,andatparent-teacherconferences.STARAcademywillusetheWIDA-ACCESStoassessongoingprogressonEnglishLanguageproficiencylevelsforspeaking,listening,reading,andwriting.Parentswillreceivetheirchild‘sACCESStestscoresandareinvitedtoparticipateinameetingtosharewithparentshowtointerpretthetestresults.Thismeetingwillalsoincludestrategiesandresourcesforparentstoaccesstosupporttheirchild‘slanguagedevelopment.AllELLsatSTARwillfullyparticipateintheschool-wideassessmentplantoensurestudentsaremakingadequateyearlyprogressinallcontentareas.
Thestudent’sscoreontheassessmentsdeterminethelevelofservicesandthespecificstrategiesusedwithstudentsduringtheELDblockandincludedintheELDplan.Thestudent’sELDplanwillbedevelopmentandsharedwiththestudent’sfamilywithin30daysofthestartoftheschoolyear.
ProgramDesignandCurriculum
StudentswhoareidentifiedhavinglimitedEnglishproficiencywillreceiveaminimumof40minutesofpull-outsupportfromtheELDteacherfourdaysaweek,withadditionalpush-in(classroom)supportfromtheELDteacherforaminimumof20additionalminutesfourdaysaweekorduringtheFridayProject-basedLearningExtensionStudyblock.IdentifiedELAstudentswillbestrategicallygroupedacrossagivengradelevelbasedonstudentdataandELAdesignationdocumentation.ThisidentifiedgroupofstudentswillrotatetogetherthroughtheELD/ResponsetoInterventionblockeachday.Toensurehigh-qualityELDinstruction,theESLteacherwillplanandoccasionallyteam-teachwiththeteachers.Priortothestartofeachthematicunit,thePBLcoordinatorandtheELDcoordinator/ESLteacherwillplantheunittogetherwithanintentionaldesigntoaddressthelanguagedevelopmentneedsofeachoftheidentifiedELAstudentsatthegivengradelevel.TheirteamplanningwillutilizeateamplanningprotocoltointentionallyplanforlanguagedevelopmentforeachPBLunitofstudy.TheseplanswillbecreatedusingtheWorld-ClassInstructionalDesignandAssessment(WIDA)StandardsFrameworksandtools.EachoftheWIDAstandardswillbevisitedthroughthecontinuumoflevelsofEnglishlanguageacquisition(Level1:EnteringtoLevel6:Reaching).Theteamwillplanforhowstudentswilllisten,speak,write,andreadintheacademiclanguageofeachofthePBLunits.
Inaddition,eachexpandedstandardwillencompassDiscourseLevel,SentenceLevel,andWord/PhraseLevelconsiderations.STARAcademywillusetherecommendedWIDATemplatefordraftingstrandsofModelPerformanceIndicator‘s(MPI)toplanoutthespecificframeworksforthefocalstandardsofagivenunit.ThroughtheuseoftheWIDAtemplatetheteamisabletoidentifyhowthedomainsofspeakingandwritingwillbeleveragedandsupportedforstudentsateachlevelofthecontinuum(Level1:EnteringtoLevel6:Reaching).ThisplanningtemplatewillguidethedailyELDlessonplansfor
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studentsastheyacquiretheacademicEnglishlanguageskillstheywillneedtobesuccessfulinschool.ThePBLunitswillincludeadditionalassessmentoflanguageskilldevelopmentforthisgroupofidentifiedstudentsinordertotracktheirgrowthalongtheWIDAcontinuum.
AtSTARAcademywebelievethatourstudentswillbemostsuccessfulwiththeiracquisitionofEnglishifallteachersaresupportingtheirlanguagedevelopmentthroughouttheday.Thiswillprovideourstudentswithaneffectivelanguagedevelopmentmodelthathasbeenidentifiedbyastrongbodyofresearch,teachinglanguagethroughthecontent.Iftheinstructionisfocusedonacademiccontent,thenstudentscanacquireEnglish,anddeveloptheknowledgeandskillsofthedifferentcontentareasatthesametime(Freeman&Freeman,2007).Thismodelwillensurethatstudentshaveaccesstorigorous,grade-levelcontent.StudentswillreceivetheELAsupportsandscaffoldstheyneedtoengageincognitivelydemanding,yetmeaningfullearning.WiththeintensiveandpurposefulprofessionaldevelopmentplanoutlinedintheProfessionalDevelopmentandEvaluationsectionbelow,staffwilluseateam-planningprotocoltointentionallyplanforlanguagedevelopmentwithineachoftheircontentareaunitsofstudy.TheseplanswillbecreatedusingtheWorld-ClassInstructionalDesignandAssessment(WIDA)StandardsFrameworksandtools.Tosupportthisprogramdesign,teacherswillstudyandutilizethetoolsprovidedbyWIDA.TheCanDodescriptorsforeachcontentareaandgradelevelwillsupportstaffincreatingeffective,linguistically-differentiatedlessonplansineachcontentarea,setlanguagegoalsandcloselymonitortheprogressofeachstudent‘slanguageacquisition.
AssessmentoftheprogressofourELLs,aswellasallstudents,isanintegralcomponentoftheoverallinstructionalplanforSTARAcademy.AllELLswillfullyparticipateintheschool-wideassessmentplanoutlinedinthisdocument.Studentswillbeassessedintheirlanguageofinstructions.Studentsparticipatinginnativelanguage(Spanish)instructionwillalsohavetheirliteracyskillsmonitoredinEnglishtodetermineprogresstowardstransitionandtodeterminewhenashifttoEnglishonlyinstructionisappropriate.Asapartofourschool-widedatasystems,areviewofstudentprogressdatawilloccureverysixweeks.Duringthesesix-weekreviews,theELLpopulationwillbedisaggregatedandanalyzedtodetermineifstudentsaremakingthegainsneededtobeacademicallyandlinguisticallysuccessful.WewillexploreadditionalprogressmonitoringtoolsliketheWIDAMeasureofDevelopingEnglishLanguage(MODEL)todeterminethebestmethodstoprogressmonitorstudentgrowthinlanguageacquisition.Aninitialgoalofamediangrowthpercentileof70%hasbeensetforWIDA-ACCESS.ThisgoalwillbecloselymonitoredusingourhistoricalACCESSdata,languageacquisitionprogressmonitoringdata,studentdatacollectedwithinthevariouscontentareasandannualperformancegoals.
BasedonthecurrentdemographicsinEastBirmingham,STARAcademyexpectstoprovideaprogramthatalignswiththeguidelinesandproceduresthatareoutlinedbytheBirminghamCitySchool’sELLdepartment.StudentgrowthinSpanishliteracyandmathematicsconcepts,aswellastheiracquisitionofEnglishlanguagewillbecloselymonitored.Studentswillbemonitoredtodeterminewhentheyhavereachedhighlevelsofacademicachievementinallcontentareas.
Wewilluseashelteredinstructionmodel,designedtoachieveEnglishproficiencyasquicklyaspossiblewhilepromotingdeeprespectforthenativelanguageandcultureofeverystudentattheschool.TheschoolleaderwillberesponsiblefortheoversightoftheELAprogrammingensuringthatallteachersare
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appropriatelydesignatedandhavecompletedallrequireddistrictELAclassesandcertifications.TheEDLCoordinatorwillbedesignatedtomanagetheELAprograminclosecollaborationwiththeschoolleader.TheindividualhiredforthepositionofELDCoordinatormustpossess:
• Aworkingknowledgeofthehistory,culture,andcorebeliefsoftheAPSconsentdecreeandELAprogramming
• Allrequiredcertificationstobeconsideredhighly-qualifiedfortheposition• Languageproficiencyinthepredominatelanguageoftheschool‘sELLpopulation(based
oncurrentprojectionsthislanguagewillmostlikelybeSpanish)• Organizationalskillstomaintainandorganizetherequiredpaperworktoensuretotal
compliancewithourELAprogramming• Strongworkingrelationshipwithourparentcommunity• AstrongsenseofefficacyfortheELLstudentsatourschool,relentlesslymonitoring
theirprogressandadvocatingforthebestprogrammingforeachchild• SupportandmanagetheELAteacher
ShelteredInstruction(SI)
TheShelteredInstructionmodelisaresearch-basedandvalidatedmodelofshelteredinstructionthathasbeenwidelyandsuccessfulusedtohelpteachersplananddeliverlessonsthatallowEnglishlearnerstoacquiretheacademicskillsandskillstheyneedtodevelopEnglishlanguageproficiencyandsucceedintheclassroomandbeyond.
Thepurposeofshelteredinstructionistodelivergrade-levelsubjectmattercontentinamannerthatisaccessibletoalllearners.Shelteredinstructionstrategiesenableregularclassroomteacherstoincorporatestrategiesintheirinstructionsthatlowersthelinguisticdemandofthelessonwithoutcompromisingtheintegrityorrigorofthesubjectmatter.ThebenefitsareforELLstudentsaswellasEnglishspeakerswithavarietyoflearningstyles.
Teachersadjustthelanguagedemandsofthelessoninmanyways,suchasmodifyingspeechrateandtone,usingcontextcluesandmodelsextensively,relatinginstructiontostudentexperience,adaptingmethodsfamiliartoteachers(e.g.,demonstrations,visuals,graphicorganizers,orgroupwork)tomakeacademicinstructionmoreaccessibletostudentsofdifferentEnglishproficiencylevels.
Featuresofshelteredinstructioninclude:
• Useofcooperativelearningactivitieswithappropriatelydesignedheterogeneouslygroupingofstudents
• Afocusonacademiclanguageaswellascontentvocabulary• UseofELL’sfirstlanguageasatooltoprovidecomprehensibility• Useofhands-onactivitiesusingauthenticmaterials,demonstrations,andmodeling.
ShelteredInstructionisdesignedtoprovidesecondlanguagelearnerswiththesamehigh-quality,academicallychallengingcontentthatnativeEnglishspeakersreceive.
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• Explicitteachingandimplementationoflearningstrategies• Incorporatingstudents’backgroundknowledgeintoclassroomlessons;and• Useofcriticalthinkingskills
TeachersatSTARwilluseshelteredinstructioninclassroomswithbothELLsandnativeEnglishspeakersandELDteacherswillincorporateShelteredInstructionstrategiesduringtheELDblock.
STEAMandShelteredInstruction
ClassessuchasmathematicsandsciencearerelativelymorecomprehensibleforEnglish-languagelearners.Coincidentally,bothmathandscienceuseteachingpracticesthatformpartoftherepertoireofshelteredinstruction.Inmanyscienceclasses,studentsworkinpairsorsmallgroupsoninteresting,motivatingtasksthatrequirestudentsto
engageinlearningbydoing.Implementationofinterestingcontent,investigations,anddemonstrationscanhelpprovidetheassistanceELLsneedtobesuccessful.
TheSTEAMModel,whichvaluescooperativelearning,discovery,andprocesslearningoverconceptmemorizationtakesintoaccounttheneedsofdiverselearnersbyemphasizingacademiclanguage,groupinteraction,andculturallyrelevantinstruction.
AcademicSupportandIntervention
ItistheexpectationthatallSTARAcademyscholarsachievemasteryofidentifiedstandards,skills,conceptsandacademicallyperformathighlevels.Ourinstructionalmodelutilizesaresearch-basedapproachtoquicklyidentifyingstudentlearninggapsandimplementingindividualizedinstructionalstrategies(earlyon)tostrugglinglearnersthatwillacceleratetheirrateoflearning.A45-minutelongremediationblockisbuiltintothedailyschedulefourdaysaweekforallstudents.AllcorecontentteacherswillteachanAcademicSupportclass.Forstudentswhoaremeetingstandardsorhavebeenidentifiedasgiftedandtalented,thistimebeusedstrategicallytoacceleratetheirlearningandmasterstandardsforthenextgradelevel.Forstudentswhoarestruggling,thisisanopportunitytoreceivesmallgrouptutoringandsupportonidentifiedskilldeficits.Forstudentswhohaveadditionalneeds(e.g.EnglishLanguageLearners,studentswithIEPs),thisperiodoftimeallowsforthespecialeducationandEnglishLanguagedevelopment(ELD)teamstoprovideappropriateinterventionsandindividualsupport.
Hiring,certification,andevaluationofSpecialPopulationTeachers
Hiringanewpersontojointhecollegial,productiveteamalreadyestablishedatSTARAcademyisacriticalresponsibility.Oursuccessinmaintainingthecurrentqualityanddedicationofourprofessionalteamwilldriveourfuturesuccess.STARAcademybelievesthatthebestwaytoensurethequalityofincomingteammembersisthroughastandards-basedhiringprocessthatscreenscandidatesnotonlyforskills,butasimportantly,formissionandculturefit.Throughadetailedhiringrubric,wearticulate
Byvirtueofitsmotivating,interactive,hands-onnature,scienceisacourseinwhichEnglishlanguagelearnersareoftensuccessful.
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clearandexplicitcriteriathatguideustoobjectivelyassesseachcandidate.Ourstandards-basedprocessisdesignedtoprovideinformationabouteachcandidate’sknowledge,skillsandcommitmentsastheyrelatetothejob.Inaddition,throughthehiringprocess,STARAcademywanttoprovidealearningexperienceforeachcandidatesothatcandidatescanexperiencefullywhatitisliketoworkonaSTARAcademyteam.Inthisway,bothwe—andthecandidate—canmaketherightchoicesaboutworkingatSTARAcademy.
STAR’srigorousstandards-basedhiringprocessensuresanextensivereviewofeachcandidate’squalificationsandcertifications.Asacharterschool,STARAcademyhastocomplywiththeteacherqualityrequirementsofNoChildLeftBehind.Accordingly,allteachersmustbeabletodemonstratecompliancewith“highlyqualified”requirements,withinthemeaningoftheNoChildLeftBehindAct,priortotheiremploymentand/oragreementrenewal.Employeesareresponsibletoremain,atalltimes,incompliancewiththeserequirements.
TheAlabamaStateDepartmentofEducation,incompliancewithSection1119oftheNoChildLeftBehindAct,hasdefined“highlyqualified”teachersas:
1. Thosewhoarelicensedandendorsedineach/allcoreacademiccontentarea(s)inwhichtheyareteaching;
2. Alabamateachersteachingoutsideoftheirlicensedandendorsedcoreacademiccontentareawhoprovidedocumentedevidenceofhavingcompleted24semesterhours,oritsequivalent,inthecoreacademiccontentarea(s)beingtaught;
3. Alabamateachersteachingoutsideoftheirlicensedendorsedcoreacademiccontentareawhohavepassedtheadoptedoranationalcertificationcorecontentareatests,includingthePRAXIS,inthecontentarea(s)beingtaught.
STARAcademybelievesthatallemployeesareinaconstantstateoflearninganddeveloping.Inordertocontinuouslyimproveteachingandlearningaswellastheorganization’soverallsustainability,itisnecessarytoprovidemomentsofreflectionandevaluationthatencourageeachemployeetobuildonhis/herstrengthsandmediatehis/herareasofrefinement.Totrulyimproveteachingandlearning,employeesmustworkcollaborativelyandcontinuouslytoimprovetheirpracticethroughconsistentcoachingandfeedback,informalevaluations,andformalevaluations.
Additionally,itisimperativethat“specialpopulation”teachersreceiveexternaltrainingfromcontentexperts.STARwillpartnerwithsuchorganizations,includingBirminghamCitySchools’districtpersonnel.
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StudentRecruitmentandEnrollment
CommunityOutreach:Toensurethatwerecruitthestudentpopulationweproposetoserve,wehaveengagedinexpansiveandintensiveoutreachefforts.WehaveconnectedwithresidentsandfamiliesthroughoutBirmingham,engaginginconversationsaboutwhatfamilieswantfortheirchildrenandhowthatalignswithourproposal.TheseneighborhoodsaredemandingbetterschoolsandhasbeenwelcomingtotheSTARAcademy’sapplication.Duetothegrowingnumberofinterestedfamiliesandsupporters,wehavecreatedtheSTARAcademysocialmediapagesandwebsitewww.starsteamacademy.org.
Parents,families,residents,businesses,churches,andprivateorganizationsofBirminghamhavebeenexceptionallysupportiveofalloftheoutreacheffortsSTARAcademyhasengagedinthusfar.ManycommunitymembershavesignedlettersofsupportandparentshavealreadybegunsigninglettersofinterestinSTARAcademy.Weexpectmanymorefollowingthepublicforums,events,andoutreachscheduledinAugust,September,andOctober.
Todate,wehaveconductedseveralcommunityeventsincludingmeetingswithfaith,business,andcommunityleaders,aswellas,familieswhohavedemonstratedtheirenthusiasmtoenroll,andothercommunitymembers.Aslistedbelow,thefollowingoutreacheventshavebeenconductedtoengageourfamilies:
• Attendanceatmanycommunityevents,includingreligiousservices,neighborhoodassociationmeetings,andmeetingswithartsorganizations,non-profits,andcommunitybasedorganizations,andcommunityevents.
• Presentationstoareacollegesanduniversities• Over50“FriendsofSTARAcademy”volunteeredatcommunityeventsonbehalfofSTAR
Academy,culminatingincriticalandinformativeconversationswithcommunitymembers.• Flyersandpostcards,bothinSpanishandEnglish,distributedwidelythroughoutthecommunity.• Twitter,Facebook,andInstagramupdates.• Websiteinformationatwww.starsteamacademy.org
WeareexcitedtocontinueengagingdeeplywithourcommunitytoprovideanexcellenteducationtothestudentsandfamiliesofEastBirmingham.Ourintentionistospendhundredsofhoursmore,beforeopeningourdoors,workingwithfamiliesandcommunitymemberstoprovideanexcellenteducationaloptionforstudentsandatrustedcommunityrelationshipforfamiliesandotherkeystakeholders.
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WehavebeguncirculatingandtabulatingIntenttoEnrollformsandbrochuresrelayingourschoolmission,vision,andpurpose.Inaddition,wehavereceivedlettersofsupportfromindividualcommunitystakeholdersandorganizations.Wehaveincludedlettersofsupportasanadditionalattachmenttothisproposal.Wecurrentlyhaveseveralorganizationsandcommunitymembersthathavecommittedtocontinueprovidinglettersofsupportonourbehalf,evenaftertheofficialapplicationsubmissiondate.Outreachintheformoftownmeetings,powerpointpresentationstoorganizationsincludebutarenotlimitedtothefollowing:
EventDate Location DescriptionApril28,2016 SocialVenturesOffice MeetingwithGoodrich
FoundationandPurposeBuiltCommunitiestodiscussfinancialsupport
May15,2016 CommunityLocation 95.7JamzCar&BikeShowtoandfamiliesthroughourintenttoenrollform
May23,2016 NewRisingStar CommunityInterestMeetingtopromoteSTARAcademy’smission,vision,andschoolmodelforprospectivestudentsandfamilies
June23,2016 UnitedWayofBirmingham MeetingwithCarolineHarrisandRachelLeonardtodiscussfundingandSuccessbySixprograming
June23,2016 NewRisingStar CommunityInterestMeetingtopromoteSTARAcademy’smission,vision,andschoolmodelforprospectivestudentsandfamilies
July7,2016 DanielFoundationofAlabama MeetingtopromoteSTARAcademy’smission,vision,andschoolmodelforpossiblefunding
July26,2016 StateHouseinMontgomery ThepurposeofthemeetingistogiveSenatorMarshasenseofwhatvisionSTARAcademyisbringingtotheCommission
August3,2016 Communitylocation MeetingwithJasonWilliamsfromAspireMovement-alocalmentorprogramthatpartnerswithschoolsintheBirminghamcommunity
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August29,2016 BetterBasics MeetwithDr.AmmieAkinfromBetterBasicsforpotentialprogrammingcollaboration
STARAcademy(STAR)isapubliccharterschoolandopenedtoallstudentsandfamilies.STARAcademydoesnotdiscriminateagainststudentsorfamiliesonthebasesofrace,ethnicity,religion,gender,nationalorigin,sexualorientation,genderidentity,maritalstatus,politicalaffiliation,oranyotherprotectedstatus.Toenrollinitsearlychildhoodeducationprogram,studentsmustbeatleast4yearsofageandpotty-trained.Allcommunicationsregardingenrollmentwillbeprovidedtofamiliesinlanguagesthatrepresentthestudentpopulation.
RecruitmentStrategy:Recruitingdriveshavetakenplaceatlocalgrocerystores,daycarecenters,city-sponsoredevents,churches,parentandyouthadvocacyevents,andthroughneighborhoodcanvassingSTARhasbeencarefultotargetneighborhoodsandeventswherediversemembersofthecommunityarerepresented.Additionally,noticeshavebeenpostedinneighborhoodnewsletters,businessesthroughoutEastBirmingham,onourwebsiteandsocialmediapages,viaelectronicnewsletters,andthroughmassmailingstoindividualsinourtargetzipcodes.FamiliesthathavecompletedIntenttoEnrollformsalsoreceivemonthlypersonalizednotesfromourschoolfounderandphonecallsofsupportfromtheChampionsofSTARAcademyvolunteerteam.
EnrollmentProcedure:EachyearSTARwillestablishanopen-enrollmentwindowinwhichtheschoolwillacceptapplicationsforthecomingschoolyear.TheapplicationdeadlineisthelastFridayinJanuary.Enrollmentpackets,however,willbeavailableattheschool’smainofficeallyearround.IfthenumberofapplicationsreceivedbythelastFridayinJanuaryexceedsthenumberofavailableseatsatanygradelevel,alotterywillbeusedtodeterminetheplacementofstudentsatthatgradelevel.Allapplicantsarerandomlyassignedanumberwhichisthendrawnrandomlyduringthelottery.Shouldtherebemorelotteryapplicantsthanavailableseats,studentsarerandomlyassignedwaitlistnumbers.STARdoesnotcarryitswaitlistfromyeartoyear.Waitlistnumbersareclearedandstudentsarebumpeduponegradelevelforthelotterythefollowingyear.Theenrollmentlotterywillbeheldinpublicattheschool,followingOpenMeetinglaws,onthefirstMondayinFebruary.OnlystudentsmeetingappropriateagerequirementsandwhosubmittheirapplicationsbeforethelastFridayinJanuarywillbeeligibleforthelottery.Offersofenrollment,scholarship,orwaitlistplacementwillbemadeviaphone,email,ormailbythelastFridayinFebruary.
Allqualifiedstudentswhoarenotadmittedwillbeplacedonthewaitinglistandmaybeofferedadmissionthroughouttheyearasvacanciesbecomeavailable.STARreservestherighttodetermineitscapacityateachgradelevel,andtoreservespaceswithinagradelevelfor,amongotherthings,studentsthatmaynotbepromotedtothenextgradelevelorforstudentswhomaybereturninginasubsequent
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year.Ifduringanyopen-enrollmentwindowinsufficientenrollmentapplicationsarereceived,offersofadmissionshallbemadetoqualifiedapplicantsonafirst-come,first–servedbasis.Anotherenrollmentwindowshallbeadvertisedandestablished.
PriorityEnrollment:Selectgroupsofstudentsandfamilieswillnotparticipateintheenrollmentlotterybutwillbegrantedpriorityenrollment.Thesegroupsinclude:
• Priority1:Founder/BoardPolicy:Thosechildrenwhoseparents,guardians,orfamilymemberswereactiveintheplanningprocessbyservingasFoundingBoard,DesignTeam,orAdvisoryCommitteemembers,FoundingTeachers,orFoundingSchoolLeaderswillnotparticipateinthelottery.TheseareboardmembersanddesignteammemberswhoarelistedonthecharterapplicationsubmittedtoBirminghamCitySchoolsonAugust1,2016orwhoprovidedaminimumof40hoursofservicepriortotheopeningoftheschool.FoundingTeachersareteacherswhowerethefoundingteacherintheirrespectiveclassroomandwhotaughtatSTARforatleastthreeconsecutiveyears.FoundingSchoolLeadersincludeallmembersoftheadministrativeteaminthe2017-2018schoolyearswhoworkfortheschoolforatleasttwoyears(whichmayincludethe2016-2017planningyear).Foundingfamiliesmayalsobeexemptfromthelotteryiftheymeettherequirementstoqualifyasafoundingfamilybyvolunteeringfor40hoursbetweenJanuary2016andAugust2017.Acompletelistofeligiblefamilies(deemedasSTAR’s“FoundingFamilies”)willbeapprovedattheSTARBoardmeetinginJanuary2017andkeptonrecordattheschool.
• Priority2:SchoolEmployeePolicy—Childrenofschoolemployeeswillbeexemptedfromthe
lotteryandgivenpriorityadmissionprovidedthattheparentwhoisemployedatSTARhasfullorjointcustodyofthechildandtheapplicationwasreceivedbythedesignateddeadline.ThisincludesTeachers,Administrators,CustodialStaff,OfficeStaff,andClassroomAssistants.Employeesincludeanyonewhoworksatleasthalf-timeforSTARandwhostartedworkonorbeforethefirstdayofschooloftheyearinwhichtheyaresubmittingtheirapplication.
ThetotalnumberofchildrenenrolledundertheFounder/Board/Staffpolicieswillnotexceed20%oftheschool’spopulation.Inthecasethatmorethan20%oftheenrollmentisfounding/employeechildren,preferencewillbegiventonumberofyearsofservicetotheschool.Iftherearefewerspotsthanthenumberofpriorityapplicants,thenaseparatelotteryisheldfortheseapplicantswithprioritystatus.Founding/employeechildrennotgivenpriorityenrollmentwillbeincludedinthegeneralenrollmentlottery.
• Priority3:Sibling/HouseholdPolicy—ItistheintentofSTARtosupportwholefamiliesand
createacohesiveandinclusiveschoolcommunity.Siblingsofenrolledstudentswillreceivepriorityforadmissioniftheirapplicationsarereceivedbythedesignateddeadline.Siblingsincludeschildrenwhoseprimaryguardiansarealsotheprimaryguardiansofotherchildrenalreadyenrolledintheschool(inthecaseofjointcustody,primaryguardiansmusthavecustodyatleast50%ofthetime).Thiscouldinclude:½siblings,step-siblings,adoptedsiblings,cousins,niecesornephewsbeingcaredforbygrandparents,etc.IfachildisdrawnduringtheenrollmentlotteryforanenrollmentspotatSTARandtheyhaveeligiblesiblings,thosesiblings
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willbeautomaticallygrantedenrollmentifthereisspaceattheirgrade-level.SiblingsofstudentsalreadyinattendanceatSTARwillbeexemptfromthelotteryprocessandautomaticallygrantedaspaceifthereisoneavailableattheirgradelevel.
GeneralEnrollmentLottery:Thelotteryforallage-eligiblestudentswhosubmittedacompleteapplicationpriortothelastFridayinJanuarydeadlinewilltakeplaceonthefirstMondayofFebruaryeachyearattheschoolandwillbeopenedtothepublic.Seatswillbeassignedrandomly.
Withdrawalpolicy:Studentswithdrawingfromtheschoolwillbeaskedtocompletethewithdrawalpacketwhichincludesaparentsurvey/questionnaireregardingreasonsforwithdrawalfromtheschool,thecontactinformationforthenewschool,andareleaseformsothatSTARcansendanypertinentacademicrecordsandalllegallyrequireddocumentssuchasIEPstothenewschool.Studentswithdrawingfromthetuition-basedpreschoolorKindergartenprogramafterthe15thofthemonthwillbeexpectedtopaytheentiremonth’stuition.
OutofDistrictPolicy:STARwillprioritizestudentswholivewithintheBirminghamCitySchools’boundariesduringboththeannuallotteryandtheongoingenrollmentprocess.Ifanon-BCSstudentseeks,thatstudentwillbeenrolledpendingtherearenoBCSstudentsonthewaitinglist.Itisthegoal,however,thatthemajorityoftheschool’sstudentswillresidewithindistrictboundariesorneighboringschooldistricts.
Transferpolicy:ParentsofstudentstransferringtoSTARmid-yearwillberequiredtosubmit/signtransferpaperworkandmeetwiththeirchild’snewteacheratleastonedaybeforethechildcanstartschool.Teachersmustmaketimetomeetwithtransferparentsinordertobuildrelationshipwiththenewfamily,completePersonalizedStudentAchievementPlans,conveymission,vision,school-wideandclassroomexpectations,andtoschedulediagnosticassessmentcompletion.STARwillrequestacademicrecords,includingIEPs,fromthestudent’spreviousschool.ParentsmustprovideIEPdocumentationorinformtheofficethatanIEPexistsatthetimeofsubmissionofthetransferpaperwork.AdetailedenrollmentplancanbefoundinAttachment7.
StudentDiscipline
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STARAcademyiscommittedtoensuringthatourschoolprovidesasafe,structured,andnurturingenvironmentthatsafeguardsthewell-beingofourstaffandstudents,andcreatesanenvironmentthatisconducivetoteachingandlearning.Allourstudentsareguaranteedtherightandprivilegetolearn,grow,andmatureinanacademicandsocialenvironmentofmutualrespect.
GeneralPhilosophyonDiscipline
STARAcademyisaplacewherechildren,parents,andeducatorsworktogethertocreateanatmospherethatencouragesandpromoteslearning.Webelieveeffectivedisciplinescomesfrombuildingstrongrelationshipsandteachingstudentstotakeresponsibilityfortheiractionsratherthansimplyenforcingrules.Itisourgoaltoprovideapositive,engaging,andsafelearningenvironmentwith
feweropportunitiesfordistraction.Ourcommitmentaseducatorsistoensurethateverystudentispreparedacademically,butwealsotakeresponsibilityforinstillinginthemthebehaviorsthatarerequiredtosustainsocietybyidentifyingwhatisandisnotacceptablebehavior.This,however,wouldbeincompletewithoutalsospecifyinganyforthcomingconsequences.Becausewebelievestudentsriseorfalltothelevelofexpectationsthatarepresented,wehavedevelopedadisciplineprotocolthatisrootedinagrowthmindsetthatsupportsaclimateofhighexpectations,joyfulteachingandlearning,andmaximizedinstruction.
Ourdisciplinepolicyisbasedonthefollowingbeliefs:
• Themaintainingofapositiveschoolcultureisthesharedresponsibilityofstudents,parents,teachers,administrators,andthecommunityatlarge
• Theschool’sjobistoprovideacademicinstruction,whilehelpingtodeveloptheemotionalandpsychologicalaspectsofallchildren
• Schoolsmustdisciplinewithdignity,consistency,love,andwithanunderstandingofthedevelopmentlevelsandneedsofstudents
• Theoverallgoalofstudentdisciplinemeasuresistoresultinthedesiredbehavioralchangethatwillallowastudenttoremainactivelyengagedintheschoolcommunityandlearningenvironmentnotdistributingpunishment
• Adultsshouldmodelbehaviorexpectationsandschoolcorevalues• Disciplinemustbeenforcedtomaintainthestudent’sself-esteemanddignity,andenhance
theirintrinsicmotivationtodotherightthing,showpride,andbetheirverybest• Allstudents,staff,parents,andcommunitymembersshouldbeawareoftheschool’s
expectationsforstudentbehaviorandtheconsequencesiftheseexpectationsarenotmet.Theseexpectationswillbedisclosedinthestudentandfamilyhandbook.
• Studentsshouldbeencouragedtoworktowardtheirpotentialandgreaterattentionandacknowledgementshouldbegiventothosewhoupholdappropriatebehaviorsthanthosewhodonot
• Parentsarekey!Thestudentmustrealizethatthehomeandschoolarepartnersinhelpings/hetobecomeaccountableinworkhabitsandbehavior
Webelievethatdisciplinepoliciesandproceduresshouldbeprimarilyfocusedonprovidingstudentswithanopportunitytodeveloptheskillsandstrategiestomakepositivebehaviorchoices.
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• Webelievethateverystudenthastherighttolearnandthateveryteacherhastherighttoteach
Webelievethatdisciplinepoliciesandproceduresshouldbeprimarilyfocusedonprovidingstudentswithanopportunitytodeveloptheskillsandstrategiestomakepositivebehaviorchoices.ThiswillbeaccomplishedthroughtheproactiveeffortsofthedirectinstructionofsocialskillsthroughthePeace4Kidscurriculum,itwillbereinforcedthroughastrongPBISsystemthatprovidesstudentswithaclearunderstandingofwhatspecificbehaviorsareexpectedofthemintheclassroomandcommonareasoftheschool.Studentswillbegivenpositiveverbalrecognition,the“schoolteacher”system,andrecognitionatSTARPOWERandTribeassemblies.
STARAcademyPositiveBehaviorSupportandInterventionProgram
ThecultureofSTARAcademyisbuiltupontheideathatstrongclassroomsareplaceswherestudentsworkhard,havefun,andarekind.Ourschoolcommunitymodelthemissionandcorebeliefsofourschool,followexpectations,anddotheirpersonalbest.ThecultureisreinforcedwithastudentdisciplinesystemexecutedthroughthePositiveBehaviorSupportFramework.SinceCongressamendedtheIndividualswithDisabilitiesAct(IDEA),PBIShasheldauniqueplaceinspecialeducationlaw.PBISistheonlyapproachtoaddressingbehaviorthatisspecificallymentionedinthelaw.Thisemphasisonusingfunctionalassessmentandpositiveapproachedtoencouragegoodbehaviorremainsinthecurrentversionofthelawasamendedin2004.
STARAcademywilluseacontinuumofpositivebehaviorsupportforallstudentsinareasincludingtheclassroomandnon-classroomsettings(suchashallways,buses,andrestrooms).Positivebehaviorsupportidanapplicationofbehaviorally-basedsystemsapproachtoenhancethecapacityofschools,families,andcommunitiestodesigneffectiveenvironmentsthatimprovethelinkbetweenresearch-validatedpracticesandenvironmentsinwhichteachingandlearningoccurs.Attentionisfocusedoncreatingandsustainingprimary(school-wide),secondary(classroom),andtertiary(individual)systemsofsupportthatimprovelifestyleresults(personal,health,social,family,work,recreation)forallyouthbymakingtargetedbehaviorslesseffective,efficient,andrelevant,anddesiredbehaviormorefunctional.Seeattachment8formoredetailsregardingthedisciplinepolicy.
Thefollowingdiagramillustratesthemulti-levelapproachofferedtoallstudentsinourschool.Thesegroupdepictionsrepresentsystemsofsupportnotchildren:
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Inthepast,school-widedisciplinehasfocusedmainlyonreactingtospecificstudentmisbehaviorbyimplementingpunishment-basedstrategiesincludingreprimands,lossofprivileges,officereferrals,suspensions,andexpulsions.Researchhasshownthattheimplementationofpunishment,especiallywhenitisusedinconsistentlyandintheabsenceofotherpositivestrategies,isineffective.Introducing,modeling,andreinforcingpositivebehaviorisanimportantstepofastudent’seducationalexperience.Teachingbehavioralexpectationsandrewardingstudentsforfollowingthemisamuchbetterpositiveapproachthanwaitingformisbehaviortooccurbeforeresponding.Thepurposeofschool-widePBISistoestablishaclimateinwhichappropriatebehavioristhenorm.
Theschool-widePBISprocessemphasizesthecreationofsystemsthatsupporttheadoptionanddurableimplementationofevidence-basedpracticesandprocedures,andfitwithinongoingschoolreformefforts.Aninteractiveapproachthatincludesopportunitiestocorrectandimprovefourkeyelementsisusedinschool-widePBISfocusingon:1)Outcomes,2)Data,3)Practices,and4)Systems.Thediagrambelowillustrateshowthesekeyelementsworktogethertobuildasustainablesystem:
WiththehelpofPBISandcommunitybuy-in,wehopetobuildastrongsocialdynamicinourbuilding.Wewilladoptthemindset,“Weareavillage.”Wewillmakeapointtoensureourstudentsandfamiliesfeeltheyareanintegralpartofourschoolandoutofschoollives.Thisbeginsfromthemomentstudentsandparentsenterthedoors.Firstandforemost,westartwithapositiveconnection.STAR’sadministrators,teachers,andstaffmakeintroductoryphonecallsandhomevisitstostudentsandfamiliesthroughoutthesummer,lettingthemknowwhotheyareandhowexcitedtheyaretoteachthemintheupcomingschoolyear.Itwillalsobeanopportunityforparentstotellustheirhopesanddreamsfortheirchild.Wewantourstudentsandfamiliestoknowwecareaboutthem.
STARAcademywillinstituteaPBISleadershipteam/Culture&Equityteam,whichwillensurestudentsreceivethesupporttheyneedtobeproductivemembersofourschoolfamily.Weassurethatourteachersaretrainedyearlyinresearch-basedapproachestodiscipline,classroommanagementandculturallyresponsivepedagogy.WebegineachdaywithMorningMeeting,aschool-wideclassroommorningmeetingremindingourstudents(andstaff)oftheschoolexpectationsandbuildcommunitythroughactivitiesandconversationsintheclassroom.Thoseexpectationsexistineverythingwedoandarecelebratedthroughouteachday.OnMondays,allstaffandstudentscometogetherfor“Launch”(awholeschoolcommunitymeeting),wherecontinuedcelebrationsandmotivationalmomentstakeplace.Onceamonth,thereisaSTARPOWERcelebrationscheduledforourstudentstoshouteachotheroutforacademicandbehavioralgrowth,shareachantorsong,etc.Familymembersarealsowelcometocome.
RocketshipandClassroomDojo
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TheRocketshipprogramisusedtoreinforceobservedpositivebehaviors.Rocketsaregiventostudentsanytimeduringthedayatschoolbyanyadultinthecommunity.Rocketscanberedeemedbystudentsforavarietyofdifferentrewards,usedatStarstore,andmonthlyPBISevents.
ClassDojoisaclassroomtool(downloadableasanapp)thathelpsteachersimprovebehaviorintheirclassroomquicklyandeasily.Teacherscaneasilyrewardfeedbackpointsforstudentbehaviorinreal-time.Theappprovidesbehavior-trackinganalyticsandreportsthatcanbesharedwithparentsandadministratorsasoftenasdailyorweekly.
RestorativePractices
RestorativePracticesareasetofprinciplesandpracticescenteredonpromotingrespect,takingresponsibility,andstrengtheningrelationships.Ratherthansimplypunishingstudentsforwrongdoing,RestorativePracticesencouragesthemtorepairharmandpreventthereoccurrenceofunacceptablebehaviors.ThecorebeliefofRestorativePracticesisthatchildrenwillmakepositivechangewhenpeopleinauthoritydothingswiththemratherthantothemorforthem.Therefore,asuccessfulrestorativesystem:
• Acknowledgesthatrelationshipsarecentraltobuildingcommunity• Buildssystemsthataddressmisbehaviorandharminawaythatstrengthensrelationships• Focusesontheharmdoneratherthanonlyrelyingonrulebreaking• Givesvoicetothepersonharmed• Engagesincollaborativeproblem-solving
Therestorativecirclewillbeusedtoemphasizeoursenseoffamily,belonging,purposefulrelationships,andmaintainingsafetyandtrust.Teachersandstudentsformaphysicalcircleintheirclassrooms,ensuringeveryoneinthecirclecanbeseenandheard.Acircleisusedbecauseitrepresentsnorespectivebeginning,end,orhead.Inotherwords,everyoneinthecircleisonthesamelevelofrespect.Ascirclediscussionbegins,eithertheteacheroranappointedstudentwillmakeintroductorycomments,includingadiscussionaboutthePOWERvaluesandpositiveagreementsthatwillgovernthecircle.Withinthecircle,astarwillbeusedasthetalkingpiece.Onlythepersonholdingthestarhastherighttospeak.Eachpersoninthecirclehastherightto“check-in”totalkabouthowtheyarefeelingphysically,mentally,oremotionallyand“check-out”todiscusshowtheyarefeelingasthecircleends.
Therestorativecircleisusedtoworktogetherwithstudentsandfamilieswhensettingpersonalachievementplangoalsandinstudentdisciplineconversationswithfamilies.
ThefollowingtabledetailshowtheRestorativePracticesapproachdiffersfromtraditionalschooldisciplinemethods:
TraditionalApproach RestorativeApproachSchoolrulesarebroken. PeopleandrelationshipsareharmedJusticefocusesonestablishingguilt JusticeidentifiesneedandresponsibilityAccountability=Punishment Accountability=understandingimpactand
repairingharm
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Justicedirectedattheoffender;thevictimisignored
Offender,victim,andschoolcommunityallhavedirectrolesinthejusticeprocess
Rulesandintentoutweighwhetheroutcomeispositiveornegative
Offenderisresponsibleforharmfulbehavior,repairingharm,andworkingtowardspositiveoutcomes
Limitedopportunityforexpressingremorseormakingamends
Opportunitygiventomakeamendsandexpressremorse
Researchshowsthatrestorativepracticesnotonlyreducethenumberofout-of-schoolsuspensionsandexpulsions,buttheactualincidentsofharmtotheschoolcommunity,makingitasaferplaceforallstudents,teachers,andschoolcommunitymembers.
STARAcademyCommitments
BychoosingSTARAcademy,studentsmakeacommitmenttoexcellencewiththemselves,theirparents,andtheirteachers.Allthreepartiessignalearningpledgecalledthe“CommitmenttoExcellence,”whichensuresthateachwilldowhateverittakestohelpthestudentlearnandreachtheirpersonalbestwhileatschool.
ParentandCommunityEngagement
Whenschoolsandfamiliesworktogethertosupportlearning,everyonebenefits.Researchershaveevidenceforthepositiveeffectsofparentalandfamilyinvolvementonchildren,families,andschoolwhenschoolsandparentscontinuouslysupportandencouragetheirchildren’slearninganddevelopment.40AccordingtoHendersonandBerla(1994),“themostaccuratepredictorofastudent’sachievementinschoolisnotincomeorsocialstatusbuttheextenttowhichthatstudent’sfamilyisableto:(1)createahomeenvironmentthatencourageslearning;(2)expresshigh(butnotunrealistic)
40http://www.education.com/reference/article/benefits-parent-involvement-research/
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expectationsfortheirchildren’sachievementandfuturecareers;and(3)becomeinvolvedintheirchildren’seducationatschoolandinthecommunity.
Establishingwelcomeiskeytosuccessfulfamilyandcommunityengagement,andisespeciallyessentialforfamiliesfromgroupsthathavetraditionallyfeltdisenfranchisedbyinstitutionsintheUnitedStates.Welcomingandnurturingmembershipmaybethecriticallinkbetweenfamilyengagementandstudentachievement.Withmembershipcomesownership;withownershipcomessharedresponsibilityandaccountability.
Inordertoestablishacultureofsharedgoalsandnetworksofsupport,STARAcademystaffwillreceiveprofessionaldevelopmenttrainingbasedonculturalcompetence,effectivetwo-waycommunication,andInvitationalTheory.InvitationalEducationprovidesaframeworkformakingschoolsmoreexciting,satisfying,andenriching,helpingdiscernwhatphysicalandbehavioraltraitsareperceivedasinvitingordisinviting.41InvitationalTheorycentersonfour
guidingprinciples:respect,trust,optimism,andintentionality.The“FiveP’s”ofthisconcept-people,places,policies,programs,andprocesses–providethemeanstoaddressesthetotalspiritinaschool.Itisnotonlyconcernedwithgrades,attendance,academicachievement,discipline,andassessment,butalsotheskillsofbecomingadecentandproductivecitizeninademocraticsociety.
Academicfamilyworkshopsandsocialschool-wideeventswillalsowelcomefamilymemberstotheSTARAcademycommunity.Sucheventsincludebutwillnotbelimitedto:
• STARAcademyParent/TeacherOrganization• ParticipationasaBoardMemberoftheschool• Membershiponboardcommitteesincludingtheschoolaccountabilitycommitteeand
theFamilyLeadershipCouncil• BeginningoftheyearBoardMember,AdvisoryCouncil,andFamilyPieSocial:“Meet
andGreet”• STARAcademyFamilySocial:Aback–to-schooleveningtoacquaintfamilieswithSTEAM
PBLlearning,studentexpectations,logistics,andgeneral“housekeeping”• CollabSaturdays:Morningssetasideasneededforstaffandfamiliestocollaborateon
classroomand/orschool-wideprojects;communityserviceprojects• STEAMGalleryNights:ShowcasingSTEMarticulatedbyvisualarts• STEAMPlaysandProductions:Theater,dance,andotherperformances;STEM
articulatedbyperformingarts• PresentationsofLearning(POLs):Presentationstocommunitypartnerpanelsand
familymembers
41Purkey,W.(1999).Creatingsafeschoolsthroughinvitationaleducation.ERICDigest.Greensboro,NC.ERICCounselingandStudentServicesClearinghouse,UniversityofNorthCarolinaatGreensboro.
InvitationalTheory:Emphasizesdeliberatedialogueandmutualrespect;Peopleworktogethertoconstructpracticesthatpromotetheideathatallpeoplematterandcanmeaningfullycontribute
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• FamilyLiteracyNights:Introducingfamiliestoliteracyconceptsinaninteractive,socialsetting
• FamilyMathNights:Introducingfamiliestomathconcepts(andgames)inaninteractive,socialsetting.
• Engineeringandroboticsevents• ScienceFair• Coffee&Conversations:Informalchatswithfamilymembers• Community&FamilyLiaison(STARstaffmemberwhosesolepurposeistoengage,
empower,andsupportourfamiliesandcommunity)• FamilyloungeinSTARforfamiliestoconnectandsupport
Familyandcommunityengagementisnotalwaysvisible,butcan,infact,bebehindthescenes.STAR’sparentorganizationwillpublishalistofwaystobecomeinvolved,allowingforawiderangeofskillsetsandworkschedules.Thesewillbepostedintheentry-waytotheschool,inaschoolnewsletter,andontheschoolwebsite.
Atthestartoftheyear,familieswillbeaskedtocompleteaquestionnaireaskingwhattheywouldliketocontributetotheschool,aswellas,whatinformationtheyneedfromtheschoolstafftosupportlearninginthehome.STARAcademyhasbeguncommunityoutreachandwillcontinueitsmissiontoleveragepartnershipswithcommunityorganizationsandbusinesses,aswellas,withinstitutionsofhigherlearningandothervirtualpartners.Asimilarsurveywillbeissuedtocommunitypartners,artists,scientists,andtechnologyorganizationstogathermeaningfulwaysinwhichtheycancontributetoourschoolaswell.
Parentandcommunityvolunteersofferahugeresourceandsupportbasefortheschoolcommunity,whileshowingthestudentsofourschooltheimportanceofactivelyparticipatinginthelargercommunity.Byinteractingwithteachers,administrators,andotherparentsandcommunitymembersonaregularbasis,parentsandcommunitymemberswillgetafirst-handexperienceofourschool’smission,vision,andeducationalmodel.Thiswillassisttheschoolinspreadingthewordandbuildingsupportforourprogramthroughoutthecommunity.
CommunityEngagement:STARAcademymadesignificantefforttobuildrelationshipswithlocalleadersandfamilieswhohavedemonstratedstrongsupportfortheschool.Lettersofendorsementfromlocalorganizations,politicians,local,state,andnationaleducationreformgroups,signaturesfromBirminghamcommunitymembersandbusinessowners,andpartnershipinterestsfromSTEMandartsbasedorganizationsintheBirminghamareacanbefoundinAttachment27ofthisproposal.TherearealsoschoolleaderlettersofsupportfoundinAttachment27.Amongindividualmeetingswithcommunitypartners,thereweretwomajorcommunityinterestmeetingsthatoccurredthroughouttheapplicationprocess,specificallyforparentsandfamilies.Theseeventswereadvertisedonlocalradiostations,socialmediapages,andeventpromoters.Therewereover200attendeesateachmeeting.Theagendawasasfollows:
ITEM PRESENTERBriefoverviewofevening ThomasBeavers
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ParentStory CurrentparentofBCS
LeadershipStory JontaMorris
AllAboutCharterSchools JontaMorris
AllAboutSTARWhoweareHowwe’redifferentWhatwewillaccomplishOurcommitments
Thomas&Jonta
Appeals#1:“IfIcouldgeteachofyoutotake5flyersandpassthemouttofriendsandfamily.#2:Completeanintenttoenrollformifyouhaveachild/childrenwhowillbeenteringpreschool,kindergarten,or1stgradeintheFallof2017.#3:Completeavolunteercard
Thomas&Jonta
AudienceQ&A AllSignup(intenttoenroll&volunteer) Atleast5volunteerstobeatthetables
EducationalProgramCapacity
BoardMembers:STARAcademycurrentlyhaseightboardmembersandisinterviewingforoneadditionalboardopening.
Name CurrentProfessionalTitleandOrganization
BoardRole Focus/Expertise
JontaMorris SchoolAdministrationFellow Founder(Non-memberofthe
board)
OrganizationalandInstructional
Leadership,CurriculumDesign,
Dr.Thomas Pastor;NewRisingStarChurch Votingmember CommunityOrganizing,
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Beavers CommunityOutreachIrisFisher,CPA CertifiedPublicAccountant Votingmember FinanceDr.Lameka
Tolliver-FisherOwner,FisherChiropractic
WellnessCenterSecretary SmallBusinessOwner;
Non-profitboardexperience
OliverRobinson StateRepresentative Votingmember Finance;ProjectManagement;Business
ManagementAgnesJ.Chappell Judge President LegalRobertJ.Heath,Jr. DirectorofRadiationSafety;
UniversityofAlabamaatBirmingham
Votingmember HumanResources;StaffManagement
JeromeFreemanBell
Minister;Educator Votingmember CommunityAdvocacy;Education
CarmenBender Management;WellsFargo Votingmember BilingualCommunication;
BusinessManagementAnitaSmith Accountant;SouthernResearch
InstituteTreasurer FiscalManagement
RobertRecord Physician;ChristHealthCenter VotingMember Medical
STARAcademy’sfounderandboardmembershavebeenactivelyengagingthecommunityintheircharterschooldevelopment.Communitypartnersinclude:TheGoodrichFoundation(financialsupport),BetterBasics(programmingsupport),SummerAdventuresinLearning(programmingsupport),SamfordUniversity(programmingsupportandteacherfellows),UnitedWay(programmingsupport),andtheDanielFoundation(financialsupport).TheboardhasalsoengagedFarrahNicoleMartin,anationallyrecognizededucator,charterdeveloper,andeducationalconsultanttoassistinstart-upoperationsandboarddevelopment.SeveralmembersoftheboardworkandresideinthecommunityinwhichSTARAcademywillbelocated.Memberscontinuetoengagecommunitymembersandorganizationsaspartnersintheworkofbuildingacommunityschoolwithinnovativepractice.
Leadership:STARAcademy’sdevelopmenteffortsarebeingledbyFounderandproposedExecutiveDirector,JontaMorris.JontaMorris,theschool’sfuturefounderandexecutivedirector,isleadingSTARAcademy’sdevelopmentefforts.Mrs.Morris’passiontocreatelivesofchoiceofopportunityforchildrenisfueledbythemorethanonethousandstudentsthatshehashadtheprivilegetoimpactthroughoutherjourneyasaneducator,butmoreimportantlywhohavehadagreaterimpactonher.Thesechildrenhavenotcomefromaffluentzipcodesnorstatisticallyspeaking,areexpectedtoexcelinAmerica.Mrs.Morrisbelievesthatshemustbethechangeagentwhowillhelpstudentsdefytheoddsstackedagainstthembecausetheirzipcodeorskincolorwillnotlimittheirpotential.
ATeachforAmericaalumnus,shetaughtfirstgradeto23shiningstarsinAtlanta,Georgia.Aftertwoyearsinatraditionalclassroom,JontajoinedKIPP(KnowledgeisPowerProgram)asakindergarten
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teacherinBronx,NY.ItisherewhereJontabegantohoneherinstructionalabilitiesandwitnessavillagecontributingtogrowingchildren’sdreams.Mrs.MorristhenhadawonderfulopportunitytorelocatetoDenver,ColoradotoaidinopeningthefirstKIPPschoolintheMontbellocommunity.ItisherewhereJontataughtmiddleschoolreadingandbecametheschool’sfirstassistantprincipal.ShetransitionedtoDenverPublicSchoolstohelptransformapriorityturnaroundschool.
JontahasalsoparticipatedintwoDenverPublicSchools’principalresidencyprograms:APAscentandLearntoLead.Mrs.MorrisholdsaMastersofEducationalSupervisionandLeadershipfromNationalLouisUniversity.Jontaiscurrentlycompletingayear-longFisherfellowshipwithKIPP(KnowledgeisPowerProgram),whichisthelargestandoneofthemostreputablechartermanagementorganizationsinthecountry.
Othermembersoftheschool’sleadershipteamincludeanOperationsManager/DirectorofDevelopment,aDirectorofAcademicSuccessandInnovation,andtheVillageDirector.TheOperationsManager/DirectorofDevelopmentwillmanagealldaytodayoperations,facilities,andvendordutiesinadditiontoactivelyidentifyingwaysinwhichSTARAcademycanexpanditsservicestostudents,EastBirmingham,andabroadercommunity,state,andnationalreach.TheDirectorofAcademicSuccessandInnovationwillfocustheireffortsontheacademicadvancementofstudents,curriculumdesignandanalysis,studentandteacherdataanalysis,coachingandfeedbacksupporttoinstructionalstaff,andtheevaluationandre-evaluationofschoolpracticestoensureSTARremainsonthecuttingedgeof21stcenturyteachingandlearning.Finally,theVillageDirectorisresponsibleforbuildingrelationshipswithstudentsandtheirfamilies,upholdingschool,student,andstaffcultureexpectations,andsupportingstaffinexhibitingallcultureexpectationsthroughouttheirwork.Eachoftheseindividualswillbehiredfollowingthestaffingmodelrepresentedinthebudgetaccompanyingthisproposal.
Section2:OperationsPlanand
Capacity
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LegalStatusandGoverningDocumentsSTARAcademyhasfiledArticlesofIncorporation(foundinAttachment13)withtheAlabamaSecretaryofStateasanon-profitcorporationandhavebeguntoapplyforfederal501c3StatuswiththeInternalRevenueService.
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OrganizationalChart
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GoverningBoard
BoardofDirectors
ExecutiveDirector
OperationsManager
OfficeStaff
ContractedServiceProviders
FacilitiesStaff
DirectorofAcademicSuccess
InstructionalSupportStaff
ClassroomAssistants/Teaching
Fellows
VillageDirector
SocialWorker
FamilyLiaison
Counselor,Speech,GT,SPED,PsychologistDirectorofInnovation
Classroom&SpecialsTeachers
AdvisoryCouncilandCommittees
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STARAcademywascreatedtoservestudentsandfamiliesandisgovernedbyaboardofdirectors,whichisthelegalgoverningboardresponsibleforenteringintothechartercontractwithBirmingham
CitySchools,andprovidingacademic,financial,andoperationaloversightoftheschool.Alldecisionsmadebytheboardofdirectorsandschooladministrationwillbemadewiththeschoolmission,vision,andstudentbestinterestsinmind.
Inbuildingahighlyfunctioningandsustainableschool,boardmembersareeffectiveincommunicatingandpromotingthe
school’smissionandvision,strategicallyplanningforthefuture,settingsoundpolicies,andoverseeingandensuringthattheschool’sprogramsandoperationcomplywiththetermsofitscharter.Strategicplanningincludesassurancethattheschoolisfinanciallysolvent,complieswithstatutoryandregulatoryrequirements,hasasuccessfulacademicprogram(asmeasuredbyinternalandexternalassessments),andbuildingsustainablerelationshipswiththecommunity.
MembersoftheSTARAcademyfoundingboardinclude:JontaMorris,Dr.ThomasBeavers,IrisFisher,CPA,Dr.LamekaTolliver-Fisher,StateRepresentativeOliverRobinson,JudgeAgnessJ.Chappell,RobertJ.Heath,Jr.,JeromeFreemanBell,RobertRecord,andCarmenBender.Weareintheprocessofdevelopingtheformalgoverningboard,whoseroleswillbegininsummer2017.
TheSTARAcademyboardemphasizesthedistinctionbetweenschoolgovernanceandmanagement.Governancedealswithmajorpolicy-makingdecisionsorsettingtheoveralldirectionoftheschool.Managementdealswiththeallocationanddeploymentoftheschool’sresourcesonadailybasistoachievetheschool’sgoals.Theboardhasestablishedproceduresthatfocusonmakingmajorgovernancedecisions(suchasbudgetapprovalandschoolleaderperformancereviews)anddelegateadministrativematterstotheschool’sstaff.Inordertokeepitsfocusonthebigpicture,theboardwillallowtheschoolleaderdecision-makingautonomyfortheschool’seducationalprogramsandsupportservicesonadailybasis.
AddressingPotentialConflicts
STARAcademyexpectsallboardmembers,facultyandstafftoscrupulouslyavoidconflictsbetweentheinterestsoftheschoolontheonehand,andthepersonal,professional,andbusinessinterestsofemployees,ontheother.Thisincludesavoidingpotentialandactualconflictsofinterest,aswellasperceptionsofconflictsofinterest.
InordertoprotecttheintegrityofSTAR’sdecision-makingprocess,toenableourconstituenciestohaveconfidenceinourintegrity,andtoprotecttheintegrityandreputationsofouremployees,STARAcademyrequiresthatallstaffdiscloseinwritinganyinterests,relationships,andholdingsthatcouldpotentiallyresultinaconflictofinterest.AnyemployeewhohasaconflictofinterestshouldseetheExecutiveDirectortoprocureandcompleteadisclosureform.Writtendisclosurewillbekeptonfile.Itistheemployee’sobligationtoupdateitasnecessary.
Productivityisneveranaccident.Itisalwaystheresultofacommitmenttoexcellence,intelligentplanning,andfocusedeffort.
~PaulMeyer
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AllemployeesareresponsibleforensuringthattheydonotplacethemselvesinanypositionthatwillconflictwiththeirresponsibilitiestoSTARAcademy.NoemployeeofSTARAcademyshallserveonagoverningboardorcommitteeofanyagencycontractingwith,makinggrantsto,orreceivinggrantsfromSTARAcademy,exceptunderspecialcircumstancesandwiththeexpressapprovaloftheSTARAcademyExecutiveDirector.InnosuchcaseshallaSTARAcademyemployeevoteortakeanactivepartindiscussionofagrantoragreementbetweenSTARAcademyandanorganizationofwhichheorsheisamemberorinwhichheorshehasaninterest.
DivisionofGovernanceandAdministrativeRoles
Responsibility BoardofDirectors SchoolLeaderLegal Exercisesfiduciaryroleto
ensurethecharterschoolisproperlymanaged;Maintainslegalstatus;ensurespaperworkissubmittedtogovernmentalagencies;Reviewfinancial&businessdealings;exercisesproperjudgmenttoavoidconflictofinterest.
Providesinformationtotheboardtodemonstratethattheschooliswellmanaged;Compilesinformationforannualfilingrequirements;Alertsboardifconflictofinterestsituationislikelytooccur.
Finance&Accounting Approvesannualbudget;Reviewperiodicfinancialreports(balancesheet,incomestatement);Ensureproperinternalcontrolsareinplace.
Preparesannualbudget;Overseespreparationofperiodicfinancialstatements;Implementsproperfinancialcontrols.
Planning Establishesmissionandprogramdirection;approvesgoals/objectivestomeetthoseends;Reviewsstrategicplanandprogress;Assessescompliance/progressinachievingeducationaloutcomesagreedtoincharter;Assessesprogramevaluationplan.
Participatesinestablishingmissionandprogramdirection;Assistsboardinkeepfocusandmomentum;Developsspecificprogramgoals&objectivesbasedontheboard’sspecificmission;Develops/overseesprogressreports.
Policy Developsandadoptswrittenpolicies;Responsibleforreviewingpoliciesperiodically.
Identifiesneedfornewpolicies;Assuresimplementationofpoliciesandassistsinanalyzingpolicyoptions.
Personnel Setsandreviewspersonnelpolicies;Hiresschoolleaderandevaluatestheirperformance.
Implementspersonnelpolicies;Recommendschangestopersonnelpolicies;Hiresstaffandevaluatesperformance.
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ResourceDevelopment Assureslong-rangecommitmentofresources;Establishes/implementsfunddevelopmentplan;Reviews/approvesallmajorgrantproposals.
Conductsresearchandmaintaindatabase;Assistsinfunddevelopmentefforts;Developsgrantandotherfundingapplications,plansfundraisingevents.
BoardAccountability Establishesandcommunicatesexpectationsofboardmembership;Assureseffectiveboardparticipation.
Facilitatestrainingandinfoexchangeinpreparationforboardselection;Facilitateseffectivecommunicationamongboard.
Decision-making Definesandcommunicatesboard’srole;Assuresappropriateboardinvolvementindecision-making.
Makesactiondecisionswithinparameterssetbytheboard.
CommunityRelations Promotesschooltoparentsandthepublic;Servesasemissarytobroadercommunity;Promotesactivitieswithothercharterschools,suchascoalitions,sharedprograms,etc.
Interpretsthecharterschoolmissiontothecommunityviadirectinvolvement,PR,personalcontact,workingwiththemedia,etc.;Workscloselywiththeboardforaneffectivedivisionoflabor.
Contracts Approvescontracts Managescontracts
STARAcademy’sboardconsistsofaminimumoffiveandmaximumofninemembers.Recruitinghighly-engagedboardmemberswithspecificskillsetsandprofessionalbackgroundsarevitaltothesuccessofourschool.Memberswieldawiderangeofbackgrounds,includingeducation,law,finance,organizationalmanagement,politics,informationaltechnology,STEMandartseducation,non-profitmanagement,communityorganizing,fundraising,andmarketing.Wealsoseekdiversityintermsofraceandethnicity,gender,age,andcommunity,reflectingthecompositionoftheschoolpopulationand,therefore,thecommunity.Memberswillserveathree-yeartermandmayserveuptotwoconsecutiveterms.BoardtermswillstartinAugustofeachyearwithtermsstaggeredtoensurethatnomorethanone-thirdoftheboardisneweachyear.
TheRoleoftheBoardandSchoolLeader:Itiseasyforschoolboardstoconfusegovernancewithmanagementintheoversightoftheacademicprogram.Theboardfocusshouldbeonresultsratherthanimplementation.
Eachyeartheboardwillworkwiththeschoolleadertosethighbutattainablegoalsfortheacademicprogram.Asystemmustthenbeputinplacefortheschoolleadertoreportontheprogresstowardthestatedgoals.Itistheschoolleader’sresponsibilitytokeeptheboardinformedaboutstudentachievement.Becauseboardmemberswillneedtoassisttheschoolleaderintranslatingacademicgoalsandresultstoalloftheschool’simportantstakeholders-parents,students,thecommunityatlarge,andfunders-thegoalsandreportingmechanismsshouldbeclear,straightforward,andasfreefromjargon
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aspossible.Thissystemwillincludetheuseofdatadashboard,aninstrumentthatconciselycommunicatestotheboardimportantstudentachievementandfinancialinformation.Thisdashboardwillguidediscussionsbetweentheschoolleaderandtheboardduringmonthlyboardmeetings.
Ultimately,itistheinstructionalleader’sresponsibilitytodevelopandimplementtheinstructionalprogramoftheschool.However,itistheboard’sresponsibilitytounderstandwhattheacademicassessmentsandstudentoutcomesareasaresultoftheinstructionalprogram.
BoardOfficersandFunctions
BoardPosition TermofOffice ResponsibilitiesPresident Oneyear;renewableforthree
consecutiveyearswiththeapprovalofamajorityvoteoftheboard.
Presidesoveranddevelopsagendasforallboardmeetings;Exofficiomemberofallcommittees;Overseesimplementationofboardandorganizationalpolicies;Ensuresadministrativepracticesareestablishedandmaintained;Hiringandevaluationofschoolleader;Workswithcommitteechairstoensurethatcommitteeshavetheresourcesneededtodotheirjob.
VicePresident Oneyear;renewableforthreeconsecutiveyearswiththeapprovalofamajorityvoteoftheboard.
Inpresident’sabsence,presidesatboardmeetings;Workswiththepresidentindevelopingtheagendasforboardmeetings;Otherdutiesasdelegatedbythepresident.
Treasurer Oneyear;renewableforthreeconsecutiveyears.
ChairoftheFinanceCommittee;Providesdirectionfortheoversightoftheschool’srecordkeepingandaccountingpolicies;Ensuresthepresentationoftimelyandmeaningfulfinancialreportstotheboard;Ensuresthedevelopmentofanannualbudgetanditssubmissiontotheboardforitsapproval;Overseesdevelopmentandboardreviewoffinancialpoliciesandprocedures;Leadstheboardinassuringcompliancewithfederal,state,
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andotherfinancialreportingrequirements.
Secretary Oneyear;renewableforthreeconsecutiveterms.
Providesdirectionforthekeepingoflegaldocumentsincludingminutesofmeetingsoftheboard;Presentforapprovalbytheboardcopiesofallminutesofboardmeetings;Servesastheprotocolofficer,ensuringthatthekeepingandpostingofmeetingminutes,meetingnotifications,adherencetoopenmeetinglaws,andotherproceduralrequirementsarefollowedlegallyandethically.
BoardCommittees/AdvisoryBodies
Ineffortstomakeboardworkmoreefficient,theboardwillassignitsmemberstoserveoncommittees.Effectivecommitteesareindispensableastheydothebulkoftheworkofthecharterschoolboard.Aneffectivecommitteestructureplaysthefollowingcrucialroles:increasestheinvolvementoftheboardmembersbyprovidinganopportunitytousetheirskillsandexperience,providesatraininggroundforfutureleadersforbothcurrentboardmembersandnon-boardmemberswhomaybeaskedtoserveontheboardinthefuture,enhancesthevisibilityandoutreachofthecharterschoolbyincludingnon-boardmembersincommitteemembership,channelsinformationfromtheparents,students,communityandschoolstafftotheboard,andprovidesaforumforboardmemberstodiscussemergingissuesin-depth.
Allcommitteeswillbechairedbyadesignatedboardmember,butmayincludeotherboardmembers,parents,communitymembers,orotherswithinterestintheworkofthecommittee.
Eachcommitteeshallhaveitsownmeetingscheduleandwillfollowtherulesoftransparencyandopenmeetings.Thechairofeachcommitteewillreportonitsworkduringboardmeetingswhenapplicable.Committeeswillincludebutnotbelimitedto:
• TheExecutiveCommittee:Theexecutivecommitteewillconsistofthepresident,vice-president,secretaryandtreasurer;planstheboardmeetingagenda,makesdecisionsonbehalfofthefullboard,andservesasacommunicationlinkwithotherboardmembers.
• TheFinanceCommittee:Thefinancecommitteewillcoordinatetheboard’sfinancialoversightresponsibilities;workwiththeschoolleaderandadministrativeteamtocreatetheupcomingfiscalyearbudget,presentsbudgetrecommendationstotheboard,monitorsimplementationofapprovedbudgetonaregularbasis.
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• TheGovernanceCommittee:Thegovernancecommitteeisprimarilyresponsibleforboardrecruitment,nominations,orientation,training,andevaluationinaccordancewithschoolby-laws,polices,andpractices.
• TheAcademicAchievementCommittee(membershipwilladheretostatutoryrequirement):Theacademicachievementcommitteeworkswiththeschoolleadertodefineacademicexcellence,ensurethatallboardmembersknowthecharterpromisesthatweremadetothecommunityandtheauthorizer,andtodeviseclearandconsistentmeasurestomonitorthesegoals;alsoconductsannualsurveyofstaffandfamilysatisfactionandreportsfindingstotheboard.
Taskforcesandworkgroups,whichoperatelikeadhoccommittees,willbeusedforimportant,time-sensitiveassignmentsandissue-specifictasksthatdon’trequireastandingcommittee.Taskforcesandspecialworkgroupswillincludestaff,students,parentsandothercommunityleaders,inadditiontomembersoftheboarditself.
FamilyLeadershipCouncil(FLC):STARAcademybelievesstronglyinparentparticipationandinvolvementineverychild’seducation.Tothatend,STARwillendeavortocreateconvenientopportunitiesforparentinvolvementintheschoolandwillmakesuchinvolvementasmeaningfulaspossible.TheFLCservesastheearsandvoiceoftheparentbodytothestaff,schoolleader,andboard.Theybringthethoughts,ideas,concerns,andopinionsoftheparentstotheforefrontsothatfamilyviewpointsmaybeincludedinthedecision-makingprocess.
Additionally,theFLCservestheschoolcommunitythroughitssponsorshipofsuchactivitiesasparenteducation,outreach,festivals,all-schoolfundraising,schoolgatherings,andoversightofvariousschool-basedcommittees(adhoccommitteesforsuchactivitiesasTeacherAppreciationDay,reviewingbylawsortheparenthandbook,fundraisingactivity,organizingrefreshmentsforanevent,etc.).
TheFLCconsistsoftenmemberswhoareelectedbyandfromanySTARparent/guardianwithatleastonechildenrolledattheschool.FLCmembersactasrepresentativestotheirchild’sclassroomandgradelevelfamilies.EachFLCmemberwillkeepclassfamiliesinformedofwhatishappeningintheschool.AtleastoneboardmemberofSTARAcademywillmaintainmembershipintheFLC.Membersareelectedeachyearandfulfillaone-yearterm,runningfromMaytoJuneofthefollowingyear.FLCmembersmayservemorethanonetermifapprovedbyclassparents.
STARAdvisoryCouncil
TheSTARAdvisoryCouncilisaninformal,voluntarycouncilthatiscomposedofrepresentativesfrompublicandprivateorganizationsandcommunitymembers.Thiscouncilwillmeetatleastquarterlytoofferinsights,personalexperiences,andcommentsonorganizationalgoalsandwork.Membersmaybeaskedtoprovidesupportinextendingthereachandnetworkingpotentialoftheboardofdirectors,advisinginareasofexpertisewheretheboardislacking.Weareintheprocessofrecruitingcouncilmembers.
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BoardDevelopmentStages
AsSTARAcademyevolvesintoanapproved-operatingentity,therolesandresponsibilitiesofallstakeholderswillevolve,aswell.Thefollowingstagesclarifytheevolutionoftheschool’sgoverningboardthroughthepre-andpost-authorizationprocess:
• TheFoundingBoard:Smallandhomogenousgroupofindividualscommittedtotheschool’smission.Thefoundingboardwilloverseethedevelopmentoftheschool’scharter,applicationandaccountabilityplan.Thefoundingboardwillleadtheschool’sauthorizationandstart-upefforts.
• TheGoverningBoard:Theofficialcharterschoolgoverningboardwillaccepttheresponsibilityofoverseeingthefulfillmentofthecharterschool’saccountabilityplanandforensuringtheschoolhastheresourcesitneedstooperatesuccessfullypostauthorization.Thegoverningboardwillsharemoreoftheresponsibilitywiththeschoolleader,workmorethroughcommitteesandtaskforcesthantheboardactingasawhole,andoutreachtoothergroups,includingparents,formorediversepointsofview.Membersfromthefoundingboardhavefirstpriorityinfillinggoverningboardpositionsiftheysochoosetomakethetransition.WeareintheprocessofdevelopingabodyofqualifiedBirminghamcitizenswhowillserveasthegoverningboarddevelopmentteam.
• TheSustainingBoard:Astheschoolgrows,thesustainingboardwilldevelopthesuccessandstabilityoftheschoolbyembarkinguponfundraisingbecomesamajorrolefortheboardastheysecurethefundsneededfortheschooltocontinueoperations,attractnewmemberswiththecapacityoraccesstokeyfundersanddonors,andaddingtheseindividualstoadvisorycommittees,ratherthanappointingthemasboardmembers.Althoughthefoundationofvariousadvisorycommitteeshasbeenlaid,moreintentionaleffortwillbeplacedinbuildingthesecommitteesaroundyearthreeofSTAR’soperationsandbeyond.
BoardMemberRecruitmentProcess:Thefollowingrecruitmentprocessenablestheboardtoassessitsleadershipneedsandestablishanorganizedproceduretoidentify,contactandsecurecommitmentsfromthebestqualifiedcandidatestofillthoseneeds.
Step1.Establishaboarddevelopmentcommittee.
Step2.Prepareforactiveboardmemberrecruitment:
• Reviewofthecharterschool’sbylaws,contract,strategicplanandjobdescription.• Charterschoolbylawsidentifywhoiseligibletoserveontheboardandexplainsrequirementstoincludeparents,communitymembersandothers.• Charterschoolcontractexplainsthetermsforgovernanceandthespecificrolesandresponsibilitiesofthecharterschoolboard.
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• Strategicplancanimpacttheboardrecruitment;forexample,charterschoolmaywanttotheboardtobemorediverseortostrengthenitsrelationshipwithkeysegmentsoftheoutsidecommunity.• Jobdescriptionsclearlydetailtheresponsibilitiesandexpectationsofboardmemberperformance.
Step3.Developaprofileofthecurrentboardbasedonkeycriteriaincludingage,race,ethnicity,specificskills,communitycontacts,parentofchildrenenrolledintheschool,etc.;Createsasetofprioritiestoguiderecruitmenteffortsforreviewandapprovalbytheschoolboard.
Step4.Developaninitiallistofprospectiveboardmembers;Prepareandrankthelistofcandidateswhobestfittheestablishedrecruitingpriorities.
Step5.Contactthetopprospects;Prospectiveboardmembersalsocanbeaskedtovisittheschooltoobserveitinaction,talkwiththeschoolleaderandotherstaff,andattendaboardmeetingtoseehowbusinessisconducted.
Step6.Scheduleandconductorientationwithinterestedboardcandidates.
Step7.Selection/AppointmentofNewBoardMembers.
BoardMemberAccountability:Whilemotivationisakeyfactorinthesuccessofacharterschoolboard,accountabilityiswhatprovidesthebasisforcontinualperformanceassessmentandimprovement.STARAcademy’sboardPresidentwillinvestagreatdealoftimeandenergyinkeepingboardmembersengagedandwell-informed,particularlyasitrelatestoexpectationsfortheirrole.Accountabilityiswhatprovidesthebasisforcontinualperformanceassessmentandimprovement.Writtenjobdescriptionswillbegiventocandidatesduringrecruitment,providingafullpictureofwhattheyareexpectedtodowhenelectedorselectedtoserveontheboard.Theboardwillalsoengageinanannualself-evaluationprocessineffortstoleadtomeasureableimprovementsinboardperformance.Theboardwillconductaself-evaluationatthemiddleandendoftheboardyear,allowingtimetotakecorrectiveactiontowardsgoalattainment.Theboardwillalsomaintainongoingindividualaccountabilitybyassuringmembersarepresentformeetings,arenotmicromanagingtheschoolleader,carryingoutcriticalboardresponsibilities,andbehaveinaccordancetotheboard’sagreed-uponnormsforconduct.
Aneffective,future-focusedboardshouldhaveanongoing,multi-yearcommitmenttocontinuingleadershipdevelopment.Thefailuretonurtureboardleaderscanleavecharterschoolstoodependentonasmallnumberofboardmembers,whichcanleadtostagnationandboardmemberburnout.TheSTARAcademyboardwillworktohaveboardleadersready,astheneedsarise,tochairtheboard,committees,taskforcesandworkgroupsintheeventcurrentleadershipresigns,orisdismissedfromtheboard.Thegovernancecommitteewillregularlyassessthecurrentboardleadership.IncollaborationwiththeboardpresidentandtheExecutiveDirector,thegovernancecommitteewillprovideprojectassignments,committeerotationsandeducationalopportunitiestoprepareleadersforgreaterresponsibilityinthefuture.Theboardwillalsoassignmentorstoaspiringboardmembersandleaderstofurthersupporttheirdevelopment.
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KeyExpectationsforBoardMembers:Boardmembersareexpectedtoadheretothefollowingexpectations:
• Commit2hoursmonthlytoattendingboardmeetings• Commit1-2hoursmonthlytocommitteemeetings• BeambassadorsforSTARAcademyinthecommunity• Assistinfundraising• Understandthedifferencebetweengovernanceandmanagement• Useskillsandexpertiseonbehalfoftheschool
Directorswillberemovedfromtheboardiftheyhavethreeormoreunexcusedabsencesfromboardmeetingsinayear.Adirectormayalsoberemovedforotherreasons,includingviolationoftheboard’scodeofconduct,orbyathree-fourthsvoteoftheremainingdirectors.Anydirectormayresignatanytimebydeliveringwrittennotice(whichmaybeelectronicmail)ofhisorherresignationtotheExecutiveDirector,boardsecretary,orboardpresident.
GovernanceBoardTraining:IncollaborationwiththeExecutiveDirector,theboardwillestablishasystematicapproachtoannualmembertraining.Thiswillincludeanorientationprocessfornewmembers.AllboardmemberswillcompletetheOnlineCharterSchoolGoverningBoardTrainingModuleswithinthefirstfewmonthsoftheirterm.Thesemodulesprovideacomprehensiverangeoftopicsandanin-depthlookatgovernanceandcharterschooloversight.
Inthefirstthreeyearsofschooloperation,boardmemberswillvisitothercharterschoolswithhigh-performingboards.Observingboardmeetings,boardmemberswilldebriefonthebestpracticestheyviewedanddetermineastrategicplanonhowtheirobservationswillinformtheirgovernanceofSTARAcademy.Annually,theboardwillworkwithacharterschoolboardgovernanceconsultant,evaluatingtheresultsoftheboardself-evaluation,creatingastrategicplanwithspecificgoalsandobjectives,makingadjustmentstotheirpracticeinalignmentwiththeschool’smissionandvision.
EstablishingPolicies:Guidedbytheschool’smissionandvision,theSTARAcademyboardsetspoliciesregardingfinances,enrollment,programevaluation,andotheroperationalaspects.Thesepoliciesprovidedirectiononimplementingtheschool’sgoalsandensuretheschoolmeetslegalrequirements.Adoptedpolicieswillincludethoserequiredbythearticlesofincorporation,charterschoolapplication,chartercontract,andAlabamalaw,aswellasthosethatfurthertheschool’smissionandvision.Designatedboardmemberswillresearchpoliciesestablishedatotherschools,craftthepolicylanguage,andbringbeforetheboardforafirstreading.Afteramendmentsandeditshavebeenmade,aseconddraftofthepolicywillbebroughtbeforetheboard.Onceapolicyhasbeenadoptedbytheboard,theboardwillnotethedateitwasadopted.AdraftoftheSTARAcademyboardby-lawscanbefoundinAttachment16.
Awrittencopyofschoolpolicieswillbekeptinthemainofficeandontheschool’swebsite.
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StaffStructure
Position 2017-18
2018-19
2019-20
2020-21
2021-22
2022-23
2023-24
2024-25
AdministrationandSupportExecutiveDirector 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0Principal 0.0 0.0 0.0 0.0 0.0 1.0 1.0 2.0OperationsManager 0.5 1.0 1.0 1.0 1.0 1.0 1.0 1.0DirectorofInnovation/AcademicSuccess
0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0
VillageDirector 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0SecretaryI 0.0 0.5 1.0 1.0 1.0 1.0 1.0 1.0Counselor/FamilyLiaison 0.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0CafeteriaManager 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0CafeteriaWorker 1.0 2.0 2.0 3.0 3.0 4.0 4.0 4.0MediaSpecialist 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0Nurse 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0K-8Speech/OT/PT/Lang 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0
TotalAdmin&Support 5.5 10.5 12.0 13.0 13.0 15.0 15.0 16.0
TeachingStaffPre-KFullDayTeacher 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0TeachingFellows 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0Pre-KSPEDTeacher 0.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0K-8ClassroomTeachers 8.0 12.0 16.0 20.0 28.0 32.0 36.0 40.0K-8SPEDTeachers 1.0 1.0 1.0 1.0 1.0 2.0 2.0 2.0K-8ELD/ESLTeacher 0.0 1.0 1.0 2.0 2.0 2.0 2.0 2.0Paraprofessionals 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0Pre-K/ElementaryInterventionist
0.0 2.0 2.0 3.0 3.0 3.0 3.0 3.0
IntermediateInterventionist 0.0 0.0 1.0 2.0 2.0 1.0 1.0 1.0MiddleSchoolInterventionist 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.0ArtTeacher 0.25 0.25 1.0 1.0 2.0 2.0 2.0 2.0MusicTeacher 0.25 0.25 1.0 1.0 2.0 2.0 2.0 2.0SpanishTeacher 0.25 0.25 1.0 1.0 2.0 2.0 2.0 2.0PhysicalEducation 0.25 1.0 1.0 1.0 2.0 2.0 2.0 2.0
TotalTeachingStaff 22.0 29.75 37.0 45.0 57.0 62.0 66.0 70.0
TOTALSTAFF 27.5 40.25 49.0 58.0 70.0 77.0 81.0 86.0
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StaffPlans,Hiring,Management,andEvaluationExcellentteachingandadministrationwillbecentraltothemissionofSTARAcademy.Itisthepeoplewhoarechargedwithimplementingourprogramsandwhointeractwithstudents,parentsandothercommunitymembersonadailybasisthatwilllargelydetermineourschool’ssuccess.Indeed,ourstaffisbyfarourmostimportantasset.Employeepoliciesandpracticescangoalongwaytowardfacilitatingacollegialandrespectfulenvironmentwhereideasareencouragedandstaffhasasenseofownershipforthesuccessoftheschool.Ouradministrativeteamwillworktowardencouragingthistypeofenvironmentsincethepositiveattitudesfosteredintheprocesscertainlyfilterdowntothestudents.
STARAcademyisinterestedinhiring,retaining,andrewardingteacherswhoaremasterteachers,proficientintheirsubjectareas,effectivecontributorstotheoverallsuccessandoperationoftheschool,andstronglycommittedtofullyimplementtheSTARAcademymissionandvision.Toaccomplishthisambitiousobjective,STARAcademywillhireteachersandotheremployeesunder“at-will”employmentterms,whichmeanstheschoolortheemployeecanterminatetheemployeerelationshipatanytime,withorwithoutnoticeorcause.Nooneisauthorizedtoalterormodifytheat-willrelationshipinanywrittenororal,expressorimpliedagreement.Thisinformationwillbefullydisclosedinanyoffersofemployment.
STARAcademy’spersonnelpoliciesandpracticeswillbefreelyavailableforreviewbyallteacherswhoapplytoteachatSTARandforallteacherswhoarehired.Thesepolicieswillbepublishedontheschool’swebsiteandinboththepolicyandemployeehandbook(Attachment18).
HiringofTeachers:Theliteratureoneffectiveschoolsemphasizestheimportanceofaqualityteachingforceinimprovingeducationaloutcomesforstudents.Hiringateachercaneithermaintainandimprovethecourseoftheoverallsuccessofaschoolorderailit.TeachersatSTARAcademywillnotbethetypicalteacher,needingtobewillingtotakeinnovativerisksinordertoimplementlessonsinouruniqueintegratedSTEAM,inquiryandproject-basedway.Theidealcandidatemust:
1. Possessthebeliefthatallstudentsarecapableofhighperformanceandtheabilitytoconnectthatbelieftotheirteachingpractice
2. PossessapassionforintegratedSTEAM,student-centered,collaborative,andinquiry-basededucation
3. Viewlearningasthedevelopmentofindependentthinkingskillandanactionableknowledgebaseratherthanacquisitionofalistoffactsandprocedures
4. Appreciatethebeliefthatsubjectmatteriscontinuouslyevolvingandthathigher-ordercognitiveskillsandlifelonglearningorientationshouldbemodeledtostudentsratherthanthebeliefthatsubjectmatterisfixed
5. Considerteachingasanessentialopportunitytoguidestudentsastheyacquireknowledgethroughthoughtandstruggle
6. Recognizeenergy,innovation,andpersonalenthusiasminteachingisjustascriticalascontentknowledge
7. Maintainadequateandappropriatecontentknowledgeandtheabilitytousethisknowledgetocreateinnovativeteachingandlearningopportunities
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8. Believelearningisacollaborativeprocessandbeflexibleandwillingtoencounterandsolveproblemsofstudentdevelopmentincollaborationwithabroaderprofessionalcommunity
9. Continuallyreflectonclassroompracticesandtoenhanceorupdatetheirtechniques10. NCLBhighly-qualifieddesignationthroughhavingpassedtheappropriatecontentareatests,
havingamajorequivalentinthecontentarea,havinganadvanceddegreeinthecontentarea,orhavingNationalBoardCertificationinthecontentarea
Webelieveteacherswiththeabovecorerequirementswillbeabletomakethenecessaryadjustmentstoworkinginaschoolcommunitythatembraces21stcenturyteachingandlearning,aswellasinquiryandproject-basedinstruction.Throughtargetedandappropriateprofessionaldevelopmentandclassroomsupport,organizational,dataanalysis,classroommanagement,andlessonplanning/implementationskillscanbenurturedinouridealcandidate.
PublicNoticeofOpening:Toensureequalopportunityforopenpositionsandeliminateanyconcernsofdiscrimination,itisimportantthatjobopportunitiesbepostedinacentralareaandmadeavailabletothepublic(thiswillbeontheschool’swebsite).Thejobpostingandadvertisingwillincludeasummaryofthejobdescriptionincludingthekeyelementsofjobtitle,essentialfunctions,requiredexperienceand/oreducationandadescriptionofprimaryjobduties.Thejobpostingwillalsospecifywhereresumesand/orapplicationsshouldbeforwardedandindicateaclosingdateforacceptingapplicationsifaspecificdeadlinefortheinterviewingandhiringprocesshasbeenestablished.Additionally,openingswillbepostedonwebsitesoflocalandstateorganizationssuchastheTeachforAmericaandotherjobwebsites(e.g.,Indeed,collegeanduniversitywebsites,etc.).
Salaryrangeandbenefits:
STARAcademyhasdesignedacompensationpackage(salaryandbenefits)thatisconsistentwithitsphilosophyandthatisintendedtopromotelearningandexcellenceinitsemployees—fulltime,parttime,andagreementworkersalike.Thecompensationpackageprovidedtoemployeesisdependentuponthestatusoftheirworkwiththeschool.
Allfacultyandstaffreceiveanhourlyorsalariedbasecompensationdeterminedbytwofactors:1)thetypeandamountofworkdetailedinaspecificjobdescriptionorworkprofile;and2)prevailingmarketrates.
AdjustmentstobasesalarieswillbedeterminedannuallybytheExecutiveDirectorandwilltakeintoconsiderationinflation,changesinjobdescriptionsandprofessionallevels,aswellastheschool’soperatingbudget.AgreementrenewalsandchangeswillbeextendedtoemployeesaftertheBoardhasapprovedtheforthcomingyear’soperatingbudget.
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Rewards,incentives,rewardstructures,andretention:Educatorlongevityandretentioniscorrelatedwithseveralpositiveoutcomes,includinginstructionalgrowthandgreaterstudentachievementgains.ThereareasetofstructuresthatmakeSTARAcademyamagicalplacetolearn,grow,andstay:
• Targeted,differentiated,andimpactfulprofessionaldevelopment
• Renewalstructures(e.g.increasedplanningtime,adjustedhours,andflexevents)• Lifelines-communitywherecolleaguescanhonor,encourage,andpushtogrow.
InterviewProcess:WewillbeusingtheBlueprintTeacherSelectionToolkit(BlueprintSchoolsNetwork,2013)astheguidingtoolforourhiringprocesses.TheselectionandhiringprocessatSTARAcademywilloccurinfivestages:
StageOne:InitialScreenofResumeandCoverLetter-Applicantswillbeaskedtosubmitaschool-specificcoverletterandresume,whichshouldincludeinformationonthecandidate‘seducationandexperiencesaswellascertificationtoensuretheyarehighly-qualifiedfortheposition.
StageTwo:PhoneInterview-ThehiringcommitteewillutilizetheBehaviorEventInterviewtechniques,interviewquestions,andscoringprotocols.TheBehaviorEventInterview(BEI)techniquerequirescandidatestodetailactionsandthinkinginpastworkevents.InterviewersusingBEIshouldaskquestionsthatencouragecandidatestoreflectonconcrete,pastactions,ratherthanhypotheticalresponses.
StageThree:ReferenceCheck-Candidateswillberequiredtoprovideatleasttworeferenceswithonereferencecomingfromanimmediatesupervisorwhohasevaluatedthecandidateinthepast.STARwilluseareferencecheckdocumentbasedonbestpracticecharterschoolhiringprocessesandtemplatestocollectanddocumentfeedbackfromreferences.
StageFour:5-partSchool-basedInterview
• LessonPlanScenario–Candidateswillbegivenalessonplanscenariowithstudentpre-testdataanddemographics(i.e.,IEPstatus,ELstatus,etc.)inordertocreateapersonalizedlessonplanbasedonthedata.Alllessonplanswillbeevaluatedusingarubric.
• LessonObservation–Candidateswillbeshownashortvideoclipofateacherprovidingalessontoagroupofdiverselearners.Candidateswillbegivenkeyteacherevaluationrubricframeworkstoobservefor(i.e.,DifferentiatedInstruction,StandardsImplementation).Theywillbeaskedtonotewhatcharacteristicstheteacherandstudentsdemonstrateandaligntheirobservationstotheidentifiedevaluationframeworks.Theirvideonoteswillbeevaluatedusingarubric.
• DataTeamScenario–Candidateswillbeplacedinsmallgroupstointeractwithoneanothertoanalyzeasetofstudentdata.Theywillbeaskedtoidentifyareasofstrengthandneed.Based
“Neverdoubtthatasmallgroupofthoughtful,committedcitizenscanchangetheworld;indeed,it'stheonlythingthateverhas.”
~MargaretMead
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ontheidentifiedareasofneed,candidateswillhavetocollaborateonpossible―nextstepsinstructionallyforthehypotheticalstudentgroup.Theirdatanotesandcollaborationwithinthegroupwillbeevaluatedusingarubric.
• Multi-CulturalAwarenessEssay:CandidateswillbegivenaquoteconcerningtheneedforteacherawarenessandsensitivitytothediversestudentpopulationofSTARAcademyandaskedtorespondtothequoteinwriting.Essayswillbeevaluatedusingarubric.
• ModelLesson:Candidateswillbeaskedtoprepareandteachamodellessontobeobservedbytheschooladministrationandinterviewcommittee(wheneverpossible).Candidates’lessonswillbeevaluatedusingarubric.Studentsparticipatinginthelessonwillalsobeinterviewedusingaspecifictoolkitprotocol.
StageFive:Follow-upandFinalSelection-Leadershipteamwillworkcollaborativelytoreviewcandidateapplicationdocumentationandmakefinalselections.Theofferofemploymentwilldefinetheposition,salaryandotherbenefits,startdate,employmentstatus(exemptornon-exempt),reportingrelationships,basisforperformancereviews,evaluationschedule,andtheemployer’sat-willstatement.
Theschoolleadershipiscommittedtoensuringthatoncehired,staffwillreceiveahighlevelofsupport,professionaldevelopment,andongoingfeedbackthatwillensuretheirdesiretoremainasastaffmemberofSTARAcademy.STARAcademywillcomplywithapplicablefederallaws,rules,andregulationsregardingthequalificationsofteachersandotherinstructionalstaffinaccordancewithAct2015-3,Section9.(e)(1).STARAcademywillalsocomplywithAct2015-3,Section9(d)(1)whichstatesallpubliccharterschoolsshallbesubjecttothesamecivilrights,health,andsafetyrequirements,includingbutnotlimitedto,stateandlocalpublichealthandbuildingcodes,employeefingerprinting,andcriminalbackgroundchecksapplicabletootherpublicschoolsinthestateexceptasotherwisespecificallyprovidedinthisAct.
TeacherEvaluationProcess:TeachersatSTARAcademywillundergoanannualevaluationprocess,includingformalandinformalevaluationsandobservations,coaching,andfeedbackthroughouttheyear.
Atthebeginningofeachyear,allemployeeswillgothroughagoalsettingprocess,identifyingatleastthreeprofessionalgoalsforthemselvesoverthecourseoftheacademicyear.ThisprocessbecomesakeycomponentofthePersonalizedTeacherAchievementPlan(PTAP)andthesupport,coaching,andfeedbackthatisprovided.
TheSTARAcademyteamhasdevelopedateacherevaluationframeworkthatencompassesthemajorcomponentsofourmodel(e.g.,inquiryandproject-basedlearning,thematicinstruction,andSTEAMintegration)aswellasthefoundationsofhigh-qualityteaching.PleaseseeAttachment20.
SchoolLeaderEvaluationProcess:Similarly,toSTARAcademyteachers,theschoolleaderwillundergoanannualevaluationprocess,includingformalandinformationevaluationsandobservationsbymembersoftheboardortheirdesignee(s).TheschoolleaderwillbeevaluatedbasedonagreeduponmetricsbyFebruaryofeachyear,withaformalevaluationfromtheBoardofDirectorstakingplacenolaterthanMarch15thofeachyear.TheExecutiveDirectorshouldbenotifiednolaterthanMarch15thof
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theirexpectedreturnordeparturefortheupcomingschoolyear.ApreliminaryevaluationtoolcanbefoundinAttachment19.
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ProfessionalDevelopment
AccordingtotheChicagoArtsPartnershipinEducation(CAPE)program(anarts-integrationorganizationthatpartnerswith48ChicagoPublicSchoolsand4,000students),acriticalfactorinthesuccessofanarts-integrationprogramistheabilityforteachers,teachingartists,andartspartnerstocollaboratewithoneanotherinplanningsessions.42Teachingisoftenanisolatedprofessionwithlittlechancefordialoguearoundissuesofpedagogyandstudentlearning.Regularprofessionaldevelopmentmeetingsallowteachersandteachingartiststocometogetherregularlyforprofessionaldevelopmentmeetingswheretheycanexamineothers’workandideas,sharetheirownsuccessesandquestions,andexplorenewpossibilitiesforteachingandlearningusingartsintegrationandtheSTEMframework.
STARAcademytakesprideinbeingalearningcommunity.Fromstafftostudentsandadministratorstoparents,weupholdoursharedinstitutionalandcorevaluestocontinuetogrowandseekopportunitiesforimprovement.InordertofullyimplementtheSTEAMmodelandrealizeourmissionandvision,wewillinvestinbuildingthecapacityofourteachers.Throughconsistent,data-drivenprofessionaldevelopment,webelieveteacherswillbeempoweredtofacilitateinstructionsinaninnovative,efficient,andeffectiveway.Becauseourschoolbelievesenduringlearninghappenswhenitisconnectedtoreal–lifeexperiences.Ourapproachtoprofessionaldevelopmentisparalleltooureducationalapproach;authenticprofessionallearningexperiencesthatallowstafftoactivelyengageandconnecttotheirpractice.Everyprofessionallearningsessionwillendwithteacherspossessingtangibleproducttheycanusethenextday.
Professionaldevelopmentwillalsobeusedtobuildschoolculture,asitallowsustoplaceourfocusonthesharedvisionandsharedgoalsofSTARAcademy,creatingcommonlanguage,commonexpectation,andcommonpracticearoundthosegoals.Professionaldevelopmentsessionsprovideteacherstheplatformtolearn,butalsotosharebestpracticeandinstructionalstrategies.Again,thiscreatesacultureofgrowthandlearning,allowingteachersatvaryingleveltoboth“give”and“get”.Ultimately,professionaldevelopmentatourschoolisachanceforteacherstogrow,share,andlearn,returningtotheclassroombetterequippedtofacilitatelearninginsuchawaythatstudentlearningoutcomesareachieved,mastered,andsurpassed.
Areviewofliteratureidentifiesteachersastheprimary,school-baseddriversofstudentachievement.43Asaresult,STARAcademystrategicallydevotestimeandresourcesintodevelopingourinstructionalstaff.Thisincludestwoweeksofprofessionaldevelopmentbeforeschool,earlydismissalonFridaystoaccommodateprofessionaldevelopment,job-embeddedprofessionaldevelopment,andongoing,differentiatedsupportintheclassroomfollowingtheTAP:TheSystemforTeacherandStudentAchievementmodel.
42http://www.capeweb.org43http://www.tapsystem.org/what/what.taf
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BeforeSchoolSummerInstitute:Eachyear,allstaffmembersarerequiredtoattendaneightdaybefore-schoolsummerinstitute(thefoundingyearwillbethreeweekslong).Threeofthesewillbehalf-daysessions,allowingteacherteamstomakehomevisitswithfamiliesandsettingstudentgoalsinthefirstiterationofthePersonalizedStudentAchievementPlan(PSAP).Theremainingfivedayswillbefull-dayprofessionaldevelopmentsessions.TheInstitutewillfocusonstaffandculturebuilding,dataanalysis,andinstructionalplanningfortheupcomingschoolyear.Professionaldevelopmentwilladdressactivitiessuchas:
• Developingeffectiveclassroomproceduresanddailyroutines.• DevelopunderstandingoftheSTEAMPhilosophy,reviewandreviseyear---long scopeand
sequence,andcompletetheirfirstquarterunitplanwiththeirvariouscontentteams.• Observe,plan,practice,receivefeedbackontheimplementationofalessonusingthe
STEAM/Project-basedlearningandthematicplanninginstructionalmodel.• Learnschooltechnology,softwaresystems,andassessments.• Reviewstaffhandbook,contract,expectations,andschoolpolicies.• AttendtrainingsinteachingEnglishlanguagelearners,SpecialEducationstudents,Responseto
Intervention,andGiftedandTalentedStudents.• Attendtrainingandpracticedataanalysisprocess.• PracticeMorningMeetingprocedures.• Completepre-reading,attendstrainingon,anddiscussesfoundationalconceptsofschool’s
culturalandlinguisticcompetency.• Completediagnosticprofessionaldevelopmentassessment,detailingareasinwhichthey
requirethegreatestandmostimmediateprofessionaldevelopmentandsupports.
FridayAfternoonProfessionalDevelopment:OnFridays,STARAcademywillhaveanearlydismissal(12:30pm)toallowteacherstimeforprofessionaldevelopmentandplanning.Fridaysessionsarefrom1:00pm–4:00pm.Fridayprofessionaldevelopmentwillbedrivenbyconversationssurroundingschool-widegoals,self-identifiedteacherneed,anddataobtainedfromclassroomevaluations.Goalssetintheschool’simprovementplanwillconsistentlybeanalyzed,determiningiftheschoolisontracktomeetingthosegoalsandwhatadjustmentsthedatasuggestsarenecessary.Additionally,theDirectorofAcademicSuccessandInnovationwillmeetwithteamsofteachers,providingcoachingandfeedbackfromclassroomobservations.Classroommanagement,lessonplanningandexecution,andstrategyimplementationareexamplesoftheseneed-basedsessions.AlsoonFridays,theStudentSupportTeam(SST)willmeettodiscussstudentperformanceconcernsandteacherdata.Interventionplanswillbedevelopedandassessedbythisteamwithinputfromclassroomteachers,studentfamilies,andotherschool-basedstaffthatcanbestinformsupportforstudents.Fridayprofessionaldevelopmentisalsoatimeinwhichteacherswillengageinbookstudies,participateinSTEMandartstrainingsconductedbypartnerorganizations.Ourgoalistodevelopthecapacityofourteacherssothatmarkedstudentachievementgainscanbeachieved.BecauseourFridaysprofessionaldevelopmentsessionsaredata-driven,itisdifficulttocreateaprofessionaldevelopmentcalendaratthistime.However,atthebeginningoftheyear,teacherswillcompleteprofessionaldevelopmentsurveyswheretheysharetopicsofinteresttheyfeelwillnotonlyenhancetheirpractice,butultimatelyleadtoschool-widesuccess.Duetoourteachershavingvaryingexperiencesandbackgrounds,wewillalsoallowthemtoidentifysubjects
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theywouldliketopresentduringour“Master’sClass”professionaldevelopmentheldonceamonth.Thisempowersteachersandpromotescollaborationandcollegialityinourschool.
PeerObservations:Throughouttheday,therearechunksoftimeinwhichteachersinthegrade-levellooparenotactivelyinstructingstudents.Theseblocksoftimearelistedas“planning”ontheirschedule.Eachquarter,teacherswilluseoneoftheirplanningtimestoobserveanotherteacherinadifferentgradelevelandcontentareathanthey.Theseobservationsaremeanttoimproveteacherpractice.Duringpeervisits,teacherswillhaveopportunitytoviewbestpracticestrategiesusedbytheircolleaguesandhowtheyaremakingimpactonstudentlearning.Visitingteacherscanalsoofferformativefeedbacktoassistinthedevelopmentofreflectivepracticeswithinourteachingstaff,asspecificobservationrubricsandtoolswillbeusedtoensurecommonlanguageandpracticethroughouttheschool.Teacherswillhavescheduledfollow-updiscussionswithoneanotheraftereachvisit.NotesfromthoseconversationswillbesubmittedtotheDirectorofCurriculumandInstruction.
PersonalizedTeacherAchievementPlans(PTAPs):ItisthegoalofSTARAcademyandthedutyofboththeDirectorofAcademicSuccessandInnovationandschoolleader,toprovidealleducatorswithregular,meaningfulfeedbackontheirperformanceandalignedsupportstofostercontinuousimprovement.Everyteacherandadministratorwillbeevaluatedannually.Forteachers,halfofthisevaluationisbasedonstudentgrowthandhalfoftheevaluationisbasedonobservationsbyadministration.Wealsowantourteacherstoremaincurrentintheirinstructionalpracticeandeducationalpedagogy.Asaresult,everyteachermustdevelopandimplementanannualplanforprofessionalgrowththatoutlinesprofessionalactivitiestheteacherintendstoundertakeinthecomingyear.ThisplanisthePersonalizedTeacherAchievementPlanandissimilartothePersonalizedStudentAchievementPlanthatisatoolofreflectionandgoalsettingforteachersthatmirrorstheprocessofourstudents.
TheobjectivesforPTAPsandtheevaluationsystemare:
• Toenhancetheprofessionalskillssotheymaymoreeffectivelymeettheneedsofallstudents.• Toprovidefeedbackthatmotivatespersonalandprofessionalgrowth.• Tofacilitatecommunicationandcollaborationamongeducatorstoimproveteachingand
learning.• Toprovideassistancetoeducatorsfortheircontinuousimprovement.• Toacknowledgeandrecognizeeducators’growth,improvement,andcontributionspromoting
professionalgrowth.• Toprovidedifferentiatedprofessionalgrowthopportunitiesthatacknowledgeandare
responsivetodifferencesinskills,experience,andlearningneeds.
GoalSettingandPlanning
Step1:OrientationonProcess–Tobegintheevaluationprocess,administratorswillmeetwithteachers,inagrouporindividually,todiscusstheevaluationprocessandtheirrolesandresponsibilitieswithinit.Inthismeeting,theywilldiscussanyschoolprioritiesthatshouldbereflectedinteachergoalsandstudentlearningobjectives(SLOs),andtheywillcommittosettimeasideforthetypesofcollaboration
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requiredbytheevaluationprocess.ThesemeetingswilltakeplaceduringtheBeforeSchoolSummerInstitute.
Step2:TeacherReflectionandGoal-Setting–Afterbeginningoftheyeardiagnosticassessmentshavebeengiventostudents,teacherswillexaminestudentdataandprioryearevaluation(ifapplicable)todraftaPersonalizedTeacherAchievementPlan(PTAP),includingproposedperformanceandpracticegoal(s),aparentfeedbackgoal,studentlearningobjectives,andindicatorsofacademicgrowthanddevelopment.Theteachermaycollaborateingrade-level/contentteamstosupportthegoal-settingprocess.
Step3:Goal-SettingConference–Theadministratorandteachermeettodiscusstheteacher’sproposedgoalsandactionplantoarriveatamutualagreed-uponPTAP.Theadministratormayrequestrevisionstotheproposedgoalsandactionplan.ThePTAPcompletiontargetisOctober15th.Bythistime,boththeteacherandadministratorshouldhavesignedoffonapprovedinstructionalgoals.
Mid-YearCheck-In:Timeframe:JanuaryandFebruary;mustbecompletedbyMarch1.
Step1:ReflectionandPreparation–Theteacherandadministratorcollectandreflectonevidencetodateabouttheteacher’spracticeandstudentlearninginpreparationforthecheck-in.TheteachercanmakeupdatestotheirPTAPatthistime.
Step2:Mid-YearCheck-In–Theadministratorandteachercompleteamid-yearcheck-induringwhichtheyreviewprogressonteachergoals,studentindicatorsofacademicgrowth,andperformanceoneachtodate.Administratorsmaydelivermid-yearformativefeedbackoncomponentsoftheevaluationframeworkforwhichevidencehasbeengatheredandanalyzed.Ifneeded,teachersandadministratorscanmutuallyagreetorevisionsonthePTAPandstudentgrowthmeasures.
End-of-YearSummativeReview:Timeframe:MayandJune;mustbecompletedandsignedbythelaststudentdayoftheschoolyear.
Step1:TeacherSelf-Assessment–Theteacherself-assessesusinginformationanddatacollectedduringtheyear.Theself-assessmentisdueoneweekbeforethescheduledend-of-yearconference.Theadministratormayrequestrevisionstotheteacherself-assessmentifsufficientdataand/orreflectionisnotprovided.
Step2:End-of-YearConference–Theadministratorandtheteachermeettodiscussallevidencecollectedtodateandtodiscussevaluationratings.
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PerformanceManagement
STARAcademyseekstoprovideahigh-quality,rigorousintegratedscience,technology,andartseducationtoourstudentsusingtheSTEAMeducationalframework.Ourutmostpriorityistoleadstudentstohighlevelsofacademicachievement,closingexistinggapstobringstudentsuptoorbeyondgradelevelexpectations.Thisiswhy80%ofschooltime(approximately29.8hoursweekly)isdevotedtoacademicinstruction(literacy,math,STEAM,andtheinterventionblock).
AtSTAR,wesethighgoalsandexpectationsforstudentperformanceand,inmanycasesthesearehigherthandistrictaverages.ThegoalsandobjectivesofSTARAcademyarederivedfromourmission,vision,andbeliefs.ItisourbeliefthefoundationforstudentsobtainingcareersintheSTEAMfieldsbeginsthefirstdayofpre-kindergarten.Ourexpectationsarehigherbecauseweenvisionagreatercapacityfor21stCenturySTEAMprofessionalsandthereforeare-envisionedapproachtotheireducationalandperformanceneeds.
Progressmadeinmeetingourgoalswillbeanalyzedannually.Parents,students,faculty,administrators,theboardofdirectors,andAccountabilitycommitteewillre-evaluatethesegoalsregularlytoupdatetheminresponsetoemergingneeds.Suchneedswillbeidentifiedthroughcarefulexaminationofinformationincludingannualsatisfactionsurveys,performanceonvariousformativeandsummativeassessments,andbaselinedatagatheredonincomingstudentseachyear.
AcademicAchievement1. Atleast60%ofstudentswhoattendSTARAcademyfortwoormoreyearswillscoreLevelIIIorLevel
IVontheACTAspireReadingandMathassessments.Atleast70%ofstudentswillscoreLevelIIIorLevelIVinEnglishLanguageArtsandMathaftertheirthirdyearatSTAR,andatleast80%ofstudentsintheirfourthyearwillscoreLevelIIIorLevelIV.Inallyears,100%ofthestudentsidentifiedasGiftedandTalentedwillscoreeitherLevelIIIorLevelIV.
2. Atleast70%ofallstudentswhohaveattendedtheschoolfortwoormoreyearswillscoreLevelIIIandLevelIVontheACTAspireAssessment,including100%ofallstudentslabeledasGiftedandTalented.Atleast80%ofstudentswillscoreLevelIIIandLevelIVonScienceaftertheirthirdyear,andatleast90%intheirfourthyear.
3. 100%ofK-2ndand3rdgradestudentswillcompleteoneproject-basedlearningunitwithapassingscoreonbothcontentandthepresentationoflearningasmeasuredbyateacher-createdrubricbyJune2018andJune2019respectively.
4. 100%ofK-2ndand3rdgradestudentswillbeabletoarticulatescience,engineering,technology,andmathematicsconceptsusingtheengineeringdesignprocessandthevisualandperformingartsasthevehicleasmeasuredbySTEAMportfoliosandpresentationsoflearningbyJune2018andJune2019respectively.
ComparativeMeasures5. Allstudentswhohaveattendedtheschoolfortwoormoreyears,onaverage,attainproficiency
ratesinEnglishLanguageArts,Math,Science,andSocialStudies5%higherthanthesurroundingdistrictaverage,similarschoolaverage,andstateaverageasmeasuredbyACTAspireAssessment.Fortestedgradelevels,allstudentswhohaveattendedtheschoolfortwoormoreyears,on
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average,attainproficiencyratesinScience5%higherthanthesurroundingdistrictaverage,similarschoolaverage,andstateaverageasmeasuredbyACTAspireAssessment.
6. Allstudentswhohaveattendedtheschoolfortwoormoreyears,onaverage,attainproficiencyratesinEnglishLanguageArts,Math,Science,andSocialStudies5%higherthanthesurroundingdistrictaverage,similarschoolaverage,andstateaverageasmeasuredbyACTAspireAssessment.
AcademicGrowth• ByJune2018,allK-2studentswilldemonstrate1.2yearsofgrowthinreadingcomprehensionand
decodingormoreasmeasuredbySTEPandTerraNova.• ByJune2018,allK-2studentswilldemonstrateaminimumof1.2yearsofgrowthinnumeracyas
measuredbyTerraNova.• ByJune2019,all3rdgradestudentswilldemonstrate1.2yearsofgrowthinreadingcomprehension
anddecodingormoreasmeasuredbySTEPandTerraNova.• ByJune2019,all3rdgradestudentswilldemonstrateaminimumof1.2yearsofgrowthinnumeracy
asmeasuredbyTerraNova.OrganizationalGoals
• STARwillprovideanexemplarySTEAMeducationfrompre-kindergartenthrougheighthgrade:a. Objective:MeetorexceedtheBirminghamCitySchoolsdistrictandStateofAlabama
contentstandards:i. Measurement:Atleast60%ofSTARAcademy’sstudentswillmeetorexceed
districtandstatestandardsinLanguageArtsandMathematicsandatleast70%ofstudentswillmeetorexceeddistrictandstatestandardsinScienceandSocialStudies.
b. Objective:Provideanexcellentandengagingintegrated,inquiryandproblem-basedlearningcurriculumwhichbuildsstudentknowledgebaseandcriticalthinkingskillsbeginningattheelementarylevel,throughaSTEAMeducation:
i. Measurement:Students,staff,andfamilieswillbeinvolvedinthedevelopmentandimplementationofacomprehensiveSTAReducationalprogramby:
1. ElectingatleastoneparentrepresentativetoparticipateontheSTARAcademyBoard
2. InstitutingaFamilyLeadershipCouncilthatmeetsatleastquarterlytodiscussprogramimplementation.TheFamilyLeadershipCouncilwillreporttheirconcerns,comments,andsuggestionstotheSTARAcademyBoardparentrepresentativeaftereachmeetingtoensureparentvoiceisevidentinschooldecision-making.
c. Objective:Provideappropriateplacementforstudentsneedingadditionalsupportorchallengebyconductingquantitativeandqualitativeassessmentsasneeded:
i. Measurement:SummativeandformativeassessmentsandstudentplacementinMTSStieredacademicandbehaviorsupport,languagedevelopmentintervention,giftedandtalentedprograms,andspecialeducationserviceswillbequantifiedandreviewedannuallybytheSAC.Initialscreeningswillbecompletedwithin30daysofthestudent’sfirstdayofschool.
ii. Measurement:STARAcademySITteamwillmeetoncequarterlytodiscussacademic,health,andsocialemotionalindicatorsofeachenrolledstudents.Studentswithidentifiedneedsofinterestwillhavesupportplanslistingthree
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objectivesforsupportdevelopedandimplemented.Eachplanwillincludethree-weekassessmentcheckpointstodetermineprogresstospecifiedgoals.
2. Encouragetheenrollment,retention,andcontinuationofstudentsfromalleconomicandethnicbackgrounds:
a. Objective:MeetorexceedBCS’saveragedailyattendancerates:i. Measurement:Eachyeartheschoolwillimproveitsaveragedailyattendance
rateuntilitreaches95%+.Theaveragedailyattendancerateofthefirstyearoftheschoolwillserveasthebaselinemeasure;eachyeartheschool’saveragedailystudentattendanceratewillmeetorexceedthestate’saveragedailyattendancerateforelementaryandmiddleschools.
ii. Measurement:93%ofstudentswhobegintheschoolyearremainthroughouttheyear.
iii. Measurement:93%ofstudentscompletingtheschoolyearwillre-enrollthefollowingyear.
3. Promoteasafe,positive,andrespectfulenvironment:a. Objective:Valuestudentsandfamiliesascustomersandberesponsivetotheirconcerns
inamannerthatisconsistentwiththeschool’smission,vision,andgoals:i. Measurement:Familysatisfactionwithclear,opencommunicationbystaff,as
measuredbyannualsurveyatendofschoolyear,onaverageexceeds85%withaminimumof80%offamiliesresponding.
ii. Measurement:Familysatisfactionwithacademicprogram,asmeasuredbyannualsurveyconductedatendofschoolyear,onaverageexceeds85%withaminimumof80%offamiliesresponding.
iii. Measurement:ReferralandsuspensiondatawillbeanalyzedandreviewedannuallyduringSTAR’sendofyearboardretreat.Trendsfromthisdatawillbeanalyzedandrecommendationsmadetoschooladministrationonwaysinwhichtosupportapositiveenvironmentandsocialemotionalsupportsforstudentswithhighriskbehaviors.
b. Objective:Modelandfosterrespectandsupportamongthestudents,faculty,staff,andadministration.
i. Measurement:100%ofSTAR’sstudents,families,staff,andadministrationwilldisplaytheschool’scorevalues,upholdtheSTAREssentials,andadheretothecommunitycodeofconduct.
c. Objective:Promoterespectfulrelationshipsamongallmembersoftheschoolcommunitybymeansoftheschool’sinstitutionalandcorevalues:
i. Measurement:100%ofteacherswillbeexpectedtoparticipateinweeklyprofessionallearningcurriculum,instruction,dataanalysis,technology,andcultureandclimateactivitiesthroughouttheyear.
4. Demonstratefiscalresponsibility:a. Objective:Maintainrecordsandconductbusinessinaccordancewithcustomary
proceduresforfinancialaccountability:i. Measurement:Externalauditswillbecleanwithnosignificantfinancial
concernsandwillshowthattheschoolmeetsorexceedsprofessionalaccountingstandards.
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ii. Measurement:ComplywithallrequirementsofthePublicSchoolFinancialTransparencyActbypostingbudgetaryandfinancialdocumentsontheschoolwebsite.
5. Maintainahighfunctioningcharterboard:a. Objective:Recruit,train,anddevelopcharterboarddirectorsthatwillensurethe
school’smission,vision,andgoalsareobtainedandappropriatepoliciesinplace:i. Measurement:AllboardmemberswillcompletetheBoardTrainingModules
withintheirfirstsixmonthsontheboardandprovidethecertificateofcompletion.
ii. Measurement:Boardconductsformalannualreviewofschoolleader.ThisreviewwillbecompletedbyMarchofeachyear.
iii. Measurement:Boardconductsannualself-evaluationtoassessstrengths/weaknesses.
iv. Measurement:BoardconductsformalannualreviewofBy-lawsandpolicies.v. Measurement:Boardconductsformalannualreviewofschool’s
strengths/weaknesses.Teachersarethesinglemostimportantschool-relatedfactorinstudents’learning,andimprovingstudentlearningisthesinglemostimportantgoalofSTARAcademy.Ourinstructionalandadministrativeteamswillnotonlyworktoestablishcommonunderstandingofinstructionalpracticesthroughoutourschool,butalsoensureconsistentstudentperformanceacrosstheentireschool.WewillutilizedthreetoolsfromKIPPrelatedtoinstructionalpractices:KIPPFrameworkforExcellentTeaching(KFET),HighImpactInstructionalPracticeRubric(HIIP),andAcademicStrategiesPyramid(ASP).TheseresourcescanbefoundinAttachment27.Theeffectiveuseofdatainmakinginstructionaldecisionsiskeytostudentachievementatourschool.Wewilluseavarietyoftoolsthatwillenableustogather,organize,analyze,report,andshareinformationaboutourstudents,andultimately,teachers’achievementandgrowth.Ourperformancemanagementstructurewillconsistofthefollowingstructures:
DailyExitTickets/ChecksforUnderstanding:Teacherswilluseexitticketsattheendofclassasaformativeassessmenttomeasurewhichstudentsmastertheobjectiveandwhichneedadditionalsupportandtoinformadjustmentstolessonplans,studentgroupings,andtutoringneeds.Intheyoungergrades,exitticketsmaybemoreinformalthroughchecksforunderstandingduringwholegroupinstruction,specificallyduringthephonicsblock.WeeklyAssignments/Quizzes/UnitTests:Teacherswillcollectassignmentsandassignquizzesandunittestsinconjunctionwiththecurriculumtocollectinformationtoinforminstruction,determinethestandardstoberetaught,andtoinformtutoringandinterventionneedsforstudents.InterimAssessments(MathandLiteracy):Wewillusecommon,standards-basedassessmentsandadministerthemeverysixweekstomeasurestudentlearningandstudentgrowth.Theseassessmentswillbecreatedcollaborativelyduringyears1-2bytheExecutiveDirectorandDirectorofAcademicSuccessandInnovationandinyears3andbeyondbytheDeanofAcademicAchievement.Theseexamswillbereviewedandrevisedeachyearincollaborationwithgradelevelteachers.Eachquestionandwritingpromptwillindicatethestandard(s)beingassessed.Followingeachinterimassessment,staffwill
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cometoProfessionalDevelopmentdayswithtestsgradedandpreparedforanalysisandactionplanning.TheseDataDayswillequipstafftodeterminewhatstandardsneedtobere-taughtandidentifywhichstudentsneedadditionalsupport.Everystudentreceivesaprogressreportthatissenthometofamilies,signed,andreturnedtoschool.STEPAssessments:TheSTEPAssessmentSystemhasgainedsignificantsupportfromhighperformingcharterschoolsbecauseitprovidesaccessibleformativeassessmentdata,identifiesstrugglingreadersearly,offersclearinterventionstrategies,high-qualityprofessionaldevelopment,andsafeguardsagainstbias,andincludesadatamanagementsystemthatcaninformteachersaboutstudentstrengthsandweaknesses.ThetestwillbeadministeredeveryeightweeksingradesK-3togaugestudents’readingprogress.StateMandatedAssessments.Wewilladministerannualstatemandatedassessmentsbeginningingradethreetomeasurestudents’masteryofgrade-levelstandardsandtoassessannualprogress.WewillfollowAlabama’scurrentadoptionandimplementationoftheCommonCoreStateStandards.Allstateassessmentswillbeadministeredinaccordancewithdistrictandstateregulations,followingallstateanddistrictprocedurestoensureaccountabilityandfairness.Anoverviewofourassessmentprogramisexplainedbelow:
Assessment GradeLevel SubjectsTested Frequency PurposeTerraNova K-8 Reading,Writing,
Math,Science,SocialStudies
3timesayear(beginning,middle,andend)
DiagnosticandSummativeAssessment
SUPERA(SpanishversionofTerraNova)
K-8 Reading,Writing,Math,Science,SocialStudies
3timesperyear;AllELLLevel3studentswilltakeinsteadofTerraNova
DiagnosticandSummativeAssessment;CheckforGT
STEPAssessmentSystem
K-5 Reading 3timesperyear Diagnostic;ProgressMonitoring
ACTAspireAssessment
3rd-8th Reading,Writing,Math,Science(5th)
Onceperyear AnnualNormAssessment
WIDA-ACCESSPlacementTest
K-8 EnglishLanguageAcquisition/Proficiency
Onceuponentry;OnceperyearforstudentsidentifiedasELL
BenchmarkandSummativeAssessment
InterimStandards-basedAssessments
3rd-8th Reading,Writing,Math,Science,andSocialStudies
Approximately6timesperyear
Diagnostic,ProgressMonitoring
Tofacilitateeffectivedatacollectionandreporting,STARAcademyhasestablishedaclearreportingandresponsibilityframeworkthatisalignedwiththefollowingdraftDataandCollectionReportingandResponsibilitiesmatrix:
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Note:TheDeanofAcademicAchievementisreflectedinSTARAcademy’sDirectorofAcademicSuccessandInnovationandtheDeanofStudentSupportsistheVillageDean.DataConcerns:Ifanystudentsarenoton-tracktomeettheaccountabilitymeasuressetoutinthischarterdocument,thefollowingstepswillbetaken:
• TheExecutiveDirector,incollaborationwiththeleadershipteam,willconsidertheneedsofindividualstudentsandexamineanytrendsoccurringinsub-sections,specificclassrooms,bygradelevel,orschool-wide.Ifaccountabilitymeasuresarenotbeingmetbyindividualstudents,wewillbegintheMTSSprocessasappropriatetoensurestudentshaveaccesstoappropriatetrainingforindividualteachersorschool-widestaff,informsmallgroupsupportsaswellasbeginaprocesstoanalyzeourcurriculumandalignmenttoassessments.
• TheExecutiveDirector,withsupportfromtheBoardofDirectors,willanalyzestudentdatatrendstoinformnextstepsfortraining,instructionalstaffsupport,orpurchasingofadditionalresources.
• TheExecutiveDirectorwillplanprofessionaldevelopment,hireadditionalstaff,and/oroverseethepurchasingandimplementationofadditionalprogramsandschool-wideinterventions.
• TheExecutiveDirectorwillre-assessstudentachievementtodetermineimprovementandimplementadditionalinterventionsasnecessary.
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• TheExecutiveDirectorandBoardofDirectorswilldetermineifadditionaloutsidesupportandauditingwouldbenefitthestudentbodytoensureappropriateuseofinterventionstrategies.
Interventions:Teacherswilldevelopindividualactionplansforanystudentscoring70%orbelowonendof-unitexams,andwewillworkschool-widetodevelopinterventionplansforstudentsscoring70%orbelowonschool-wideinterimassessments.OurinterventionstrategieswillensurethatallstudentsareonorabovegradelevelbytheendofthirdgradeoraftertwoconsecutiveyearsofinstructionatSTARAcademy.InterventionsmightincludesmallgrouptutoringduringSustainedSilentReading,after-schooltutoring,smallgrouppull-outduringindependentpracticeduringclass,oradaptivecomputer-basedinterventionprogram.Moneyhasbeensetasideinthebudgetforhourlystaffifweseeamarkedincreaseintheneedforsmallgroupinterventionoradditionaldevelopmentofcurriculumtomeetdeficienciesintheacademicprogram.
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Facilities
STARAcademyiscurrentlyinleasenegotiationswithNewRisingStarChurch(locatedat7400LondonAve.Birmingham,AL35206)forasharedoccupancyuseoftheirchurchfacility.AMemorandumofUnderstandingandotherfacilitydocumentshavebeenincludedinAttachment21.Therewereanumberoffactorsthatwereconsideredinoursearchforafacility.Theseinclude:
• Location.TheideallocationforourschoolisinEastBirmingham.• Accesstopublictransportation.Theschoollocationneedstobewithinsafewalkingdistanceof
asignificantlow-incomepopulationandhavedrivewayaccesstofamiliesthatwillpersonallytransporttheirchildrentoandfromschoolandadequatedrivewayspaceforthepassingofcarsandbuses.Itisalsoidealifourschoolisinthevicinityofpublictransportationbuslines,assomeofourstudentsmaybeusingthisservicetogettoandfromschool.
• Cost.Basedontheguidanceofthenationalcharterschoolfacilityresearch,STARAcademyhasallocatedfundsforitsfacilityassuming$9persquarefootinyears1and2.Inyears3andbeyond,90squarefeetperchildat$11persquarefoot.
STARboardandplanningcommitteemembersareworkingwithBillyEysterofEysterPropertiesasaprimaryfacilityrepresentationinexploringCenturyPlazaasapermanentlocationfortheschool.
FacilityNeedsAssessment:STARAcademyhasprojectedtheamountofspaceneededperyearbasedonatemporaryfacilityuseinyears1and2attheNewRisingStarChurch.Therequirementsforthefirstsevenyearsarelistedbelow.Charterschoolfacilitybestpracticestatestherecommendedsquarefootageforschoolstobe70-110squarefeetperchild(thisincludesnon-classroomspacesuchashallways,offices,bathrooms,cafeteria,etc.).
BuildingSpaces QuantityofSpaces
SquareFeetperEachSpace
ProgrammedArea(Square
Feet)
Notes
InstructionalPreschoolProgram(48monthsorolder)Classroomfor20childrenmax
2 600 1,200 Pre-Kindergarten;30sf/child(min)
TeacherOffices/CollaborationSpace
1 750 750 AccommodatesPre-KandKTeacherTeam
Classroomfor26childrenmax
4 780 3,120 Kindergarten
Storage 1 150 150 ToiletRooms 4 65 195 Pre-KandKinderwill
shareTOTAL 5,865 Year1:(Grade1)GeneralClassrooms 4 750 3,000
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STEAMClassroom(Lab) 1 750 750 2sinkseachTeacherOffices/CollaborationSpace
1 750 750 Accommodates1st&2ndTeacherTeam
Storage 1 150 150 TOTAL 4,650 TOTAL(Year1) 10,515 Year2Add-on:(Grade2)GeneralClassrooms 4 750 3,000 Storage 1 150 150 TOTAL 3,150 TOTAL(Years1-2) 13,665 Year3Add-on:(Grade3)GeneralClassrooms 4 750 3,000 TeacherOffices/CollaborationSpace
1 750 750 Shareswith3rdgradeTeacherTeam
Storage -- -- -- Shareswith2ndgradeTOTAL(Year3Add-on) 3,750 TOTAL(Years1-3) 14,595 Year4Add-on:IntermediateProgram(Grade5)GeneralClassrooms 2 700 1400 STEAMClassroom 1 700 700 2sinksTeacherOffices/CollaborationSpace
1 750 750 Accommodates5thgradeTeacherTeam
Storage 1 150 150 TOTAL(Year4Add-on) 3,000 TOTAL(Years1-4) 17,595 Year5Add-on:IntermediateProgram(Grade6)GeneralClassrooms 2 700 1,400 STEAMClassroom 1 700 700 2sinksTeacherOffices/CollaborationSpace
-- -- -- Shareswith5thgradeTeacherTeam
Storage -- -- -- Shareswith5thgradeTeacherTeam
TOTAL(Year5Add-on) 2,100 TOTAL(Years1-5) 19,695 Year6Add-on:MiddleSchoolProgram(Grade7)GeneralClassrooms 2 700 1,400
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STEAMClassroom 1 700 700 2sinksTeacherOffices/CollaborationSpace
1 750 750 Accommodates7thgradeTeacherTeam
Storage 1 150 150 TOTAL(Year6Add-on) 3,000 TOTAL(Years1-6) 22,695 Year7Add-on:MiddleSchoolProgram(Grade8)GeneralClassrooms 2 700 1,400 STEAMClassroom 1 700 700 2sinksTeacherOffices/CollaborationSpace
-- -- -- Shareswith7thgradeTeacherTeam
Storage -- -- -- Shareswith7thgradeTeacherTeam
TOTAL(Year7Add-on) 2,100 TOTAL(Years1-7) 24,795
BuildingSpaces QuantityofSpaces
SquareFeetperEachSpace
ProgrammedArea(Square
Feet)
Notes
EnrichmentProgram(ElementaryandIntermediatePrograms)Music/DanceClass 1 800 800 Year1;Add1-800sfin
Year5ArtClass 1 800 800 1sink;Year1;Add1-
800sfinYear5TeacherOffices/CollaborationSpace
1 750 750 P.E.Coaches,WorldLanguage,Music,&Art:Year1;Add1-750sfinYear5
MediaCenter 1 900 900 Year1SpecialEducationClassroom
1 600 600 Year1
CommonSpacesMulti-PurposeCafeteria/Gym
1 2,250 2,250 Alsousedforstudentperformances
UnisexRestroom 2 65 130 Signageshouldnothaveanythingthatsaysfemaleormale
LargeStorageCloset 1 800 800 Holdscafeteriatables,chairs,etc.
Kitchen 1 1,100 1,100 FullKitchen“ThinkTanks”SmallGroupSpace
2 400 800 5-10students;Year1;Add3-400sfinYear5
Total 8,930
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BuildingSpaces QuantityofSpaces
SquareFeetperEachSpace
ProgrammedArea(Square
Feet)
Notes
Non-InstructionalAdministrativeSuiteReception 1 400 400 2secretaries/Waiting
AreaPrincipal 1 350 350 OperationsManager/DirectorofAcademicsandInnovation
1 200 200
VillageDirector 1 200 200 SPEDDirector,ELDTeacher,SPEDTeachers
2 200 400
FamilyLiaison 1 200 200 ConferenceRoom 2 450 900 Years1-3:1,Add
additionalinyear4StudentRecordsRoom 1 150 150 Clinic 1 150 150 FlexSpace:DistrictSupportStaff
1 180 180
StaffToilets 2 65 130 AdministrativeLounge/Workroom
1 200 200
CommunityRoom 1 200 200 Usedforparentsandcommunitymembersthatwouldliketouseschoolsservicestosupportthecommunity(e.g.,computers,softseating)
TOTAL 3,210(Year1)/3,660(Year4) FacilityMaintenanceBuildingStorage 1 150 150 CustodialCloset 2 65 130 DataRoom/Servers 1 200 200 ElectricalRoom 1 200 200 TOTAL 680
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OverallFacilityNeeds(SquareFootageRequirements)
Year1 Year2 Year3 Year4 Year5 Year6 Year7InstructionalSpace
10,515 13,665 14,595 17,595 19,695 22,695 24,795
Non-InstructionalSpace
8,930 8,930 8,930 8,930 10,880 10,880 10,880
BuildingSub-total
23,335 26,485 27,415 30,865 34,915 37,915 40,015
BuildingCirculation,PublicToiletAreas(28%oftotalS.F.)
6,534 7,416 7,676 8,642 9,776 10,616 11,204
BuildingTotal 29,869 33,901 35,091 39,507 44,691 48,531 51,519
Ouridealgoalistoobtainaspacethatprovidesapproximately90squarefeetperstudent.However,wecanworkwithinaspacethatcanaccommodate70-80squarefeetperchildinourinitialyears.Alloftheprojectionsabovearebasedona90squarefootestimateandwouldbetheexpectationinoursearchforafacilityafteryear2atthe7400LondonAve.location.Itwouldbepreferredtohaveagrassyareaforplayaswellasinstructionalpurposesinthevicinityoftheschool,however,ifthisisnotcurrentlyavailableinapre-existingbuildingwecancreativelyinfusethisspaceintoourschoolbuilding.
• ADAAccessibility
• Abuildingthatiscurrentlyzonedorcouldbezonedforaschool(zonedasatleast“ConditionalUse”foracharterschool;zoneA,OR,OC,PBC,C-5,C-6,PIP-1,PIP-2,orM-1)
• Meetsallapplicablefederal,state,andlocalbuildingcodes
• 20-30on-siteparkingspaces(minimum)
• Adequatespaceandtrafficflowfordrop-offandpick-up
Itwouldbeidealtohaveafacilitywiththefollowingamenities:
• Closetoacitybusstoptohelpfacilitatetransportationoflowerincomestudents
• Zonedas“Permitted”foracharterschool(zonestypeA,OR,OC,orTND)
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Start-UpandOngoingOperations
STARAcademywillopeninAugustof2017with248studentsinPre-Kindergarten-1stgrade;atfullenrollmenttheschoolwillserve1044studentsinPre-Kindergarten-8thgrade.Thisslowimplementationmodelhasbecometheacceptedbestpracticefornewstart-upschools.44Becauseofthevaluesinourschoolcultureandrigorousacademicprogramming,itisdifficulttointegratenewstudentsintotheprogramathighergradelevels;thereforeourenrollmentstructureisdesignedtoaccommodateacertainamountofattrition.Weanticipatehigherlevelsofattritionastheschoolisestablishingitselfandanticipatethatthesenumberswillevenoutovertime.45Adetailedstart-upplanforourschoolcanbefoundinAttachment23.
AtSTARAcademy,weinsistonequityandbelievethataccesstoauthenticacademicexperiencesisamatterofequity.Equityalsoincludesaccesstoschoolfordiversepopulations.Webelievethatdailytransportationwouldgreatlyincreaseaccessforlow-incomefamiliestoourschool.Whilewedonotcurrentlyhavefundingtosupportdailytransportation,weareseekingfoundationfundingoralternatefundingthatwouldhelpussupportsuchaprogram.AcompletetransportationplancanbefoundinAttachment24.
STARAcademyiscommittedtocreatingsafe,respectful,andinclusivelearningenvironmentswhereallcommunitymembersworktogethertopromoteacademicexcellence,civilbehaviors,andsocialcompetence.Allstaff,students,andparentshelpcreatesafeschools.ThisemphasishasresultedinaComprehensiveSafeSchoolsPlanthatincludespurposefulconnectionbetweenphysicalsafety/securityandthe“psychologicalsafety”ofourstudents.Physicalsafetyincludesmeasuressuchasvisitorcheck-inandidentificationbadges,videosurveillance,preparednessplanning,andpracticedrillstoprepareforavarietyofpotentialincidents.WehavedevisedcrisisplansthatarealignedwiththeStandardResponseProtocol.
SafetyandSecurityPlan:Procedurestoadequatelyprotectstudents,faculty,staff,andschoolproperty,shallinclude,butnotbelimitedto:
• Controllingtheissuanceofbuildingkeysandmasterkeysandaccesscardsandsecuritycards
• Permittingaccesstoclassrooms,laboratories,gymnasiumsorotherschoolfacilitiesorequipmentonlytotimeswhenthereisappropriatefacultysupervision
• Procedureforsecuringteacherworkareaswhenbeingleftunattendedorattheendoftheday
1. TheSchoolLeaderwillsecureassistancefromlawenforcementofficialswhendeemednecessaryinordertomaintainorderorsecurityduringtheschooldayorduringextracurricularactivitiesatschool.TheSchoolLeadershallcalltheDenverPoliceDepartmentincasesinvolvingillegalentry,theftor
44Otherschoolsusingthisimplementationprocessinclude:RockyMountainPrep,UniversityPrep,andSimsFayolainDenverPublicSchools.45Enrollmentandattritioncalculationsarebasedonthedesignteam’sexperienceinfoundingschoolsandconversationswithMontessorischoolleadersinColorado.
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vandalism.TheSchoolLeadershallalsonotifytheBoardofTrusteeswithin24hoursaftereachcaseofvandalism,theft,buildingdamageandillegalentry.TheBoardofTrusteesisauthorizedtosignacriminalcomplaintandtopresschargesagainstperpetratorsofvandalismagainstschoolproperty.
TheStandardResponseProtocol:Acriticalingredientinthesafeschoolrecipeistheuniformclassroomresponsetoanyincident.Weatherevents,fires,accidents,intrudersandotherthreatstostudentsafetyarescenariosthatareplannedandtrainedforbyschoolanddistrictadministrationandstaff.TheStandardResponseProtocol(SRP)isbasednotonindividualscenariosbutontheresponsetoanygivensituation.LiketheIncidentCommandSystem(ICS),SRPdemandsaspecificvocabularybutalsoallowsforgreatflexibility.Thepremiseissimple-therearefourspecificactionsthatcanbeperformedduringanincident.Whencommunicatingthese,theactionislabeledwitha"TermofArt"andisthenfollowedbya"Directive."Executionoftheactionisperformedbyactiveparticipants,includingstudents,staff,teachersandfirstresponders.
• LockoutisfollowedbytheDirective:"SecurethePerimeter"andistheprotocolusedtosafeguardstudentsandstaffwithinthebuilding
• Lockdownisfollowedby"Locks,Lights,OutofSight"andistheprotocolusedtosecureindividualroomsandkeepstudentsquietandinplace
• Evacuateisalwaysfollowedbyalocation,andisusedtomovestudentsandstafffromonelocationtoadifferentlocationinoroutofthebuilding
• Shelterisalwaysfollowedbyatypeandamethodandistheprotocolforgroupandself-protection
Thesespecificactionscanactasbothaverbandanoun.IftheactionisLockdown,itwouldbeannouncedonpublicaddressas"Lockdown!Locks,Lights,OutofSight."CommunicationtolocalLawEnforcementAgencywouldthenbe"WeareunderLockdown."Eachresponsehasspecificstudentandstaffaction.TheEvacuateresponseisalwaysfollowedbyalocation:"EvacuatetotheBusZone."Responsescanalsobecombined:"EvacuatetoHallway;ShelterforTornado;Drop,CoverandHold."
Benefits:ThebenefitsofSRPbecomequicklyapparent.Bystandardizingthevocabulary,allstakeholderscanunderstandtheresponseandstatusoftheevent.Forstudents,thisprovidescontinuityofexpectationsandactionsthroughouttheireducationalcareer.Forteachers,thisbecomesasimplerprocesstotrainanddrill.Forfirstresponders,thecommonvocabularyandprotocolsestablishagreaterpredictabilitythatpersiststhroughthedurationofanincident.Parentscaneasilyunderstandthepracticesandcanreinforcetheprotocol.Additionally,thisprotocolenablesrapidresponsedeterminationwhenanunforeseeneventoccurs.
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Theprotocolalsoallowsforamorepredictableseriesofactionsasaneventunfolds.AnintrudereventmaystartasaLockdown,butastheintruderisisolated,firstrespondersmighttransitionpartsoftheschooltoan"EvacuatetotheGymandLockdown,"andlater"EvacuatetotheBusZone."
Lockoutvs.Lockdown:ThedifferentiationbetweenLockoutandLockdownisacriticalelementinSRP.ALockoutrecoversallstudentsfromoutsidethebuilding,securesthebuildingperimeterandlocksalloutsidedoors.Thiswouldbeimplementedwhenthereisathreatorhazardoutsideofthebuilding.Criminalactivity,dangerouseventsinthecommunity,orevenaviciousdogontheplaygroundwouldbeexamplesofaLockoutresponse.WhiletheLockoutresponseencouragesgreaterstaffsituationalawareness,itallowsforeducationalpracticestocontinuewithlittleclassroominterruptionordistraction.
Lockdownisaclassroom-basedprotocolthatrequireslockingtheclassroomdoor,turningoffthelightsandplacingstudentsoutofsightofanycorridorwindows.StudentactionduringLockdownistoremainquiet.Itdoesnotmandatelockingoutsidedoors.ThereareseveralreasonsfornotlockingperimeterdoorsduringaLockdown.Riskisincreasedtostudentsorstaffinexposedareasattemptingtolockoutsidedoors.Lockingoutsidedoorsinhibitsentryoffirstrespondersandincreasesriskasrespondersattempttobreachdoors.
TheremaybesituationswherebothLockdownandLockoutneedtobeperformed,butinthiscasetheyareidentifiedindividually."Lockout!SecurethePerimeter.Lockdown!Locks,Lights,outofSight."wouldbeannouncedonpublicaddress.Wearein"LockdownandLockout"wouldbeconveyedtoemergencyservicesor911.
TacticalResponses:SRPalsoacknowledgesthatsomeschoolincidentsinvolveatacticalresponsefromlawenforcement,andsuggestsconsultingwithlocallawenforcementforspecificsimpleactionsinthatevent.
Psychologicalsafetyprovidesforthesocial-emotionalwell-beingofstudentsandworkstocreatepositiveschoolclimatesthroughmeasuressuchasassetdevelopment,bullyingprevention,PositiveBehaviorSupports,andearlyidentificationandinterventionforat-riskstudents.
STARAcademysafetyteamwillcontinuallyupdatetheschool'splanningandresourcestoreflectcurrentneedsandworldevents.
Eachschoolhasafunctioningschoolsafetyteamthatmonitorsthebuildingplanforbothpsychologicalandphysicalsafety,andacrisisresponse&recoveryteamthatoverseesandimplementstheschool'scrisisresponseplanwhenneeded.MajorcomponentsofthedistrictComprehensiveSafeSchoolsPlanandschoolsafetyplansasrecommendedbytheUSDepartmentofEducation(2004)areconceptualizedasacontinuumofeffortsrepresentedbythedistrictsafetytriangle.
InterventionResponse:STARhasresponseprotocolsforsituationsand/orstudentswhoareat-risk,incrisisorpotentiallydangerous.Asneededteamsassessstudentsandinterventionsaredesignedforstudentswhodonotrespondtopreventionefforts.ThisalsoincludesimplementingathreatassessmentprocessandusingtheMulti-TieredSystemofSupports(alsocalledRTI)processwhenneeded.
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CrisisResponseRecovery:Recoveryincludesthestepstheschoolcommunityusestorespondappropriatelyduringandafteracrisissituationforthecareandrecoveryofstudentsandstaff.Thegoalistoreturntheschooltoacaringandsupportivelearningenvironmentasefficientlyaspossible.
FoodServices:Clearly,qualityfoodchoicesforallofourstudentsarealsonecessitatedbyourdriveforequity.Wewillbeprovidinglunchandbreakfastforfull-daystudents,aswellasasnackforallstudents.Anyparent-providedsnackswillmeetallhealthandsafetyrequirementsasoutlinedinthestudenthandbook.Supportwillbeprovidedforfamiliesforwhomprovidingsuchasnackwouldbeafinancialburden.
InordertoprovidethesemealstostudentswewillexpandonacurrentfoodserviceprogramexistingatNewRisingStarChurch.Wewillseektoofferfoodwithahighernutritionalstandardthantypicallyseeninthelunchroom.ItisimportanttousthatallmealsarecompliantwithUSDAregulationsandthatsupportingdocumentsandauditsupportareavailableuponrequest.Thesenutritiousmealswillideallynotincludeartificialcolors,sweeteners(suchasHFCS),flavors,ortrans-fat.Themealswillincludefreshfruitandvegetables,wholegrains,andhormonefreemilk.Additionally,mealsmustmeetfederalguidelinesforreimbursementforFRLstudentssothatwecanprovidemealstoourlow-incomestudentsatnocosttothem.Wehavecurrentlyincludedfoodservicesfeesintoourbudgetinordertocovercostsshouldweneedtouseourownfoodprograminsteadofdistrictservices.
Insurance:STARAcademywillcarryanyauthorizerorstatemandatedinsurancecoverageatthelimitsrecommendedbytheAlabamaDepartmentofEducation.Thiswillincludebutmaynotbelimitedto:
• DirectorsandOfficersInsurance• GeneralLiabilityInsurance• PropertyInsurance(unlessthisiscoveredbyourlandlord)• BusinessPersonnelCoverage• Educator’sLegalLiabilityCoverage• AbuseandMolestationCoverage• Worker’sCompensation
AdetaileddescriptionofourinsurancecoverageplancanbefoundinAttachment25.
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OperationsCapacity
ThePlanningBoardisadiverse,passionategroupofcommittedcommunitymembers,bothfromEastBirminghamandthecityatlarge,whohavededicatedtheirprofessionalexperienceandcredibilitytothisendeavor.Itiscomprisedofahighcapacitygroupofprofessionals,includingindividualswithspecificskillsandexperiencesinEducation,Business,Finance,CommunityEngagement,Governance,Fundraising,Marketing,RealEstate,HealthcareSystems,Non-ProfitandFor-ProfitManagement,andLaw.ManyboardmembersfromthePlanningBoardwilltransitiontotheGoverningBoard,whichgovernstheschoolandisresponsibleforensuringthattheschoolfulfillsitsmission,isfaithfultothetermsofitscharter,andremainsoperationallyviable.OneofthefirstactsoftheBoarduponcharteringwillbetoformallyhiretheSchoolLeadertowhomitwilldelegateallschoolmanagement.TheSchoolLeader,identifiedandevaluatedbytheBoard,willbeultimatelyresponsiblefortheimplementationofallschooloperationsatademanding,highstandard.AlladditionalschoolhireswillbedelegatedtotheSchoolLeader.TheSchoolLeaderwillsuperviseallemployeesoftheschool,andmaydelegatethesedutiestootherseniorleadershipstaff.
Therearetwocriticalelementstoestablishingandsustainingahighperformingurbancharterschool–academicperformanceandorganizationalviability.Weintendtoachieveexcellenceinbothareas.ThecollectivequalificationsandmotivationsofourBoardplaceusinatremendouspositiontoachieveourmissionofeducatingeverystudentforcollege.
SenatorOliverRobinson,VotingMember-OliverRobinsonisaretiredNBAbasketballplayerwhoplayedshootingguardfortheSanAntonioSpurs.HewasthefirstplayertosignabasketballscholarshipwiththeUniversityOfAlabamaBirmingham.OliverRobinsoncurrentlyrepresentsthe58thDistrictintheAlabamaHouseofRepresentatives.OliverRobinsonwasformerlytheVicePresidentandmanagerofCommunityAffairsforAmSouthBankCorporation.
Mr.RobertHeath,VotingMember-RobertHeath,Jr.iscurrentlytheDirectorofRadiationSafetyfortheUniversityofAlabamaatBirmingham(UAB).Hehasservedallofthetwenty-threeyearswithintheRadiationSafetyProgramoftheUABDepartmentofOccupationalHealth&Safety.Inadditiontohisloveforpeople,hehasdevelopedanincreasingappreciationforthemanyaspectsoftheHealingArts.Hehasfoundgreatsatisfactioninhelpingpeopleandtrainingdevelopment,asthishelpshimtotargetandactivelyaddresskeyareasofsafety,complianceandpersonalgrowth.
Dr.RobertRecord,VotingMember-Dr.RobertRecordisalicensedmedicaldoctorinthestateofAlabamawhodirectsChristHealthCenterintheWoodlawncommunity.Throughhisleadership,ChristHealthhasbeenabletoopena16,600squarefootmedical,dentalandpharmaceuticalfacilitytoprovidinghighqualitymedicalcaretopatientsofallages.Dr.RecordalsoservesasoneofthepastorsoftheChurchOfTheHighlandsDreamCenter.Hehelpedcoordinate,purchase,andmanagethedevelopmentoftheBirminghamDreamCenter.Dr.RecordalsoorganizestheChurchOfTheHighlandsServeDaywhichmobilizesof10,000volunteers.
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Mrs.AnitaSmith,VotingMember-AnitaSmithservesasanadvancedaccountantfortheSouthernResearchInstituteinBirmingham,Alabama.Anitaworksdirectlywiththecontrollerinpreparationofthemonthlyfinancialstatements.Anitareconcilesgeneralledgeraccounts,preparesjournalentries,reviewsbankreconciliations,andworkswiththepayrolldepartmentinreconcilingaccounts. Rev.JeromeBell,VotingMember-Rev.JeromeBelliscurrentlytheMinisterofEvangelismandOutreachatthe6thAvenueBaptistChurchinBirmingham,Alabama.HedevelopsplanstoequipandmobilizepeopletoshareChrist.FormerlyRev.JeromeBellservedasanalternativeschoolteacheraswellasa10thand11thgradeinstructor.AsanAlternativeSchoolteacher,JeromeBelldirectedtheAlternativeSchoolprogramfortheMidfieldCitySchools. Mrs.IrisFisher,VotingMember-IrisFisherisaseniorlevelCPAfortheBirminghamWaterWorks.Irisisresponsiblefortheaccurateandtimelyprocessingofallfinancialtransactions.Irissupervisespayroll,customerservice,benefits,accountspayable,andaccountsreceivable.
Mrs.CarmenBender,VotingMember-CarmenBenderisthemanageroftheWellsFargoBankCallCenterinBirmingham,Alabama.Mrs.Benderalsoteaches,trains,andmanagesover100employees.PriortobeingovertheWellsFargoBankCallCenter,CarmenwasaWellsFargoBranchManageratseverallocationsinthegreaterBirminghamarea.Asbranchmanager;Carmencreatedandmanagedactivitiesfordepositvolume,interviewedcandidatesforvariouspositions,andhelpedretaincurrentemployeesforahealthyworkenvironment.
JudgeAgnesChappell,President/BoardChair-JudgeAgnesChappellisaMunicipalJudgeintheCityOfBirminghamwhopresidesoverDomesticViolenceCourt.Incourt,shepromotesandupholdsthesafetyofvictimsandholdsperpetratorsaccountable.JudgeChappellorganizedtheDomesticViolencecourtinBirminghamandworkscloselywithseveralagenciestoreducetheinstancesofdomesticviolence.BecauseofJudgeChappell'sworkwithreligiouscommunitiesthroughtheeducationofdomesticviolence,shehastheearandtheheartofthecommunity.
Dr.LamekaTolliver-Fisher,Secretary-Dr.LamekaFisherisalicensedchiropractorinthestateofAlabama.She'stheCEOandownerofFisherChiropractic;currentlyoneclinicintwolocations.Dr.Fishermanagespatients,givesconsultations,reportsfindings,givesphysicaldiagnosis,neurological,andorthopedicdiagnosis.
PastorThomasBeavers,VotingMember-Dr.ThomasBeaversservesasthepastorofNewRisingStarChurchinEastBirmingham.NewRisingStarChurchholdsthreeweekendserviceswith1200attendeesperweekend.AsPastorofNewRisingStarChurch,Dr.Beaverscaststhevisiontoempowerpeoplethroughcommunitydevelopmentviaeducation,financialliteracy,workforcedevelopment,housing,recreation,andthechurch.Dr.Beavers'outreachtothecommunityhasmadehisaudiblevoicevisible.ThevisiblevoicethatDr.Beavershas,hasgivenhimamazinginfluenceinthecommunity.
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Section3:FinancialPlanandCapacity
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FinancialPlan
ThefounderofSTARAcademyiscommittedtodevelopingandsharinganintegrated,inquiryandprojectbasedSTEAMapproachtoeducationthatfosterscreativity,promotesacademicexcellence,nurtureshumanrelationships,andinspiresagrowingpassionforlearning.STARAcademywillstrivetoensurethatourbudgetcloselysupportsandalignstoourmission,vision,andeducationplan.
FinancialSystemsandProcesses
InYears1,theSchoolLeader,withtheinputoftheOperationsManager,willworkwiththeTreasurertoprepareandproposetotheFinanceCommitteeadetailedbudgetthatshowsline-itemexpensesandthatincludesananalysisofthebudget’srelationtotheschool’sAccountabilityPlan.InYears2andbeyond,theSchoolLeader,withtheassistanceoftheOperationsManagerandtheinputoftheDirectorofAcademicSuccessandInnovation,willworkwiththeTreasurertoprepareandproposetotheFinanceCommitteeadetailedbudgetthatshowsline-itemexpensesthatincludesananalysisofthebudget’srelationtotheschool’sAccountabilityPlan.Thebudgetwillincludeamonthlycash-flowanalysistohelpmanagecashflowandmonitorprogresstowardsoutputssuchashiring,contractingofservices,orprocuringofequipment.TheFinanceCommitteewillpresenttheproposedbudget(s)totheBoardforreviewandvote.TheSchoolLeaderwillpresentavariancereportofspendinginquarterlymeetingswiththeFinanceCommittee.ThesereportswillbesenttotheentireBoardquarterly.
PaymentsandIncomingFunds
TheSchoolLeaderwillsignallchecksandhavetheresponsibilityforapprovedpurchases.TheoperationsmanagerwillprepareallchecksforsignatureandtheFinanceCommitteewillmonitorapprovedexpenditures.Checksinexcessof$5,000willrequirethesecondsignatureofaBoardmember.CheckswillbeissuedonlywhenwithintheapprovedbudgetandwiththeapprovaloftheSchoolLeader.Voidedcheckswillberetainedtoensurepropermaintenanceofcheckingaccountrecords.IncomingreceiptswillbefiledbytheOperationsManagerandenteredbybackofficesupport,recordingthename,datereceived,name(s)ordonor,address(ifavailable),amount,andtypeofreceipt.Allcheckswillbestamped“fordepositonly”intoSTARAcademy’saccount,preparedwithadepositslipanddepositedintotheappropriateschoolaccount.
AcopyofeachcheckwillbeattachedtoacopyofthedepositslipanddepositreceiptandwillbefiledandusedforreconciliationofthebankstatementbytheSchoolLeaderinYear1andOMinYear2andbeyond,withtheSchoolLeaderalwayshavingfinancialoversightandmanagementasacriticalroleintheirpositionofmaintainingtheorganizationalviabilityoftheschool.TheOMwillreceivethedocumentationrelatedtothecashreceiptsdepositandrecordtheactivitytotheaccountingsystem.TheBoardofTrusteeswillreviewallcashreceiptsmonthly,includingacomparisonofamountsreceivedtothebudget.
RecordKeeping
STARAcademywilluseacommercialaccountingprogramsuchaQuickBookstokeepitsfinancialrecords.InYears1theSchoolLeader,theoperationsmanager,andtheBoardTreasurerwillhavesole
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accesstotheserecordsandwilluseapasswordsystemthatischangedregularly.Eachweekallfinancialrecordswillbebackedupandstoredoff-site.TheFinanceCommitteewillreviewsoftwareneedsannually.
CashFlowManagementPlan
STARAcademy'scashmanagementplanincludesprocessesandproceduresthathelpsignalapotentialcashmanagementproblemandallowforimmediateattention.TheSchoolLeaderbearsultimateresponsibilitytoensurethatallformsarecompletedandproceduresarefollowedtoensurethatallexpectedpublicandprivatedollarsflowtotheschoolwithoutsignificantgapsintime.Onaweeklybasis,duringtheOperationsMeetings,thecontractedbackofficesupportwillprovideacashflowupdatetotheSchoolLeaderindicatinganyexpectedrevenuestobereceivedandbudgetedexpensestobemade.InYear1andbeyond,thissametasktransitionstotheOMwhoengagesinweeklyOperationsMeetingswiththeSchoolLeader.Thisensuresthattheschoolmaintainsapositivecashflowandtotheextentpossible,acashreserveeachmonth.Overtime,theSchoolLeaderwiththeBoardTreasurerwillproducebudgetsthatincludecashsurpluseseachyeartohelpoffsetanypotentialshortfallsinrevenueandtohelpmeetanyshorttermcashflowchallenges.Therewillbefinancialmanagementpoliciesandproceduresinplacetohelpensurethatallpurchasesandotherexpendituresareapprovedandaccountedforwithaneyetowardsfiscalprudenceandlong-termvalue.TheseproceduresforpurchasesandaccountspayablewillallowtheSchoolLeadertoquicklycurtailtherateofspendingifnecessary.TheSchoolLeader,withtheBoard'sapproval,willseeklinesofcreditwithfinancialinstitutionstoprovideanextralayerofprotection.Intheeventthatrevenuesdonotfullycoverexpenses,theSchoolLeaderandBoardTreasurerwilltakenecessarystepstoprotectpayrollandfacility’sneeds.Optionswouldincludehowrevenuethroughprivatedonationsandfundraisingcanbeimproved,hownon-payrollandfacilitiesexpensesandpurchasescanbedelayed,orseeingifthescheduleforpaymentsofcontractsorservicescanberenegotiated.
FinancialRolesandResponsibilities
TheBoardofTrusteeswillbearresponsibilityforthefinancialoversightoftheschool.Assuch,theBoardwillselectaTreasurerwithprofessionalexperienceinfinanceoraccounting,andwillconveneastandingFinanceCommittee.TheTreasurerandtheFinanceCommitteewillensurethattheBoardmonitorstheschool’sfinances.TheFinanceCommitteewillworkwiththeSchoolLeadertodeveloptheannualbudgetandpresentittothefullBoardforreviewandapprovalduringthelastmonthofthefiscalyear.TheBoardwillalsoensurethatquarterlyfinancialreportswithanalysesofactualspendingversusbudgetedamountsaresubmittedtotheBoard,andwillworkwiththeSchoolLeadertoensurethatanannualauditiscompleted.
InternalFinancialControls
InternalControls
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STARAcademywillmaintainappropriateinternalcontrolstoensureprotectionoftheschool’sfinancialresources.Thisincludesseparationofdutiesasmuchaspossible,carefulreviewofallcreditcardtransactions,secondsignatureonlargechecks,andtightprocessesforaccountspayableandreceivable.Wealsoagreetoengageandparticipateinanannualfinancialandadministrativeindependentauditconductedbyathirdpartycertifiedpublicaccountant.Theresultsoftheauditwillbeprovidedtotheauthorizerinwrittenformwithinthestatutorytimelimitsorasdefinedbytheauthorizerinthechartercontract.
WhiletheBoardwillberesponsibleforfinancialoversight,theSchoolLeaderwillberesponsiblefortheday-to-dayfinancialmanagementoftheschool.TheSchoolLeaderwillworkwithanOperationsManagerandChiefFinancialOfficertoensureproperfinancialmanagement,coordinationofpayrollservicesandbenefitspackages,cash-flowmanagementandaccountspayable,andmonitoringofthebudgetanddevelopmentofinitialbudgetsandcashflowsystems.
TheSchoolLeaderwillworkwiththeSecretarytoensureprocurementofsupplies,equipmentandservices.TheSchoolLeader,workingwiththeBoardTreasurerandFinanceCommittee,willissuemonthlyfinancialreportstotheBoard,andtheSchoolLeaderwillholdnofewerthanquarterlymeetingswiththeFinanceCommittee,chairedbytheBoard’sTreasurer.
StartinginYear2,leadershipinthedutiesoutlinedabovewilltransitionfromtheSchoolLeadertoanOperationsManager.Atthistime,theschoolwillserve392studentsandemployover20staffmembers.Atthissize,itiscriticalthatafulltimepersonisinthebuildingworkingsolelyonfinanceandoperations.WewillnolongerutilizebackofficesupportstaffuponthehiringofourOMasreflectedintheaccompanyingbudget.
AccountingandAuditing
STARAcademyagreestomaintainappropriatefinancialrecordsinaccordancewithallapplicablefederal,state,andlocallaws,rulesandregulations,andwillmakesuchrecordsavailabletotheauthorizerasrequestedfromtimetotime.STARAcademywillmaintainacomparisonofactualexpenditurestobudgetedexpenses.RevenueandexpenditureswillbeconsistentwiththeAlabamaDepartmentofEducation’sFinancialPoliciesandProceduresHandbookandChartofAccounts.
FinancialTransparency
STARAcademyintendstocomplywithallrequirementsoftheAlabamaFinancialTransparencyAct(H.R.2477) bypostingallrequireddocumentsontheschool’swebsiteinatimelymanner.Thisincludes:theannualbudget,annualauditedfinancialstatements,quarterlyfinancialstatements,salaryschedulesand/orpolicies,accountspayablecheckregister,andcredit,debit,andpurchasecardstatements(inadownloadableformat),andan“investmentperformancereport”foranyschoolinvestments.
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ContractedServices
STARAcademywillcontractwithanindependentcertifiedpublicaccountant(CPA),toprovidesupporttotheschoolinanalyzing,reconcilingandadjustingaccountbalances,andtoensuretherecordsaremaintainedinaccordancewithgenerallyacceptedaccountingprinciples(GAAP).SuchaccountingfirmmayalsoassistindevelopingSTARAcademy’sChartofAccountsandimplementationofanaccountingsoftwaresystem.Werecognizethatasapubliclysupportedentity,STARAcademyhasadditionalresponsibilitiestoensurethepublic’sconfidenceandtheintegrityoftheschool’sactivities.TheBoardwilldevelopandapprovefinancialpoliciesandtheSchoolLeaderwillimplementthosepolicies,usingapprovedinternalfinancialcontrolsthatarealignedwiththerequirementsoftheAlabamaStateDepartmentofEducationandprovideSTARAcademywiththefoundationtoproperlysafeguarditsassets,implementmanagement’sinternalpolicies,providecompliancewithDistrictandfederallawsandregulations,andproducetimelyandaccuratefinancialinformation.TheSchoolLeaderwilldevelop,withtheassistanceofaCPA,aFinancialPoliciesandProceduresManual,whichwillbereviewedbytheFinanceCommitteeandapprovedbytheBoard.Thismanualwillcovertherolesandresponsibilitiesofallfinancialmanagementduties,includingcontent,frequency,andprocessofreportingandreconcilingbankaccountsandledgerbooksforallfinancialtransactionsoftheschool.Themanualwillalsoinclude:proceduresforbankingandcashmanagement;procurement;expensesandaccountspayable;payrollandrelatedliabilities;fixedassets;grants,donationsandin-kindservices;debt;investments;andsecurityoffinancialdata.
LiabilityInsurance
STARAcademywillcarryanyauthorizerorstatemandatedinsurancecoverageatthelimitsrecommendedbyBirminghamCitySchools.Wehavebeguntoworkwithalocalinsurancecompanytodeterminecostsofinsurancecoverage.
BudgetNarrative
STARAcademyhascreatedaconservativesix-yearbudget(including“year0”)basedprimarilyonstatePerPupilRevenuewithminimalrelianceonsoftmoneyraisedfromprivatesources.Schoolrevenuesourcesinclude:AlabamaStatePerPupilFunding(gradesPrekindergarten-8),Title1Funding,PublicCharterSchoolsStartupandImplementationGrant,FoundationGrants,andPartnershipswithlocalbusinessesandnon-profits.Theproposedsix-year(“yearzero”planningyearandthefirstfiveyearsofoperation)budgetandbudgetassumptionsforSTARAcademycanbefoundinAttachment26.
Wewillworktomaintainabalancedbudgetfromyeartoyear,havingourfinancialstatementsandbudgetsheetsreviewedbytheBoardofDirectorsandFinancecommitteeeachmonth.Additionally,STARAcademywillhaveanannualfinancialauditconductedbyanindependentaccountant/auditingfirmtoensuretherearenofinancialproblemsorexceptionswithourbudgetarymanagement.STARAcademywillalsostayincompliancewithallauthorizerfinancialreportingrequirementsanddeadlines.
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• Theproposedsix-year(“yearzero”planningyearandthefirstfiveyearsofoperation)budgetandbudgetassumptionsforSTARAcademycanbefoundinAttachment26.Revenueandexpenditureprojectionsarebasedonthebestinformationavailabletodate.STARAcademyisinprocessofsubmittinggrantapplicationstothetothestateandprivatefoundationswhohaveapassionforsupportinghigh-qualityeducationoptionsforstudentsandtheirfamilies.
Itisourgoaltocontinuetoofferahigh-qualityeducationalprogram,regardlessoffluctuationsinperpupilfundsorotherrevenuessourcesfromyeartoyear.Asaresult,STARAcademyhasagoalofbuildingastrongcontingencybudgetbeginninginyear3.Weaimistoensurethefidelityofimplementationforouracademicprogramregardlessofeconomicvariables.
TheannualbudgetcycleisfromJuly1sttoJune30theachyear.Theschoolleaderdevelopsadraftbudgetforthecomingacademicyearbasedonactualsinthecurrentyearandidentifiedstrategicpriorities.Keyaspectsofthedraftbudget(e.g.staffingplans,curricularareasthatneedinvestment,etc.)arethensharedwiththefinancecommittee.Feedbackisgathered,adjustmentsmade,andthedraftbudgetisgivenbacktotheFinanceCommitteeforfinalreview.Thiscyclecontinuesuntilafinanciallyviablebudgetiscreated.ThefinalizedbudgetwillbesubmittedtotheboardforreviewduringtheAprilmonthlymeeting.TheschoolleaderincorporatesanyboardinputandthenafinalversionispresentedtotheboardattheMaymeetingforapproval.Theprocesstakesplacethisearlysotheschoolleaderhasaboard-approvedbudgetinhandpriortorenewingoffersofemploymentandmakinganynewhires.TheofficialbudgetwillbeapprovedinSeptemberonceactualenrollmentnumbersareknownandallhiringhasbeencompleted.
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FinancialManagementCapacity
STARAcademywillimplementfinancialpoliciesandpracticestoensurelong-termviability,includingmaintainingabalancedbudgetandconductingannualfinancialaudits.Wewillcreateandmaintainacomprehensivebudgetingprocessandsystemofchecksandbalances.TheGoverningBoardwillselectandtrainindividualmembersfromtheBoardtoformaFinanceCommitteewhichwillworkwiththeSchoolLeadertodevelopandexecuteresponsiblefiscalpoliciesandpractices,andmonthlywillreporttotheBoardonthefiscalhealth.ThefollowingBoardmemberswillmakeuptheFinancialCommittee:
Mrs.AnitaSmith-AnitaSmithservesasanadvancedaccountantfortheSouthernResearchInstituteinBirmingham,Alabama.Anitaworksdirectlywiththecontrollerinpreparationofthemonthlyfinancialstatements.Anitareconcilesgeneralledgeraccounts,preparesjournalentries,reviewsbankreconciliations,andworkswiththepayrolldepartmentinreconcilingaccounts. Mrs.IrisFisher-IrisFisherisaseniorlevelCPAfortheBirminghamWaterWorks.Irisisresponsiblefortheaccurateandtimelyprocessingofallfinancialtransactions.Irissupervisespayroll,customerservice,benefits,accountspayable,andaccountsreceivable. Dr.RobertRecord-Dr.RobertRecordisalicensedmedicaldoctorinthestateofAlabamawhodirectsChristHealthCenterintheWoodlawncommunity.Throughhisleadership,ChristHealthhasbeenabletoopena16,600squarefootmedical,dentalandpharmaceuticalfacilitytoprovidinghighqualitymedicalcaretopatientsofallages.Dr.RecordalsoservesasoneofthepastorsoftheChurchOfTheHighlandsDreamCenter.Hehelpedcoordinate,purchase,andmanagethedevelopmentoftheBirminghamDreamCenter.Dr.RecordalsoorganizestheChurchOfTheHighlandsServeDaywhichmobilizesof10,000volunteers. Mrs.CarmenBender-CarmenBenderisthemanageroftheWellsFargoBankCallCenterinBirmingham,Alabama.Mrs.Benderalsoteaches,trains,andmanagesover100employees.PriortobeingovertheWellsFargoBankCallCenter,CarmenwasaWellsFargoBranchManageratseverallocationsinthegreaterBirminghamarea.Asbranchmanager;Carmencreatedandmanagedactivitiesfordepositvolume,interviewedcandidatesforvariouspositions,andhelpedretaincurrentemployeesforahealthyworkenvironment.
Dr.ThomasBeavers-Dr.ThomasBeaversservesasthepastorofNewRisingStarChurchinEastBirmingham.NewRisingStarChurchholdsthreeweekendserviceswith1200attendeesperweekend.AsPastorofNewRisingStarChurch,Dr.Beaverscaststhevisiontoempowerpeoplethroughcommunitydevelopmentviaeducation,financialliteracy,workforcedevelopment,housing,recreation,andthechurch.Dr.Beavers'outreachtothecommunityhasmadehisaudiblevoicevisible.ThevisiblevoicethatDr.Beavershas,hasgivenhimamazinginfluenceinthecommunity.