APPLICATION COVER SHEET

Transcription

APPLICATION COVER SHEET
NAME OF PROPOSED CHARTER SCHOOL: Volusia County Charter High School
NAME OF NONPROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH CHARTER WILL BE
ORGANIZED OR OPERATED: ___ Volusia County Charter High School, Inc.
The Organization has applied for 501(c)(3) Non-profit Status: Yes_________ No___X_____
Provide the name of the person who will serve as the primary contact for this Application. The primary
contact should serve as the contact for follow-up, interviews, and notices regarding this Application.
NAME OF CONTACT PERSON: _______Mark Ezzard___________________
TITLE/RELATIONSHIP TO NONPROFIT: _______Director_____________________________
MAILING ADDRESS: ____9549 Crown Prince Lane, Windernere, FL 34786_________
PRIMARY TELEPHONE: ___407-908-0930_
ALTERNATE TELEPHONE: _______________
E-MAIL ADDRESS: _____MarkEzzard@gmail.com___________________________________
NAME OF EDUCATION SERVICE PROVIDER (if any):
___none________________
NAME OF PARTNER/PARENT ORGANIZATION (if any):
____none_______________________
Projected School Opening: August 2013______________________________________________
School Year
Grade Level
Total Projected Student Student Enrollment
Enrollment
Capacity (if known)
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
9-12
9-12
9-12
9-12
9-12
300
350
400
400
400
Currently Unknown
Currently Unknown
Currently Unknown
Currently Unknown
Currently Unknown
I certify that I have the authority to submit this application and that all information contained herein is
complete and accurate, realizing that any misrepresentation could result in disqualification from the
application process or revocation after award. I understand that incomplete applications will not be
considered. The person named as the contact person for the application is so authorized to serve as the
primary contact for this application on behalf of the applicant.
_____Mark Ezzard______________________________
Signature
_____Mark Ezzard______________________________
Printed Name
____Director______________
Title
____7/24/12_______________
Date
Volusia County Charter High School
Application
2012
A Volusia County Vocational High School
Table of Contents
EXECUTIVE SUMMARY .......................................................................................................... 1
EDUCATIONAL PLAN ............................................................................................................... 2
Section 1: Mission, Guiding Principles, and Purpose ........................................................... 2
Section 2: Target Population and Student Body ................................................................. 10
Section 3: Educational Program Design............................................................................... 13
Section 4: Curriculum Plan ................................................................................................... 24
Section 5: Student Performance, Assessment and Evaluation ........................................... 40
Section 6: Exceptional Student.............................................................................................. 53
Section 7: English Language Learner .................................................................................. 65
Section 8: School Climate and Discipline ............................................................................. 73
ORGANIZATIONAL PLAN ..................................................................................................... 76
Section 9: Governance ............................................................................................................ 76
Section 10: Management ........................................................................................................ 83
Section 11: Education Service Provider ............................................................................. 101
Section 12: Human Resources and Employment .............................................................. 102
Section 13: Student Recruitment and Enrollment ............................................................ 104
BUSINESS PLAN ..................................................................................................................... 108
Section 14: Facilities ............................................................................................................. 108
Section 15: Transportation Service ..................................................................................... 110
Section 16: Food Service ...................................................................................................... 111
Section 17: Budget ................................................................................................................ 112
Section 18: Financial Management and Oversight ........................................................... 116
Section 19: Action Plan ...............................................................Error! Bookmark not defined.
STATEMENT OF ASSURANCES ........................................................................................... 13
Attachment 1. Budgets- Five Year and First Year Monthly ................................................ 124
EXECUTIVE SUMMARY
Volusia County Charter High School(VCCHS) is intended to provide an opportunity for high
school students who have interests in entering a vocation that may not necessarily require a
college degree. It has been a major focus of the education system of our country to prepare high
school students to enter college as a prerequisite to a profession. What we believe needs to be an
option if choice is to those students where the employment prospects of the future are becoming
less certain. VCCHS will address that issue by giving each student direction to their future
career in an environment of support and individualized attention to their learning and vocational
requirements.
By using a blended curriculum and technology enriched facilities, and through small groups,
with differentiated instruction, the students at Volusia County Charter High School will develop
the academic, career, and character skills necessary to earn a high school diploma and prepare
for the workforce or enter college, if their career plan calls for it.
This School will focus on students who may have more interest and skills in a career that
requires greater hands-on vocational instruction than one that is focused heavily on college
preparation. Thus the projected student population will consist of those who need more
individualized assistance in discovering and developing their innate skills and talents that may
not otherwise be available to them but with the full intent to graduate each student with a high
school diploma. By partnering with local businesses and organizations that represent the kinds of
career opportunities expressed by the students’ interests and abilities and offering a flexible
schedule to match each student’s needs, the School will be a choice that parents can make for
their child to better enable them to enter a career of personal interest and reward. By offering
this choice to students in a small school with an enthusiastic faculty and staff, the School can
ensure that each student has every opportunity to reach their full potential in life.
Volusia County Charter High
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EDUCATIONAL PLAN
Section 1: Mission, Guiding Principles, and Purpose
A. Provide the Mission Statement for the Proposed Charter School.
The mission of Volusia County Charter High School(VCCHS) is to provide an opportunity for
all high school students who have vocational interests that do not necessarily require a college
degree, to engage in a learning environment with 21st century instructional methods and
technology. With a blended curriculum and technology enriched facilities, through small groups,
with differentiated instruction, the students at VCCHS will develop the academic, vocational,
and character skills necessary to earn a high school diploma and prepare for the workforce or
enter college.
The vision statements of Volusia Vocational High School are the following:
• Students will be prepared to graduate as responsible and contributing citizens of their
communities.
• Students will be able to improve their comprehension skills, enhance their composition
skills, articulate concepts they have read, and perform calculations with clarity and
accuracy.
• Students will become empowered to cultivate respect for themselves and others by
receiving opportunities to establish relationships with their faculty and peers for life-long
personal and social development.
• Students will acquire educational, personal, and career awareness skills in smaller class
settings with flexible scheduling options.
• Students will benefit from a multi-ethnic community of parents, business partners,
administrators, other students, and staff who work together to create an academic,
emotional, social, and safe environment where students can learn from, and respect, one
another.
• Students will acquire an education through innovative techniques to promote and encourage
lifelong learning through technology and varied instructional strategies.
B. Describe How the School Will Utilize the Guiding Principles Found in Section
1002.33(2)(a), F.S.
Volusia County Charter High School will utilize the Guiding Principles of the Florida Charter
Law found in F.S. 1002.33:
1. Meet high standards of student achievement while providing parents flexibility to choose
among diverse educational opportunities within the state’s public school system.
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Volusia County Charter High School is committed to the population of students and families we
will serve. Charter schools, by definition, provide educational choice for parents/guardians and
students in the State of Florida.
Volusia County Charter High School will provide students with interests and skills in a vocation
that may not necessarily require a college degree the opportunity to graduate from an accredited
charter high school that is sponsored by the School District. Volusia County Charter High School
also offers parents/guardians the educational opportunity to select a small high school
environment for their child where the focus is on the student.
We offer options which include courses in academic core curriculum, electives, career/life skills
and hands-on vocational training. Creative solutions to engage students in a modern education
are offered in order to improve student achievement, regardless of the child’s previously nonsuccessful school environments. Also, flexible scheduling allows our students to maximize
opportunities to complete assignments and earn high school credits, while still managing to
pursue a vocation.
Students will successfully engage in rigorous and relevant curriculum, experience instruction that
meets their interests and learning needs, and progress through each course completion in a timely
manner to achieve their aspirations and goals. Teachers will facilitate standards-based,
differentiated instruction based on assessment data to meet the individual needs of each student.
To achieve this challenge, the school is characterized by individualization and high standards for
all students. Diverse teaching methods are respected and encouraged. Creativity in designing
unique approaches to instruction is valued. Such approaches include developing personalized
learning contracts and means of assessments, utilization of portfolios, and imaginative uses of
technology. Learning may occur in isolated study, seminars, and/or cooperative learning groups,
allowing the creativity of each student to facilitate learning in others, customized per student.
High-quality high school educational instruction requires creative teachers who are well-trained,
motivated, and encouraging. The school director improves the quality of teaching by providing
opportunities for career support, teacher mentorship, in-service training, best practice
dissemination, and equitable access to professional development resources. Teachers are
encouraged to pursue certifications and degrees, to learn the school’s assessment programs, how
to assess reading and reading readiness, and how to assess reading performance. The scope of the
school’s professional development plan is to:
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Instill knowledge of all aspects of the Next Generation Sunshine State Standards, FCAT,
FCAT2.0, End of Course Assessments, and their relationship to student achievement;
Promote effective pedagogy through practical experiences;
Empower students with skills to develop reading and comprehension abilities in the
content areas;
Provide rigorous subject area content and effective teaching strategies;
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Demonstrate how to assess students and to determine whether they have learned the
material taught in the classroom, providing a variety of different assessment models,
rubrics, projects, displays, etc., that teachers may choose to use in their classroom;
Review discipline and alcohol, tobacco, and other drug use data and information related
to parent, student, and teacher’s perceptions of school safety to identify areas for needed
improvement;
Provide comprehensive initial professional development;
Provide frequent and continuous professional development;
Provide professional development lead by school-site expertise and best practices;
Make core subject areas an administrative priority which are included as subjects of
performance evaluations;
Ensure in-service and evaluation processes have a focus on the core subject components.
Parents have the flexibility to enroll or withdraw their child from Volusia County Charter High
School at any time during the academic school year. Volusia County Charter High School has
open enrollment throughout the year, allowing all of the educational program offerings to be
accessible to any qualified student.
Monitoring progress on a continual basis is incorporated throughout the instruction to determine
individual student’s needs. Results of this progress monitoring are the basis for assessing
academic development regarding the appropriate research-based instructional practices utilized
in all classrooms. Additionally, each spring all eligible students will participate in the state
mandated assessment programs.
2. Promote enhanced academic success and financial efficiency by aligning responsibility with
accountability.
The partnership created between the School District and Volusia County Charter High School
will promote accelerated academic success for youth with an integrated team approach that
provides efficiency and alignment of efforts and finances within the Florida public school
system.
Volusia County Charter High School will offer learning experiences that are supportive of
student access to Florida’s post-secondary educational opportunities. Each student attending
Volusia County Charter High School will follow an Individual Learning Plan (ILP) which is
customized to the student’s individual needs after an analysis of the student’s proficiency in
literacy and numeracy, previous school information, and transcript history.
Volusia County Charter High School will provide appropriate accountability in ensuring that all
students are afforded maximum opportunity for success within a program providing support,
academic rigor, and relevance. Volusia County Charter High School personnel will provide
timely and appropriate oversight of the Volusia County Charter High School accomplishments
aligning with the statutes governing charter high schools in Florida. Volusia County Charter
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High School administrators and staff members will work in partnership to ensure that students
are appropriately placed and educated in the core academic subject areas, increasing their
proficiency in literacy and numeracy.
Volusia County Charter High School will support the School District in retaining at-risk students
and recovering dropouts. This alignment of responsibility and accountability for student learning
opportunities and engagement will provide positive outcomes for students.
Financial efficiency will be attained primarily through sound fiscal management to enable
student achievement to proceed without concern for sustainability. A Financial Specialist will
have primary fiscal responsibility to ensure that all internal controls are in place and
implemented with oversight from the governing board and the district sponsor.
3. Provide parents with sufficient information establishing whether their child is reading at
grade level and whether the child gains at least a year’s worth of learning for every year spent in
the charter school.
Volusia County Charter High School will implement a student-centered learning program
focused on literacy, numeracy, and critical thinking.
Students will assist in developing and monitoring their Individual Learning Plans, assuming
ownership and responsibility for their personal learning and academic goals. Parents/guardians
and teachers will be key partners during this process as each student progresses through the
program. Students will learn to take personal responsibility for identifying and tracking their
learning goals and academic learning gains.
Copies of each student’s Individual Learning Plan reflecting their achievement, inclusive of
goals and assessments, will be provided to parents/guardians of minor age students in a
systematic and ongoing manner using multiple communication strategies (written, oral, online/digital, and in-person).
C. Describe How the School Will Meet the Purposes for Charter Schools Found in Section
1002.33(2)(b), F.S.
In accordance with the law, charter schools shall fulfill the following purposes:
Improve Student Learning and Academic Achievement.
The primary focus at Volusia County Charter High School is following a process which will
result in the highest achievement possible for each student by earning a Florida high school
diploma. Through a system of steps which focus on the individual goals of each student, Volusia
County Charter High School will seek to increase academic achievement and proficiency of all
students in their core subject areas. This will include the implementation of multiple strategies to
ensure that all students are able to successfully re-engage in the learning process.
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Many of the students who will enroll in Volusia County Charter High School are those who are
not successful in their attempts to become educated under traditional methods of instruction
and/or the schedules of traditional schools. A significant amount of these students would drop
out of school if they were not presented an alternative. With a blended curriculum and
considerable amount of individualized support, the students of Volusia County Charter High
School are promoted toward achievement and toward the improvement of students’ motivation
and self-confidence in an academic setting. In addition, the flexible schedule, which allows
students to work primarily on-site with staff support and also the opportunity to progress further
by allowing the students to work from any other setting where they can access the internet, gives
families and students an opportunity to pursue interests outside of schools, and serves families
where parents and sometimes students, have to work within a unique schedule. Additionally,
Volusia County Charter High School offers parents and guardians of students leaving traditional
schools the educational opportunity to select a smaller, more individualized, self-paced school
setting to prepare for post-secondary education and career opportunities.
In addition to live assistance with curriculum, students who are not performing at grade level, or
who are struggling in the classroom, can receive site-based tutoring and small group instruction.
Continual assessment allows the teachers, parents, and students to receive real-time reports of a
student’s progress so that the student will be further engaged in, and held accountable for, the
achievement of their academic and career goals and meeting their potential as a student.
The School’s innovative instructional program will contain the following elements, which
contribute to student learning and achievement:
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Small Learning Environment: Small group instruction based in a safe and secure learning
environment will provide small student/teacher ratios for personalized attention and
learning.
Technology-Enhanced Teaching and Learning: Evidence-based instructional software
designed to deliver content requiring ongoing interaction between the learner and the
software.
Rigorous and Relevant Curriculum: A curriculum aligned to the Next Generation
Sunshine State Standards and focused on making real-world connections relevant to
students' lives.
Personalized Success Plan: A comprehensive plan which serves as a roadmap to student
success.
Integrated Support Services: A Student Services Specialist (SSS) that works with each
student to address and remove the personal, social, and behavioral barriers that prevent
students from becoming successful. The SSS also teaches employment skills and
interviewing techniques; tracks mandatory employment hours; conducts employer
outreach on behalf of the students.
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Lesson and Module Based: Self-contained student learning activities are based on a
specific concept and topic.
Ongoing Communication of Student Progress: A virtual portal for students, parents,
teachers, and administrators to track, monitor, and measure individual student progress
toward completion of the Individual Learning Plan.
Critical Thinking and Problem Solving: Teaching and learning which helps students
develop strategic methods to bypass or overcome obstacles and to think critically, while
preparing them for college and career success.
21st Century Knowledge and Skills: Development of competencies to ensure adequate
preparation for success in the global workforce.
Direct Instruction: Individual and small group instruction, led by highly qualified
teachers, which is focused on targeted intervention strategies as determined by ongoing
learning gap analyses.
Mastery based Instruction: Guided by individual student mastery rather than seat time as
the student works toward achieving state standards.
Seminars: Relevant learning opportunities for students to interact with experts in chosen
career fields during school-sponsored career days.
Respect and Relationships: Learning activities focused on developing respect for self and
peers, as well as learning and building relationships with peers, teachers, family, and
community.
Increase learning opportunities for all students, with a special emphasis on low-performing
students and reading.
Because many of the Volusia County Charter High School students will be those that are not
performing well for any variety of reasons, or who are not comfortable in a traditional setting,
the school will provide an alternative academic setting designed to help students who are behind
in credits the experience to succeed, or those who want to graduate earlier than they could in a
traditional high school setting. Throughout the instructional day, Volusia County Charter High
School teachers will engage students in meaningful activities designed to optimize learning
opportunities for all students. The online curriculum re-teaches concepts in subjects where the
students are not performing sufficiently, until the student masters the standard.
Literacy is embedded throughout the curriculum with an emphasis on comprehension. Since a
significant amount of computer-based work is accomplished by reading, all courses are
specifically written with grade-level reading skills in mind. Ongoing assessments in reading are
implemented throughout the year to determine a student’s reading grade level and progress, and
to keep the students’ instructor informed of that progress on a weekly, or daily basis, as needed.
All students who are reading below grade level will receive intensive instruction with a reading
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curriculum that focuses on phonemic awareness, phonics, fluency, vocabulary, and
comprehension. Low-performing students will also receive support in reading through
supplemental online resources; however, teacher-directed small-group instruction in reading will
comprise the majority of intervention efforts in this area.
Encourage the use of innovative learning methods.
Traditional instruction does not always work for all students. Online curriculum with interactive
video and frequent communication from credentialed teachers motivates students and holds them
accountable. Innovative learning methods combined with a rigorous academic curriculum
integrated with real-life projects provides students with relevant material for learning. A positive
and supportive staff, living the core belief that every student can and will reach his or her
potential, is the heart of daily learning success. In an era of constant stimulus and a focus on
recognizing and adapting to different learning styles, traditional classroom instruction can make
learning more of a challenge for students with tactile and kinesthetic learning styles.
The online courses meet the needs of not only the students who need to move and touch, but also
those who need visual stimulation and many individualized auditory cues, which are provided by
the animation and videos of the online courses at Volusia County Charter High School.
Technology will be used to provide expanded access to education programs and assessment,
leading to extended and accelerated learning. This process will be used to enhance the cognitive
skills of all students to facilitate critical and independent thinking necessary for success in the
21st century.
Require the measurement of learning outcome
Volusia County Charter High School has developed very clear, measurable, and specific goals
for student learning, as well as operational goals, which promote increased learning. The school
has developed action steps to meet these goals and a system of monitoring the reasonability and
progress for attaining each goal. Each Volusia County Charter High School student also
develops, with his or her teacher, educational, career, and lifelong goals cited in their Individual
Learning Plan, which is updated at least annually and includes the student’s Major Areas of
Interest. Volusia County Charter High School will utilize the Individual Learning Plan to assess
learning gains in literacy and numeracy by measuring the difference in achievement between the
baseline and the growth score at specific curriculum checkpoints to track and monitor student
achievement.
Learning outcomes will also be identified and assessed in a variety of ways that likely include
but are not limited to:
 State mandated assessments, e.g., FCAT 2.0, FCAT Writes; CELLA; FAIR; and End of
Course (EOC) exams;
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Benchmark assessments and mastery, e.g., Next Generation Sunshine State Standards
(NGSSS); Common Core State Standards (CCSS); and content area formative and
summative tests;
Cognitive functions assessment, e.g., comparative thinking, symbolic representation, and
logical reasoning;
Diagnostic assessment;
Authentic assessments, e.g., portfolios, projects, essays and research papers, rubric
scoring by staff and students, speaking, listening, and discussing.
This School will focus on students who may have more interest and skills in a career that
requires greater hands-on vocational instruction than one that is focused heavily on college
preparation. Thus the projected student population will consist of those who need more
individualized assistance in discovering and developing their innate skills and talents that
may not otherwise be available to them but with the full intent to graduate each student with
a high school diploma. By partnering with local businesses and organizations that represent
the kinds of career opportunities expressed by the students’ interests and abilities and
offering a flexible schedule to match each student’s needs, the School will be a choice that
parents can make for their child to better enable them to enter a career of personal interest
and reward. By offering this choice to students in a small school with an enthusiastic faculty
and staff, the School can ensure that each student has every opportunity to reach their full
potential in life.
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Section 2: Target Population and Student Body
A. Describe the anticipated target population to be served.
Volusia County Charter High School will offer a unique educational experience specifically
designed for its students who have not been successful in traditional school settings and have recommitted to improving their lives, continuing their education, and preparing for a vocation.
Volusia County Charter High School will specifically target students aged 15-21 years, who may
be interested in pursuing a vocation that may not necessarily require a college degree, but still
seek to obtain a high school diploma and, at the same time, prepare for the workforce. Volusia
County Charter High School will be non-discriminatory and open to all young adults who are
eligible to enroll in a Florida public high school, have not earned their high school diploma,
reside in Volusia County, have previously dropped out of school, or are in their third or fourth
year of high school and are not on track to graduate. Volusia County Charter High School will be
non-sectarian in its programs, admissions policies, employment practices, and operations. In
accordance with Federal and State anti-discrimination laws and in accordance with the Florida
Educational Equity Act, Section 1000.05(2)(a) Volusia County Charter High School will not
discriminate based on race, color, age, religion, national origin, gender, marital status, disability,
or sexual orientation and is committed to educating all eligible students. Volusia County Charter
High School understands the need for the school to achieve a racial/ethnic balance reflective of
the community it serves, or of other public schools in the same district.
Additionally, in order to minimize any traffic impact caused by the school and to ensure that the
school is available to serve the residents of the neighborhood where the school is located, the
Board of Directors of the charter school may elect to limit the enrollment process to target
students residing within a reasonable distance of the school, as provided under F.S. §1002.33
(10)(e). Such students shall be subject to a random lottery.
Florida’s charter school legislation, F.S. §1002.33(10)(e), provides that the School may give
enrollment preference to certain student populations. Said student populations include:
1. Students who are siblings of a student enrolled in the charter school;
2. Students who are the children of a member of the Board of Directors of the charter
school;
3. Students who are the children of an employee of the charter school;
4. Students who are the children of;
a) An employee of a business partner of a charter school in the workplace;
b) A resident of the municipality in which such charter school is located;
c) A resident of a municipality that operates a charter school in a municipality;
5. Students who are the children of an active duty member of any branch of the United States
Armed Forces.
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Volusia County Charter High School enrolls an eligible student by accepting a timely application
through the first of August. If the number of applications exceeds the capacity of the program,
class, grade level, or building, all applicants will have an equal chance of being admitted through
a random selection process.
The School is open to all eligible students residing in Volusia County. The target population to
be served at Volusia County Charter High School is as follows:
 Over-aged high school students;
 Students between the ages of 15 and 21 who are eligible for grades nine through twelve;
 Students at risk for dropping out of school and/or academic failure;
 Juvenile criminal offenders;
 Students with credit and GPA deficiencies
 Students who are not currently attending or enrolled in school, and deemed to be of dropout status;
 Students who demonstrate attendance, truancy, and habitual tardiness issues;
 Students in need of remediation in core subjects, who also demonstrate below grade level
performance and lack of progress on state standardized tests;
 Students who are determined to be English Language Learners, Exceptional Education,
Section 504, and students with disabilities.
B. Provide the following projection for each year of proposed operation: the grades that the
school will serve, the projected number of students to be served in each grade, the number
of students expected in each class, and the total number of students enrolled.
Year of Charter
Grades Served
2013-2014
9-12
2014-2015
9-12
2015-2016
9-12
2016-2017
9-12
2017-2018
9-12
Projected # of
Students
9th-100; 10th-100;
11th-50; 12th-50
9th-100; 10th-100;
11th-100; 12th-50
9th-100; 10th-100;
11th-100; 12th-100
9th-100; 10th-100;
11th-100; 12th-100
9th-100; 10th-100;
11th-100; 12th-100
Students per
Class
Grades 9-12
Up to 25**
Grades 9-12
Up to 25**
Grades 9-12
Up to 25**
Grades 9-12
Up to 25**
Grades 9-12
Up to 25**
Total #
Enrolled
300*
350*
400*
400*
400*
* The numbers provided herein are estimates, and may fluctuate within each grade level depending on student enrollment and/or
attrition in the respective grade levels.
** Volusia County Charter High School will be in compliance with the state of Florida’s class size requirements upon the
opening of the school. Class size averages will not exceed a 25:1 student teacher ratio.
C. Provide a description of how the student population projections were developed.
Florida Statutes and Constitution 2011 Section 1002.33 (10) (h) states the capacity of the charter
school shall be determined annually by the governing board, in conjunction with the sponsor, of
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the charter school in consideration of the factors identified unless the charter school is designated
as a high performing charter school.
In order to be better prepared for student population projection, Volusia County Charter High
School first referred to the FLDOE website and analyzed all statistical data from the “Education
Information & Accountability Service Data Report” published in February 2012.
The topic of this report and the basis of Volusia County Charter High School’s student
population projections are based on a 70.6% graduation rate for Florida seniors for 2010-2011.
Although graduation rates continue to increase slightly each year in Florida, this percent
continues to fall short of the national average. The statistics demonstrate that there is a ten
percent decrease in students graduating in Florida compared to the national average and Volusia
County Charter High School used this data as the foundation to increase our enrollment and
close the gap between the State and Federal levels.
According to “Scope” (School Dropout Study Group Report), in 2008, 9th and 10th grade
students have a higher dropout rate than 11th and 12th grade students. This factor influences the
projection for these grade levels. Also, the fact that any student eligible to attend a charter high
school, whether a dropout or not, would also be eligible to attend Volusia County Charter High
School. These factors determine the additional demographic to draw from those results in the
projected student population.
Another study points out the need for an additional focus in our education system so that young
people can better prepare for a career that will enable them to support themselves and their
families in an age where job prospects have become more problematic. As the introduction in the
Pathways to Prosperity report, authored by the Harvard Graduate School of Education (2011)
states:
Yet as we end the first decade of the 21st century, there are profoundly troubling
signs that the U.S. is now failing to meet its obligation to prepare millions of young
adults. In an era in which education has never been more important to economic
success, the U.S. has fallen behind many other nations in educational attainment and
achievement. Within the U.S. economy, there is also growing evidence of a “skills
gap” in which many young adults lack the skills and work ethic needed for many jobs
that pay a middle-class wage. Simultaneously, there has been a dramatic decline in
the ability of adolescents and young adults to find work. Indeed, the percentage of
teens and young adults who have jobs is now at the lowest level since World War II.
(p. 1).
The VCCHS believes there is a large demand for the type of focus and support that the
Pathways to Prosperity report calls for, and the School is designed to respond to that
need.
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Section 3: Educational Program Design
A. Describe the school’s daily schedule and annual calendar, including the annual number
of days and hours of instructional time.
Volusia County Charter High School will provide two four-hour classroom sessions to best
accommodate our students. Classroom session times will be from 7:30 a.m. – 11:30 a.m. and
12:30 p.m. – 4:30 p.m. Each day of instruction will consist of three hundred minutes resulting
from 240 minutes of onsite instruction with an additional sixty minutes of online instruction
outside of a regular classroom session. Instruction time for each student will total 720 hours of
on-site instruction and 180 days of on-line instruction each year.
Volusia County Charter High School will follow the School District of Volusia County’s annual
school calendar of 180 days beginning with the 2013-2014 school year. During the summer of
2014, Volusia County Charter High School will open and offer 210 days of instruction.
Volusia County Charter High School will offer students a 24-credit standard diploma option so
that its former drop-out student population can graduate and earn a standard high school
diploma. Volusia County Charter High School students will meet the Florida State Board of
Education’s performance requirements for graduation.
During the summer, Volusia County Charter High School will offer a summer program for its
students. The students will have the option to attend the physical campus to take courses or have
to take courses at home if they have Internet connectivity. The courses over the summer will
consist mostly of online delivery, with little provisions for student interaction other than
completing the online assignments. The extended summer sessions will be for students to catch
up on courses failed and for students who wish to accelerate their progress towards high school
graduation.
B. Describe the proposed charter school’s educational program.
Volusia County Charter High School’s philosophy is to engage all students requiring nontraditional learning in an educational experience to improve academic performance that will
enhance their lives as they transition into post-secondary education and the workforce.
Building on the excellent foundation of standards, the Common Core State Standards are the first
step in providing our students with a high-quality education. It will be clear to every student,
parent, and teacher what the standards of success are in Volusia County Charter High School.
The standards clearly communicate what is expected of students at each grade level. This will
allow our teachers to be better equipped to know exactly what they need to help students learn
and establish individualized benchmarks for them. The Common Core State Standards focus on
core conceptual understandings and procedures starting in the early grades, thus enabling
teachers to take the time needed to teach core concepts and procedures well—and to give
students the opportunity to master them.
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With students, parents and teachers all on the same page and working together for shared goals,
we can ensure that students make progress each year and graduate from school prepared to
succeed in life.
The following are core, compelling beliefs that provide the basis for the philosophical foundation
of the School's program. We believe:
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All students can learn;
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All students deserve another chance at receiving a first-class education that sets them on a
path toward a successful future and life;
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All students deserve every opportunity to live up to their potential.
The educational foundation for the overall instructional program and school philosophy are:
1. Instructional leadership;
2. A clear and focused mission;
3. A safe and orderly environment;
4. A standard of high expectations;
5. Frequent monitoring of student progress;
6. Positive home-school relations;
7. An opportunity to learn;
8. The students’ time will be spent on task.
The School's educational program offers a personalized program for each student to
progress at an appropriate pace based on his or her individual learning needs. Accordingly, the
major focus of the School's instructional methods align directly with its mission to provide
personalized, foundational, and enhanced learning opportunities for high need students seeking a
high school diploma and a successful career. The School's innovative instructional program
contains the following elements that contribute to student learning and achievement.
 Small Learning Environment: Small group instruction based in a safe and secure learning
environment will provide small student/teacher ratios for personalized attention and
learning.
 Technology-Enhanced Teaching and Learning: Evidence-based instructional software
designed to deliver content requiring ongoing interaction between the learner and the
software.
 Rigorous and Relevant Curriculum: A curriculum aligned to the Next Generation
Sunshine State Standards and focused on making real-world connections relevant to
students' lives.
 Personalized Success Plan: A comprehensive plan which serves as a roadmap to student
success.
 Integrated Support Services: A Student Services Specialist (SSS) that works with each
student to address and remove the personal, social, and behavioral barriers that prevent
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students from becoming successful. The SSS also teaches employment skills and
interviewing techniques; tracks mandatory employment hours; conducts employer
outreach on behalf of the students.
Lesson and Module Based: Self-contained student learning activities are based on a
specific concept and topic.
Ongoing Communication of Student Progress: A virtual portal for students, parents,
teachers, and administrators to track, monitor, and measure individual student progress
toward completion of the Individual Learning Plan.
Critical Thinking and Problem Solving: Teaching and learning which helps students
develop strategic methods to bypass or overcome obstacles and to think critically, while
preparing them for college and career success.
21st Century Knowledge and Skills: Development of competencies to ensure adequate
preparation for success in the global workforce. By providing tools and resources that
fuse the three Rs and the four Cs (critical thinking and problem solving, communication,
collaboration, and creativity and innovation). These tools and resources are reflected in
the Framework for 21st Century Learning – a holistic view of 21st century teaching and
learning, so that our students can meet the challenges of the modern age.
Direct Instruction: Individual and small group instruction, led by highly qualified
teachers, which is focused on targeted intervention strategies as determined by ongoing
learning gap analyses.
Mastery based Instruction: Guided by individual student mastery rather than seat time as
the student works toward achieving state standards.
Seminars: Relevant learning opportunities for students to interact with experts in chosen
career fields during school-sponsored career days.
Respect and Relationships: Learning activities focused on developing respect for self and
peers, as well as learning and building relationships with peers, teachers, family, and
community.
We use a variety of instructional strategies and resources to support and enhance student
learning and success. All learning activities focus on the development of critical thinking and
problem solving skills and 21st century competencies.
Students will engage in technology-enhanced, mastery-based course instruction using
research-based and standards-aligned curriculum to earn credits and develop literacy and
numeracy proficiency. During this time, a team of teachers will direct student learning and
provide coaching, mentoring, and tutoring as determined by student needs and progress.
Targeted, face-to-face direct instruction will be conducted to assist struggling students with
further understanding and mastery of course content using supplemental reading, math, and
foundational skills resources. This individualized instruction will address identified gaps in
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student learning and provide appropriate interventions and remediation. Instruction will be
aligned to the student’s individual needs including test-taking skills preparation, foundational
skills improvement, and additional reading instruction. Students who do not participate in the
targeted direct instruction will continue to work on their courses.
Our accelerated learning model provides an innovative option for students. The model is
teacher-directed, mastery-based, self-paced, and technology-enhanced to serve over-age, undercredited, and retained students who learn at different rates, exhibit diverse learning styles, and
experience life challenges. Using a combination of instructional software aligned to state
standards, teacher-directed learning activities, and supplemental resources and materials, the
curriculum will have the depth to provide students the required courses to comply with the
district's graduation requirements to earn a high school diploma.
An Individual Learning Plan (ILP) will be developed for each student to track and
monitor individual student outcomes and progress. This plan will serve as the roadmap to student
progress and success. The ILP will include the following essential components:
1. Individual graduation plan;
2. Personal goals statement;
3. Foundational skills assessment and growth;
4. Social/Personal needs intervention plan;
5. Career interests inventory;
6. Employment and workforce assistance;
7. Individual postsecondary transition plan.
Additional instructional time will be offered to students in the areas of employability skills,
career and college readiness, and postsecondary options based on each student's ILP. Students
will explore career options and develop requisite skills for postsecondary success while they
develop career portfolios using career planning and preparation software. This instruction will
develop real-world knowledge and skills and will offer credit to students engaged in each of
these activities. The Student Services Specialist will work closely with students to help them
learn job skills, assist with finding employment, and prepare students for a successful
postsecondary transition. Students at the School will be supported in using FACTS.org, Florida's
official online student advising system. High school students, parents, and counselors can use
the services provided on this website to help plan and track educational progress in Florida.
FACTS.org is provided free by the FLDOE to help students make informed choices about their
education. With FACTS.org, students can:
 Research and determine career objectives;
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Evaluate high school progress;
Review high school course summary and grades;
Learn about postsecondary opportunities in Florida;
Apply online to colleges that offer students’ areas of interest.
The curricula are aligned to the Next Generation Sunshine State Standards (NGSSS),
which puts us in an ideal position to prepare students to succeed on the FCAT. Students with
identified deficiencies in FCAT scores will be provided with individualized instruction through
tutoring in essential knowledge for success on the FCAT. Identified gaps in content knowledge
will be addressed through intensive remediation using teacher-directed approaches, technologyenhanced activities, and supplementary resources and materials. Supplemental instructional time
will be allocated for all students with low FCAT scores.
The School will use a student growth model with a value-added approach for student
assessment. Specific student achievement measures and targets will lead to the achievement of
higher rates of course completion, graduation, workforce preparedness, and college readiness.
The School will develop performance incentives to facilitate cost effective performance and
success based on the following measures and targets:
 FCAT scores, including measures of overall achievement and student level growth measures;
 School climate measures including behavior, safety, and attendance;
 Student retention;
 Promotion, completion, and graduation rates;
 College and career preparedness;
 Student and parent satisfaction.
The Volusia County Charter High School education program will have a positive impact on
student outcomes, including accelerated student achievement, as well as offering school retention
and promotion opportunities for at-risk high school students. Volusia County Charter High
School will create a learning environment that encourages students to become in tune with their
learning needs and educational options while learning about real life academic applications. The
Volusia County Charter High School culture, characterized by a strong sense of belonging, will
improve student attendance, participation, and achievement, and prevent risk-taking behavior
that has led to unsuccessful experiences in the past. Our school will develop a student’s sense of
community through strong organizational structures, policies, procedures, and values which have
a positive effect on the entire community.
School attendance, the Florida law (Section 1003.26, Florida Statutes) specifies steps for
enforcement of regular school attendance. It will be the responsibility of the school to enforce
school attendance of all children who are subject to compulsory school age requirements. The
responsibility includes:
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Develop policies and procedures to ensure that schools respond in a timely manner to
each unexcused absence, or absence for which the reason is unknown.
Contact the home for every unexcused absence or absence for which the reason is
unknown, to obtain parent justification for the absence.
Evaluate each justification and, based on district policy, determine whether the absence is
excused or unexcused; if excused, allow the student to make up assigned work without
academic penalty.
Track excused and unexcused absences.
Identify and refer students who may be developing a pattern of nonattendance to the
school child study team for intervention services.
Schedule a meeting with certain identified parents to discuss their child's attendance.
Implement prevention and intervention strategies to address truancy and attendance
issues as required for drivers' licenses and related requirements for habitual truants.
Send a notice to the superintendent of schools and to the district home education contact
regarding patterns of nonattendance for specific students.
Refer habitual truancy cases to the case staffing committee and/or child-in-need- ofservices provider for assistance.
C. Describe the research base for the educational program.
Current research continues to support four categories of risk factors and confirm that highneed students require a variety of instructional approaches, targeted resources, support services,
and intervention strategies to motivate them, support their learning, and ensure both short-term
and long-term success. The School's instructional program, support services, and facility design
were developed based on the needs identified in the latest research on success with high-need
students. The National Dropout Prevention Center (2007) has identified that:
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Dropping out of school is related to a variety of factors that can be classified in four areas
or domains-individual, family, school, and community;
There is no single risk factor that can be used to accurately predict who is at risk of
dropping out;
The accuracy of dropout prediction increases when combinations of multiple risk factors
are considered;
Dropouts are not a homogeneous group. Many subgroups of students can be identified
based on when risk factors emerge, the combinations of risk factors experienced, and
how the factors influence them;
Students who drop out often cite factors across multiple domains;
Dropping out of school is often the result of a long process of disengagement that may
begin even before a child enters school;
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Dropping out is often described as a process, not an event, with factors building and
compounding over time.
Understanding our student population, why they are high need, and what their needs are
enables Volusia County Charter High School to deliver accelerated learning in an individualized
and customized learning environment to help our students succeed personally, socially, and
academically.
In addition to the obvious strategy of teaching students through a blended learning
curriculum that is personalized to meet students’ needs, Apex Learning was developed to
incorporate the following research-based instructional strategies:
1. Bloom’s Taxonomy: Bloom’s Taxonomy is a hierarchal system of classifying learning
objectives and tasks from the basic knowledge level to the highest level, which encourages
students to become independent thinkers who take an active role in learning. This taxonomy
provides teachers with a structured method for planning and implementing classroom instruction
that develops higher order thinkers instead of rote learners who memorize and cannot transfer
knowledge. Volusia County Charter High School teachers plan lessons that naturally progress
through the hierarchy from basic knowledge through the application and synthesis levels, with
many opportunities at the evaluation level as well.
Bloom’s Taxonomy is also used in the design and development of assessment items.
Students are assessed at every level of Bloom’s with the focus being on higher levels to
ensure complete comprehension.
2. Differentiated Instruction: Differentiated Instruction is an instructional concept that
maximizes learning for all students, regardless of skill level or background. It is built on
the understanding that students vary in their academic abilities, learning styles,
personalities, interests, background knowledge, experiences, and levels of motivation for
learning. When Volusia County Charter High School teachers differentiate instruction,
they use the best teaching practices and strategies to create different pathways that
respond to the needs of the diverse learners served. They work with students online to
ensure that concepts are explained in many different ways and modalities.
3. Multiple Intelligences: The theory of multiple intelligences was developed in 1983 by
Dr. Howard Gardner, professor of education at Harvard University. It suggests that the
traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr.
Gardner proposed eight different intelligences to account for a broader range of human
potential in children and adults- Linguistic, Logical-Mathematical, Spatial, BodilyKinesthetic, Musical, Intrapersonal, Interpersonal, and Naturalist Intelligence.
The Apex Learning curriculum embraces and utilizes the theory of Multiple
Intelligences by offering individualized instruction that taps into the unique learning style
of the child.
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The outside of the box approach to the activities students experience through the
Lincoln Interactive curriculum engages students in multiple areas of intelligence, paving
the way for student successes.
4. Brain-Based Learning: Apex Learning curriculum employs the theory of brain-based
learning which is a comprehensive approach to instruction based on, and according to,
current research in neuroscience and how the brain learns naturally. This theory is based
on what we currently know about the actual structure and function of the human brain at
varying stages of development. This type of education provides a biologically driven
framework for teaching and learning, and helps explain recurring learning behaviors.
Instructional techniques stress teachers’ abilities to connect learning to students’ real life
experiences. This form of learning also encompasses such educational concepts as
mastery learning, learning styles, multiple intelligences, cooperative learning, practical
simulations, experiential learning, problem-based learning, and movement education.
5. Online Learning: In recent research conducted by the Center for American Progress and
the Broad Foundation and published in a May 2009 article entitled Getting Students More
Learning Time Online, researcher Cathy Cavanaugh compared the current research on
virtual classes and found that while the movement is still experiencing significant growth
and change, the nature of teaching changes when instruction takes place online.
Common benefits found in schools and programs that utilize online learning include:
a. Students in online courses spend significant time working independently with
concepts and digital resources. Courses that are designed to require more time
actively practicing and applying the course content through writing and speaking
generally lead to higher achievement, as do simulations, manipulatives, and
tutorials that offer student feedback.
b. Online courses increase equitable access to qualify educational opportunities by
bringing flexibility to the course calendar, expanding the course catalog, and
offering individualized instruction.
In a study of blended learning, Pape (2010) observed teachers can use online tools and
resources as part of their daily classroom instruction. Using many of the online tools and
resources students already are using for social networking, blended teaching helps
teachers find an approach that is more engaging for this generation of students. The
benefits of blended learning include giving students a variety of ways to demonstrate
their knowledge while appealing to diverse learning styles and fostering independent
learning and self-directed learning skills in students, a critical capacity for lifelong
learners. Blended learning helps students better develop their higher education and
workforce skills, extends teaching and learning beyond the classroom walls, and develops
critical thinking, problem solving, communication, collaboration and global awareness.
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6. Safe, Ethical, and Appropriate Use of Technology: Since the School's curriculum is
technology-enhanced, it is critical that safe, ethical, and appropriate use of all technology
usage are promoted at the School. The School supports compliance with the established
policy on safe and legal use of technology resources. All students and school staff are
required to sign the Acceptable Use Policy (AUP) for use of technology at the School.
Volusia County Charter High School provides for compliance with its established
policies through filtering techniques. These techniques, in addition to blocking
inappropriate materials, automatically notify School staff of such attempts immediately.
All School staff are required to participate in the School's professional development
modules on effective use of technology and must demonstrate proficiency in delivering
and supporting instruction using technology.
D. Explain how the educational program aligns with the school’s mission.
The educational program of the School will use a comprehensive and evidence-based
model of teaching and learning that will address core academics along with the social, personal,
career, and academic goals of students. This program will be characterized by a strong
curriculum plan, rich learning experiences, and technology enhanced teaching and learning
opportunities leading to achievement of the Next Generation Sunshine State Standards and a
standard high school diploma.
Volusia County Charter High School and its philosophy is to embrace all students who
have non-traditional learning and school needs in an education experience that will enhance their
adult lives. These principles are embodied in the mission statement. The premise that students
will be successful is derived from the School’s educational philosophy initiative of a positive
impact on student outcomes, including accelerating student achievement, as well as offering
school retention and promotion opportunities for at-risk high school students.
Volusia County Charter High School creates a learning environment that encourages
students to become in tune with their learning needs and educational options while learning
about real life academic applications. Students, parents, and staff build a community of
successful personal and academic experiences embedded in the culture of the school. We believe
that to students and parents, school is their community. The more productive, healthy, and
important school becomes to our students, the more our students play a critical role in their
learning process. Volusia County Charter High School creates a strong sense of belonging for its
students that improves attendance, participation, and achievement, and prevents risk-taking
behavior that has led to unsuccessful experiences in the past. Our school influences our students’
sense of community through strong organizational structures, policies, procedures, and values
that in turn have a positive effect on the entire community.
There is no one magical, quick fix solution to the dropout problem. The problem is
complex and requires a complex array of solutions. Dropouts have dissimilar characteristics and
therefore need different kinds of programs that respond to their individual circumstances and
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needs. Our educational program provides one-on-one intensive attention to high-need students,
who often must be convinced that they are competent and can be successful in school. Our
program focuses on foundational skills development, removal of social and personal barriers to
success, and offers a strong emphasis on college and career readiness so that at-risk students
have a chance for success.
While the School will be incorporating many practices and comply with standards most
other public schools employ as necessary for accountability to the Sponsor and State, the
advantage the School intends to leverage is the focus on individualized attention to the learning
plans of each student, the infusion of technology throughout the campus and individually by the
students, and the inherent benefits a small school with an enthusiastic faculty and staff can bring
toward ensuring each student has every opportunity to reach their full potential.
E. Explain how the services the school will provide to the target population will help them
attain the Next Generation Sunshine State Standards - Common Core Standards, as
required by section 1002.33, F.S.
Volusia County Charter High School will use the Apex Learning curriculum, which is
aligned with the Common Core and Next Generation Sunshine State Standards (NGSSS) and the
educational requirements of the No Child Left Behind Act (NCLB). The School will follow the
timeline for the implementation of the NGSSS as set by the Florida Department of Education.
This combination of educational programs designed to meet high academic standards,
coupled with a high degree of local parental choice provide the standards, flexibility, and
diversity envisaged by the Charter School Statute.
Before students enroll in Volusia County Charter High School, parents and students are
given thorough explanations of the curriculum, expectations, and requirements of the school.
This information is delivered through a variety of ways, such as open houses, published
information, brochures, applications, and website question submissions. After enrollment and the
start of school, parents continue to have flexibility to monitor their child's progress of the
NGSSS online and/or through parent conferences. Because the school follows a continuous
improvement model, parents have access to their child's progress at any time. Parents have
significant information provided to them to schedule a conference, ask questions, or just be
aware of their child's academic achievement. Parents have the flexibility to choose among the
diverse educational opportunities within the state's public school system throughout the school
year.
F. Provide evidence that the existing design has been effective and successful in raising
student achievement.
The applicant does not plan to replicate an existing design. However, the tools and
methodologies employed have been used in part in other school settings that have proven to be
important in assisting students to achieve short and long term personal success. Details about
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these methodologies and tools as they have been assembled for this School, and the success they
have achieved individually are detailed in Section 4, covering the curriculum.
G. Describe the applicant’s capacity to replicate an existing school design.
The applicant does not plan to replicate an existing school design but will use proven
classroom curricula and online learning solutions that have proven effective, as described in
Section 3F above.
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Section 4: Curriculum Plan
A. Describe the school’s curriculum in the core academic areas, illustrating how it will
prepare students to achieve the Next Generation Sunshine State Standards - Common Core
Standards.
The educational program of the School will use a comprehensive and evidence-based model
of teaching and learning that will address core academics along with the social, personal, career,
and academic goals of students. This program will be characterized by a strong curriculum plan,
rich learning experiences, and technology enhanced teaching and learning opportunities leading
to achievement of the Next Generation Sunshine State Standards and a standard high school
diploma. The Common Core State Standards focus on core conceptual understandings and
procedures starting in the early grades, thus enabling teachers to take the time needed to teach
core concepts and procedures well—and to give students the opportunity to master them. The
following components will be integrated into learning activities, lessons, modules, and units:
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Teacher-directed tutoring, mentoring, and coaching;
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Mastery-based and self-paced learning;
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Technology-enhanced learning,
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Accelerated accumulation of credits;
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Focused and relevant learning connected to students' lives;
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Foundational skills development;
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Formative and summative assessment;
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Social skills development;
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Employability skills development;
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Career assessment and preparation,
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Successful transition to the next steps in an Individual Transition Plan
Volusia County Charter High School will promote a strong curriculum plan with academic
objectives focused on providing a relevant and rigorous core curriculum that meets all students’
needs, creates continuous opportunities for students to accelerate their learning through various
methods, and uses myriad assessment methods that are mastery based and performance based.
The integration of technology to enhance teaching and the learning environment will develop
skills that students of the 21st century need to be successful and tutoring sessions grant ongoing
support, as well as FCAT preparation so that all students will demonstrate mastery at Level 3 and
above.
Volusia County Charter High School will give each student a first-rate, quality education
aligned with the Common Core and Florida Next Generation Sunshine State Standards. The
School will also engage in counseling the student with regard to personal and social issues that
may be prohibiting that student from learning, teaching the student valuable life management
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skills, and training the student for, and placing the student in, gainful employment. Preparation
for the student to pursue postsecondary opportunities by teaching him/her how to learn, and by
equipping each student with career employability skills and career opportunities, will thereby
empower him or her along the path to success.
Enriched Learning Experiences
The instructional software that will be used by the School will deliver a broad curriculum
to support teachers in creating rich, in-depth learning experiences for their students (F.S.§1002.33
[7][2][b]). Each course will provide a complete scope and sequence with original instructional
content that will not only guide students in mastering critical skills and developing an
understanding of key concepts, but will also encourage them to extend their learning beyond
required content. Multimedia tutorials will provide students with opportunities to explore and
discover new concepts. Images, sound tracks, short movies, animations, charts, maps, and graphs
integrated throughout the text will provide alternative representations and address different
learning styles. Varied activities will challenge students to explore further, extend understanding,
think critically, apply skills and concepts to new situations, and develop and express their points of
view. Students will be actively engaged in learning as they read, watch, listen, inquire, write,
discuss, explore, and manipulate objects and data. The curriculum will go beyond asking students
to memorize facts. Instead, it will focus on requiring students to identify causes, changes, and
trends. In addition, the School will integrate district-adopted textbooks and supporting resources
to enhance each student's learning experience.
Technology-Enhanced Core Academics
The School understands that one size does not fit all and high-need students require a
plethora of learning activities and opportunities. As such, the School will use a variety of
technology-enhanced courses and research-based learning programs aligned to the Next
Generation Sunshine State Standards (NGSSS).
Courses offered by the School will help students achieve the NGSSS and prepare them to
be college and career ready. These programs may include Apex Learning, Jamestown Reading
Navigator, Reading Plus, Bridges, Lincoln Interactive, and School Connect.
By using content from multiple providers, we will be able to offer standards-based
courses in mathematics, science, English, social studies, world languages, electives, Honors, and
Advanced Placement for grades nine through twelve. Apex Learning courses serve as the
School's primary curriculum and provide foundational, comprehensive, honors, and Advanced
Placement courses. Apex Learning courses and instruction may be supplemented with
curriculum lessons from Jamestown Reading Navigator, Reading Plus, Bridges, School Connect,
and Lincoln Interactive. The program from Your Teacher will provide focused instruction in
high school math courses, including pre-Algebra, Algebra, and Geometry. Reading programs
from Jamestown Reading Navigator and Reading Plus will help students achieve proficiency in
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reading. Bridges will be used for career planning and preparation, and School Connect helps
students develop social/personal skills. Lincoln Interactive offers additional courses beyond the
providers already listed that broaden the offerings Volusia County Charter High School can offer
students.
Apex Learning
Apex Learning, accredited by the Commission on Schools of the Northwest Association
of Accredited Schools, provides comprehensive online instructional content and assessments that
help teachers individualize instruction, ensuring each student has the opportunity to achieve his
or her potential. Online diagnostic assessments pinpoint student strengths and weaknesses.
Detailed reports provide teachers with performance information for an entire class and for
individual students.
Study plans help teachers guide students toward relevant instructional content that
engages the students in active learning experiences to master skills and develop conceptual
understanding. Apex Learning gives teachers the flexibility to determine how to most effectively
use these online curriculum resources to enhance classroom instruction.
Based on relevant national standards and aligned to the NGSSS, Apex Learning helps
teachers create active learning experiences that keep students alert and engaged. Interactive and
original subject material is presented in a step-by-step fashion that is designed specifically to
appeal to students. Multimedia tutorials provide opportunities to explore and discover new
material, manipulative tools encourage hands-on interaction to master concepts, and interactive
exercises with self-checks give frequent opportunities for students to confirm understanding and
apply new concepts. Multiple representations help teachers reach each student.
Apex Learning provides teachers with online content based on time-tested, researchbased pedagogical principles. Teachers can use introductory material to create an anticipatory
set. Guided-inquiry and direct instruction activities help teachers engage students in focused
instruction. Practice and application exercises can be assigned to reinforce skills and deepen
conceptual understanding. Progress can be assessed throughout the instructional phase with
formative assessments that provide feedback to both students and teachers.
Assessment opportunities including formative, summative, and diagnostic assessments
are integrated throughout Apex Learning's digital curriculum. Each lesson begins with the
learning objectives for the lesson. Assessments address each learning objective and are designed
specifically to test students at various levels of Bloom's Taxonomy. Formative and diagnostic
assessments provide opportunities to gauge student progress on an ongoing basis. Summative
assessments require students to demonstrate content mastery at the end of each unit and
semester.
Each Apex Learning online course provides a complete scope and sequence based on
state and national standards. Courses are organized into semesters, units, lessons, and activities.
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A typical semester includes five to six units, each with five to six lessons. A typical lesson
comprises a number of activities including studies, practices, readings, journals, labs,
discussions, projects, web explorations, reviews, and both computer- and teacher scored
assessments, including unit diagnostics. Each semester has an average of 750 pages, one
thousand images, 250 multimedia tutorials, 250 interactive exercises, fifty computer-graded
assessments, and 85 vetted web links.
Jamestown Reading Navigator
Jamestown Reading Navigator may be one of the primary reading intervention curricula
used by the school. It is a research-based, field-tested program developed specifically to raise
reading competencies and test scores of struggling middle school and high school students. This
highly innovative program is targeted to students reading at least two levels below grade level.
Jamestown Reading Navigator is an online and print-based program built upon the latest
research in adolescent literacy, Reading Next (2004). The online component of Jamestown
Reading Navigator will improve students' comprehension by utilizing direct, explicit instruction
and modeling of good reading practices. Students will practice and apply these reading
strategies and skills by reading highly engaging content, viewing interactive multimedia, and
writing in response to reading. The print-based readings from the inTime magazines and the
inClass Reader anthologies will give students an opportunity to extend their learning beyond the
computer and encourage collaborative and/or independent learning. Teachers will be able to
monitor student progress utilizing the online Learner Management System where scores from
formative and summative assessments are recorded.
Reading Plus
Reading Plus® picks up where phonics and oral reading instruction leave off, providing
rapid and sustainable comprehension and silent reading fluency gains. The system's assessments,
individualized dynamic intervention, and progress monitoring provide the solutions needed to
effectively identify and remediate struggling students, as well as others who could benefit from
silent reading fluency development.
By using 21st century technology, the Reading Plus® system provides a unique,
independent practice environment designed to ensure immediate and frequent success. Readers
build independent reading skills and confidence to prepare them for high-stakes tests, academic
success, and challenges beyond secondary school.
Bridges
Choices® Planner from Bridges is an online career information delivery system that
helps students compare, connect, and choose from a vast network of work and education options,
effortlessly building powerful transition plans. Personalized planning becomes more effective
with Guideways which suggests next steps based on what students have started or completed.
Validated assessments enhance self-awareness, helping students make more informed decisions,
Page 27
while tools for resume writing and interview practice help them prepare for the world of work.
All work, plans, and documents are saved in student portfolios.
The career and education solutions for high schools have been specially designed to
prepare students for successful transition to postsecondary school and beyond. The engaging,
ready-to-implement, easy-to-use products have been proven successful with counselors, teachers,
vocational directors, technology preparation coordinators, and administrators in high schools
throughout the country for over 25 years.
School-Connect®
School-Connect® is a high school level program designed to improve students' social and
emotional skills, boost academic achievement, and facilitate supportive relationships among
students and teachers. The program consists of four modules:
1. Creating a Supportive Learning Community;
2. Developing Self-Awareness and Self-Management;
3. Building Academic Strengths and Purpose; and
4. Resolving Conflicts and Making Decisions.
Lessons focus on bolstering protective factors, e.g., supportive relationships, social skills,
emotional management, and effective study habits, and also focuses on reducing risk factors
associated with school violence and high school dropout rates, such as bullying, social isolation,
and poor academic attitudes and habits.
The School-Connect® program applies the latest research in emotional intelligence,
positive psychology, prevention, conflict resolution, and character education. The lessons are
designed to create a positive school climate while giving students’ opportunities to explore,
discuss, and practice skills crucial to success in school and the workplace. Particular attention is
given to the requirements of high-need youth. As students' sense of competency grows, so does
their self-esteem and commitment to learning.
Development of the Curriculum
The School's primary curricula will be selected based on the quality of the programs and
evidence of effectiveness with our target population. All of the curricula to be used have
documented evidence demonstrating student success. The Apex curriculum developers drew
from decades of educational research to identify those factors most essential for a high-quality
curriculum.
Instructional Design
Instructional design is based on the following time-tested pedagogical principles:
1.
Create an anticipatory set for the student;
2.
Provide focused instruction using varied teaching strategies, such as guided inquiry
and direct instruction;
Page 28
3.
4.
5.
6.
Engage students in practice and application exercises that clarify and deepen
conceptual understanding and mastery of skills;
Assess student progress throughout the instructional phase with formative
assessments which will provide feedback to both students and teachers;
Remediate where necessary;
Integrate assessment in regards to the following:
a. Diagnostic, formative, and summative;
b. Based on Bloom's classical six-level taxonomy.
Philosophy
Consistent instructional philosophy is implemented across courses in each subject area:
1. English
a. Integrate literature study, composition and skills instruction in each unit;
b. Include literature from a wide variety of genres and time periods;
c. Engage students in before-, during-, and after-reading activities.
2. Math
a. Implement the Discovery-Confirmation-Practice model of instruction;
b. Develop conceptual understanding, problem solving skills, and computational
proficiency;
c. Relate math to science and to real-world applications.
3. Science
a. Teach through inquiry and use of the scientific process;
b. Develop conceptual understandings;
c. Combine learning of scientific knowledge with reasoning and thinking skills;
d. Connect the study of science to history, mathematics, and student's lives.
4. Social studies
a. Build instruction around the Knowledge-Skills-Application (KSA) model;
b. Combine higher-level thinking with the basic facts or elements of knowledge;
c. Encourage active learning: reading, viewing, and listening; engaging in reflective,
creative, and analytical processes;
d. Include a variety of types of information including engaging narratives, primary
sources and focused analytical studies.
5. Standards Alignment
a. Course design is based on Florida's Next Generation Sunshine State Standards
(NGSSS);
Page 29
b. Standards are used to direct development of each course's scope and sequence, content,
media, interactivity, and assessment.
6. Correlation reports for Florida NGSSS are available online
a. To ensure validity, correlations are developed by a third-party independent source EdGate Correlations Services;
b. Reports are available at the subject area, by course, and activity level.
7. Correlations and alignment are kept up-to-date.
a. Within sixty days of formal adoption of new standards, new correlations are
developed;
b. To ensure the highest levels of correlation, any gaps in coverage of the new
correlations are evaluated, and plans for creation of new content or revision of existing
content are made.
Core Courses
Focused on building essential skills and content knowledge, Apex Learning Core Courses
are designed to support success for both struggling and mainstream high school students. Rich
graphics, engaging multimedia, hands-on interactivity, video, and audio tracks provide support
for those reading below grade level and address different learning styles for all students.
Robust scaffolding in the form of annotated readings, study sheets, and graphic
organizers assist all learners in making consistent progress through coursework. Each semester
course offers 70-90 hours of interactive direct instruction, guided practice, and integrated
formative, summative, and diagnostic assessment.
Information is presented in small, manageable chunks that require students to make
decisions as they navigate through the content. Strict attention is given to keeping sentence and
paragraph length short in accordance with online reading habits and readability principles.
Images, sound tracks, short movies, animations, charts, and graphs integrated throughout the text
provide alternative representations and address different learning styles. Prompts and interactive
exercises give students frequent opportunities to check their understanding and apply what they
learn as they progress through a subject. Rollover vocabulary provides important assistance to
students who may otherwise be held back in their learning due to their reading level.
Manipulatives provide hands-on opportunities for students to master difficult concepts.
Extensive use of audio and video that are controllable by the student bring learning to life in a
way that no text-based curriculum can. In addition, Apex courses integrate writing across the
curriculum by offering opportunities for students to explain key concepts in their own words and
to respond in writing to discussion prompts. In the core English courses offered by Apex,
students write one short composition in each unit and receive step-by-step writing process
assistance to support their success and skill development in writing. Across the curriculum, core
Page 30
content students can expect to find scaffolding in constructive activities to guide their success.
Assessment is embedded throughout the learning process and emphasis is on computer-graded
assessments. Diagnostic assessments included for each unit can be used as a pre- or a post-test to
gauge a student's level of knowledge and understanding. Individual study plans are generated
based on performance on the diagnostics outline, a personalized learning path for every student.
Computer-graded quizzes integrated throughout the instructional content give students
and teachers immediate feedback on an ongoing basis. Students are required to demonstrate what
they have learned through computer-graded unit tests and semester exams. Core courses include
optional teacher-graded summative assessments that can be used to evaluate higher order and
critical thinking skills. English courses include multiple teacher-graded writing assignments as
well as teacher-graded semester exams that are important components in the evaluation of a
student's writing ability.
Subject Area
English
Credits
4
Graduation Requirements
Major concentration in
composition, reading for
information, and Literature.
Mathematics
4
One of which must be Algebra
1 or its equivalent and one
must be Geometry or its
equivalent.
Science
3
Two of which must have a
laboratory component and one
of which must be Biology 1 or
an equivalent.
Social Studies
3
Concentration in World
History, US History, US
Government, Economics.
Foreign Language
Not required for HS
graduation but required for
admission into a state
university.
Courses
Intro. to Literature and Composition
Critical Reading and Effective Writing
American Literature
British and World Literature
Introductory Algebra
Consumer Math
Integrated Math I
Integrated Math II
Algebra I-A
Algebra I-B
Algebra I
Algebra II
Geometry
Pre-calculus
Earth Science
Physical Science
Biology
Chemistry
Psychology
Geography and World Cultures
World History
World History to the Renaissance
World History Since the Renaissance
U.S. History
U.S. History to the Civil War
U.S. History Since the Civil War
U.S. Government and Politics
U.S. and Global Economic
French l
French II
Spanish I
Spanish II
Page 31
Arts
1
Physical Education
1
Electives
Total
8
24
Must take a fine or performing
arts, speech and debate, or
practical arts class.
Include the integration of
health.
Varied classes.
Music Appreciation
Art Appreciation
Physical Education
Skills for Health
Various courses
B. Describe the research base and foundation materials that were used or will be used to
develop the curriculum.
Volusia County Charter High School has selected a fully accredited, research-based
curriculum that has been widely utilized in providing classroom instruction in Florida public and
private schools for several years. Each of the curriculum providers, Apex Learning, A+ Learning
System, Lincoln Interactive, Reading Plus and Jamestown reading Navigator has undergone
rigorous examination by individual schools, as well as school districts and curriculum providers.
Each curriculum provider was selected to deliver a component of the Volusia County Charter
High School educational program that meets the individual needs of students. The goal is to
provide students with choices that will help them earn their high school diploma. The Florida
State Standards and Benchmarks are met by the selected curriculum choices.
The Common Core State Standards (CCSS) provide a clear and consistent framework for
student learning and ensure college and career readiness. The new Apex Learning courses in
math and English language arts fully align to and incorporate the instructional intent of the CCSS
including rigorous instruction, active learning experiences, and meaningful assessment.
Apex Learning
Apex Learning was selected because it has been recognized by the National Dropout
Prevention Center as a model program for dropout prevention, recovery, credit recovery, and
intervention. Volusia County (FL) Schools (VCS) has been using Apex Learning digital
curriculum with much success. Today, at each of VCS's traditional high schools, students use
Apex Learning digital courses in learning labs to recover credits required to get back on track for
graduation. At VCS’s alternative education sites, including transitional schools for 8th, 9th, and
10th graders, storefront dropout prevention and recovery schools, and Department of Juvenile
Justice sites, students take Apex Learning courses to earn original credit.
A+ Learning System ®
This research based curriculum software assists middle and high school students who
have failed, or are at risk of failing, a course. The backbone of the A+ Learning System® is a
series of comprehensive assessments that test students in five core curricular subject areas. The
American Education Corporation offers electronic learning products and solutions to serve atrisk students in many alternative learning environments. The A+® products integrate into at-risk
Page 32
learning programs, including traditional classrooms, response to intervention, credit recovery,
and dropout prevention to help students progress toward graduation.
Lincoln Interactive
Lincoln Interactive provides a series of cutting-edge, engaging courses for elementary,
middle, and high school students designed to maximize academic success. It is a high-tech, hightouch, comprehensive learning package supported by highly qualified teachers dedicated to
providing flexible, dynamic, and adventurous learning opportunities for students.
Lincoln Interactive operates in partnership with National Network of Digital Schools, a
Florida Department of Education approved online course provider. Lincoln Interactive offers
over 250 online, self-paced semester courses offered in basic and advanced classes to serve the
needs of a variety of different students including accelerated courses, expanded curriculum
options, alternative education, credit recovery, and special education. Lincoln Interactive is used
to expand learning opportunities in schools, as well as bridge educational gaps with its courses
for core subjects and electives.
Lincoln Interactive utilizes technology – especially interactive videos, games, and
learning experiences – to bring lessons to life and allow students to engage in the learning
process. Each course is tailored and adapted to meet the needs of each individual student and is
facilitated by a qualified teacher.
All courses are subject to a three-tier audit process to evaluate the quality of content,
collect and analyze student feedback, and study student achievement and performance by the TriState Area School Study Council of the University of Pittsburgh. The National Network of
Digital Schools which designs, develops, and delivers Lincoln Interactive courses, has also
received accreditation from AdvancED, the secondary school accrediting agency of the Southern
Association of Colleges and Schools.
Reading Plus®
Reading Plus® is one of the most extensively documented programs to establish the
effectiveness of its technology-delivered, reading improvement techniques, especially in the area
of silent reading fluency development. Beyond the pedagogical considerations observed in
Reading Plus®, there is an array of studies dating back to the 1930s, when Earl A. Taylor
initiated the first reading instrument training technique to develop fluency in silent reading. The
studies continued through the1960s and into the 1980s with the introduction of the Controlled
Reader, Guided Reader, Tach-X, and Tach-Mate tachistoscopes by Stanford E. Taylor.
Taylor Associates studied the records of over three hundred schools and the reports on
65,000 students during the school years of 2005-2007, facilitating the creation of Reading Plus®
3.6, which contains an automated system of instruction, provisions for scaffolding of instruction
to best accommodate individual student needs, ongoing formative and summative assignments,
Page 33
as well as many motivational measures which will maximize student progress toward developing
reading proficiency.
Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness in
developing reading proficiency in elementary, middle, and high school students. A recent study
involving more than 28,000 students supported the following outcomes:
1. Reading Plus® significantly improved reading scores in middle school and high
school students regardless of student ethnicity or sub-population;
2. A direct correlation was observed between the number of Reading Plus® lessons
completed and gains achieved;
3. Participating Exceptional Student Education (ESE) students, both non-gifted and
gifted, made significantly greater gains compared to non-participating students;
4. Participating English Language Learner (ELL) students made significantly greater
gains compared to non-participating students.
Jamestown Reading Navigator
The National Dropout Prevention Center (NDPC) at Clemson University conducted an
evaluation of Jamestown Reading Navigator (JRN) on student performance in reading in MiamiDade County Public Schools. Data were analyzed from the Group Reading Assessment and
Diagnostic Evaluation (GRADE), a norm-referenced diagnostic assessment, and the Iowa Tests
of Educational Development (ITED) for three groups of high school students enrolled in nineweek courses for ninety minutes a day, five days a week.
Miami Southridge Senior High School implemented JRN to support grade ten students'
reading achievement and to help them score proficiently on the FCAT. In preparation for the
FCAT, the school held a semester-long FCAT Recovery class that used JRN as its curriculum.
The program was used in an intensive reading class inside an inclusion model with special
education and regular education students who had previously scored at Level One or Level Two
on the reading section of the FCAT. The Gates-MacGinitie Reading Test was used to measure
achievement growth. Students began the semester significantly below grade level. The GatesMacGinitie pre-test indicated the average reading level was 4.8. After five to six months of
intensive intervention using JRN, all students showed growth in reading improvement, with an
average growth of three years.
Data were analyzed from the GRADE and ITED results for three groups of Davenport
High School students enrolled in nine-week courses for ninety minutes a day, five days a week.
This analysis was the only assessment of intensive, short-term JRN participation available in the
first program implementation year. The GRADE was selected as the primary measure of change
in reading skills, due in part to its capability for off-grade level testing, group-administration,
and standardized reading growth measures.
C. Describe the school’s reading curriculum. Provide evidence that reading is a primary
focus of the school and that there is a curriculum and set of strategies for students who are
Page 34
reading at grade level or higher and a separate curriculum and strategy for students
reading below grade level. The reading curriculum must be consistent with effective
teaching strategies and be grounded in scientifically-based reading research.
Reading is a critical portion of every education system, and literacy and reading for
information create the basic foundation for all areas of learning. Therefore, the School's
educational program will utilize curriculum that has substantial focus in these areas.
The School will adhere to the specifications set forth by, and take full advantage of, the
myriad resources available from the Just Read, Florida! Initiative. For example, the School will
utilize the framework described in the Reading Program Specification for developing a highly
effective reading program for the school. The components are as follows:
1. Comprehensive initial professional development;
2. Professional development for all staff;
3. Ongoing professional development;
4. Professional development to impact change;
5. Professional development led by school-site expertise;
6. Reading as a school-wide priority;
7. In-service and evaluation processes focus on reading;
8. Resource focus on reading achievement;
9. Student learning in essential reading components;
10. Efficient use of instructional time;
11. Systematic set of assessment practices;
12. Differentiated instruction;
13. Materials and resources aligned with student reading levels;
14. Comprehensive instructional materials;
15. Wide assortment of diverse text;
16. Flexible use of text;
17. Appropriate integration of technology.
Upon entering the Volusia County Charter High School's program, students will be tested
and placed in an appropriate initial reading level. To accomplish this, the School will incorporate
screening and diagnostic assessment tools such as the TABE. This process of screening and
creating a personalized learning strategy for each student, combined with the daily monitoring
and assessment that will be rigorously performed by the staff, directly align with the Just Read,
Florida! Initiative's goals.
Students Reading Below Grade Level
Volusia County Charter High School will implement a separate reading curriculum and strategy
set for those students who read below grade level to increase their reading ability. Intervention
for struggling readers will occur for students scoring at Level l or Level 2 on the FCAT. These
students will receive intensive instruction in the scientifically-based researched reading elements
Page 35
of phonemic awareness, phonics, fluency, vocabulary, and comprehension. The instruction will
be provided in addition to the core, required subjects in a face-to-face environment by certified
teachers with a reading endorsement. The intervention for the students will be flexible depending
on the needs of the students with time for whole group and individualized reading instruction
that provide opportunities to develop both expressive and receptive language.
Volusia County Charter High School’s Language Arts program includes strategies for students
reading at grade level or higher, as well as a separate reading curriculum and strategies for
students who are reading below grade level as required in Florida Statures 1002.33(6)(a)4. This
does include LA and Reading courses specifically for ELL's at different levels of English
proficiency through the instructional model approach and the use of ESOL instructional
strategies to make instruction comprehensible. It is expected that students will master reading,
writing, and verbal skills through continuous infusion of reading skills in all subject areas. The
program emphasizes critical and creative thinking skills through instruction aligned to the CCSS
and NGSSS. Lessons will be based on broad topics covering the reading process, literary
analysis, the writing process, communication, information and media literacy.
Primary Reading Intervention Curriculum
Jamestown Reading Navigator may be one of the primary reading intervention curricula
used by the school. This program is included on the list of State Adopted Instructional Materials
as an appropriate K-12 Comprehensive Intervention Reading Program. It is a research-based,
field-tested program developed specifically to raise reading competencies and test scores of
struggling middle school and high school students reading at least two levels below grade level.
The program is designed to be used by all teachers, regardless of their training.
Jamestown Reading Navigator is an online and print-based program built upon the latest
research in adolescent literacy, Reading Next (2004). The online component of Jamestown
Reading Navigator will improve students' comprehension by utilizing direct, explicit instruction
and modeling of good reading practices. Students will practice and apply these reading
strategies and skills by reading highly engaging content, viewing interactive multimedia, and
writing in response to reading. The print-based readings from the inTime magazines and the
inClass Reader anthologies will give students an opportunity to extend their learning beyond the
computer and encourage collaborative and/or independent learning.
Teachers will be able to monitor student progress utilizing the online Learner
Management System where scores from formative and summative assessments are recorded.
Reading Plus®
Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness
in developing reading proficiency in elementary, middle, and high school students. A recent
study involving more than 28,000 students supported the following outcomes:
Page 36
1. Reading Plus® significantly improved reading scores in middle school and high school
students regardless of student ethnicity or sub-populationl
2. A direct correlation was observed between the number of Reading Plus® lessons
completed and gains achieved;
3. Participating Exceptional Student Education (ESE) students, both non-gifted and gifted,
made significantly greater gains compared to non-participating students;
4. Participating English Language Learner (ELL) students made significantly greater gains
compared to non-participating students.
Face-to-Face Instruction and Progress Monitoring
Face-to-face instruction will be provided by reading endorsed, certified teachers to
students who are not proficient in reading. This instruction may be individual, small group, or
whole class, depending on the specific needs of the students. The School will also use the Florida
Assessments for Instruction in Reading (FAIR) to help teachers with screening, progress
monitoring, and diagnostic information collection that are essential to guiding instruction. The
Broad Screen will be used to identify students most likely to be on or above grade level in
reading by the end of the school year. The screening tasks include an adaptive reading
comprehension measure. This Reading Comprehension Screen will predict student success on
the FCAT and will also provide a Lexile score for each student.
Students with low performance on the Broad Screening measures will be further assessed
using the Targeted Diagnostic Inventory. This inventory includes Maze and Word Analysis.
Progress monitoring tools are available to assess student progress between administrations of the
Broad Screening measures in letter sounds, word analysis, word building, and oral reading
fluency. Teachers may also use the formative assessments in the Diagnostic Toolkit such as the
Phonics and Sight Word Inventory, the Comprehension Strategy Inventory, and Teacher Guides
for Scaffolding Comprehension in order to probe for deeper understanding of the passage.
All progress monitoring assessment data will be automatically reported to the Progress
Monitoring Reporting Network (PMRN). Results from progress monitoring assessments will be
reported three times per year, in the Fall, Spring, and Summer.
The School will align its diagnostic assessments with those in state-approved
Comprehensive Reading Plans. Just Read, Florida! recommends one hundred minutes of daily
classroom instruction that is aligned with Guthrie research which allocates 40% of the time for
guided instruction, 20% for engaged reading, and 20% on strategies, with the remainder
addressing motivation and format for all Level 1 students.
Level 2 students do not require the same level of intensity as Level 1 students. These
students will receive additional instruction in the areas of fluency, vocabulary, and
comprehension. The Level 2 students will receive fifty minutes of daily reading instruction.
Additional comprehension and vocabulary instruction will be received in the content area
classes.
Page 37
Students Reading At or Above Grade Level
Students scoring at Level 3 and above on the FCAT will also receive reading instruction.
The instructional focus will be vocabulary and comprehension strategies that prepare the students
for rigorous college coursework. These students will receive their focused reading strategy
instruction within the content area classroom with the exception of those classes specifically
designed to enhance preparation for the PSAT/SAT assessments. While they read, students will
connect the new knowledge with prior knowledge and verify their predictions.
Teachers will model active reading comprehension strategies for the students. After
students have finished reading, they will learn to summarize and organize what they have
learned. The School's teachers will receive professional development in scientifically-based
reading research through participation in the School District's reading endorsement classes, as
well as other trainings offered to all public school teachers.
Reading Program Summary
As the Reading Program Specifications are implemented in the School, both a firm
foundation and a strong framework will be built in our reading program using the curriculum
options described above. The School will assure that there is a commitment to improving
reading and writing skills so that students meet the Next Generation Sunshine State Standards.
The School will focus on achieving the goals outlined by Florida's reading initiative, Just Read,
Florida!, and the nation's reading improvement initiative, Reading First.
Furthermore, the School will base this framework on current and relevant research findings by the National Reading Panel (NRP), International Reading Association, the National
Council of Teachers of English (NCTE), and the National Assessment of Educ. Progress (NAEP).
D. Describe proposed curriculum areas to be included other than the core academic areas.
In addition to the School's comprehensive core curriculum, we may offer the following
programs and courses:
1. Targeted reading intervention programs, which may include Jamestown Reading
Navigator and Reading Plus®.
2. Social/personal skills development program such as School Connect.
3. Career planning and preparation program such as Bridges.
The School will also offer all required instruction for high school graduation described in
the District Student Progression Plan. This will include a minimum number of hours of
instruction in health education and substance abuse prevention appropriate for each grade level
for high school students selecting the 24-credit option. The health education curriculum shall
include required instruction on teen dating violence and abuse as defined by the Florida DOE.
This curriculum will include, but is not limited to, the definition of dating violence and abuse,
the warning signs of dating violence and abusive behavior, the characteristics of healthy
relationships, measures to prevent and stop dating violence and abuse, and community resources
available to victims of dating violence and abuse.
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E. Describe how the effectiveness of the curriculum will be evaluated.
The specific learning results obtained through instruction will be directly correlated with the
effectiveness of the curriculum used in the School. As such, it is critical that this effectiveness
be evaluated in a variety of ways:
1. Evaluation of the curriculum courses, materials, resources, and offline activities that incorporate
the aims, objectives, and teaching and learning strategies of the School's programs.
2. Performance evaluation designed to assess the extent to which the intended outcomes of the
teaching and learning are achieved and the level of interference from other, unintended
outcomes are evaluated in the following ways:
a. Curriculum objectives measured through a variety of assessments, including authentic
and local assessments.
b. Effectiveness of instruction as evaluated through direct impact on student achievement,
performance, and FCAT results.
c. Trend analysis of student learning results, including course completions and FCAT
results to identify potential gaps in curriculum.
d.Annual comparison of pre- and post-test results using the TABE to determine if each
student has met or exceeded his/her statistical expectancy, or to indicate in which areas
the student did meet the expected standard. These test results, which measure progress in
specific areas, including reading, mathematics, and overall academic achievement, also
determines if that student is gaining at least a year's worth of learning for every year
spent in the School. Any deficiencies in statistical expectancy and annual learning gains
are correlated to gaps in the School's curriculum.
e. Identified targets and components of each student's Individual Learning Plan are
evaluated to determine if milestones have been met and to correlate any gaps in the ILP
with gaps in the School's curriculum.
f. Student achievement gains on objectives within core courses.
g. Student demonstration of a year’s growth for every year enrolled.
h.Student credit accrual.
i. Student response to curriculum software choices.
j. Teacher response to software choice.
k.Teacher response to instruction, materials and resources.
While the School will be incorporating many practices and comply with standards most other
public schools employ as necessary for accountability to the Sponsor and State, the advantage
the School intends to leverage is the focus on individualized attention to the learning plans of
each student, the infusion of technology throughout the campus and individually by the students,
and the inherent benefits a small school with an enthusiastic faculty and staff can bring toward
ensuring each student has every opportunity to reach their full potential.
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Section 5: Student Performance, Assessment and Evaluation
A. State the school’s educational goals and objectives for improving student achievement.
Indicate how much academic improvement students are expected to show each year, how
student progress and performance will be evaluated, and the specific results to be attained.
Florida's differentiated recognition, accountability, and support systems will provide the
needed levels of support and rewards as well as set ambitious but achievable Annual
Measureable Objectives (AMOs) per the waiver to the Elementary and Secondary Education Act
that the United States Department of Education granted to the Florida Department of Education.
Building on the excellent foundation of standards, the Common Core State Standards are the first
step in providing our students with a high-quality education.
An alternative school may choose to receive a school grade or a school improvement
rating under s. 1008.341, F.S. For charter schools that meet the definition of an alternative school
pursuant to State Board of Education rule, the decision to receive a school grade is the decision
of the charter school governing board. As such, the School's Board will determine how the
proposed school will be evaluated.
The school improvement rating shall identify schools as having one of the following
ratings defined according to rules of the State Board of Education:
 "Improving" means schools with students making more academic progress than
when the students were served in their home schools.
 "Maintaining" means schools with students making progress equivalent to the
progress made when the students were served in their home schools.
 "Declining" means schools with students making less academic progress than
when the students were served in their home schools.
In addition to the ratings referenced above, the School and student subgroups will be
expected to perform to Yearly Measurable Objectives (YMOs) according to standards that are
currently being defined by the Florida Department of Education.
Page 40
The following are the School's current educational goals and objectives:
Goal
Baseline Target
Student
participation
FCAT and FCAT
2.0, End of Course
Assessments
At least 90% of
eligible students
will participate in
the FCAT, FCAT
2.0 test
Standardized test
performance
At least fifty
percent (50%) of
students who take
the FCAT, FCAT
2.0 and End of
Course
Assessments will
demonstrate
annual learning
gains as defined
by the FLDOE
At least 50% of
students in
attendance of 120
days or more will
demonstrate
annual learning
gains in reading
and math
At least 50% of
the students
enrolled in an
entire academic
year (AugustJune) will earn at
least 5 credits
At least 50% of
eligible seniors
enrolled for an
entire academic
year and enter
with 17 or more
credits will
graduate.
Reading and Math
levels
Earned Credits
Graduation
Student Progress
and Performance
Test Participation
will increase at
least 1% annually
The percentage of
enrolled students
demonstrating
learning gains will
increase 2.5%
annually
Evaluation
Results
Attendance and
participation in
administration of
FCAT, FCAT 2.0,
End of Course
Assessments
Test Results
Eligible students
participate on
FCAT, FCAT
2.0, End of
Course
Assessments
Overall
performance of
eligible students
to be at level 3
FCAT, FCAT 2.0
and at the average
score to be
established by the
State for End of
Course
Assessments
Students will
perform at grade
level in reading
and mathematics
The percentage of
enrolled students
demonstrating
growth in reading
and mathematics
will increase 2.5
each year
TABE Pre and Post
Assessments
The percentage of
enrolled students
earning at least
five credits per
academic year will
increase annually
Number of credits
earned
Eligible students
will be moving
toward
graduation
The graduation
rate will increase
2.5% annually
Students Graduate
Ongoing
improvement in
annual cohort
graduation rate.
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B. Describe the School’s student placement procedures and promotion standards.
The School will comply with the requirements for student placement and promotion as
noted in the school district student progression plan.
Placement
The principal and staff of each school determine promotion and retention of a student unless
it conflicts with the Student Progression Plan. Volusia County Charter High School will
construct a four level system that provides personalized instruction based upon literacy and
credit needs of the students. The system includes four Learning Levels that are defined by the
needs of the students. Students are placed in a Learning Level upon entry and move to the next
level upon meeting criteria set for that level:
 Level I: Students’ intake assessments indicate they need an intensive remedial approach
that provides instruction in basic reading, mathematics, and writing with content courses
available at a lower reading level than is typical for high school students. Multiple
educational approaches are implemented included online learning and small group
instruction.

Level II: Students in Level II have reached an eighth grade literacy level in reading and
mathematics but still need more intensive assistance to handle a traditional high school
curriculum. Courses in the core and elective curricular areas are emphasized together
with preparation for reaching the tenth grade level in reading and mathematics and for
passing the FCAT graduation tests.

Level III: Includes students who have reached their grade level literacy levels but need
concentrated courses in the core or elective areas to graduate. They may also need
assistance in building the skills necessary to pass the FCAT.

Level IV: These students have few courses remaining until graduation and are highly
motivated to complete the coursework and graduate. Some may need intensive assistance
to pass the FCAT; others may have already passed the FCAT and need only a few
courses for graduation.
Promotion
The following documents the criteria necessary for student promotion and progression for
district reporting:
1. Promotion from ninth grade to tenth grade occurs when a student has completed one full
year and has earned at least five credits.
2. Promotion from tenth grade to eleventh grade occurs when a student has completed two
full years and has earned at least eleven credits. The student must also fulfill the
graduation requirement on the FCAT/Next Generation Sunshine State Standards Tests for
Reading and Mathematics.
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3. For 24-credit option students, promotion from eleventh grade to twelfth grade occurs
when a student has completed three full years and has earned at least seventeen credits.
4. Students electing the 18-credit graduation option are promoted to grade 12 immediately
following FTE survey period 3 in February of their third year.
5. Students electing to graduate with 24 credits in three years are promoted to grade 12 on
May 1 of their third year if they are on track to graduate.
6. Three of the four required mathematics credits must be earned in grades 9-12. However,
students who score a minimum of 550 on the mathematics portion of the Scholastic
Assessment Test (SAT) or a minimum of 24 on the mathematics portion of the American
College Test (ACT) may be exempt from the requirement that the 3 credits be earned in
grades 9-12 and may use high school credits earned at the middle school toward the four
credit graduation requirement. High school courses taken at the middle school and the
grades earned in those courses will remain as part of the student's academic record.
7. Approved credits earned in other districts are accepted at face value.
Students’ progress in grade levels at Volusia County Charter High School, which are not
determined by semester or calendar, when they meet the requirements listed in the table
below:
Classified
Grade 9-10
Students Must
Have:
5 credits
And
Must Include
Grade 10-11
11 credits
Must include
Grade 11-12
17 credits
Must Include
Graduation
24 Credits
Must Include
Passage of These
Required Courses
1 English or 1 Math –or- .5
English and .5 Mathematics
1 Science
1 Social Studies
3 Credits in English and/or
Mathematics
8 required credits in
English, Mathematics,
Science, and Social Studies
All required courses for
graduation; GPA
requirements; and passing
scores on the FCAT, FCAT
2.0 and EOC.
Credits Required
To Move Up
7.5 Credits
13 Credits
20 Credits
C. If the school will serve high school students, describe the methods used to determine if a
student has satisfied the requirements specified in section 1003.43, F.S., and any proposed
additional requirements.
The following chart displays the requirements for graduation for students who entered 9th
grade in 2007-08 through 2009-10. If students enroll in the School who entered 9th grade prior
Page 43
to 2007-2008, their graduation requirements will comply with state and school district
requirements.
Classes
English/ESOL
Mathematics
Science
Social Science
Foreign Language
Performing/Fine
Arts/Practical
Arts/Career &
Technical
Education
Physical
Education/Health
Classes
Electives
Grade Point
Average
Minimum grade to
earn course credit
24 Credit Standard Program
Requirements
4 credits (major concentration in
composition & literature and
reading for information)
4 credits (Algebra 1, Geometry, &
2 course at the Algebra I level or
higher)
3 credits (1 credit in biology,
physical science and 1 credit in
another science). All courses must
include a laboratory component.
3 credits (World History,
American History, American
Government, & Economics)
Not required (foreign language
credit is required for admission to
a state universities).
1 credit in performing/fine arts or
a practical arts course that
incorporates artistic content and
techniques of creativity,
interpretation, and imagination
18 Credit College
Preparatory Program
4 credits (major concentration
in composition & literature and
3 credits (Algebra 1, Geometry,
& a course at the Algebra I
level or higher)
3 credits, two of which must
include a laboratory
component.
18 Credit Career
Preparatory Program
4 credits (major concentration
in composition & literature and
4 credits (Algebra 1, Geometry,
& a course at the Algebra I
level or higher)
3 credits, two of which must
include a laboratory
component.
2 credits in the same language
or a demonstrated proficiency
Not required
Not required
1 credit
Not required
3 credits in a single
career/technical education
program, 3 credits in
career/technical dual
enrollment courses, or 5 credits
in career/ technical ed courses
Not required
24 Credit Standard Program
Requirements
8 credits (4 credits must be in the
student’s major area of interest;
remaining credits may be used for
another major, minor, elective
courses, or intensive reading or
mathematics courses)
2.0
18 Credit College
Preparatory Program
3 credits
18 Credit Career
Preparatory Program
2 credits unless earning credits
in career/technical education
3.5
3.0
D
B (weighted or unweighted)
C (weighted or unweighted)
The Graduation Process
The School's Graduation Committee and Principal, on behalf of the Board of Directors,
will review each student's Individual Learning Plan and ensure that it is complete before the
student is deemed ready for graduation. Students must satisfy all of the following requirements:
1. Achieve all of the required academic credits;
2. Attain the required GPA for their chosen graduation option;
3. Successfully complete graduation requirements under the FCAT standards (or end-ofcourse exams, when required);
Page 44
4. Pass an exit interview with the School's Graduation Committee.
The unique situation and requirements of our high-need youth are similar to those defined
in F.S. §1003.43(6); therefore, the Board of Directors may determine additional credits and/or
alternative graduation requirements to better meet the needs of our students.
For students who are eligible, Volusia County Charter High School may implement
Florida's GED Exit Option Model. To be eligible to participate in this process, students must:

Be at least 16 years of age and currently enrolled in a PK-12 program;

Be enrolled in courses that meet high school graduation requirements;

Be over-age for grade and or in jeopardy of not graduating with their cohort group due to
credit deficiency and or low grade point average;

Have a minimum ninth grade reading level.
Scores for FCAT
Florida students do have other options. A senior can graduate by receiving a score
comparable to the FCAT passing score on the ACT or SAT. Students may satisfy the score
requirements using various combinations of tests. The FLDOE is authorized to adopt concordant
scores as meeting the graduation assessment requirement in lieu of passing the FCAT.
Remediation Activities
For 12th graders who have not earned a passing score on the FCAT and are at-risk of not
graduating, the School will conduct appropriate remediation activities.
Students with Disabilities
Successful transition to postsecondary adult life for students with disabilities requires
comprehensive planning, goal setting, and decision-making.
One of the most important decisions is the type of high school diploma the student will
pursue. This decision is usually made by the student and family prior to entering high school
with an Individual Education Plan (IEP) team. Diploma options should be considered in the
following order according to the student's needs and abilities:
1.
Standard diploma;
2.
Standard diploma with FCAT waiver;
3.
Special diploma, option 1;
4.
Special diploma, option 2 (based on mastery of a set of employment and community
competencies);
5.
Certificate of Completion;
6.
Special Certificate of Completion.
Students who do not meet requirements for a standard or special diploma may be
awarded either a regular or a special certificate of completion, depending on their coursework.
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Special diplomas will be available to certain students with disabilities who have been
identified with the following disabilities: intellectual disabilities, specific learning disabilities,
physically impaired, emotional/behavioral disabilities, dual sensory impaired, autism spectrum
disorder, language impaired, or deaf/hard of hearing. Students identified as visually impaired,
speech impaired, gifted, or homebound are not eligible for a special diploma unless they have
another identified disability. Volusia County Charter High School will work closely with the
school district to determine the most appropriate placement of special diploma students. The best
interest of the student is always the top priority in providing appropriate services.
Since the age of our target student population is 15 to 21 years, the majority of
exceptional student education (ESE) students should have a current IEP. If not, the School's IEP
team will identify the expected level of functioning (independent, supported, or participatory
benchmarks) for each standard whenever the IEP team recommends a student pursue a special
diploma. The IEP team will address the expected levels of functioning on an annual basis.
Student's expected levels of functioning may change anytime the IEP team determines it is
appropriate to make changes.
Depending on the student's expected levels of functioning, assistive and adaptive
technology modifications will be considered to help students be successful in their coursework.
Student progress on the standards will be measured through a variety of methods, including
various instructional activities and alternative assessment strategies.
School Accreditation
Volusia County Charter High School will seek accreditation by the Southern Association
of Colleges and Schools (SACS). If accreditation is granted, Volusia County Charter High
School will comply with SACS standards for graduation for high-need students and special
purpose schools. Upon final review, a standard Florida high school diploma or other diploma
option will be issued to the student and the graduation date recorded on the student's permanent
record. Volusia County Charter High School will award high school diplomas to students who
met all of the graduation requirements as outlined by the FLDOE during the initial year of
operations and while the school is a SACS candidate.
D. Describe how baseline achievement data will be established, collected, and used.
Describe the methods used to identify the educational strengths and needs of students and
how these baseline rates will be compared to the academic progress of the same students
attending the charter school.
Review Incoming Data and Develop Baseline Profile
A baseline profile is developed for each student to use as a comparison by which to
assess each student's strengths and needs, incremental academic progress and growth, annual
learning gains, and ongoing improvement.
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The School will request access to the School District's Information Services department
data and curriculum records from the previous school attended by the enrolling student. A
thorough review of an incoming student's prior year FCAT scores (if they are included in the
student's cumulative folder), attendance records, and report card grades will be conducted. A
determination will be made whether the student has an English Language Learner (ELL),
Individual Education Plan (IEP) or 504 plan. Prior year FCAT scores will be primarily used to
determine prior rates of academic progress. The following data variables are foundational to the
baseline profile:












Age;
Gender;
Grade level;
ESE/ESOL status;
Dropout status;
Foundational skills level in reading and math;
Number of Credits;
GPA;
FCAT results;
Attendance;
Truancy;
Discipline.
These data will provide an initial baseline regarding student performance, and will be
evaluated throughout the student's enrollment at the School to create a longitudinal performance
profile.
Administer Tests of Adult Basic Education (TABE)
Student improvement will be measured by the TABE (administered minimally twice each
school year), which provides information about student achievement and ability. This will
provide baseline data and allow us to determine, based upon that student's overall achievement
level, where a student is academically at the beginning of the school year and how much that
student is predicted to educationally grow throughout the course of the assessment period. For
each student, using an annual comparison of the beginning and ending results, it will be
determined if he/she has met or exceeded his/her statistical expectancy using overall academic
achievement levels, or it will indicate in which areas the student did not succeed. Not only will
these tests provide a measure of each individual student's educational growth, but the item-byitem, area-by-area analysis provided by these tests will also identify specific educational areas
needing remediation or intervention.
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Develop Personalized Success Plan
A Personalized Success Plan (PSP) will be developed for each student who enrolls in
Volusia County Charter High School. A thorough transcript review will be conducted by the
Assistant Principal to develop each student's PSP. Volusia County Charter High School will
follow up with the School District to obtain any missing performance data so that the students'
PSP will be as complete as possible. This PSP serves as the student's roadmap to successful
graduation and transition. The PSP tells us where the student comes from and what he/she brings
academically, socially, and personally; tells us where the student currently is and where the
student wants to go. The relevant data and student progress are presented in the virtual MY
SUCCESS® Student and Parent Dashboard. This real-time system of monitoring and tracking
student performance and success is a key tool for engaging and motivating students.
This system of establishing baseline measures and development of the PSP are critical to
student performance, achievement, graduation, and transition to postsecondary success. These
tools guide the instructional and support staff in making the most appropriate decisions in
addressing a student’s academic challenges, personal and social needs, and career aspirations.
This system, along with the MY SUCCESS® Student and Parent Dashboard, ensures student
success and continuous improvement at the student, staff, school, and program levels.
Monitoring Progress
The School requests that the District and the School agree to electronically exchange data
on a periodic basis. These data shall include attendance, credits earned, grade point average
(GPA), courses attempted/completed, and state competency exam results for each student prior
to enrolling in the School, subject to all requirements of the Family Educational Rights and
Privacy Act (FERPA). Access by the School to such information shall be solely for the special
purpose of ascertaining the instructional requirements of the student while enrolled in the School,
and for follow-up by the District and Volusia County Charter High School concerning the
student's performance during enrollment in the school, up to and including graduation. The data
format, frequency, and data sharing protocol will be agreed upon between Volusia County
Charter High School and the District.
E. Identify the types and frequency of assessments that the school will use to measure and
monitor student performance.
Assessment
Florida Comprehensive Assessment Test (FCAT)
End-of-Course Exams
Tests of Adult Basic Education (TABE)
Formative assessments
Florida Assessments for Instruction in Reading
(FAIR)
Course Summative Assessments
Frequency
Annually
As required upon implementation by the
state and district
Fall and Spring of each year
On-going
Fall, Winter, Spring
At completion of each course
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Participation in the Statewide Assessment Program
Volusia County Charter High School, as a public charter school, will participate in the
Florida statewide assessment program, a state education accountability system, as specified by
Florida Statutes. Volusia County Charter High School views assessment as the process of
measuring a student's progress toward a goal. Each student's Personalized Success Plan (PSP)
will serve as the foundation from which to measure student outcomes. Outcomes will be
congruent with the Next Generation Sunshine State Standards, which identify what Florida
public school students should know and be able to do.
Students are expected, at a minimum, to achieve learner expectations at the end of the
developmental levels as outlined in the benchmarks of the Next Generation Sunshine State
Standards. Faculty of Volusia County Charter High School will plan with representatives of the
School District to align testing with the district's schedule for testing. Assessments will include the
FCAT and FCAT Writing. As the FLDOE develops new assessment tests, specifically End-ofCourse exams, the faculty will work with the FLDOE and the school district on the
implementation of these assessments.
Other Assessments Used to Document Achievement
Knowing where a student is academically at any point in the learning process is essential
to ensuring student success. Assessment is ongoing to measure both incremental and annual
growth.
1.
2.
a.
b.
3.
a.
b.
4.
Student progress and achievement are measured in each of the following ways:
Baseline Assessment/Initial assessment of reading and math skills levels using the TABE.
a. Reading and math skills levels are assessed upon student initial enrollment in the
School.
b. Foundational reading and math skill levels are essential in the development of each
student's ISP and placing students in appropriate content.
Formative Assessment/Assessments of ongoing progress in content areas to identify
incremental growth and adjust instruction.
Ongoing assessment and evaluation are conducted through classroom observations,
quizzes, tests, and checklists.
Any gaps in student progress are identified and appropriate strategies to address the gaps
are implemented based on performance data.
Interim Assessment/Benchmarking to identify progress.
Instructional strategies and content are modified based on pre-determined benchmarks of
acceptable progress and student success.
Teachers customize learning activities to ensure that teaching and learning are
appropriate for learners.
Summative evaluation of content mastery.
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a.
Student mastery of content is measured through achievement of learning benchmarks
and upon successful completion of each course.
b. Mid-year and end-of-year assessments validate and verify credits earned for
promotion to the next grade level.
As mentioned previously, Volusia County Charter High School will use a value-added
approach by combining several diagnostic instruments and measurement tools, e.g., Tests of
Adult Basic Education (TABE), social/personal needs assessment, Individual Success Plan [ISP],
FCAT, that track and monitor student progress. These progress tools allow for program
customization to meet individual student needs ensuring mastery and success.
In addition to the tools listed above, classroom formative assessment will occur, regularly
employing such strategies as, but not limited to, observation, reviews, projects, quizzes, tests,
and review of electronic Student Progress Reports (SPR). The SPR will track mastery to prevent
a student from proceeding to the next lesson until he/she reaches the mastery level on the current
lesson. The continual assessment provided by the SPR will assist the student and teacher not only
in identifying areas of success, but also in identifying areas where the student may be
experiencing difficulty and need additional instruction.
The technology-enhanced courses and content to be used by Volusia County Charter High
School will provide both teachers and students with the ability to monitor student progress
continuously. Students will be able to check the quality of their work, see if they are on schedule
for completing courses, review all assignment and test deadlines, and access an Activity Score
Report. This Activity Score Report will contain:
 An on-schedule indicator;
 Information on any overdue or not yet scored activities;
 Feedback on quality of work;
 Grades-to-date and exam results;
 Grading deadlines;
 Learning activities scores and due dates.
Teachers will have access to the SPR and Activity Score Report for each student enrolled
in the School. They also will have the ability to run a diagnostic summary to track overall student
and class performance for all technology-enhanced courses.
Student's FCAT scores in reading and math from year-to-year, where applicable, will be
used to determine the percentage of students demonstrating learning gains on an annual basis for
all enrolled students and the lowest quartile. The TABE will be used as a benchmark test for
determining grade equivalent reading and math skills levels upon program entry. Incremental
growth in foundational skills levels will be determined through post-120 days TABE testing.
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F. Describe how student assessment and performance data will be used to evaluate and
inform instruction.
In addition to the baseline data described above, assessment of student progress will be
ongoing at all levels, in all courses, and in all areas of instructional delivery. Classroom
assessment will occur daily and include such strategies as, but not limited to, observation,
reports, reviews, projects, quizzes, and tests.
The instructional software programs to be used by Volusia County Charter High School,
will provide comprehensive online instructional content and assessments that will help teachers
individualize instruction, ensuring each student has the opportunity to achieve his or her
potential. Online diagnostic assessments will pinpoint student strengths and weaknesses.
Detailed reports will provide teachers with performance information for an entire class and
individual students. Study plans will help teachers guide students to relevant instructional
content that engages them in active learning experiences to master skills and develop conceptual
understanding. These programs will give teachers the flexibility to determine how to most
effectively use these online curriculum resources to enhance classroom instruction.
Assessment opportunities including formative, interim, summative, and diagnostic
assessments will be integrated throughout the digital curriculum. Each lesson will begin with the
learning objectives for the lesson. Assessments will address each learning objective and be
designed specifically to test students at various levels of Bloom's Taxonomy. Formative and
diagnostic assessments will provide opportunities to gauge student progress on an ongoing basis.
Summative assessments will require students to demonstrate content mastery at the end of each
unit and semester.
The teachers and students will continually monitor individual student progress by
reviewing daily work and skill mastery indicated by Student Progress Reports (SPR). This SPR
will consist of instructional software mastery assessments to prevent a student from proceeding
to the next lesson until he/she reaches mastery level on the current lesson. It also will continue
to assess and assist the student and teacher in identifying areas of success and areas where the
student is having problems and needs additional instruction.
Each student's PSP will serve as the foundation from which to measure his/her outcomes.
These student outcomes will be congruent with the Next Generation Sunshine State Standards.
Assessments that measure individual student performance will assure that the educational
programs comply with the No Child Left Behind Act.
All of the above mentioned assessment, evaluation, monitoring, and feedback tools and
strategies will be used in a student-centric way to inform targeted instruction to:

Identify students' strengths and needs;

Develop student profiles of success;

Identify best practices;
Page 51










Determine starting points for instruction;
Remove barriers to student learning and continuous improvement;
Determine appropriate pacing for on-schedule completion of courses;
Differentiate instruction;
Identify immediate intensive interventions;
Re-teach non-mastered content and key concepts;
Determine mastery and grade promotion;
Determine need for additional resources to support learning;
Modify instructional program at the classroom, school, and program levels;
Develop targeted professional development so that teachers have requisite
competencies to ensure that all students are successful.
G. Describe how student assessment and performance information will be shared with
students and with parents.
Volusia County Charter High School is accountable to parents and responsible to students
through daily assessments of measurable goals and objectives that continuously monitor
academic progress and the pace of learning.
Students, parents, and staff will be able to access student progress data through the MY
SUCCESS® Student and Parent Dashboard which is an online, secured private portal available
at all times. In addition to the MY SUCCESS® Student and Parent Dashboard, the school will
communicate with parents through phone calls, e-mails, and written reports that describe their
child's progress and success. Volusia County Charter High School will also hold Family Nights
and individual student-parent conferences for communicating student success.
Page 52
Section 6: Exceptional Student
A. Please indicate the level of service that the school will provide to students with
disabilities by selecting from the list below.
The school will serve students with disabilities whose needs can be met in a regular
classroom environment with at least eighty percent of instruction occurring in a class with
nondisabled peers, with the provision of reasonable supplementary supports and services and/or
modifications and accommodations.
B. Describe how the school will ensure that students with disabilities will have an equal
opportunity of being selected for enrollment in the charter school.
The School is expected to have a racial/ethnic population as well as an English Language
Learner (ELL) and Exceptional Education Student (ESE) population representative of the
surrounding schools and community it will serve.
An open admissions policy will be implemented wherein the School will be available to
any student residing in the County. Any eligible student, as described in Fla.Stat.§1002.33(10),
who submits a timely application and whose parents accept the conditions of the Parental
Involvement Contract shall be considered, unless the number of applications exceeds the
capacity of the program, class, grade level, or building. In such case, all applicants shall have an
equal chance of being admitted through a random lottery selection process. If the number of
applications falls short of the established capacity, supplemental registration periods may be held
for the purpose of reaching student capacity.
In accordance with federal and state anti-discrimination laws and in accordance with the
Florida Educational Equity Act, Section 1000.05(2)(a) the School will not discriminate on the
basis of race, ethnicity, national origin, gender, disability, or marital status against a student in its
school admission process.
C. Describe how the school will work with the sponsor to ensure the charter school is the
appropriate placement for each student with a disability, based on the student’s needs.
Volusia County Charter High School will follow the ESE Policies and Procedures
Manual of the School District of Volusia County. The school will implement the Local
Education Agency’s (LEA) identification, evaluation, placement, and due process procedures as
are used in other traditional schools within the district. The School will utilize a service delivery
model of inclusion for students with disabilities. Volusia County Charter High School, in
collaboration with the District, will determine the proper placement for students with disabilities
within the full continuum of services that are offered by the LEA. With the support of the LEA,
Volusia County Charter High School will assume the responsibility for determining and
delivering services to exceptional students as identified in the student’s IEP.
Page 53
Students with disabilities will be educated in the least restrictive environment possible. If
learning cannot be achieved in a regular environment with the use of supplementary services, the
student will be placed in an alternate learning environment. Likewise, gifted students will be
educated in a setting that promotes an opportunity for advanced learning.
In accordance with all state and federal special education guidelines and regulations as
provided in the Individuals with Disabilities Education Act (IDEA), Section 504 of the
Rehabilitation Act of 1973, and the Americans with Disabilities Act, Volusia County Charter
High School will provide a Free and Appropriate Public Education (FAPE) to all students with
disabilities. The exceptional student education program at Volusia County Charter High School
will adhere to the principals of the laws as outlined below:
 Free and Appropriate Public Education (FAPE) – a free program with no cost to parents
that will be provided to every exceptional student enrolled at Volusia County Charter
High School.

Appropriate Evaluation – per the Sponsor’s guidelines, Individual Education Plans (IEP)
and Educational Plans (EP) for gifted students will be developed and maintained and
meetings will be held within the timelines specified.

Parent/Student Participation in Decisions – inclusive of providing background
information to assist the school in understanding their child, giving consent for evaluation
and initial placement, and assisting with creating the IEP.

Procedural Due Process – Per the procedural safeguards that are provided to parents in
written form, eligibility, identification, location, placement and evaluation process as well
as adherence to procedural guidelines for all of these and with integrity to FAPE will be
implemented. Due process in regards to proposing or refusing to start or amend the
identification, evaluation, or educational placement of the student or the provision of a
free appropriate public education may be initiated by either the district or the parent.
Volusia County Charter High School will utilize a multi-tiered Response to Intervention
(RtI) model for the implementation of research-based instruction and intervention to identify
students with exceptional needs.
Response to Intervention (RtI)
Parents want to see their child excel, and it can be very frustrating if a child falls behind
in reading, math, writing, or other subjects, or if the child has difficulty getting along with others
or making appropriate choices. Response to Intervention (RtI) is a process that provides
intervention and educational support to all students at increasing levels of intensity based on their
individual needs. The goal is to prevent problems and intervene early so that students can be
successful.
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What parents can expect with RtI
1. Parents will be informed and involved in planning and providing interventions for their
child;
2. Parents will see levels of support (academic and behavioral) that increase or decrease in
intensity depending on the child’s needs;
3. Parents will receive frequent progress monitoring about how their child responds to the
intervention provided.
The RtI Process
The RtI process has three tiers that build upon one other. Each tier provides more
intensive levels of support:
1.
Tier I includes high quality instruction. The school provides all students with access to
high quality curriculum, instruction, and behavior supports in the general education
classroom.
2.
Tier II includes additional targeted, supplemental instruction/interventions. The school
provides interventions to small groups of students who need more support than they are
receiving through Tier I.
3. Tier III includes intensive interventions. The school develops and implements
interventions to meet the individual needs of students. Your child’s progress is monitored
and results are used to make decisions about additional instruction and intervention.
RtI Includes:
1. High quality, research-based instructional and behavior supports in general education
2. School-wide screening to determine which students need closer monitoring or additional
interventions
3.
Multiple tiers of increasingly intense, research-based interventions matched to the needs
of student(s)
4. Use of collaborative problem solving to develop, implement, and monitor interventions
5. Continuous monitoring of student progress to determine if instruction/interventions are
effective in meeting the needs of student(s)
6. Follow-up to ensure that the instruction/interventions were implemented as planned
7. Active parent involvement throughout the process of pursuing solutions that lead to
increased success
8. Evaluation timeline requirements are followed unless both the parents and the school
team agree to a time extension to learn more about what works for the student.
Adapted from the National Joint Committee on Learning Disabilities
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The School Based Team (SBT) will offer educational instruction to properly train
teachers how to implement diverse interventions for students with learning, emotional, social,
and behavioral difficulties in school, primarily within general education classes. The SBT
process is initiated upon request and the collection of student information such as history of
grades, background screening, attendance, academic, behavioral and/or social-emotional
screening assessments are conducted. Continuous monitoring of student’s response to
intervention determines the effectiveness of the interventions and assists in the data based
decision-making. After the consideration of all the data by the SBT, a data-driven decision is
made as to whether a referral for a Multidisciplinary Team evaluation will be initiated. This
precise and constant sorting and analyzing of information makes the SBT a reliable and efficient
system incorporating the tiers of intervention delivery.
Prior to a referral for students suspected of having a disability, school personnel must
make one of the following determinations and include appropriate documentation in the student’s
file:
1. For students who present speech disorders; severe cognitive, physical, or sensory
disorders; and/or severe social/behavioral deficits that require immediate attention in
order to prevent harm to the student or others, the implementation of evidence-based
interventions (including the parent involvement in the intervention procedures) and the
observations of the student would be inappropriate in addressing the immediate needs of
the student.
2. The activities described in the general education intervention procedures above have been
implemented, but have been unsuccessful in addressing the areas of concern for the
student.
3. The parents of the child receiving general education interventions requested, prior to the
completion of the interventions, that the school conduct an evaluation to determine the
child’s eligibility for specially designed instruction and related services as a student with
a disability. In this case, the activities described in the general education interventions
procedures are completed concurrently with the evaluation but prior to the determination
of the student’s eligibility for specially designed instruction. In the instance where
significant risk factors are present or if the student demonstrates severe cognitive,
physical, or sensory impairment, or presents as a danger to self or others, an individual
intervention plan should be developed as the child awaits the Child Study Team (CST)’s
evaluation.
Exceptional students are guaranteed a free appropriate education and evaluation as well
as consequent placement and implementation of an appropriate IEP. The written individualized
educational plan for each student will include measurable annual learning behavioral goals that
may involve the evaluation of behavior through a Functional Assessment of Behavior (FAB) and
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the development of a Behavior Intervention Plan (BIP). Additionally, program components
including specialized instruction and related services, goals, progress reports to parents on goals,
diploma options, curricula whether standard and/or modified, and assessment may also be
addressed therein. In the written IEP, supplementary aids and related services will be identified
and the necessary accommodations and modifications will be clearly delineated. The School will
ensure that appropriate personnel will be trained in using the Web Based IEP system that is
currently being used by the Sponsor.
Volusia County Charter High School will comply with Section 504 of the Rehabilitation Act of
1973 that states no person with a disability can be excluded from, or denied benefits of, any
program receiving federal financial assistance. If a person has a mental or physical impairment
that substantially limits one or more of a person’s major life activities, he or she is deemed
disabled within the definition of Section 504. Section 504 requires that a school evaluate “any
person who, because of a disability, needs or is believed to need special education or related
services.” The school must develop and implement the delivery of needed services and/or
accommodations for all students determined to be disabled under Section 504. The determination
of what services and/or accommodations are needed must be made by a group of people who are
well informed regarding the needs of the student. An appropriate accommodation for an eligible
student may consist of education in general classes with accommodations and program design to
meet the student’s needs.
The PST (Problem Solving Team) will convene to formally discuss the student’s academic,
behavioral and medical concerns. The student’s cumulative record, classroom documentation,
attendance, and behavior will be discussed throughout the screening process. There are three
possible scenarios that may occur:
1. Further intervention may be needed (review, revise, implement and document) and stop
process;
2. Possible exceptional student education (ESE) referral (following ESE procedures);
3. Possible 504/ADA disability. Should 504/ADA disability be suspected, parental consent
to evaluate will be obtained.
The type of disability believed to be present and the type of service(s) the student may
require will determine the extent of the evaluation process. The PST will become the eligibility
team and must include a minimum of two persons well informed about the student, the meaning
of the evaluation data, and the placement options, and the 504/ADA contact person (ESE
Coordinator). The team will review all information considered during the pre-referral, referral,
and screening and evaluation process. Determination of placement will be based on all data, and
on whether the student has a physical or mental impairment that substantially limits a major life
activity. The determination will be based on the impact of the disability upon the student.
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If the team decides that the student is eligible, then placement will occur.
Accommodations will be developed and implemented by the classroom teacher(s) by the next
school day. Students who qualify for 504/ADA placement will be in regular education classes.
They may receive accommodations in the classrooms, and where necessary, on statewide
assessments. Should the student be determined ineligible, then all documentation will be
completed and data will be placed in the student’s cumulative file. Parents will be given copies
of the Procedural Safeguards as required by law. Meetings will occur on a regular basis between
the classroom teacher and the ESE department in order to assess the student’s progress. The
504/ADA plans will be reviewed annually. Reevaluation will take place every three years.
D. Describe how the school will utilize the regular school facilities and adapt them to the
needs of exceptional students to the maximum extent appropriate, including the use of
supplementary aids and services.
Students with disabilities enrolled in the School will be educated in the least restrictive
environment and will be segregated only if the nature and severity of the disability is such that
education in regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily. As it is the School’s mission to place students in an environment where they can
develop to their highest potential, those students whose needs cannot be adequately addressed at
the School will be appropriately referred and staff will work together with the Sponsor’s
personnel to ensure that the needs of these students are met.
E. Describe how the school’s effectiveness in serving exceptional education students will be
evaluated.
The School's effectiveness in serving ESE students will be evaluated based on each
student's success in meeting the goals on his/her IEP, grade promotion, credit accumulation,
graduation, and successful postsecondary transition. It is important to note that ESE and gifted
students will be assessed on an ongoing basis along with their nondisabled and non-gifted peers.
Each course's curriculum will be developed to include regular assessments to determine student
mastery. If a student does not exhibit mastery, an ESE specialist will work with the classroom
teacher to provide accommodations to the curriculum and/or pace of delivery within the general
learning environment. All classroom teachers will be provided with the appropriate information
concerning modifications and accommodations included in the student's IEP, as well as support
staff needed to address the identified goals.
Volusia County Charter High School will evaluate its effectiveness in serving exceptional
education students on a regular basis through the following reviews:
 Quarterly updates and record keeping of each student’s IEP goal progress and attainment
on the appropriate document insert within the IEP.
 Annual IEP meetings with parents/guardians and/or adult students.
 Analysis of the number of ESE students who meet graduation requirements for a standard
diploma and graduate each year.
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 Annual compliance review meetings conducted by the School.
 Annual feedback from students, parents, and staff on the School Climate Survey.
 Annual feedback on the Florida Department of Education (FLDOE) survey for
parents/guardians of students with disabilities, when applicable.
Volusia County Charter High School will also evaluate its effectiveness in serving
exceptional education students by analyzing student achievement data on the following
assessments in an effort to address deficiencies and apply instructional strategies to raise student
performance:
 End-of-course exam grades in Algebra 1 and Geometry.
 Module course grades in the core academic areas.
 FCAT and/or ACT performance.
 Baseline and growth performance in reading, writing and mathematics.
 Teacher observation and evaluation of individual student progress.
These regular status reports and evaluations will indicate whether the measurable goals
and objectives for ESE students are being met at the same rate as those for general education
students. Where students with disabilities are included in general education classes, it may be
necessary to delineate an explanation of the grading criteria and an explanation about the
necessary curriculum modification on the IEP. Such modifications may include
increases/decreases in instructional time, varied instructional strategies, and modified test
administration procedures as permitted by test protocol. Accommodations and supports required
by students with disabilities will be adjusted as necessary and documented on the IEP.
The School's curriculum, based on research findings that concluded equitable access to
learning materials ensures that students with disabilities have equal opportunity to achieve to
their highest potential, delivers content in a variety of formats that are compatible with assistive
technology, and accommodate different abilities and learning styles. Teachers have found that
the self-paced structure, small learning steps with immediate feedback, and extensive practice to
be particularly useful for students with learning disabilities.
Students who do not have success with those strategies may work directly with an ESE
specialist and instructional aides in individual and small group settings. Alternative programs,
resources, and textbooks may be utilized so that each student has the opportunity to successfully
access the regular curriculum.
In cases where the foregoing solutions are not working and a greater disability is
suspected, the IEP will be reviewed and revised, making necessary accommodations to permit
students with disabilities to access learning opportunities on the same basis as general education
students.
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F. Explain how exceptional students who enter the school below grade level will be engaged
in and benefit from the curriculum.
All students will be engaged in and benefit from the curriculum, including exceptional
students (ESE) and/or students who enter the school below grade level. The results of the most
recent Florida Comprehensive Assessment Test, Alternative Assessment, teacher-made tests, and
screenings through the reading program will be used to determine the level of mastery in reading,
writing, mathematics and science for all students. This information, coupled with the results of
the prior year standardized tests results and student records, will be used to determine the best
educational setting for students, e.g., appropriate course selection, tutoring, and referral for
special services.
Apart from providing the specific services listed in a student’s ILP, EP, and/or ELL plan
as applicable, the School’s faculty will differentiate instruction as necessary and will offer
tutoring services or other such assistance to ensure all students continue to be successful.
Student performance will be continuously assessed as described in Section 5. Students not
making adequate progress towards the Next Generation Sunshine State Standards will be
identified and the following measures will be instituted:
1. Students needing remediation based on respective subject area assessments in specific
subject areas will be assigned to, and placed on, the student’s Individual Learning Plan
(ILP) targeting these deficiencies. This plan requires active participation from the
student, the parents, and specific teachers in order to ensure continuous student
improvement. This initiative allows each student to have ownership and understanding of
his/her learning style and allows each student to track and monitor his/her achievement.
2. The ILP will be comprised of specific, measurable, individualized goals for that student
as well the strategies and services (tutoring/required additional classes, ELL services) to
be implemented in order for the student to achieve the specified goals.
3. The School uses the following process to ensure that all exceptional students are engaged
in and benefit from our curriculum:
a. Create a Plan. Effective accommodations require sustained development and support.
They must be made within the framework of a larger plan that includes consideration
of (a) basic and strategic skills instruction and (b) the roles of people involved in the
instructional process. As much as possible, students, parents, paraprofessionals, and
others will be involved in developing the plan.
b. Identify and Evaluate the Standards that Students Are Not Meeting - The problems to
be addressed by the accommodation will be defined. Teachers will observe students'
performance when they use typical instructional materials. They may have difficulty
acquiring or getting the important information from written materials, storing or
remembering the information presented in the materials, or expressing the
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information or demonstrating competence on written tests. If students have difficulty
with a given task, different solutions may be required depending on the level of
difficulty.
c. Develop Goals for Teaching Strategies and Making Accommodations - Some
problems can be solved by accommodations; other problems may require intensive
instruction in skills or strategies. Often, teachers may need to provide
accommodations while simultaneously teaching the student the learning strategies he
or she needs in order to perform the work. Before any accommodation is made for an
individual student, teachers will carefully consider the best approach to addressing the
student's disability and promoting success, Accommodations will be approached as
short-term solutions within a long term plan for teaching skills and strategies that will
promote the student's independence as a learner.
d. Determine Whether Content Modifications or Format Accommodations Are Needed Content modifications will be made only when the student's IEP notes that the general
curriculum is inappropriate for this student. Content modifications will also meet
local and state education standards. In some cases, the IEP may address the degree to
which the requirements associated with meeting state standards and taking
assessments may be modified. The teacher will decide which parts of the curriculum
the student will be required to learn and will constitute mastery of the course content.
When the curriculum is considered appropriate for the student, accommodations will focus
on format rather than content. The teacher will identify the critical elements of course content
that students must learn. First, the teachers will identify the critical course ideas or concepts.
Then, the information that must be mastered in each unit to ensure that the critical course ideas
are mastered will be identified. Finally, how students will demonstrate their mastery at the end of
each unit and at the end of the course will be determined. Format accommodations will be made
to compensate for mismatches between the presentation or design of the materials and the skills
and strategies of the student. In format accommodations, the content will not be altered.
Identify the Features of the Materials and Resources that Need Accommodations
Teachers providing accommodations will examine each curricular unit for features that might
cause a learning problem. For example, the content may be very abstract, complex, or poorly
organized, or it might present too much information. It may not be relevant to students or it may
be boring. Further, it may call for skills or strategies or background information that the student
does not possess. It may present activities that do not lead to mastery, or it may fail to give
students cues about how to think about or study the information. Materials also may not provide
a variety of flexible options through which students can demonstrate competence.
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Determine the Type of Accommodation That Will Enable the Student To Meet the Demand
Once the materials have been evaluated and possible problem areas identified, the type of
format accommodation will be selected. Format accommodations may be made by:
1. Altering existing materials through rewriting, reorganizing, adding to, or recasting the
information so that the student can access the regular curriculum material independently;
2. Enhancing existing materials by providing additional instructional support, guidance,
and direction to the student in the use of the materials;
3. Altering instruction to mediate the barriers presented by the materials so that the student
interacts with the materials in different ways;
4. Selecting alternate materials that are more sensitive to the needs of students with
disabilities or are inherently designed to compensate for learning problems.
Communicate the Accommodation to Students and Parents
Accommodations are more successful when they are offered and introduced to students at
the beginning of the year. Parents will also be informed about them at the beginning of the year.
Students will be taught explicit strategies to use any accommodation effectively and educated on
how to process the information received through the accommodation. As students progress, they
will be taught how to recognize the need for, and request, accommodation.
Implement, Evaluate, and Adjust the Accommodation
As the accommodation is implemented, the teacher will evaluate its effects to determine
whether the desired outcomes are being achieved. If not, adjustments will need to be made either
in the accommodation or the instructions to the student in its use. Accommodation should
significantly reduce failure and learning difficulties.
Fade the Accommodation When Possible
Accommodations usually are short-term solutions to allow classroom learning and
participation until the needed skills and strategies can be taught. Once the accommodation is in
place, the teacher will begin to plan with other teachers how to teach the needed skills and
strategies. Once the student has learned the necessary skills and strategies, the accommodation
will be faded. The accommodation will not be removed until the student possesses the skills and
strategies to learn and complete tasks independently, and the IEP team is convened to review the
student's IEP. For some students, an accommodation may be required for several months, while
for others, it may be maintained indefinitely.
G. Provide the school’s projected population of students with disabilities and describe how
the projection was made.
Based on Volusia County School District estimates countywide, Volusia County Charter
High School can expect to have ten percent of its student population in the ESE category and two
percent in the ELL category, translating to thirty and six students respectively in each category
during the first year of operation.
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H. Identify the staffing plan, based on the above projection, for the school’s special
education program, including the number and qualifications of staff.
The initial ESE staffing for the school will be one ESE specialist, with more ESE
specialists, or other support personnel added as student enrollment requires and IEPs dictate. As
defined in the NCLB Act of 2001, the School will not employ or assign a non-highly qualified
teacher to any core academic subject. The qualifications required of the ESE teacher can be
found in the ESE Teacher Job Description. This teacher will provide general education in-class
support and services for students with disabilities based on their individual educational plans
(IEPs) as reflected in their matrix. The teacher will provide any pull-out services as needed.
Volusia County Charter High School will contract with licensed and certified consultants for
speech and language services on an as-needed basis. The school will utilize the school
psychologist, vision/hearing screening specialist, and other designated instructional services in
accordance with Florida state credentials and mandates as assigned by PCPS. Compliance of the
ESE program at Volusia County Charter High School will be evaluated on an annual basis by
assigned personnel from the school district.
I. Describe how the school will serve gifted and talented students.
Gifted Services
For any student attending Volusia County Charter High School, and who has qualified for
gifted services, the School will provide the appropriate services required by that student as
delineated on the student's Education Plan (EP) and in the district's policies. Florida's
Frameworks for K-12 Gifted Learners, guides curricular modifications of Florida's Next
Generation Sunshine State Standards to create an appropriate level of challenge for gifted
students. Curricular modifications for gifted learners will be designed to address the need for
more complex tasks, exposure to a broadened scope of information, an emphasis on multiple
perspectives, more rapid pace of instruction, a greater focus on higher order thinking skills, and
more sophisticated products/performances. In the event that one or more gifted students enroll at
the School, a certified teacher with a gifted endorsement will be employed to meet the
specialized and individualized needs of gifted students.
Effectiveness in Serving Students who are Gifted
It is important to note that all ESE students, including students who are gifted, are
assessed on an ongoing basis along with their peers. Each course's curriculum is developed to
include regular assessments to determine student mastery. All classroom teachers will be
provided with the appropriate information concerning services included in the student's EP, as
well as staff needed to address the identified goals.
Students who need services beyond those offered through the general curriculum may
work directly with the ESE specialist in individual and small group settings. If one or more
gifted students enroll in the school, a teacher with the required gifted endorsement will be
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employed. Alternative programs, resources, and textbooks may be utilized so that each student
has the opportunity to successfully progress through the curriculum at an appropriate depth,
complexity, abstractness, and pace.
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Section 7: English Language Learner
A. Describe how the school will comply with state and federal requirements for serving
English language learners, including the procedures that will be utilized for identifying
such students and providing support services.
Volusia County Charter High School will comply with all state and federal requirements
for serving English Language Learners (ELLs) and will abide in all respects to the requirements
of the LULAC et. al. vs. the State Board of Education Consent Decree (1990). Volusia County
Charter High School will follow the guidelines and criteria of the School District’s Student
Progression Plan (SPP) for ELL students and the School Districts ESOL Handbook. Volusia
County Charter High School will ensure that all ELL students will receive instruction that is
appropriate to their level of English proficiency, their level of academic achievement, and any
special needs they may have. The goal of the ELL program at Volusia County Charter High
School will be to provide instruction in English language listening, speaking, reading and writing
skills. Specific ELL program implementation requirements, as provided by the School District at
district trainings and ESOL workshops will be followed by Volusia County Charter High School
and include the following:
1. Identification Procedures-Upon initial enrollment into Volusia County Charter High
School, each parent/guardian will be surveyed at the time of registration and asked to
address the following questions in the required Home Language Survey (HLS):
a) Is a language other than English used in the home?
b) Did the student have a first language other than English?
c) Does the student most frequently speak a language other than English?
Each question on the HLS will appear in English, Spanish, and\or Creole. Information on
the Home Language Survey will be recorded into the district’s automated student
information database. The Volusia County Charter High School registrar will direct each
Home Language Survey with any affirmative response to an ESOL or ESOL-Endorsed
teacher for language assessment. The teacher will administer the School District’s
Language Assessment Scales (LAS) within twenty school days to assess the English
listening and speaking skills of the student.
An ESOL Teacher will be responsible for the administration and grading of the English
language assessment of potential ELL students. At Volusia County Charter High School,
the responsibility for recording the ELL data will be assigned to an ESE teacher as well.
A student identified as LY in the school administration student information system
(SASI) will be considered an English Language Learner – non-English speaking or
limited English proficiency.
Once students are identified as ELL, a letter of participation in the ESOL program will be
sent to parents/guardians, in the appropriate home language. Once assessment
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information is entered into the district information system, an Individual Student ELL
Plan (ES-620) will be developed. Copies of all documentation will be maintained in the
student’s ESOL Audit Trail folder, which will become a part of the permanent student
cumulative record folder for review and audit by appropriate personnel.
2. Volusia County Charter High School will initiate and maintain an individual ESOL Audit
Trail Folder for all ELL students as appropriate. The folder will include:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Home Language Survey;
Entry LAS assessment;
Individual Student ELL Plan (ES-620);
Copy of Parent Notification letter (original to parent);
Extension of Instruction Forms and Documentation;
ELL Committee Meetings Documentation;
Exit Test;
Exit Letter – Copy;
Monitoring Forms;
CELLA Scores.
Assessments Procedures, although the Language Assessment Scales, - LAS Test is
FLDOE approved and is a method of assessment utilized by Volusia County High
Charter School, we also recognize the polices in place with the School District of Volusia
County. Volusia County High Charter School will follow The Volusia County
Multicultural Education Department assessment procedures.
As a dropout recovery program, Volusia County Charter High School will also adopt
procedures to address the placement of ELL students whose prior schooling records are
incomplete or unobtainable. These students shall be placed according to the age of the
student as of September 1st of the school year in accordance with the requirements of the
district’s SPP. The Volusia County Charter High School principal, in cooperation with
appropriate staff members, will assess and conduct programmatic assessment of out-ofstate or out-of-country ELL students at the school; with staff seeking to document any
prior school experiences each new student possesses using the student’s school records,
transcripts, and other evidence of educational experiences to determine a recommended
grade-level placement. ELL students with disabilities (SWD) shall be assessed with one
of the suggested instruments on the Continuum of ESOL Placement Tests for Exceptional
Students to determine their ESOL Level.
3. Re-Entry of ELL Students- Any ELL student who re-enters Volusia County Charter High
School after leaving the district, the state, or the country for thirty or more calendar days
will be re-assessed to determine the English language proficiency level. Volusia County
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Charter High School will update the LEP entry date in the district system and the new
entry date will be used to determine the length of time in the ESOL program.
4. Comprehensive Program Model and Student Instruction- Volusia County Charter High
School will enroll all ELL students in the appropriate instructional model based on the
individual needs of the ELL students. These courses in the model will mirror the course
descriptions for standard curriculum English Language Arts classes and will be taught by
an ESOL-endorsed teacher who will employ ESOL strategies.
Instruction provided to ELL students will be the same in amount, sequence, and scope to
that provided to non-ELL students. The Volusia County Charter High School staff will utilize
sheltered language teaching approaches including scaffold instruction through the use of visuals,
providing students with comprehensible input, developing content language vocabulary,
accessing students’ background knowledge, and providing opportunities for students to interact
with one another in the context of meaningful content. The principal will monitor the use of
second language strategies during classroom observations, materials used, audio/visuals, and
Electronic Grade Book notations.
Volusia County Charter High School ELL students identified as ESOL Level 1 will
utilize the First English program which utilizes Computer-Assisted Language Learning (CALL)
and teacher-led instruction for English language acquisition. The program is intended to help all
ELL learners, particularly beginners, gain access to the Volusia County Charter High School
curriculum.
Volusia County Charter High School will evaluate its program effectiveness in serving ELLs
based on several criteria:
a. Annual CELLA gains, including the number of students who improve overall
proficiency levels with respect to time enrolled;
b. The number of ELLs exited as Fluent (FY) with respect to time enrolled in Volusia
County Charter High School;
c. FCAT/ACT achievement levels;
d. STAR reading growth assessment data;
e. Teacher evaluations;
f. Student reflections.
Volusia County Charter High School will be accountable for meeting the goals and
objectives for increasing the English proficiency of current ELLs. All Volusia County Charter
High School ELL students will participate in the annual Comprehensive English Language
Learning Assessment (CELLA) to measure growth in their English language acquisition skills.
They will also participate in all administrations of the FCAT, as necessary, with allowable
accommodations for ELL students.
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5. Exit and Monitoring Procedures- Volusia County Charter High School students will be
determined English proficient and eligible for exit from the ESOL program based on
scores received on the FCAT and CELLA in all three areas below:
a. A Florida Comprehensive Assessment Test (FCAT) achievement level of three or
greater or equivalent developmental scale score on the Reading test of the
Sunshine State Standards for grades 9 -12 FCAT/CELLA Exit: Grade 9 – 12.
b. Scores equal to and greater than 778 on the CELLA Reading test shall be used to
determine minimum level of English proficiency necessary for exit from ESOL.
c. Scores equal to and greater than 2250 on the CELLA Composite test shall be used
to determine minimum level of English proficiency necessary for exit from
ESOL.
Volusia County Charter High School will monitor students exited from the ESOL
program for two years and document their Post Program Review Progress on the Student ELL
Plan. An ELL Committee consisting of the Volusia County Charter High School principal, an
ESOL teacher, content-area teacher, and parent will convene to determine strategies and/or
remediation for any current or exited ELL student identified as struggling.
B. Identify the staffing plan for the school’s English language learner program, including
the number and qualifications of staff.
The ELL students at Volusia County Charter High School will be taught by one ESOL
Endorsed Reading and Language Arts teacher in order to provide appropriate support to ELL
students in need of second language acquisition assistance. Any Volusia County Charter High
School Reading, Language Arts, and Special Needs ESE teachers who have not received ESOL
endorsement at the time of their hire will participate in approved ESOL endorsement programs
within their timeline. They will complete the required course work in the following areas as
determined by the school district:

Methods of Teaching for English for Speakers of Other Languages;

ESOL Curriculum and Materials Development;

Cross-Cultural Communication and Understanding;

Testing and Evaluation of ESOL;

Applied Linguistics;

ESOL Issues and Strategies.
All Volusia County Charter High School content area teachers will also complete the
required sixty hours in Methods of Teaching ESOL or ESOL Issues and Strategies within their
first two years of employment with Volusia County Charter High School, if they have not done
so prior to hire.
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C. Explain how English Language Learners who enter the school below grade level will be
engaged in and benefit from the curriculum.
All students will be engaged in, and benefit from, the curriculum including exceptional
students (ESE) and/or students who enter the school below grade level. The results of the most
recent Florida Comprehensive Assessment Test, Alternative Assessment, teacher-made tests, and
screenings through the reading program will be used to determine the level of mastery in reading,
writing, mathematics and science for all students. This information, coupled with the results of
the prior year’s standardized tests results and student records, will be used to determine the best
educational setting for students, e.g., appropriate course selection, tutoring, and referral for
special services.
Apart from providing the specific services listed in a student’s IEP, EP, and/or ELL plan
as applicable, the School’s faculty will differentiate instruction as necessary and will offer
tutoring services or other such assistance to ensure all students remain successful. Student
performance will be continuously assessed as described in Section 5. Students not making
adequate progress towards the Next Generation Sunshine State Standards will be identified and
the following measures will be instituted:
1. Students needing remediation based on respective subject area assessments in specific
subject areas will be assigned to and placed on the student’s Individual Learning Plan
(ILP) targeting these deficiencies. This plan requires active participation from the
student, the parents and specific teachers in order to ensure continuous student
improvement. This initiative allows each student to have ownership and understanding of
his/her learning style and allows each student to track and monitor his/her achievement.
The ILP will be comprised of specific, measurable, individualized goals for that student
as well as the strategies and services (tutoring/required additional classes, ELL services)
to be implemented in order for the student to achieve the specified goals.
2. The School uses the following process to ensure that all exceptional students are engaged
in and benefit from our curriculum:
a. Create a Performance Improvement Plan - Effective accommodations require
sustained development and support. They must be made within the framework of
a larger plan that includes consideration of (a) basic and strategic skills instruction
and (b) the roles of people involved in the instructional process. As much as
possible, students, parents, paraprofessionals, and others will be involved in
developing the plan.
b. Identify and Evaluate the Standards that Students Are Not Meeting - The problem
to be addressed by the accommodation will be defined. Teachers will observe
students' performance when they use typical instructional materials. They may
have difficulty acquiring or getting the important information from written
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materials, storing or remembering the information presented in the materials, or
expressing the information or demonstrating competence on written tests. If
students have difficulty with a given task, different solutions may be required
depending on the level of difficulty.
c. Develop Goals for Teaching Strategies and Making Accommodations - Some
problems can be solved by accommodations; other problems may require
intensive instruction in skills or strategies. Often, teachers may need to provide
accommodations while simultaneously teaching the student the learning strategies
he or she needs in order to perform the work. Before any accommodation is made
for an individual student, teachers will carefully consider the best approach to
addressing the student's disability and promoting success. Accommodations will
be approached as short-term solutions within a long term plan for teaching skills
and strategies that will promote the student's independence as a learner.
d. Determine Whether Content Modifications or Format Accommodations Are
Needed - Content modifications will be made only when the student's IEP notes
that the general curriculum is inappropriate for this student. Content modifications
will also meet local and state education standards. In some cases, the IEP may
address the degree to which the requirements associated with meeting state
standards and taking assessments may be modified. The teacher will decide
which parts of the curriculum the student will be required to learn and will
constitute mastery of the course content.
3. When the curriculum is considered appropriate for the student, accommodations will
focus on format rather than content. The teacher will identify the critical elements of
course content that students must learn. First, the teachers will identify the critical course
ideas or concepts. Then, the information that must be mastered in each unit to ensure that
the critical course ideas are mastered will be identified. Finally, how students will
demonstrate their mastery at the end of each unit and at the end of the course will be
determined. Format accommodations will be made to compensate for mismatches
between the presentation or design of the materials and the skills and strategies of the
student. In format accommodations, the content will not be altered.
a. Identify the Features of the Materials and Resources that Need AccommodationsTeachers providing accommodations will examine each curricular unit for
features that might cause a learning problem. For example, the content may be
very abstract, complex, or poorly organized, or it might present too much
information. It may not be relevant to students or it may be boring. Further, it
may call for skills or strategies or background information that the student does
not possess. It may present activities that do not lead to mastery, or it may fail to
give students cues about how to think about or study the information. Materials
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also may not provide a variety of flexible options through which students can
demonstrate competence.
b. Determine the Type of Accommodation That Will Enable the Student To Meet
the Demand - Once the materials have been evaluated and possible problem areas
identified, the type of format accommodation will be selected. Format
accommodations may be made by:
i.
Altering existing materials through rewriting, reorganizing, adding to, or
recasting the information so that the student can access the regular curriculum
material independently.
ii. Enhancing existing materials by providing additional instructional support,
guidance, and direction to the student in the use of the materials.
iii. Altering instruction to mediate the barriers presented by the materials so that
the student interacts with the materials in different ways.
iv.
Selecting alternate materials that are more sensitive to the needs of students
with disabilities or are inherently designed to compensate for learning
problems.
c. Communicate the Accommodation to Students and Parents - Accommodations are
more successful when they are offered and introduced to students at the beginning
of the year. Parents will also be informed about them at the beginning of the
year. Students will be taught explicit strategies to use any accommodation
effectively and educated on how to process the information received through the
accommodation. As students’ progress, they will be taught how to recognize the
need for and request accommodation.
d. Implement, Evaluate, and Adjust the Accommodation - As the accommodation is
implemented, the teacher will evaluate its effects to determine whether the desired
outcomes are being achieved. If not, adjustments will need to be made either in
the accommodation or the instructions to the student in its use. Accommodation
should significantly reduce failure and learning difficulties.
e. Fade the Accommodation When Possible - Accommodations usually are shortterm solutions to allow classroom learning and participation until the needed
skills and strategies can be taught. Once the accommodation is in place, the
teacher will begin to plan with other teachers how to teach the needed skills and
strategies. Once the student has learned the necessary skills and strategies, the
accommodation will be faded. The accommodation will not be removed until the
student possesses the skills and strategies to learn and complete tasks
independently, and the IEP team is convened to review the student's IEP. For
some students, an accommodation may be required for several months, while for
others, it may be maintained indefinitely.
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Section 8: School Climate and Discipline
A. Describe the school’s planned approach to classroom management and student
discipline.
Volusia County Charter High School will adopt and abide by the most recent version of
the District’s Code of Student Conduct, therein incorporating the district’s policies and
expectations for students. The School’s philosophy regarding student behavior ensures its
commitment to the School’s mission on a daily basis. Its founders are of the opinion that both
teachers and students need to be provided with a consistent behavior management system so that
maximum time can be spent teaching and learning. Inappropriate behaviors that interfere with
the learning process and the expectations set for character development can be reduced and
ultimately extinguished through consistent, best practice behavior management techniques.
Volusia County Charter High School will function on the belief that a safe and orderly
school is of primary importance in order to create an enjoyable environment for both students
and teachers. When students behave in a respectful, responsible and safe manner, they learn
more and develop into students whose character counts. With the students best interests in mind,
it is imperative that parents and staff work together to ensure a happy, safe and productive
learning experience. The School expects parents to take an active role in supporting this plan in
order for students to learn to be responsible citizens.
Thus, behavior management based on a positive reward/point system will be in place in
all classrooms from the beginning of the first year of operation. Pre-service and in-service
training will be required of all teachers. Each teacher, then, will be given the opportunity to
implement her/his own behavior management techniques in their respective classrooms. The
ultimate goal will be to remove these systems from the classrooms, based on the theory that
appropriate behaviors will be internalized and external reward systems will no longer be
necessary.
B. Describe the school’s Code of Conduct, including the school’s policies for discipline,
suspension, and dismissal.
Discipline
Volusia County Charter High School recognizes that a positive learning environment
cannot exist without maintaining order and discipline conducive to learning. The Code of
Conduct will be specified in the Student/Parent Handbook and is intended to standardize
procedures to ensure that the rights of every student at the School campus are upheld. The
school's Student/Parent Handbook will not conflict with the District's Code of Conduct, and will
incorporate and align to the District's Code of Conduct.
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All students at the school campus will be required to know and follow the Code of
Conduct. When students do not follow the rules, they will be expected to accept the
consequences. A student's attitude towards the rules of the school campus is very important.
Additionally, students will also follow the District's Code of Conduct.
Corporal punishment is not permitted. No employee should threaten, inflict, or cause to
be inflicted, unreasonable, irrational, or inappropriate force upon a student. Good sense and
judgment should always prevail.
The rules of the Code of Conduct will apply to any conduct whether the student is:
1. On school grounds during the school day, or immediately before or after school hours;
2. On school grounds at any other time when the school is being used by a school group;
3. On or off school grounds at any school activity, function, or event;
4. Traveling to and from school, including actions on any school bus, van, or public
conveyance.
Volusia County Charter High School will not transfer an enrolled student to another charter
school having a separate Master School Identification Number without first obtaining the written
approval of the student’s parent per statute 1002.33(22)(b).
Suspension, Dismissal, and Expulsion
The general guidelines for due process and appeals are as follows: The Principal reserves
the right to suspend a student based on the offense committed by the student.

No suspension shall exceed ten school days.

The Principal must give written notice of the intention to suspend, along with the
reason for the suspension, to the student.

The student shall be given the right to appear at an informal hearing before the
Principal and respectfully challenge (or otherwise explain) the reasons for the
intended suspension. The hearing may occur immediately and at any place: the hall,
office, classroom, etc.

A written notice of the suspension shall be sent or given, within one calendar day to
the parent/guardian if the student is under the age of 18. The notice shall include the
reasons for the suspension and the right of the student to appeal to the Board of
Directors.
Volusia County Charter High School understands that only the School Board can expel a
student and will cooperate with the School Board regarding any potential expulsion proceedings.
Discipline for Students with Disabilities
Discipline for students with disabilities will be in accordance with Rule 6A-6.03312,
FAC, and the School District's and School's codes of conduct. This will ensure that students
with disabilities are not removed from their current exceptional student education (ESE)
placement for more than ten days and a manifestation determination will be held as required.
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Parents will be notified in writing of any long term removal and will be provided with their
Procedural Safeguards. Beginning on the eleventh cumulative school day of removal in a school
year, the School will provide a free appropriate public education (FAPE) to a student with a
disability, consistent with the requirements of State Board of Education Rules.
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ORGANIZATIONAL PLAN
Section 9: Governance
A. Describe how the school will organize as or be operated by a non-profit organization.
Volusia County Charter High School, Inc. is a Florida registered not-for-profit
corporation. The corporation will seek Section 501(c)(3) status as a tax exempt organization for
the sole purpose of organizing and operating a Florida charter school. The Founding Board has
applied for, and received, a Certificate of Incorporation. When a charter is granted by the
Sponsor, the Founding Board will appoint the first Board of Directors (hereafter referred to as
“the Board”), selected from a pool of applicants consisting of interested parent and community
members. Subsequent boards will be elected by the school population at the time, as well as
appointed by the current Board, as outlined further on. Any action of or by the Board shall be in
compliance with Florida’s Government in The Sunshine Law. The following documents will be
provided as required to the district and they will be maintained and be available for review, upon
request, at the school office:
• Articles of Incorporation
• Governing By-laws
• IRS Notification of EIN# and Determination of Exempt Status
B. Provide an organizational chart for the school and a narrative description of the chart.
Clearly describe the proposed reporting structure to the governing board and the
relationship of the board to the school’s leader and administration.
Organizational Plan
The Founding Board has developed a governance model that combines and adapts
governance models from the Florida School Boards Association and the National School Boards
Association. The governance model of the Florida School Boards Association (www.fsba.org)
includes emphasis on the boards’ focus on student learning through vision, structure,
accountability and advocacy. The National School Boards Association provides a publication,
The Key Work of School Boards (www.nsba.org), which details a continuous improvement
model that aligns vision, standards, assessment, accountability, climate and collaboration.
Through a combination of these models and the training required by the Florida
Department of Education for charter school boards, the Board will implement a governing
structure that will allow the school to grow and flourish. The Board will strive to follow the onevoice principle, speaking and governing as a full board, rather than as individuals. The Board’s
deliverables will include:

Systematic linkage between the school and the community;

Written governing policies which facilitate academic standards and budget priorities;

Assurance of organizational performance.
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The Board, in collaboration with the Principal, will be responsible for the organization
and control of the school and is empowered, with consideration to the boundaries of federal and
state statute, to determine the policies necessary for the effective operation and general
improvement of the school. The Board will be a public corporate entity and may take action only
during a meeting in official public session, when a quorum is present. The Board shall limit its
action to establishing policy and to meeting the requirements prescribed by laws and rules of the
State Board of Education. Individual members of the Board have authority to take official action
only when sitting as a member of the Board in public session, except when the Board specifically
authorizes the member to act. The Board shall not be bound in any way by any action on the part
of an individual board member or an employee, except when such statement or action is in
compliance with the public action of the Board.
Board of
Directors
Principal
School Advisory
Council
Faculty
Administrative
Staff
The Board of Directors of Volusia County Charter High School is the ultimate policymaking body that determines the academic direction, curriculum, and operation of the school.
The school principal, hired by the Board, will be responsible for all aspects of school operations
within the scope of operating policy and budgetary approval by the Board. The school’s faculty
and staff will report directly to the principal, who reports to the Board of Directors.
The school's principal will ensure that the operations of the school are in accordance with
the mission and vision of Volusia County Charter High School. The administrative staff will
make all school-based decisions, establishing and implementing procedures for the day-to-day
operations of the school. The faculty and administrative staff will be responsible for carrying out
these procedures in their daily activities and interactions with students, parents and the
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community. The School Advisory Council (SAC) will serve as an advising body to assist the
school in deliberation on policies and creating an environment that meets the goals of the Board.
The SAC will also be important in communicating and sharing information between the School,
parents, and community.
C. Provide a description of how the governing board will fulfill its responsibilities and
obligations, including but not limited to::
o Adoption of annual budget
o Continuing oversight over charter school operations
The responsibilities of the Board of Directors, including how it will exercise continuing
oversight over school operations, will include:
1.
Management of the business, property, and affairs of the non-profit corporation;
2.
Approval of a qualified principal to administer and operate Volusia County
Charter High School;
3.
Supervision and oversight of the principal in performance of his/her respective
duties and obligations;
4.
Establishment of overall policies for Volusia County Charter High School;
5.
Approval of the annual budget of anticipated income and expenditures and
preparation of the annual financial audit report;
6.
Filing of an annual progress report to the School Board that will include:
a. Volusia County Charter High Schools’ progress towards achieving the
goals outlined in its charter;
b. The information required in the annual school report pursuant to §
1011.60 (1) F.S.;
c. The financial records of Volusia County Charter High School, including
revenues and expenditures;
d. Salary and benefit levels of Volusia County Charter High School’s
employees.
7.
Maintenance of written records of attendance and minutes of its meetings.
The Board of Directors, teachers and administrators will have a relationship based on
mutual respect for the role each plays in fulfilling the mission of Volusia County Charter High
School, Inc. The Board of Directors is responsible for, and accountable to, the people for whose
benefit this school will be established, and has the overall responsibility for ensuring that
students attending Volusia County Charter High School will be provided with a quality
education. The Board of Directors will be responsible for evaluating the effectiveness of Volusia
County Charter High School in the fulfillment of its established goals, objectives, and mission.
The principal will have primary responsibility for all aspects of the school’s operations
and programs, including the day-to-day management. The teachers and staff of Volusia County
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Charter High School will report to the principal and will not be directly responsible to the Board
of Directors. Employees, professionals, or entities employed by or contracted with for the
provision of administrative and management support services may be responsible to the Board,
and/or the principal depending on the specific nature of the services to be provided.
D. Describe the policies and procedures by which the governing board will operate,
including board powers and duties; board member selection, removal procedures and term
limits; code of ethics, conflict of interest, and frequency of meetings. If the Board has not
yet developed policies, the applicant shall describe the timeline for development and
approval of Board Policies. Charter school governing boards must be guided by a set of bylaws that define how the board will operate. Applicants may include their proposed by-laws.
The Volusia County Charter High School shall conform to the following policies and
procedures:
The VCCHS Board of Directors shall schedule quarterly meetings. The Board will
publish, in advance, an annual calendar of meetings scheduled for the academic year and all
official board meetings shall be open to the public. Any and all informal meetings and
conferences involving board members shall be conducted as public meetings unless specifically
exempted by Florida Statute. A majority shall constitute a quorum for any Board meeting. Unless
a majority is present, no decisions can be made. The Board may take no official action at any
time other than during an official meeting. Minutes will be taken at such meetings and submitted
to the Board, as well as made public in the school office or wherever the Board and Principal
deem appropriate to keep the parent population informed. The minutes will be available once
accepted by the Board at the next official meeting. The Board may appoint a committee, or
committees, to carry out the charter’s mission as the Board shall determine to be necessary or
appropriate.
These committees may consist of less than the full membership of the Board, and should
include members of the school community and community members at large, when appropriate.
The formation of school committees should be discussed at Student Advisory Council (SAC)
meetings and all interested parties should have an opportunity to participate as needed.
Special committees will be officially appointed by the Board President. The duties of any
such committee shall be outlined at the time of appointment; the committee shall be
automatically dissolved when the Board accepts the committee’s final report. Each Board
member shall be notified of all committee meetings, but shall have no vote unless the member is
serving as a committee member. Special committees or individuals who serve on special
committees shall take no action that is binding; the committee chairperson will, instead, make
recommendations to the Board and the Board will approve or disapprove the recommendations.
Election
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Initially, the Board will be appointed by the founding team and will serve for a period of
one to two years depending on availability. Thereafter, Board members will be elected to
positions at the beginning of the school year or a meeting designated for such purpose for a
period of two years. The Principal will inform all school families in writing of the upcoming
election and provide a description of expectations and responsibilities for each open position.
The pool of candidates will be approved by the Board prior to general election, after which, each
candidate will be given the opportunity to address the school community before the election.
Each family enrolled at the school will be entitled to one vote. In the event that a position
becomes vacant mid-term, members shall be selected by the Board to fulfill the remainder of the
term.
Appointment
The current Board reserves the right to identify skill sets required of certain members,
such as the Financial Specialist, to fulfill the duties of the Board. Current Board members may
invite qualified community members to join the Board and fulfill those needs. Board members
must reach consensus before selecting an individual. These individuals will be appointed rather
than elected. No more than three seats will be appointed with the remainder decided upon by
election. An individual possessing a needed skill set may be appointed to the Board regardless of
whether he/she has children in the school.
Term of Office
Each member of the Board will serve a one or two year term. Members may be re-elected
or re-appointed for consecutive terms and may fill different positions within the Board during
their service. The Board will endeavor to stagger terms in order to maximize continuity.
Resignation/Removal
Any Board member may resign at any time by giving written notice to the corporation.
The resignation may take effect on receipt of the notice or at a later date as specified in the
notice. The Board may recommend removal of a Board member for cause.
Bonding, Insurance and Background Checks
Directors of the Board and employees of Volusia County Charter High School who have
been granted authority to receive and expend funds on behalf of the school will be bonded and
insured. All bonds will run to the school, the not-for-profit corporation, and the School District
of Volusia County. Bond and insurance documentation will be maintained on file in the school’s
office for inspection. In addition, all Board members will undergo criminal background
clearance checks, including fingerprinting, according to the standards and procedures prescribed
by the district.
Conflict of Interest
As required for the granting of 501(c)(3) Tax Exempt Status by the Internal Revenue
Service the Governing Board will adopt a conflict of interest policy, which will be thoroughly
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reviewed and acknowledged by all Directors. Where applicable, the Conflict of Interest Policy
will also govern specific actions of the school management and its employees.
Members of the Board are prohibited from:
a. Personally benefiting or standing to benefit from the school’s operations;
b. Acting in a self-serving manner or for any self-serving financial benefit;
c. Acting in his/her private capacity, selling services directly or indirectly to the
school;
d. Employing relatives in the school as defined specifically in the Florida Senate Bill
278, section, Restriction on the Employment of Relatives.
Code of Ethics
The School shall require that its employees abide by the guidelines set forth in Chapter
6B-1.001, Code of Ethics of the Education Profession in Florida, and Chapter 6B-1.006,
Principles of Professional Conduct for the Education Profession in Florida. The School shall be
responsible for informing all new employees regarding the Code of Ethics policies, and
investigation and discipline of any School employee who may be in violation of these
regulations.
Bylaws
Upon approval from the Volusia County School Board to grant the School a charter, the
bylaws of Volusia County Charter High School will be developed by the founding board upon
board formation.
E. Explain how the founding group for the school intends to transition to a governing
board.
None of the founding members will transition to the Board of Directors. Initially, the
Board will be appointed by the founding members and will serve for a period of one to two years
depending on availability. Thereafter, Board members will be elected to positions of two-year
term periods at the beginning of the school year or a meeting designated for such purpose. All
new Board members will participate in an orientation process in which they will receive training
and preparation for Board duties, responsibilities, and procedures. New members will meet with
the school’s management team in order to be familiarized with the academic progress,
curriculum, discipline, school climate, and mission of Volusia County Charter High School.
F. Describe the plans for board member recruitment and development, including the
orientation process for new members and ongoing professional development.
Board members will be recruited by the founding team and selected from the parent base
and community within which the school resides. Every year, members of the governing board
will be required to participate in the mandatory governance training as stipulated by Florida law
on or before August 1st of each year.
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• Four-Hour Initial Governance Board Training Course
This training is designed for governing boards with one or more members who
have had no previous board service or have served on the board for less than ninety
days.
• Two-Hour Refresher Governance Board Training Course
This two-hour course is designed for governing boards if all of the members have
served continuously on the school’s board for ninety days or more and have
completed four hours of initial state-approved training. Members who are new to
the board must still complete the four-hour course even if other members have
previously completed the four-hour training.
G. List each of the proposed members of the school’s governing board, indicating any exofficio members and vacant seats to be filled. For each proposed member, provide a brief
description of the person’s background that highlights the contribution he/she intends to
make through service as a governing board member and any office of the board that
individual holds.
The development of an active Board of Directors remains an ongoing process. Upon
approval of Volusia County Charter High School, the founding Board will form at least a five
seat Board of Directors consisting of professionals, supporters, advisors, and parents. A
background and biography of each proposed member will be supplied upon the contract phase.
H. Outline the methods to be used for resolving disputes between a parent and the school.
By maintaining a positive school environment and communicating closely with the
school community, which includes parents, children, and teachers, Volusia County Charter High
School believes most concerns can be dealt with either through the classroom teacher or directly
with the Principal. Any parent with a complaint regarding a school related issue will be
encouraged to follow the chain of command by addressing the matter directly with the
individual(s) involved. If unable to resolve their concern with that individual, a meeting may be
scheduled with the Principal and that individual. If the matter is still not resolved, the parent may
contact any Board Member and request a mediation meeting with the Governing Board
representative, the Principal and the individual(s) involved. Any Governing Board action will be
taken up at the next scheduled Board Meeting and the decision of the Governing Board will be
final.
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Section 10: Management
A. Describe the management structure of the school. Include job descriptions for teachers
and each administrative position that identify key roles, responsibilities and accountability.
Volusia County Charter High School will be led by a Principal who will be a qualified
educational leader with experience in managing schools for students who require accelerated
mastery of basic skills and earned course credits. He/she will be responsible for hiring,
supervising, and evaluating all school staff. The Principal will be employed by the Board of
Directors and will lead the daily operations of the school on a day-to-day basis. The School's
Principal will be responsible and accountable for the educational and operational outcomes at the
school, as well as for ensuring that the school is meeting its stated goals and objectives. To the
extent possible, all day-to-day operating decisions will be made on-site by the Principal.
The Principal is responsible for maintaining clear and consistent communication with the
Board regarding matters related to the daily operation of the School. Communications, reports,
and school updates to the Board of Directors from staff members and staff organizations will be
submitted to the Board of Directors through the Principal.
The organizational and management structure of the school will facilitate the delivery of
instructional and support services to students in an effective and efficient manner. The Principal
will work directly with faculty and staff to ensure that they receive proper direction and support
to deliver an effective instructional program. The Principal will oversee the planning, designing,
and delivery of coherent instruction; will supervise all staff; will communicate effectively with
parents, the Board, and the broader community about the school's progress; and will provide
leadership that will support the school's teaching and learning environment.
The Assistant Principal will be the direct supervisor of all of the educators at the School
including teachers, ESE specialists, and all other educational personnel. All staff members will
receive their job descriptions and roles of responsibilities. Meeting or exceeding job
requirements as outlined in the job description will be a key measure of evaluating employee
performance. The Principal or Assistant Principal will conduct annual performance evaluations
for school staff. Evaluation of the School Principal will be completed every year by the Board
President and Board of Directors using an Employee Evaluation form.
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JOB DESCRIPTIONS
PRINCIPAL
QUALIFICATIONS:
1. Master’s degree with Educational Leadership certification or training.
2. Successful experience as a school district administrator.
3. Evidence of successful teaching experience.
4. Evidence of leadership ability, including motivating school personnel to achieve District goals
and objectives.
5. Evidence of knowledge of school-related data and the ability to utilize such data for decisionmaking purposes.
6. Evidence of ability to serve as a change agent in schools.
7. Evidence of ability to interact collaboratively with students, parents, school-based personnel
and community organizations.
8. Evidence of excellent oral and written communication skills.
JOB ANALYSIS DIMENSIONS:
Communication
Organizational Ability
Decision Making
Management Control/Delegation
Commitment to Vision and Mission
Critical Thinking Skills
Facilitative Leadership
Organizational Sensitivity
Proactive Orientation
Achievement and Developmental Orientation
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
1. Functions collaboratively with the School Advisory Council to assess school needs, develop a
meaningful School Improvement Plan, and introduce those changes in school programs and
personnel assignments that will result in achievement of school performance objectives and other
District goals.
2. Provides proactive, comprehensive and facilitative leadership for the school in the planning
and implementation of school improvement initiatives, including implementing a challenging
curriculum.
3. Oversees from an administrative point of view the daily operation of the school.
4. Observes teacher performance and provides assistance to individual teachers in an effort to
improve classroom instruction and student performance.
5. Supervises and evaluates all school-based personnel, including conducting performance
appraisal sessions which are extensions of a Board-approved personnel assessment system,
making reappointment recommendations and providing staff development/training opportunities.
6. Manages and supervises the school’s financial resources, including the preparation of the
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school’s budget, the monitoring of internal accounts, and the review and approval of purchases
and payments for all goods and services received.
7. Enhances the decision-making capabilities of all school-based personnel through involvement
of staff and faculty. Develops new skills and approaches to implement the school improvement
and accountability.
8. Encourages increased involvement by parents, businesses and other community interests
through partnerships designed to achieve both management and academic improvement and
accountability.
9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and
hypotheses, and to consider alternatives.
10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and
non-instructional school-based personnel, and property inventories and ensures the accuracy and
timeliness of all school reports.
11. Supervises the school’s food, transportation, maintenance, facility and support services.
12. Provides a clean, safe and nurturing school environment.
13. Provides effective communications with, and seeks input from, parents, teachers, students
and the community via systematic processes.
14. Coordinates community activities relevant to the school within the school area.
15. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes;
and complies with audit requirements, School Board policies and administrative directives.
16. Emphasizes increased literacy in reading, writing, and mathematics for all students, including
students in Exceptional Student Education and English for Speakers of Other Languages.
17. Focuses on improved achievement for all students at the school center, with emphasis on quartile
one students.
ADDITIONAL JOB FUNCTIONS:
1. Follows adopted policies and procedures in accordance with School Board priorities.
2. Conducts oneself in the best interest of students, in accordance with the highest traditions of public
education and in support of the District’s Mission Statement.
3. Performs other duties as assigned.
4. Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required.
RESPONSIBLE TO:
• Board of Directors
ASSISTANT PRINCIPAL
QUALIFICATIONS:
1. Master’s degree with Educational Leadership certification.
2. Successful experience as a school district administrator.
3. Evidence of successful teaching experience.
4. Evidence of leadership ability, including motivating school personnel to achieve District goals and
objectives.
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5. Evidence of knowledge of school-related data and the ability to utilize such data for decisionmaking purposes.
6. Evidence of ability to serve as a change agent in schools.
7. Evidence of ability to interact collaboratively with students, parents, school-based personnel and
community organizations.
8. Evidence of excellent oral and written communication skills.
JOB ANALYSIS DIMENSIONS:
Communication
Organizational Ability
Decision Making
Management Control/Delegation
Commitment to Vision and Mission
Critical Thinking Skills
Facilitative Leadership
Organizational Sensitivity
Proactive Orientation
Achievement and Developmental Orientation
1. Functions collaboratively with the School Advisory Council to assess school needs, develop a
meaningful School Improvement Plan, and introduce those changes in school programs and
personnel assignments that will result in achievement of school performance objectives and other
District goals.
2. Provides proactive, comprehensive and facilitative leadership for the school in the planning and
implementation of school improvement initiatives, including implementing a challenging curriculum.
3. Oversees from an administrative point of view the daily operation of the school.
4. Observes teacher performance and provides assistance to individual teachers in an effort to
improve classroom instruction and student performance.
5. Supervises and evaluates all school-based personnel, including conducting performance appraisal
sessions which are extensions of a Board-approved personnel assessment system, making
reappointment recommendations and providing staff development/training opportunities.
6. Manages and supervises the school’s financial resources, including the preparation of the school’s
budget, the monitoring of internal accounts, and the review and approval of purchases and payments
for all goods and services received.
7. Enhances the decision-making capabilities of all school-based personnel through involvement of
staff and faculty. Develops new skills and approaches to implement the school improvement and
accountability.
8. Encourages increased involvement by parents, businesses and other community interests through
partnerships designed to achieve both management and academic improvement and accountability.
9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and
hypotheses, and to consider alternatives.
10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and noninstructional school-based personnel, and property inventories and ensures the accuracy and
timeliness of all school reports.
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11. Supervises the school’s food, transportation, maintenance, facility and support services.
12. Provides a clean, safe and nurturing school environment.
13. Provides effective communications with and seeks input from parents, teachers, students and the
community via systematic processes.
14. Coordinates community activities relevant to the school within the school area.
15. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes; and
complies with audit requirements, School Board policies and administrative directives.
16. Emphasizes increased literacy in reading, writing, and mathematics for all students, including
students in Exceptional Student Education and English for Speakers of Other Languages.
17. Focuses on improved achievement for all students at the school center, with emphasis on quartile
one students.
ADDITIONAL JOB FUNCTIONS:
1. Follows adopted policies and procedures in accordance with School Board priorities.
2. Conducts oneself in the best interest of students, in accordance with the highest traditions of public
education and in support of the District’s Mission Statement.
3. Performs other duties as assigned.
4. Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required.
RESPONSIBLE TO:
• Principal
OFFICE MANAGER
QUALIFICATIONS:
• High school diploma or equivalent (bachelor degree preferred)
• Minimum of three (3) years of experience performing routine office/clerical duties
(experience in a school setting beneficial)
• Demonstrated knowledge of current computing technologies and software applications
appropriate to the position’s job responsibilities, including accurate keyboard speed of 55 WPM
• Demonstrated ability to deal effectively with parents, students, teachers and the public
• Demonstrated knowledge of modern office practices and procedures
• Ability to communicate effectively, both orally and in writing
• Passion for helping children succeed in reaching their fullest potential
• Answers the telephone, responds to inquiries and provides information based on extensive
knowledge of school programs and activities.
• Establishes and maintains control procedures for processing incoming correspondence and
action documents.
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• Composes moderately to highly complex correspondence for Co-Administrators’ signature and
maintains highly complex correspondence and records in support of the Board of Directors
• Maintains current information regarding policies, programs and procedures and processes
routine and more complex matters within established policies
• Opens and distributes mail; assembles material for use by supervisor Co-Administrators and
Department Heads
• Prepares payroll, travel reports, etc. for school personnel as directed
• Orders supplies, initiates purchase orders, authorizes payment for items received
• Maintains department/division personnel records and processes personnel paperwork related to
newly-hired department/division employees.
• Coordinates preparations for workshops, meetings, seminars
• Maintains complete filing systems and records as required
• Maintains confidentiality regarding school and business matters
Additional Job Functions:
• Follows adopted policies and procedures in accordance with School Board priorities.
• Conducts oneself in the best interest of students, in accordance with the highest traditions of
public education and in support of the District’s Mission Statement.
• Performs other duties as assigned.
• Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required.
RESPONSIBLE TO:
Principal
OFFICE ASSISTANT
QUALIFICATIONS:
• High school diploma or equivalent;
• Demonstrated knowledge of current computing technologies and software applications
appropriate to the position’s job responsibilities, including accurate keyboard speed of 40 words
per minute;
• Demonstrated ability to deal effectively with parents, students, teachers and the public;
• Demonstrated knowledge of modern office practices and procedures;
• Ability to communicate effectively, both orally and in writing.
• Assists other school personnel in checking forms and other documents for completeness and
accuracy, processing forms, preparing listings, filing and responding to routine inquiries;
• Greets and assists parents and provides forms to students;
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• Performs standardized clerical or record-keeping functions, e.g., completing and mailing forms
or form letters, maintaining established records and preparing new records, assembling and
posting data, and composing routine letters;
• Prepares various materials or tabulations from copy or rough draft;
• Sorts and files various correspondence, reports, vouchers and other materials;
• Maintains confidentiality regarding school and business matters.
• Follows adopted policies and procedures in accordance with Board priorities.
• Conducts him/herself in the best interest of students and the school, in accordance with the
highest standards pursuant to the school’s mission and governing principles and in support of the
School District of Volusia County’s Mission Statement.
• Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity
required.
RESPONSIBLE TO:
• Principal
TEACHER
QUALIFICATIONS:
• Bachelor's degree from an accredited college or university
• Valid Florida certification in the subject area
 Demonstrate mastery of all state competencies;
 Demonstrate mastery of all twelve of the teacher practices benchmarks for the 21st century at
the professional, and eventually the accomplished, levell
 Foster students’ achievement gains from baseline assessment levels to be evident in pre/post
test comparison results, standardized test scores, and portfolios;
 Maintain student portfolios;
 Demonstrate consistent attendance;
 Demonstrate efficiency;
 Demonstrate oral proficiency;
 Demonstrate written proficiency;
 Pursue further education and supplemental credentials;
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 Maintain and promote a safe learning environment and administer student surveys twice
yearly;
 Promote problem-solving skills and character education;
 Promote and enforce Code of Conduct;
 Continually assess students' development (psychological and academic) through clearly
defined rubrics;
 Establish, maintain, assess, and (if needed) modify individual student progression plans;
 Identify those students who exhibit exceptional thinking styles and behaviors and implement
and/or accommodate those exceptional needs;
 Attend parent/teacher meetings and conferences;
 Demonstrate punctuality;
 Initiate opportunities for professional development;
 Initiate and present innovative ideas for special projects, school functions, field trips,
extracurricular activities, and clubs;
 Provide supplemental instruction;
 Attend workshops and conferences;
 Document parent phone calls, conversations, and conferences;
 Work as partners to create behavior modification plans;
• Conducts him/herself in the best interest of students and the school, in accordance with the
highest standards pursuant to the school’s mission and governing principles and in support of
the School District of Volusia County’s Mission Statement.
• Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity
required.
RESPONSIBLE TO:
• Principal
BOOKKEEPER
JOB PURPOSE
This position is responsible for generating payroll, purchase orders, school deposits, petty cash,
grants, capital inventory, district required reports, insurance paperwork, employment forms, staff
benefits.
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This individual will work with the Co-Administrators to compile budget data and maintain
records for the school budget and will compile financial reports for the Principal who will then
present financials for audit and Board review.
The Bookkeeper will work with the district and the school’s accountant to provide monthly bank
reconciliations, monthly financial statements, detailed ledgers and other required financial and
other reporting documentation. In addition, the Bookkeeper may be involved in data
management and data entry with respect to online student records and school reporting
requirements.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Skills in Finance/Accounting:
 Keep financial records and help staff accountants prepare monthly financial statements.
 Make bank deposits in accordance with company policy.
 Submit documentation for all receipts and disbursements made at the school level on a timely
basis.
 Monitor and reconcile balances of school-based checking accounts.
 Follow-up on outstanding checks of school-based checking accounts. Assist payroll in
resolving outstanding payroll checks.
 Follow up and collect returned checks received on a timely basis.
 Prepare and submit purchase orders. Obtain proper approvals based on School policy.
 Prepare and submit check requests with proper approvals to accounts payable.
 Review and approve expenditure invoices, in coordination with school Principal.
 Maintain reconciliation of internal funds accounts.
Skills in Budgeting:
a. Assist in the establishment of budgets and budget procedures.
b. Advise, assist and provide leadership to school Principal on budget line items, invoice
processing, cash management, purchasing and other general financial items.
Skills in Payroll:
 Submit Personnel Action Forms (PAF), except employee absentee forms to the Payroll
Department in accordance with the Payroll Cycle Calendar.
 Review entries to time and attendance system for accuracy. Make corrections when necessary
as the time and attendance system administrator, and ensure proper authorization of the
correction.
 Review payroll register presented by Payroll Department to authorize processing of payroll.
 Distribute payroll checks to employees.
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 Keep all payroll information confidential.
RESPONSIBLE TO:
 Principal
MEDIA SPECIALIST
QUALIFICATIONS:
 Bachelor’s degree from an accredited college or university or equivalent.
 Certification in Educational Media Specialist (Grades PK-12) preferred.
 Proficient in media technology and instructional applications of library science.
 Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness.
Strives to research, evaluate and implement best practices.
 Effective instructional delivery techniques and excellent communication skills.
 Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information
System (SIS).
 Commitment to School’s values.
 Such alternatives to the above requirements as Volusia County Charter High School may find
appropriate and acceptable.
JOB PURPOSE:
Organize, administer, and coordinate the school’s library media center/facility and its programs.
 Plan, organize, implement, and supervise the program, collection, and staff of the school
library media center.
 Direct the activities of library media center support staff (if appropriate).
 Establish and maintain an accurate circulation system for media and equipment.
 Schedule use of equipment, materials, and space of the library media center.
 Maintain and update written goals, objectives, policies, and procedures. supporting both the
educational objectives of the total school program and those of the library media program.
 Plan for and provide instruction for students and staff in the use of materials, equipment, and
services.
 Provide instruction and assistance to faculty and students for the production of media.
 Provide instruction following a scope and sequence of information skills.
 Plan with staff to integrate information skills within the school’s curriculum.
 Evaluate and select a variety of materials and equipment based upon the curriculum, needs
and interests of the students and the staff.
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 Assist staff and students with selection, development, and preparation of library/media
materials.
 Maintain accurate inventories and indexes of the library media center’s collection of materials
and equipment.
 Explain the school library media program and resources to the students, staff, and community.
 Involve students, staff, and school community personnel in planning, implementing, and
evaluating the library media program.
 Perform and/or coordinate the ordering, cataloguing, processing, and maintenance of media
and equipment for circulation.
 Assist the Principal with the development of the library media center budget.
 Provide an environment conducive to inquiry, research, study, and personal use by students
and staff.
 Prepare bulleting boards and other displays that are related to the curriculum.
 Implement requirements of state law, county policies, and school building procedures.
 Coordinate with community libraries for additional resources to support educational
objectives.
SKILLS AND KNOWLEDGE:
 Demonstrate enthusiasm and commitment toward the job and the mission of the School;
support the School’s values in the strategic areas of academic excellence, operational
performance, superior culture, and financial health and growth, as outlined in the Employee
Handbook.
 Work and interact with staff and relate to individuals at all levels of the organization; relate to
individuals at all levels. As unique situations present themselves, the incumbent must be
sensitive to corporate needs, employee goodwill, and the public image.
 Strong time management & organizational skills and the ability to prioritize wisely.
 Ability to establish and maintain effective working relationships with teachers, students,
parents, the community, and administrative staff.
 Establish excellent interpersonal skills between all constituents: being courteous, professional,
and helpful; Oral (including presentations), Written, Interpersonal (active listening),
Negotiating and Influencing.
 Ability to consistently be at work, be on time, follow instructions, respond to management
direction and solicit feedback to improve performance.
System (SIS).
 Look for ways to improve and promote quality and demonstrates accuracy and thoroughness.
Strives to implement best practices.
Responsible to: Principal
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GUIDANCE COUNSELOR
QUALIFICATIONS:
 Bachelor’s degree from an accredited college or university or equivalent.
 Possession of valid Florida certification for Guidance Counselor.
 Minimum three (3) years experience of successful teaching or counseling services.
 Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness.
Strives to research, evaluate and implement best practices.
 Effective communication skills.
System (SIS).
 Commitment to School’s values.
 Such alternatives to the above requirements as Volusia County Charter High School may find
appropriate and acceptable.
JOB PURPOSE:
To help students achieve personal fulfillment by providing them with guidance and counseling
services to make successful personal, educational and occupational life plans.
Individual Student Counseling:
 Assists students in evaluating their aptitudes and abilities through the use of teacher
comments, interpretation of individual standardized test scores and other pertinent data.
Works with students in evolving educational and career plans in terms of such evaluation
 Provides individual counseling sessions for assigned students in dealing with their personal
needs as they affect school performance, as well as their educational and career plans
 Provides small and large group counseling sessions, as needed, to address students’ personal
educational and career plans
 Assists students in course selections and the scheduling process. Works to prevent students
from dropping out of school, and assists those that do in finding alternative educational
programs.
 Assists in making arrangements for enrollment in summer school programs to make up noted
deficiencies
 Participates in follow-up studies of former students for the purpose of improving services and
evaluating the effectiveness of the educational program being offered by the school
 Provides emergency support to students as needed during crises
 Provides students with college financial aid/scholarship resources and assists with college
selection (High School).
 Staff Consultation
 Serves as a consultant to the faculty concerning matters related to guidance services
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 Confers with staff regarding students with problems and/or special needs
 Serves as a resource person for administration in matters relating to students and guidance
services; provides thorough and timely reports, data, etc. as requested by administration.
 Student and Parent Orientation
 Provides students new to the school orientation and information relative to school procedures,
curriculum and extra-curricular opportunities
 Participates in planning and implementing programs which contribute to smooth transition
between grade levels and/or to post-secondary education, which may include orientation
programs for students and parents
 Serves as a resource for information regarding the educational program, activities and services
of the school.
Record Keeping:
 Supervises the maintenance of cumulative records for assigned students in accordance with
state and federal laws and regulations as well as Volusia County Charter High School policy
 Provides information and prepares recommendations to colleges for admissions and
scholarships as well as to potential employers and other agencies for assigned students.
 Maintains counseling record (i.e., summary, log) regarding conferences or other sessions with
assigned students
Assessment:
 Assists in the administration of state-mandated and Volusia County Charter High School
assessment programs
 Reviews and interprets results of assessment programs for assigned students and utilizes
results for counseling purposes
 Contributes to the evaluation of current curriculum offerings
 Assists in developing and implementing an evaluation plan for the guidance program and
utilizing results to determine strengths and areas in need of improvement.
School and Community Relations:
 Strives to establish cooperative relations and makes a reasonable effort to communicate with
parents when necessary and appropriate.
 Utilizes the resources of the community in developing and enhancing guidance services and
activities.
 Cooperates and shares professionally with members of the staff.
 Assists in interpreting the Guidance Services Program within the school and community.
 Assists community agencies and resource people who deal with students’ needs.
SKILLS AND KNOWLEDGE:
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1. Ability to work and interact with individual at all level of the organization.
2. Ability to organize, prioritize and manage multiple priorities.
3. Ability to prepare comprehensive business reports, including writing report sections,
integrating content, and formatting business documents.
4. Ability to establish a set of operating principles and routines; driving projects to completion,
while insisting on highest level of quality.
5. Ability to consistently be at work, be on time, follow instructions, respond to management
direction and solicit feedback to improve performance.
6. Establish excellent interpersonal skills between all constituents: being courteous, professional,
and helpful; Oral (including presentations), Written, Interpersonal (active listening), Negotiating
and Influencing.
7. Computer Basics: Windows, MS Word, Excel, Outlook, PowerPoint; Student Information
System (SIS).
8. Good knowledge of organization’s policies and procedures.
9. Detailed knowledge of Federal, State, and local requirements for K-12 schools and charter
school law.
Responsible to:
 Principal
CUSTODIAN
QUALIFICATIONS:
• High school diploma or equivalent, preferred
• Successful experience in and demonstrated knowledge of commercial/institutional custodial
work methods, materials, and equipment
• Ability to read labels
• Ability to understand verbal instructions
• Works independently to routinely complete daily work schedule for designated school locations
within time frequency provided
• Routinely follows proper cleaning procedures and uses proper chemicals and cleaners safely,
productively, and according to directions given during training
• Routinely uses and operates cleaning equipment and tools in accordance with the training
instructions
• Moves furniture, collects and disposes of trash/garbage, and performs other related tasks
necessary for the cleanliness of designated schools/locations
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• Inspects work upon completion of assigned schedule and completes any unfinished work
• Assists supervisors with custodial and sanitation inspections following established procedures
• Cleans equipment and tools after use and stores in areas assigned
• Provides training to individual custodian support staff
• Routinely reports safety hazards, malfunctions of equipment or plant facility to immediate
supervisor
• Attends training courses as required and responds to instructions both on the job and in training
classes
•Conducts him/herself in the best interest of students and the school, in accordance with the
highest standards pursuant to the school’s mission and governing principles and in support of the
School District of Volusia County’s Mission Statement.
• Capable of lifting/carrying 100 lbs.; considerable physical activity required
RESPONSIBLE TO:
• Office Manager
B. Outline the criteria and process that will be used to select the school’s leader.
Selection
The Board of Directors believes that the selection of the School's Principal is the most
important decision the Board will make prior to the opening of the school. This individual will
have the most influence on the success of the school. The ideal candidate for this position will
be an experienced education leader who has an exceptional ability to motivate students and staff
to achieve. He/she will also be skilled at building and managing internal teams, as well as
collaborating with other stakeholders in the community to build partnerships that are beneficial
to the School's students.
The steps in the recruitment and hiring process will generally follow the steps below, but may be
modified as needed for particular positions and circumstances:
1. A nationwide search will be conducted, including referrals from board members, job
postings in Monster.com, teachers-teachers.com, CareerBuilder.com, the local
newspaper, and other pertinent publications.
2. The Board or their designee will review all resumes.
3. Screening interviews will be conducted by phone as the first step in determining if the
person interviewed is the right fit for the job with the School.
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4. First round face-to-face interviews of candidates will be held with manager(s) of the
position for which the search is being conducted.
5. Background and extensive reference checks will be conducted.
6. Upon the return of a successful background check, the manager(s) of the position being
searched for will interview final candidates.
7. An offer of employment will be extended to the selected candidate, offering a
compensation and benefits package.
All faculty and staff will minimally have the certification, endorsement, or other
credentials required for their positions. No teacher or staff member will be hired who would not
have been eligible for hire by the School District.
Evaluation
Evaluations of the School Principal will be completed every year by the Board President
and the Board of Directors using the Employee Evaluation form. This evaluation will include indepth review and feedback on the Principal's duties and responsibilities, and the standards to
which the Principal is expected to conform. Emphasis will be placed on the leadership qualities
to achieve academic growth for students. An important criterion will be the Principal's ability to
identify and train teachers and other instructional staff. A "customer" focus on each student's
success is critical to the Principal's successful, on-going performance.
In addition, the Principal's strengths and weaknesses will be summarized and a corrective
action plan will be developed and implemented, if necessary. The Board President and Board of
Directors will review progress against the corrective action plan and assess the need for training,
professional development, or other intervention. The Board will be kept apprised of the progress
to complete the corrective action plan.
C. Provide a staffing plan for each year of the charter term aligned with the school’s
projected enrollment as detailed on the cover page of this application.
Volusia County Charter High School plans to hire its staff according to the schedule
below and in accordance with the projected enrollment as shown on the cover page. The Board
of Directors reserves the right to adjust the staffing levels based on the School's current or
projected financial condition in order to maintain a balanced budget and meet its academic goals.
The primary goal at the school's start-up will be to build enrollment and form connections
and partnerships in the community, and to hire for key staff positions. The staff hired in this
phase will include the Principal, Assistant Principal, Office Manager, and Bookkeeper. The
Board of Directors and the administrative staff will then hire teachers and other support staff in
advance of projected enrollment increases to ensure that the required 25:1 ratio is met.
Staffing Plan
Yr1
Yr2
Yr3
Yr4
Yr5
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Instruction Staff
Teachers (two four hour shifts each)
ESE Teacher
Substitute Teachers
Total Full Time Instructional Staff
Pupil Personnel Services
Guidance Counselor
Media Services
Librarian/Media Specialist
School Administration
Principal
Assistant Principal
Secretary / Business Manager
Office Assistant
Total School Administration
Fiscal Services
Bookkeeper
Operation of Plant
Custodian
TOTAL STAFF
6.0
1.0
2.0
9.0
7.0
1.0
2.0
10.0
8.0
1.0
2.0
11.0
8.0
1.0
2.0
11.0
8.0
1.0
2.0
11.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
4.0
1.0
1.0
1.0
1.0
4.0
1.0
1.0
1.0
1.0
4.0
1.0
1.0
1.0
1.0
4.0
1.0
1.0
1.0
1.0
4.0
1.0
1.0
1.0
1.0
1.0
1.0
17.0
1.0
18.0
1.0
19.0
1.0
19.0
1.0
19.0
D. Explain the school’s plan for recruitment, selection, and development.
Recruitment and Selection
The standards, job requirements, and duties of teachers and staff members are all
discussed during the interview process and are included in each members welcome package.
Teachers will be certified consistent with the provisions of chapter 1012, F.S.
The steps in the recruitment and hiring process will generally follow the steps below, but
may be modified slightly for particular positions:
1. A nationwide search will be conducted, including referrals from board members, job
postings in Monster.com, teachers-teachers.com, CareerBuilder.com, the local
newspaper, and other pertinent publications.
2. The Principal will review all staff resumes.
3. Screening interviews will be conducted by phone to ensure the right fit for the job with
the School.
4. First round interviews will be conducted with the Principal or Assistant Principal.
5. Background and extensive reference checks will be conducted.
6. Upon the return of a successful background check, an offer of employment will be
extended to the selected candidate, offering a compensation and benefits package.
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All faculty and staff will have the certification, endorsement, or other credentials required
for their positions. No teacher or staff member will be hired who would not have been eligible
for hire by the School District.
The Board of Directors will continuously monitor the employee benefits levels, salaries, and
other factors to ensure that all high-quality staff remain on the job.
Professional Development
Teacher and staff quality, experience, and preparation are critical to students’ and the
School's initial and ongoing success. Professional development will be extensive, ongoing,
focused, and innovative. The development methods will incorporate evidenced-based strategies
and resources proven to be successful within the School's target population. Professional learning
modules and activities will focus on the use of flexible class periods, integration of technology
into instruction, familiarity with a variety of learning activities to engage students in higher-order
competencies, differentiation of instruction, coaching and mentoring, team teaching, and
development and use of assessments to establish uniform coverage and external evaluations in
common courses.
The School will use a blended model of professional development to deliver and support relevant
learning opportunities for teachers, as well as all staff. The professional development modules
are:

Evidence-based and targeted for success with at-risk students;

Job-embedded for direct application and improved performance;

Aligned to the innovative instructional programs of the School;

Synchronous and asynchronous for efficient use of time.
Staff Evaluation
The Principal or designee is responsible for evaluating the performance of all staff
members on a timely basis, utilizing a formalized performance management process that aligns
with the School's employee growth and development initiatives.
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Section 11: Education Service Provider
Volusia County Charter High School does not intend to engage an Educational Service Provider.
Page 101
Section 12: Human Resources and Employment
A. Explain the school’s compensation plan, including whether staff will be publicly or
privately employed.
All school employees will be hired as private employees of Volusia County Charter High
School. As a private employer, the school staff will enjoy an energetic, flexible working
environment where individual strengths may be best developed and utilized and staff
contributions will have a direct relation to promotions, financial incentives, and professional
recognition.
We believe that quality teachers are essential to delivering a quality, challenging, and
highly effective educational program. Therefore, Volusia County Charter High School must be
able to attract and retain quality teachers. We also recognize the necessity of being fiscally
responsible in order to ensure the stability and longevity of the organization. Instructional
personnel represent the single largest budget item, and thus will be monitored very closely.
In order to ensure flexibility and provide financial incentives based on performance,
Volusia County Charter High School will create its own salary scale and compensation plan
independent of the District’s. Such a plan will comply with applicable standards set out in the
Equal Pay Act, the Fair Labor Standard Act, and all other federal or state laws regarding the
payment of wages. Compensation details will be reviewed by the Board prior to implementation,
however, as proposed in the budget attached to this application, highlights of the compensation
plan include:
 Classroom instruction salary range.
 Annual standard of living increase.
 Health insurance program.
Qualified staff will be offered opportunities through the school to augment their incomes by
providing tutoring services, after-care, and other special projects considered to be outside of their
school year duties and responsibilities.
The Board will undertake putting together an employee financial incentive program along
with a non-monetary performance recognition program. The school will continually seek to find
innovative ways of retaining and attracting staff through a flexible compensation plan and
through non-monetary, yet appealing incentives.
B. Describe the personnel policies and procedures to which staff will be required to adhere,
including expectations for participation in the school’s professional development program.
If personnel policies and procedures have not been developed provide a clear plan,
including timeline, for the development and approval by governing board.
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Personnel Policies and Procedures
All personnel policies will be specified in the Personnel Policy Guide and each staff
member will receive a copy prior to the start of their employment.
The school's co-teaching model allows for staffing flexibility. Short-term absences will
be covered by school administrators or support staff. Longer-term absences will require that
appropriately certified substitutes be hired for the duration of the absence.
Professional Development
Teacher and staff quality, experience, and preparation are critical to students’ and the
School's initial and ongoing success. Professional development will be extensive, ongoing,
focused, and innovative. The development methods will incorporate evidenced-based strategies
and resources proven to be successful with the School's target population. Professional learning
modules and activities will focus on the use of flexible class periods, integration of technology
into instruction, familiarity with a variety of learning activities to engage students in higher-order
competencies, differentiation of instruction, coaching and mentoring, team teaching, and
development and use of assessments to establish uniform coverage and external evaluations in
common courses.
The School will use a blended model of professional development to deliver and support
relevant learning opportunities for teachers, as well as all staff. The professional development
modules are:

Evidence-based and targeted for success with at-risk students.

Job-embedded for direct application and improved performance.

Aligned to the innovative instructional programs of the School.

Synchronous and asynchronous for efficient use of time.
Beginning teachers will participate in a New Teacher Cohort and Assistance Induction
Program. This two-year program offers professional development in classroom management,
curriculum support, and instructional assistance. New teachers are also assigned a mentor teacher
who has a minimum of three years of successful teaching experience in the school’s program
model. Teachers who are new to the Volusia County Charter High School model, but not
necessarily to teaching, may also participate in the New Teacher Cohort program for one year as
well. Due to the school’s unique program model, instructional support and assistance is provided
to all new instructors regardless of teaching experience.
Page 103
Section 13: Student Recruitment and Enrollment
A. Describe the plan for recruiting students, including strategies for reaching the school’s
targeted populations and those that might otherwise not have easy access to information on
available educational options.
Volusia County Charter High School will be open to students who meet one or more of
the criteria described in the target population. In compliance with s. 1002.33(17)(a)(4) F.S.,
enrollment will not be denied to any eligible applicants on the basis of sex, race, religion,
national origin, ancestry, pregnancy, marital or parental status, sexual orientation, or physical,
mental, emotional, or learning disability.
The School will also not discriminate in its student admissions policies on the basis of
intellectual or athletic ability, measures of achievement or aptitude, or any other basis that would
be illegal if used by any public school.
The School will use a variety of methods to attract students including those in harder to reach
families. Some of these methods may include:

Informational meetings with local community, civic, and religious organizations;
community leaders, and other people who may be able to inform and/or influence
families and students to enroll at the School;

In-depth briefings with organizations such as Junior Achievement, and the Boys and
Girls Club to explain the program and establish a referral network;

Advertisements in the public transit system or other public display venues;

Facilitation of student, peer-to-peer discussion through the use of DVDs and materials
distributed at events attended by students who fit the criteria.
Other strategies that may be used include advertising in local community newspapers,
particularly those published for minority groups, or contacting community social service
organizations that target the at-risk and/or dropout population, such as youth organizations,
courts, churches, etc. Outreach and advertising may also include an emphasis on the services the
school can provide for English for Speakers of Other Languages (ESOL) students (F.S.§1002.33
[10][f]). Volusia County Charter High School will use multi-lingual advertisements and
materials.
B. Explain how the school will achieve a racial/ethnic balance reflective of the community it
serves or with the racial/ethnic range of other local public schools.
We anticipate that the majority of students will live within a five mile radius of the
School and, thus, reflect the community being served. Targeted marketing will be used to focus
on this geographic area. Additionally, select marketing materials will be created and produced in
multiple languages based on the demographics of the local area.
Page 104
C. Describe the school’s enrollment policies and procedures, including an explanation of
the enrollment timeline, criteria and/or any preferences for enrollment, and lottery process.
Enrollment
Volusia County Charter High School will open an Enrollment Office in June 2013 to
begin attracting and enrolling students for enrollment at the beginning of the 2013 - 2014 school
year. After that, the school will offer daily enrollment for students who wish to enroll, space
permitting.
Our admission and enrollment processes will be student-centered and friendly. As part of
our mission, we will have a year-round open enrollment, enabling students to enroll in our school
based on their schedules and needs. Students in our proposed target population may have a
tendency to drop out of school at various times during the year for various reasons; therefore, we
need to be able to enroll and engage students according to their individual time schedules.
When contacted by interested students and/or their parents online, over the phone, or in
person, Volusia County Charter High School will guide the interested student through the
following process:

Enrollment Specialist reaches out to student and/or parent to arrange an initial visit at the
school with school staff.

Student/parent meets with Enrollment Specialist to discuss student's needs and
expectations as well as school mission and expectations.

Student/parent completes enrollment application.

School requests transcripts and other relevant information from student's last school of
attendance.

Student completes individualized assessments to determine academic skill levels,
vocational interests, academic history, credits earned, family/employment commitments,
and plans for getting to school.

Student and parent meet with teachers, social workers, employment coaches, and
administrators to review assessment information and establish their Personalized Success
Plan (PSP).
As part of the enrollment process, the staff will request that the student and parent (if the
student is age 17 or younger) sign the Student/Parent Contract, which states that the student and
parent have read and understand the Student/Parent Handbook, including the Code of Student
Conduct, and agree to abide by the terms of these documents. The Contract will be enforced
based upon the terms and guidelines outlined in the Student/Parent Handbook and Code of
Conduct.
Additionally, the parent and student will complete the enrollment package, which
outlines the responsibilities of the parents and students. Additional documents or forms may be
required based upon school district requirements.
Page 105
As the school will be a public school, enrollment will not be denied to any eligible
applicants on the basis of sex, race, religion, national origin, ancestry, pregnancy, marital or
parental status, sexual orientation, or physical, mental, emotional, or learning disability.
Lottery
In the event that enrollment exceeds capacity, the School will conduct a random lottery to
determine which applicant students are offered enrollment, or are placed on a waiting list in the
order of their selection. Any students who inquire about enrollment after the lottery is held will
be placed on the waiting list on a first come, first-served basis. Admission preferences may only
be given to:
1. Students who are siblings of a student enrolled in the charter school;
2. Students who are the children of a member of the Board of Directors of the
charter school;
3. Students who are the children of an employee of the charter school;
4. Students who are the children of:
a) An employee of a business partner of a charter school in the workplace;
b) A resident of the municipality in which such charter school is located;
c) A resident of a municipality that operates a charter school in a
municipality.
5. Students who are the children of an active duty member of any branch of the
United States Armed Forces.
D. Explain any student and/or family contracts that will be used as a requisite for initial
and continued enrollment in the school. Describe if and how the school will enforce such
contracts.
As part of the enrollment process, the staff will request that the student and parent (if the
student is age 17 or younger) sign the Student/Parent Contract, which states that the student and
parent have read and understand the Student/Parent Handbook, including the Code of Student
Conduct, and agree to abide by the terms of these documents. The Contract will be enforced
based upon the terms and guidelines outlined in the Student/Parent Handbook and Code of
Conduct.
E. Explain any other efforts to encourage parental and community involvement, if
applicable.
In order to ensure substantial parent and community involvement, Board members will
meet with local stakeholders to explain the program and recruit representatives, including
parents, to serve on a School Advisory Council (SAC). The SAC, with parent participation, will
be formed during the first semester of the school's operation. The purposes of the SAC will be
to:

Provide a venue for feedback among all partners and give a voice to the community.
Page 106




Agree upon community-related goals for the school program.
Make constructive recommendations for school improvement.
Establish relationships with members of the broader community and recognize their
value.
Provide information to the community about the purpose, vision, and mission of the
School.
Parents will have a number of other opportunities for involvement in their student's
education. Parents will be invited to attend an orientation session with the student during which
time opportunities, expectations, and requirements of the program are clearly explained. This
will set the stage for expected student progress and achievement. This will be supplemented by
mailings to homes, newsletters and phone calls from teaching staff, and conferences with the
student and parent(s). Parents will be encouraged to visit the school and to participate in school
functions and events throughout the year, including school sponsored workshops, parent nights,
report card conferences, and student award ceremonies.
The Principal and Assistant Principal will be responsible for establishing partnerships
with community agencies that provide social and intervention services to students and families.
The goal of these partnerships is to provide a broader set of services that will help the student
and family handle circumstances that interfere with learning and academic success. The school
will also create partnerships with local employers to facilitate internships and employment of
students (FL.st. 1003.496).
Page 107
BUSINESS PLAN
Section 14: Facilities
If the site is not acquired:
F. Explain the school’s facility needs, including desired location, size, and layout of space.
Final desired location, design, size and layout of Volusia County Charter High School
has not been completed, pending grant of a charter. Volusia County Charter High School intends
to procure a facility capable of serving up to 400 students in grades 9-12. Volusia County
Charter High School will utilize facilities that comply with the State Uniform Building Code for
Public Education Facilities and the Florida Fire Prevention Code as required by Section
1002.33(18), Florida Statutes. The facility will be thoroughly inspected and researched before a
lease is completed.
G. Provide an estimate of the costs of the anticipated facility needs and describe how such
estimates have been derived.
* The financial plan for the proposed school should align with the facilities-related costs
described.
The forecast base rent and all other facilities costs are included for all years of the charter
contract in the proposed budget (Attachment 1). Utilities and maintenance cost estimates are also
shown in the proposed budget. These estimates have been derived from actual historical data
from other comparable charter school facilities leased, from experienced charter school facilities
developers, updated based upon widely-reported cost escalations for land and construction costs
for the corporation's charter school programs.
The School’s Governing Board will lease the facilities at a fixed annual rate so that the
school does not incur construction risks, including unanticipated delay costs, cost overruns, and
the like. Lease payments will commence upon the taking of possession of the facilities by the
School. Long-term leasing provides the School the ability for the School’s Governing Board to
focus on its core mission of education and educational programming, outsourcing the design,
acquisition, permitting, financing, and construction of facilities to experienced entities in those
fields. In addition, long-term leasing separates the School from the vagaries of real estate and
financial markets, creating long-term guaranteed access to needed physical plant without the
associated risks of ownership. The lease documents will provide that so long as the School is
meeting its rent and other obligations, even the foreclosure of the property by the developer’s
lender will not affect the School’s continuing rights to possession and use of the facilities under
the lease.
Page 108
H. Explain the strategy and schedule that will be employed to secure an adequate facility.
Upon charter approval from the School District, we will schedule a review with the
Director of Facilities to determine acceptability of the design and placement we are considering
for the Volusia County Charter High School. Final design and construction will then be
completed and lease negotiations undertaken with the owner. The design process will be
completed in January of 2013 and be scheduled for construction by the summer of 2013.
I. Describe the back-up facilities plan.
Alternative locations will include, but are not limited to, office/retail space, light
industrial space, or other facilities that can accommodate the mission and needs of the school as
stated in this application, and by the standards of the School District and State regulations.
Several potential facilities are available in the region within which the school is being planned
and these alternatives will be evaluated with one chosen, should our first choice not be
satisfactory.
J. Describe the plan and methods the school will employ to comply with Florida’s
constitutional class size requirements.
The facility will be in compliance with all Florida laws, regulations and policies for a safe
and sound learning environment. The projected student-to-teacher ratio shall be consistent with
those required by Florida Law as applied to charter schools. The class size reduction will be
grades nine through twelve, with up to 25 students per classroom teacher.
Page 109
Section 15: Transportation Service
A. Describe the school’s plan for transportation, including any plans for contracting
services. Your plan should discuss, to the greatest extent possible, the issues relevant to the
school’s transportation plans.
The school will be serving students ages 15-21, and will be using public transportation
passes to meet the transportation requirements. We believe that the provision of scheduled
yellow-bus transportation is not an issue that affects enrollment and attendance for our student
population. Volusia County Charter High School will be located along major lines of the public
transportation system. Students who live beyond a reasonable distance from the school will
receive a public bus pass if they choose to accept it.
A reasonable walking distance for any student who is not physically disabled is any
distance not more than two miles between the home and the school or one-and-one-half miles
between the home and the assigned bus stop. Such distance shall be measured from the closest
pedestrian entry point of the assigned school building or to the bus stop. Volusia County Charter
High School shall determine the shortest pedestrian route, whether or not it is accessible to motor
vehicle traffic.
Since the school will be using public transportation for the majority of its students, there
is no need for contingency plans related to transportation. In addition, transportation service will
be provided by the school to any student whose ILP stipulates that this must occur. Should an
ESE student require special transportation accommodations, the school will contract with the
school district or an approved private transportation provider.
The school did not budget for transportation revenue, as it is impossible to predict how
many students may qualify. Volusia County Charter High School will ensure that transportation
is not a barrier to education and will submit all paperwork and documentation related to
transportation specific funding, as needed.
Page 110
Section 16: Food Service
A. Describe the school’s plan for food services, including any plans for contracting services
or plans to participate in the National School Lunch Program.
Due to the age group of the students attending Volusia County Charter High School, the
flexible schedule of the school day, and the fact that many students will be coming from and
leaving for work, Volusia County Charter High School will not provide meals as are typically
provided in a traditional high school. The school will make healthy snacks available to all
students. Students who would qualify for free or reduced price meals will be eligible for free or
reduced price healthy snacks. The snacks will be consumed before or after school and will not
interrupt the instructional day. These healthy snacks will be in compliance with all applicable
requirements. Additionally, the School will have vending machines on-site for students who wish
to purchase other types of food.
Page 111
Section 17: Budget
A. Provide an operating budget covering each year of the requested charter term that
contains revenue projections, expenses and anticipated fund balances. The budget should
be based on the projected student enrollment indicated on the cover page of the
application.
The proposed five-year budget based on the projected student enrollment indicated on the
cover page is included as Attachment 1. The Florida Department of Education Worksheet was
used in calculating the FTE expectations.
B. Provide a start-up budget that contains a balance sheet of revenue projections, expenses
and anticipated fund balance. The start-up budget must cover any period prior to the
beginning of FTE payments in which the school will expend funds on activities necessary
for the successful start-up of the school.
Volusia County Charter High School anticipates a start-up budget as shown in the
following table. The Founding Board will be moving forward once this application is approved
to acquire additional start-up funds. We anticipate that these funds will carry us until June 2012.
The School will apply for a planning and design grant, as provided by the Charter School
Implementation Grant Program. If awarded, the grant will provide the school with additional
start-up funding which will be utilized prior to the period when the school will begin to receive
operational funding from the sponsor. In the event that the start-up grant is not awarded, the
school has access to loan amounts necessary for the start-up expenditures and all start-up
personnel will not be paid until the school begins operations.
Start-Up Budget Before Schools
Open
Acct
Code
Description
Revenue
(Loan) $100,000.00
Units
$33,333.33
$33,333.33
$33,333.33
Rate
Total
May-2013
Jun-2013
Jul-2013
0
$-
$-
$-
$-
$-
$-
$-
$-
Classroom Instruction (5000)
100
510
641642
643644
690
Salaries
Teachers and ESE Specialist will start in
Aug.
0
Total Instructional Personnel
0
Classroom Supplies
3
$200.00
$600.00
$200.00
$200.00
$200.00
Classroom Equipment (desks, chairs, etc.)
2
$250.00
$500.00
$166.67
$166.67
$166.67
Computer Equipment
2
$37.50
$75.00
$25.00
$25.00
$25.00
Software
2
$200.00
Total Instruction
$11.11
$3.70
$3.70
$3.70
$1,186.11
$395.37
$395.37
$395.37
$600.00
$200.00
$200.00
$200.00
$600.00
$200.00
$200.00
$200.00
Media Services (6200)
620
Audio-Visual Materials
Total Media Services
12
$50.00
Page 112
General Support Services
Board (7100)
320
330
Insurance
Liability/Errors & Omissions/Crime
3
$500.00
$1,500.00
$500.00
$500.00
$500.00
Officers and Directors
3
$300.00
$900.00
$300.00
$300.00
$300.00
$500.00
$166.67
$166.67
$166.67
$2,900.00
$966.67
$966.67
$966.67
$18,750.00
$6,250.00
$6,250.00
$6,250.00
$18,750.00
$6,250.00
$6,250.00
$6,250.00
Governance Training
Total Board
School Administration (7300)
100
Salaries
Principal
1
Total Office Personnel
$18,750.00
1
210
Retirement
$18,750.00
3.00%
$562.50
$187.50
$187.50
$187.50
220
$18,750.00
7.65%
$1,434.38
$478.13
$478.13
$478.13
230
Social Security
Health Insurance (includes dental, life,
etc.)
3
$291.67
$875.00
$291.67
$291.67
$291.67
240
Workers' Compensation
$18,750.00
1.22%
$228.75
$76.25
$76.25
$76.25
250
Unemployment Compensation
1
$189.00
$189.00
$63.00
$63.00
$63.00
360
Lease-Copy Machine
3
$25.00
$75.00
$25.00
$25.00
$25.00
370
Postage
390
Printing (includes advertising)
Acct
Code
510
641642
Description
Units
Office Supplies
Office Equipment Lease
2
$500.00
$500.00
$166.67
$166.67
$166.67
$3,000.00
$3,000.00
$1,000.00
$1,000.00
$1,000.00
Rate
Total
May-2013
Jun-2013
Jul-2013
$500.00
$500.00
$166.67
$166.67
$166.67
$12.50
$25.00
$8.33
$8.33
$8.33
$26,139.63
$8,704.88
$8,704.88
$8,704.88
$22,664.58
$7,554.86
$7,554.86
$7,554.86
$22,664.58
$7,554.86
$7,554.86
$7,554.86
$5,500.00
$5,500.00
$1,833.33
$1,833.33
$1,833.33
$300.00
$300.00
$100.00
$100.00
$100.00
$5,800.00
$1,933.33
$1,933.33
$1,933.33
$3,000.00
$3,000.00
$1,000.00
$1,000.00
$1,000.00
$19,804.25
$19,804.25
$6,601.42
$6,601.42
$6,601.42
$19,804.25
$6,601.42
$6,601.42
$6,601.42
Office Equipment
$125.00
$41.67
$41.67
$41.67
Computer Equipment
$162.50
$54.17
$54.17
$54.17
$50.00
$16.67
$16.67
$16.67
$337.50
$112.50
$112.50
$112.50
$82,432.07
$27,469.02
$27,469.02
$27,469.02
$17,567.93
$5,864.31
$5,864.31
$5,864.31
Facilities Acquisition and Construction (7400)
350
360
Repairs and Maintenance
Building Lease (Three months before
school opens)
Total Facilities Acquisition and
Construction
Fiscal Services (7500)
310
Professional Services:
730
Bank Fees/Payroll Processing Fees
Bookkeeping/Accountant
1
Total Fiscal Services
Central Services (7700)
Marketing/Staff Recruiting and Placement
Operation of Plant (7900)
390
Other Purchased Services
Total Operation of Plant
Administrative Technology Services (8200)
641642
643644
690
Software
Total Administrative Technology
Services
Total Budgeted Expenditures
Balance Start Up Funds
Page 113
C. Provide a detailed narrative description of the revenue and expenditure assumptions on
which the operating and start-up budget are based. The budget narrative should provide
sufficient information to fully understand how budgetary figures were determined.
The cost assumptions detailed in the start-up budget reflect typical costs. The School's
major budgetary assumptions include:
1. The start-up period assumes that an enrollment office will be established three months
before school opening;
2. Hiring is per the detailed schedule in the financial calculations;
3. Computer equipment will be installed the month before school begins;
4. Recruiting and marketing costs are anticipated to be heavy during this period and the first
two months of the school year;
5. Start-up costs will be funded from a combination of capital leases, landlord participation in
the tenant improvements, and lending from other sources. If CSP grant approval is
obtained, those funds will enable reduction of loan funding;
6. Capital leases will be used to acquire all computer equipment over a five-year period;
7. Computer equipment is typically refreshed every five years;
8. The other assets, such as furniture and leasehold improvements, and initial operating
expenses will be funded from a lender or the federal start-up grant, if funds are awarded;
9. Consulting and professional fees include audit and tax preparation fees as well as legal and
consulting expenditures;
10. Accounts Receivable and Accounts Payable are both net thirty. Start-up expenses are
paid prior to year one.
D. Explain how the governing board will monitor the budget, including a strategy for
addressing revenue shortfalls due to lower than expected enrollment.
While demand is expected to be high for the vocational focus that the VCCHS is
designed to respond to, the board will closely monitor all aspects of promotion and registration in
order to analyze the data from these activities to determine how closely the school is meeting its
goals. If adjustments in any of the budgeted line items are necessary, decisions will be made
quickly to avoid spending beyond forecast income. The experience of the founding team will
enable these decisions to be made appropriately and timely. Should FTE income exceed that
which exceeds the actual amount that number of students warrants, the School will set aside the
excess for return to the Sponsor.
Page 114
E. Provide monthly cash flow projections for the school’s start-up period (i.e. from the date
on which the application is approved to the beginning of the first fiscal year of operation)
through the first year of operation.
The monthly cash flow projections for start-up are included in the start-up budget chart in
17.B. above and are based on the accrual method of accounting. First year of operations on a
monthly basis are detailed in Attachment 1. Expenses will be earmarked for payment once the
goods or services have been received. The accounting and reporting for Volusia County Charter
High School will be under GASB 34.
F. Describe the school’s fundraising plan, if applicable. Report on the current status of any
fundraising efforts, including verification of any fundraising monies reported in the
school’s start-up or operating budgets.
The Principal or Board of Directors may choose to have fundraising activities for specific
purposes in the future, but none are planned at this time.
Page 115
Section 18: Financial Management and Oversight
A. Describe who will manage the school’s finances and how the school will ensure financial
resources are properly managed.
The Governing Board has the ultimate responsibility to ensure that the School’s finances
are managed properly. Volusia County Charter High School’s Board will recruit a member,
designated as a Financial Specialist, with the requisite skill sets in financial management and
accounting.
The Board will review and approve a preliminary annual budget prior to the beginning of
the fiscal year. The Principal of the School will prepare a school-site budget, which will include
anticipated revenues and expenditures based on student enrollment. Each quarter, the Board will
review the budget and make revisions, as necessary.
The Principal will manage the day-to-day operations and site-based finances, including
expenditures and receivables. The Board will adopt a policy whereby the Principal will need to
seek prior approval from the Board for expenditures over a pre-approved amount. The Principal
will report at least quarterly to the Board on the progress of the site-based budget and make
recommendations and seek approval for large expenses. The Board will oversee the Principal and
remain responsible for all financial matters delegated to the Principal.
B. Describe the financial controls, including an annual audit and regular board review of
financial statements, which will be employed to safeguard finances.
The School has established financial procedures to further safeguard its finances. The
Board shall annually adopt and maintain an operating budget, retain the services of a certified
public accountant or auditor for the annual independent financial audit and review, and will
approve the audit report, including audit findings and recommendations. In the event a financial
recovery plan is necessary, the Board will monitor it and ensure such plan is appropriately
maintained. The Board will also review and monitor the financial statements of the School on at
least a quarterly basis during regularly scheduled Board Meetings.
Controls
The Board of Directors is responsible for establishing and maintaining a system of internal
controls in order to provide reasonable assurance that the school’s assets are safeguarded against
loss from unauthorized use or disposition, and that transactions are executed in accordance with
the school's authorization and recorded properly in the financial records. Controls will be
established in accordance with all applicable federal, state, and local laws and in line with
accepted industry standards and best practices.
Volusia County Charter High School’s Principal and Bookkeeper shall maintain the
school’s accounting records and shall work with the Board to ensure appropriate management of
those records. The School will utilize the standard state codification of accounts as contained in
Page 116
the Financial and Program Cost Accounting and Reporting for Florida Schools, as a means of
codifying all transactions pertaining to its operations for both internal and external reporting.
Financial reporting will be subject to any directives issued by the State of Florida and Sponsor.
Internal accounting for the School regarding receivables and disbursements will follow the
following procedures:
1. Receivables
All cash payments will be locked, coded by source, and deposited on a daily basis. Daily
deposits will be reconciled to cash receipts logs. Disbursements will be made only after
appropriately authorized and only to approved vendors and suppliers. The School will
prepare disbursement vouchers on site and authorized by the School’s Principal.
Disbursement vouchers will be submitted to the Bookkeeper with all necessary
supporting documentation detailing the amount, purpose, and classification of the
disbursement. The Principal will then receive and approve/disapprove all vouchers. A
threshold amount will be established by the Board that will determine when more than
one signature is required on a check. Checks for certain purposes and those over the
threshold amount will require the signature of the Principal and Board Chair or a
designee determined by the Board.
Bank statements will be reconciled each month and financial statements to the Board
and sponsor will be regularly provided. The statements will include revenues,
expenditures, account balances, and other data as requested by the Board or Sponsor on
dates and frequency that the Board and Sponsor require.
2. Funds Transfers
Any fund transfers by electronic means made into any School account will be recorded in
the general ledger by journal entry along with supporting documentation.
3. Revenue Collection
Any funds collected at the School will be received by a designated member of the School
staff. The Bookkeeper will document the purpose and amount of funds collected and
prepare a deposit on any day funds are collected. Deposit receipts, copies of the deposit
ticket, and any other documentation necessary to properly document deposits will be
maintained at the School. No checks or cash collected will be left overnight at the School
and will be deposited on the day received.
4. Capital Expenses
All capital expenditures will require a purchase order and approval by the Board Chair,
Principal, or designee determined by the Board. Capital expense limits and parameters
will be set by the Board. Any purchase order amount greater that the limit set by the
Board will require Board approval. The purchase order will be given to the vendor or
supplier with a copy of the PO maintained in the School office.
Page 117
5. Operating Accounts
All operating expenses will be paid out of the operating account. The Board will
establish all parameters, limits, and approval authority. The Board will receive a
reconciled monthly accounting for their review.
6. Check Signers
Only individuals stipulated by the Board will be authorized to sign checks on School
accounts.
7. Data Security
Financial data and records will be maintained on a secured, logon, password protected
system. The Board will determine which individuals will have access to the financial
data. A secure environment will be established in which to maintain data backup and
hardcopy records.
8. Audit Reports
The School will provide the Board and Sponsor annual audited financial reports. All
reports will be prepared according to generally accepted accounting principles and
contain a complete set of financial statements and notes. The School will use the
standard state codification of accounts as detailed in the Financial and Program Cost
Accounting and Reporting for Florida Schools. The School will comply with any
directives issued by the State of Florida or the Sponsor.
C. Describe the method by which accounting records will be maintained.
The School will maintain both student and financial records in accordance with Chapter
119, Florida Statutes. Retention schedules established by the records and information
management program of the Division of Library and Information Services of the Department of
State will be followed.
The School will maintain both active and archival records for current and former students
in accordance with federal, state, and local laws, and with the regulations prescribed by the
Florida Department of Education. The School will ensure that all student records are kept
confidential, as required by applicable law.
All permanent records of students leaving the school, whether by graduation or transfer to
another public or a private educational institution shall have a copy of their permanent record
forwarded to the school in which the student is enrolled. All permanent records remain in the
last school in which the student was enrolled.
D. Describe how the school will store student and financial records.
All student and financial records will be kept in locked, fireproof cabinets or in a fireproofed locked records storage vault. Only certain school personnel will have access to student
records and computerized student records will be backed up regularly and stored in a secure area.
Page 118
E. Describe the insurance coverage the school will obtain, including applicable health,
workers compensation, general liability, property insurance and directors and officers
liability coverage.
The budget provides funding for health insurance options for employees as well as state
required workers’ compensation coverage, comprehensive general liability insurance, fire,
property and casualty insurance, and vehicle liability insurance where needed. Directors and
employees in leadership positions will be bonded and errors and omissions coverage will be
provided.
The insurance provider will be authorized by subsisting certificates of authority by the
Department of Financial Services or an eligible surplus lines insurer under Florida statutes. The
insurer will have a Best’s rating of ‘A’ or better and a Financial Size category of ‘VI’ or better,
according to the Best’s Rating Guide.
The following schedule will be used as a minimum requirement for each classification of
insurance:
1. Automobile Liability
A minimum $1,000,000 per occurrence, and if subject to an annual aggregate,
$3,000,000.
2. Errors and Omissions
A minimum of $1,000,000 per claim/annual aggregate, and maximum deductible of
$25,000 per claim.
3. Fidelity Bonds (or crime)
$1,000,000 for each person performing Principal or Financial Specialist duties and
$1,000,000 for each member of the Governing Board and each person authorized to make
purchases or contract for services that exceed $5,000.
4. Comprehensive General Liability, Bodily Injury, Property Damage, and Personal Injury
A minimum $1,000,000 per occurrence and a $3,000,000 annual aggregate will be
maintained. Except with respect to property damage liability, coverage shall apply on a
first-dollar basis without application of any deductible or self-insured retention. Property
damage liability may be subject to a maximum deductible of $1,000 per occurrence.
5. Workers’ Compensation and Employer Liability
The School’s insurance will cover the School and its subcontractors, to the extent that it
is not otherwise insured for those sources of liability which would be covered by the
latest edition of the standard Workers’ Compensation Policy, as filed for use in Florida
by the National Council on Compensation Insurance, without restrictive endorsements.
There shall be no maximum limit on the amount of coverage for liability imposed by the
Page 119
Florida Workers’ Compensation Act or any other coverage customarily insured under
part 1 of the standard Workers’ compensation Policy. The minimum amount of coverage
for those customarily insured under part 2 of the standard Workers’ Compensation Policy
shall be $500,000 for each accident; $500,000 for each disease; and $500,000 each
employee.
6. Fire, Property, and Casualty
The School will obtain and maintain insurance for its building(s) and contents.
Page 120
Section 19: Action Plan
A. Present a projected timetable for the school’s start-up, including but not limited to the
following key activities:
i. Identifying and securing facility, ii., Recruiting and hiring staff, iii. Staff training, iv. Governing Board training, v.
Policy Adoption by Board (if necessary), vi. Lottery, if necessary, vii. Student enrollment.
Activity
Site search- A preliminary search has been done in advance of the
application submission. Discussions with targeted facilities will
proceed during school district application review.
Begin Charter Application
Create School Budgets
Submit Charter Application
Application reviewed and approved by sponsor
First meeting of Board of Directors
Negotiate Lease on final location of choice
Negotiate contract with School District
Complete Board of Directors training using state approved DVD
program
Recruit and hire Principal- this will include collection and analysis
of resumes from various ad placements, phone interviews, and faceto-face interviews starting
Sign facility lease or purchase agreement
Finalize school facility design
Recruit staff in preparation for hiring as enrollment dictates
throughout the summer- this will include collection and analysis of
resumes from various ad placements, phone interviews, and face-toface interviews with Principal being key decider
Begin Plans and Permits
Begin collaboration with school district regarding process and
procedures
Begin community outreach, Communication, and Enrollment
through local media outlets and community forums
Finalize School Calendar
Begin Construction/Remodeling
Enrollment office opens, recruiting continues throughout
community
Complete Faculty and Administration Staffing based on enrollment
Facility Completed
Train staff
Set up Administrative and Classroom Space
Verify all appropriate inspections and clearances including
Certificate of Occupancy
Student/Parent Orientation
My Choice Accelerated Academy Opens
Responsible Party
Founding Team
Date
May-October
2012
Founding Team
Founding Team
Founding Team
School District
Founding Team
Founding Team
Founding Team, Board of
Dir.
Board of Directors
May 2012
May 2012
August 2012
October 2012
Nov. 2012
Nov. 2012
Nov.-Dec.
2012
December,
2012
January 2012
Founding Team and Board of
Directors
Board of Directors
Board of Directors
Principal, Founding Team,
Board of Directors
January 2013
January 2013
February May, 2012
Board of Directors
Principal/Board of Directors
February 2013
February 2013
Principal, Board of Directors,
Founding Team
Principal, Board of Directors
Founding Team
Principal, Founding Team
February 2013
Principal, Board of Directors
Principal
Founding Team
June 2013
July 2013
August 2013
August 2013
August 2013
Principal
Principal
August 2013
August 2013
March 2013
March 2013
June 2013
Page 121
The action plan listed will be actively monitored and adjusted as events transpire. Volusia
County Charter High School is prepared to handle all unanticipated events that may occur. Once
the school is underway, there will be an assessment of the event, evaluation of its severity and
determination of who should be included in deciding proper response. The Principal will
ultimately be responsible for determining an initial estimate of how to respond and others will be
included at the Principal’s discretion.
When a situation arises that may require the Board of Director’s involvement, the
Principal will immediately inform the Chair of the Board and they will collaborate to plan a
course of action. Should others need to be involved, and/or a formal meeting of the Board be
required, the proper notification will be made according the By-Laws.
Scenarios will be discussed by the Board on how hypothetical unforeseen, but potentially
real, situations will be handled and the protocol to be followed. Of great importance will be the
protocol to follow during any situations that may relate to safety and other issues that many times
require immediate attention by the present faculty or staff member such as bullying, gang
violence, accidents, etc. The protocol will be documented and made available to all Board
members, faculty, staff, and, where appropriate, parents, so that proper transparency in the
School’s operation will be maintained. All faculty and staff will receive proper briefing and
training on the Board’s approved set of protocols to ensure the safety and security of all students,
faculty, and staff.
Page 122
STATEMENT OF ASSURANCES
This form must be signed by a duly authorized representative of the applicant group and
submitted with the application for a charter school.
As the authorized representative of the applicant group, I hereby certify under the penalties
of perjury that the information submitted in this application for a charter for Volusia County
Charter High School is accurate and true to the best of my knowledge and belief; and further, I
certify that, if awarded a charter, the school:
A. Will be nonsectarian in its programs, admission policies, employment practices and
operations.
B. Will enroll any eligible student who submits a timely application, unless the school
receives a greater number of applications than there are spaces for students, in which
case students will be admitted through a random selection process.
C. Will adhere to the antidiscrimination provisions of section 1000.05, F.S.
D. Will adhere to all applicable provision of state and federal law relating to the education
of students with disabilities, including the Individuals with Disabilities Education Act;
section 504 of the Rehabilitation Act of 1974; and Title II of the Americans with
Disabilities Act of 1990.
E. Will adhere to all applicable provisions of federal law relating to students who are
limited English proficient, including Title VI of the Civil Rights Act of 1964 and the Equal
Educational Opportunities Act of 1974.
F. Will participate in the statewide assessment program created under section 1008.22, F.S.
G. Will comply with Florida statutes relating to public records and public meetings,
including Chapter 119, Florida Statutes, and section 286.011, F.S., which are applicable
to applicants even prior to being granted a charter.
H. Will obtain and keep current all necessary permits, licenses and certifications related to
fire, health and safety within the building and on school property.
I. Will provide for an annual financial audit in accordance with section 218.39, F.S.
The governing board, at its discretion, allows ____Mark Ezzard_____ (name),
______Director__________ (title) to sign as the legal correspondent for the school.
_____Mark Ezzard____________________
Signature
______ Mark Ezzard ___________________
Printed
____7/24/12____________
Date
___________________________
Name
Page 123
Attachment 1. Budgets- Five Year and First Year Monthly
Yr1
Five Year Budget
Yr2
2013-14
County Charter High School
Yr3
2014-15
Yr4
2015-16
Yr5
2016-17
2017-18
Number of Students
300
350
400
400
400
Grade Levels
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
101.0%
101.0%
101.0%
101.0%
Fiscal Year 2013 - 2017
Expense Inflation
Estimated Revenue
100
FEFP Basic Gross - 3310
$1,138,479
$1,347,067
$1,453,210
$1,387,849
$1,325,756
Instructional Materials - 3336
$22,496
$25,651
$29,316
$29,316
$29,316
Discretionary Lottery Funds - 3344
$0
$3,108
$2,428
$2,428
$2,428
Class Size Reduction - 3355
$268,410
$335,629
$383,576
$383,576
$383,576
Discretionary Local Effort - 3411
Total
Revenue:
$81,385
$72,263
$56,446
$56,446
$56,446
$1,510,770
$1,783,718
$1,924,976
$1,859,615
$1,797,522
General Funds
Account
Code
Description
Units
Rate
Total
Rate
Total
Rate
Total
Rate
Total
Rate
Total
Budget Notes
Classroom Instruction (5000)
100
Salaries
Classroom Teachers
6
$50,000
$300,000
7
$50,500
$353,500
8
$51,005
$408,040
8
$51,515
$412,120
8
$52,030
$416,242
$50,000/teacher - two shifts of students
Other Teachers (ESE, ESOL, Reading/Math Coaches)
1
$50,000
$50,000
1
$50,500
$50,500
1
$51,005
$51,005
1
$51,515
$51,515
1
$52,030
$52,030
$50,000/teacher - two shifts of students
Permanent Floating Substitute Teachers
2
$1,100
$2,200
2
$1,111
$2,222
2
$1,122
$2,244
2
$1,133
$2,267
2
$1,145
$2,289
$352,200
8
$406,222
9
$461,289
9
$465,902
9
$122,412
6000
$123,636
6000
$583,701
11
$589,538
11
Total Salaries & Units of Full Time Personnel
Hourly Instructional Personnel (Tutoring/Part-time Teachers)
7
3000
$20
7
$60,000
3500
$412,200
3508
$20
$70,700
6000
$476,922
11
$20
$21
Units = # of hours. Rate: $20/hour
$470,561
$21
$124,872
Units = # of hours. Rate: $20/hour
$595,434
210
Retirement
$352,200
3.00%
$10,566
$406,222
3.00%
$12,187
$461,289
3.00%
$13,839
$465,902
3.00%
$13,977
$470,561
3.00%
$14,117
Company match 401(k) or FRS at 7.77%
220
Social Security
$352,200
7.65%
$26,943
$406,222
7.65%
$31,076
$461,289
7.65%
$35,289
$465,902
7.65%
$35,642
$470,561
7.65%
$35,998
Percent of Total Salaries plus Substitutes
230
Health Insurance (includes dental, life, etc.)
7
$3,500
$24,500
8
$3,535
$28,280
9
$3,570
$32,133
9
$3,606
$32,454
9
$3,642
$32,779
Company contribution
240
$352,200
1.25%
$4,403
$406,222
1.25%
$5,078
$461,289
1.25%
$5,766
$465,902
1.25%
$5,824
$470,561
1.25%
$5,882
Total Instructional Salaries x rate of 1.25%
250
7
$189
$1,323
8
$189
$1,512
11
$189
$2,079
9
$189
$1,701
9
$189
$1,701
2.7% first $7,000 = $189
350
Computer Repairs
12
$50
$600
12
$50
$600
12
$50
$600
12
$50
$600
12
$50
$600
510
Classroom Supplies
300
$50
$15,000
350
$70
$24,500
400
$70
$28,000
400
$70
$28,000
400
$70
$28,000
Number students X $70 per student
520
Instructional Materials (textbooks, workbooks, etc.)
300
$125
$37,500
350
$125
$43,750
400
$125
$50,000
400
$125
$50,000
400
$100
$40,000
Number students X $100 per student
6
$1,100
$6,600
7
$1,100
$7,700
8
$1,100
$8,800
8
$1,100
$8,800
8
$1,100
$8,800
Annual allocation
24
$250
$6,000
28
$250
$7,000
32
$250
$8,000
32
$250
$8,000
32
$250
$8,000
$250 lease/computer and printer/yr.
300
$100
$30,000
350
$100
$35,000
400
$100
$40,000
400
$100
$40,000
400
$100
$40,000
40
$85
$3,400
45
$85
$3,825
50
$85
$4,250
50
$85
$4,250
50
$85
$4,250
641-642
643-644
Computer Equipment
690
Technology assisted courseware
750
Substitute Teachers
Total Instruction
$579,035
$677,429
$812,457
$818,786
Allocation
Average per student
Average cost per day $85
$815,560
Instructional Support Services (6000)
Pupil Personnel Services (6100)
100
Salaries
Guidance Counselors
1
Total Pupil Personnel Staff
1
$40,000
$40,000
1
$40,000
1
$40,400
$40,400
1
$40,400
1
$40,804
$40,804
1
$40,804
1
$41,212
$41,212
1
$41,212
1
$41,624
$41,624
$41,624
210
Retirement
$40,000
3.00%
$1,200
$40,400
3.00%
$1,212
$40,804
3.00%
$1,224
$41,212
3.00%
$1,236
$41,624
3.00%
$1,249
220
Social Security
$40,000
7.65%
$3,060
$40,400
7.65%
$3,091
$40,804
7.65%
$3,122
$41,212
7.65%
$3,153
$41,624
7.65%
$3,184
Percent of Total Salaries
230
1
$3,500
$3,500
1
$3,535
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
240
$40,000
1.22%
$488
$40,400
1.22%
$493
$40,804
1.22%
$498
$41,212
1.22%
$503
$41,624
1.22%
$508
Total Salaries x rate. Average rate =
1.22%
250
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
2.7% first $7,000 = $189
Total Pupil Personnel Services
$48,437
$48,919
$49,407
$49,899
$50,396
Media Services (6200)
100
Salaries
Media Specialist
Total Media Personnel
1
$40,000
1
$40,000
1
$40,000
1
$40,400
$40,400
1
$40,400
1
$40,804
$40,804
1
$40,804
1
$41,212
$41,212
1
$41,212
1
$41,624
$41,624
$41,624
210
Retirement
$40,000
3.00%
$1,200
$40,400
3.00%
$1,212
$40,804
3.00%
$1,224
$41,212
3.00%
$1,236
$41,624
3.00%
$1,249
220
Social Security
$40,000
7.65%
$3,060
$40,400
7.65%
$3,091
$40,804
7.65%
$3,122
$41,212
7.65%
$3,153
$41,624
7.65%
$3,184
230
1
$3,500
$3,500
1
$3,535
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
240
$40,000
1.22%
$488
$40,400
1.22%
$493
$40,804
1.22%
$498
$41,212
1.22%
$503
$41,624
1.22%
$508
1.22%
250
2.7% first $7,000 = $189
610
Library Books
620
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
300
$10
$3,000
350
$10
$3,500
400
$10
$4,000
400
$10
$4,000
400
$10
$4,000
Average per student
6
$500
$3,000
7
$500
$3,500
8
$500
$4,000
8
$500
$4,000
8
$500
$4,000
Annual allocation
Page 125
Yr1
Yr2
$54,437
Yr3
$55,919
Yr4
$57,407
Yr5
$57,899
$58,396
Staff Development (6400)
100
Workshop Stipends
220
Social Security
330
Travel (workshop registration, lodging, etc.)
6
$400
$2,400
7
$404
8
$412
$3,297
8
$416
$3,330
$2,400
7.65%
$184
$2,828
7.65%
$216
$3,264
7.65%
$250
$3,297
7.65%
$252
$3,330
7.65%
$255
6
$750
$4,500
7
$750
$5,250
8
$750
$6,000
8
$750
$6,000
8
$750
$6,000
Variable, based on need
Total Staff Development
$7,084
$2,828
8
$408
$3,264
$8,294
$9,514
$9,549
Annual allocation
$9,585
Instructional-Related Technology(6500)
310
Professional Services (workshop, consultants, training, etc.)
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
$10,000
Annual allocation
$10,000
General Support Services
Board (7100)
310
Professional Services (Legal)
320
Insurance
1
300
$20
310
Audit
330
Governance Training
330
$500
Total Board
$5,000
1
$6,000
350
1
$7,000
400
1
$8,000
400
1
$8,000
400
Range: Hourly rate $150-$250
$8,000
Range: $14-$22 per student
$4,000
$4,000
Average: $4,000 annual
$5,000
$5,500
$6,000
$6,000
$6,500
$20,500
$500
$22,000
$500
$500
$23,500
$500
$20
$5,000
$4,000
$500
$20
$5,000
$4,000
$500
$20
$5,000
$4,000
$500
$20
$5,000
$500
$23,500
$500
Annual cost of DVD
$24,000
General Administration (7200)
310
Professional Services-Management
$1,510,770
2%
$30,215
$1,783,718
3%
$53,512
$1,924,976
5%
$96,249
$1,859,615
0%
$0
$1,797,522
0%
$0
730
Administrative Fee
$1,510,770
5%
$64,316
$1,783,718
5%
$65,471
$1,924,976
5%
$62,152
$1,859,615
5%
$60,071
$1,797,522
5%
$58,093
Total General Administration
$94,531
$118,982
$158,401
$60,071
Other outsourced services
5% X revenue for first 250 students
$58,093
School Administration (7300)
100
Salaries
Principal
1
$75,000
$75,000
1
$75,750
$75,750
1
$76,508
$76,508
1
$77,273
$77,273
1
$78,045
$78,045
Assistant Principal
1
$70,000
$70,000
1
$70,700
$70,700
1
$71,407
$71,407
1
$72,121
$72,121
1
$72,842
$72,842
Office Manager
1
$24,961
$24,961
1
$25,211
$25,211
1
$25,463
$25,463
1
$25,717
$25,717
1
$25,974
$25,974
Office Assistant
1
$22,881
$22,881
1
$23,110
$23,110
1
$23,341
$23,341
1
$23,574
$23,574
1
$23,810
$192,842
4
$194,770
4
$196,718
4
$198,685
4
4
$23,810
$200,672
210
Retirement
$192,842
3.00%
$5,785
$194,770
3.00%
$5,843
$196,718
3.00%
$5,902
$198,685
3.00%
$5,961
$200,672
3.00%
$6,020
220
Social Security
$192,842
7.65%
$14,752
$194,770
7.65%
$14,900
$196,718
7.65%
$15,049
$198,685
7.65%
$15,199
$200,672
7.65%
$15,351
230
4
$3,500
$14,000
4
$3,535
$14,140
4
$3,570
$14,281
4
$3,606
$14,424
4
$3,642
$14,568
240
$192,842
1.22%
$2,353
$194,770
1.22%
$2,376
$196,718
1.22%
$2,400
$198,685
1.22%
$2,424
$200,672
1.22%
$2,448
Total Salaries x 1.22%
250
4
$189
$756
4
$189
$756
4
$189
$756
4
$189
$756
4
$189
$756
360
Lease-Copy Machine
10
$400
$4,000
10
$400
$4,000
10
$400
$4,000
10
$400
$4,000
10
$400
$4,000
Annual lease costs
370
Postage
300
$6
$1,800
350
$6
$2,121
400
$6
$2,448
400
$6
$2,473
400
$6
$2,497
Average = $6.00 per student
390
$15,000
$15,000
$15,150
$15,150
$15,302
$15,302
$15,455
$15,455
$15,609
$15,609
510
Office Supplies
$1,000
$1,000
$1,010
$1,010
$1,020
$1,020
$1,030
$1,030
$1,041
$1,041
643-644
Computer Equipment
730
Dues and Fees
330
2.7% first $7,000 = $189
Report Cards/Annual Reports, etc.
4
$250
$1,000
4
$250
$1,000
4
$250
$1,000
4
$250
$1,000
4
$250
$1,000
Average: $250 lease/computer/yr.
300
$4
$1,200
350
$4
$1,414
400
$4
$1,632
400
$4
$1,648
400
$4
$1,665
Professional association dues
2
$1,000
$2,000
2
$1,000
$2,000
2
$1,000
$2,000
2
$1,000
$2,000
2
$1,000
$2,000
Annual allocation
$256,488
$259,480
$262,508
$265,055
$267,628
Facilities Acquisition and Construction (7400)
350
360
Building Lease
680
Remodeling and Renovations
$10,000
150
$900
$122,137
$30,000
175
$909
$132,887
$0
200
$918
$146,327
$0
200
$927
$149,412
$0
200
$937
$152,453
Based on age of building/equipment
$800/student/year-less capital allocation
included in lease
Total Facilities Acquisition and Construction
$132,137
$162,887
$146,327
$149,412
$152,453
Fiscal Services (7500)
100
Salaries
Bookkeeper
Total Fiscal Personnel
1
$22,000
1
$22,000
1
$22,000
1
$22,220
$22,220
1
$22,220
1
$22,442
$22,442
1
$22,442
1
$22,667
$22,667
1
$22,667
1
$22,893
$22,893
$22,893
210
Retirement
$22,000
3.00%
$660
$22,220
3.00%
$667
$22,442
3.00%
$673
$22,667
3.00%
$680
$22,893
3.00%
$687
220
Social Security
$22,000
7.65%
$1,683
$22,220
7.65%
$1,700
$22,442
7.65%
$1,717
$22,667
7.65%
$1,734
$22,893
7.65%
$1,751
230
1
$3,500
$3,500
1
$3,535
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
240
$22,000
1.22%
$268
$22,220
1.22%
$271
$22,442
1.22%
$274
$22,667
1.22%
$277
$22,893
1.22%
$279
1.22%
Page 126
Yr1
250
310
Professional Services:
730
1
$189
300
$30
Yr2
Yr3
Yr4
Yr5
$189
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
$9,000
350
$30
$10,605
400
$31
$12,241
400
$31
$12,364
400
$31
$12,487
$37,300
$39,187
$41,107
$41,516
2.7% first $7,000 = $189
Range: $0- $20 per month
$41,929
Central Services (7700)
730
Dues and Fees
15
$75
Total Central Services
390
$1,125
16
$76
$1,125
Other Purchased Services (online courses)
300
$140
Total Pupil Transportation Services
$42,000
$1,212
17
$77
$1,212
350
$141
$42,000
$49,490
$1,301
17
$77
$1,301
400
$143
$49,490
$57,126
$1,314
17
$78
$1,314
400
$144
$57,126
$57,697
$1,327
Staff Leasing Fees, Fingerprint Fees
$1,327
400
$146
$57,697
$58,274
Student Bus Passes- Students x cost/pass
$58,274
Operation of Plant (7900)
100
Salaries
Custodians
1
Total Plant Personnel
$10,000
1
$10,000
1
$10,000
1
$10,100
$10,100
1
$10,100
1
$10,201
$10,201
1
$10,201
1
$10,303
$10,303
1
$10,303
1
$10,406
$10,406
Range: $10-$13 per hour
$10,406
210
Retirement
$10,000
3.00%
$300
$10,100
3.00%
$303
$10,201
3.00%
$306
$10,303
3.00%
$309
$10,406
3.00%
$312
220
Social Security
$10,000
7.65%
$765
$10,100
7.65%
$773
$10,201
7.65%
$780
$10,303
7.65%
$788
$10,406
7.65%
$796
230
1
$3,500
$3,500
1
$3,535
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
240
$10,000
8.38%
$838
$10,100
8.38%
$846
$10,201
8.38%
$855
$10,303
8.38%
$863
$10,406
8.38%
$872
8.38%
250
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
2.7% first $7,000 = $189
371
Phone
4
$1,000
$4,000
4
$1,010
$4,040
4
$1,020
$4,080
4
$1,030
$4,121
4
$1,041
$4,162
Quarterly payments
381
Water and Sewage
12
$400
$4,800
12
$404
$4,848
12
$408
$4,896
12
$412
$4,945
12
$416
$4,995
Average = $200-$700 per month
382
Garbage
12
$250
$3,000
12
$253
$3,030
12
$255
$3,060
12
$258
$3,091
12
$260
$3,122
Range: $200-$400 per month
390
Custodial Services (contracted)
12
$1,000
$12,000
12
$1,010
$12,120
12
$1,020
$12,241
12
$1,030
$12,364
12
$1,041
$12,487
Includes groundskeeping
Fire Alarm Monitoring
12
$200
$2,400
12
$202
$2,424
12
$204
$2,448
12
$206
$2,473
12
$208
$2,497
Average: $200 per month
Security System Monitoring
4
$375
$1,500
4
$379
$1,515
4
$383
$1,530
4
$386
$1,545
4
$390
$1,561
Average: $375 per quarter
Fire Inspections
2
$125
$125
2
$126
$126
2
$128
$128
2
$129
$129
2
$130
$130
12
$500
$6,000
12
$505
$6,060
12
$510
$6,121
12
$515
$6,182
12
$520
$6,244
4
$200
$800
4
$202
$808
4
$204
$816
4
$206
$824
4
$208
$832
15,000
$2
$30,000
17,500
$2
$35,350
20,000
$2
$40,804
20,000
$2
$41,212
20,000
$2
$41,624
Average: $2 per square foot
$10,000
1
Grounds Maintenance
Pest Control
430
Electricity
510
Supplies
641-642
1
Equipment
Average: $250 per year
Average: $6,000/yr
Range:$750 per year
$10,200
$10,404
$10,612
$10,824
Average: $1000-$1500 per year
$15,000
$15,300
$15,606
$15,918
$16,236
Variable, based on need
$105,217
$111,567
$118,037
$119,475
$120,933
$12,000
$12,120
$12,241
$12,364
$0
$2,400
$2,424
$2,448
$2,473
$2,497
$14,400
$14,544
$14,689
$14,836
$2,497
Maintenance of Plant (8100)
350
510
Supplies
Total Maintenance of Plant
A/C, Plumbing, Electrical Repairs
Paint, Fertilizer, etc.
Administrative Technology Services (8200)
510
Supplies
1
$2,400
$2,400
1
$2,424
$2,424
1
$2,448
$2,448
1
$2,473
$2,473
1
$2,497
$2,497
641-642
Offcie Equipment Leases
1
$500
$500
1
$505
$505
1
$510
$510
1
$515
$515
1
$520
$520
643-644
Computer Equipment Leases
1
$650
$650
1
$657
$657
1
$663
$663
1
$670
$670
1
$676
$676
Network Equipment
Software Leases
1
$200
$200
1
$202
$202
1
$204
$204
1
$206
$206
1
$208
$208
Network Software
Total Administrative Technology Services
1
$3,750
1
$3,788
1
$3,825
1
$3,864
1
690
$3,902
Debt Service (9200)
710
Redemption of Principal
720
Interest Expense
$0
6%
Total Debt Service
Reserve Fund
$6,000
6%
$6,000
$1,510,770
5.00%
$75,538
$1,783,718
5.00%
$60,000
$20,000
$3,600
$800
$63,600
$20,800
$89,186
$1,924,976
5.00%
$96,249
Payment of Principal
Debt Interest
$0
$1,859,615
5%
$92,981
$0
$1,797,522
2%
$35,950
$1,487,980
$1,726,588
$1,872,756
$1,765,956
$1,701,028
Balance
$22,790
$57,129
$52,220
$93,659
$96,495
Page 127
2-5% of Revenue
First Year Monthly budget
Code
100
October
November
February
March
FEFP Basic Gross - 3310
$1,138,479
$94,873
July
August
$94,873
September
$94,873
$94,873
$94,873
December
$94,873
January
$94,873
$94,873
$94,873
$94,873
April
$94,873
May
$94,873
June
$1,138,479
TOTAL
$22,496
Instructional Materials - 3336
$22,496
$1,875
$1,875
$1,875
$1,875
$1,875
$1,875
$1,875
$1,875
$1,875
$1,875
$1,875
$1,875
Discretionary Lottery Funds - 3344
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
Class Size Reduction - 3355
$268,410
$22,368
$22,368
$22,368
$22,368
$22,368
$22,368
$22,368
$22,368
$22,368
$22,368
$22,368
$22,368
$268,410
Discretionary Local Effort - 3411
$81,385
$6,782
$6,782
$6,782
$6,782
$6,782
$6,782
$6,782
$6,782
$6,782
$6,782
$6,782
$6,782
$81,385
Transportation - 3354
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
Other Source
$0
Total Revenue:
$1,510,770
$125,897
$125,897
$125,897
$125,897
$125,897
$125,897
$125,897
$125,897
$125,897
$125,897
$125,897
$125,897
$1,510,770
$0
Description
Salaries
Classroom Teachers
$300,000
$27,273
$27,273
$27,273
$27,273
$27,273
$27,273
$27,273
$27,273
$27,273
$27,273
$27,273
$300,000
Classroom Assistants
$50,000
$4,545
$4,545
$4,545
$4,545
$4,545
$4,545
$4,545
$4,545
$4,545
$4,545
$4,545
$50,000
$2,200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$2,200
$60,000
$5,455
$5,455
$5,455
$5,455
$5,455
$5,455
$5,455
$5,455
$5,455
$5,455
$5,455
$60,000
Permanent Floating Substitute Teachers
Hourly Instructional Personnel (Tutoring/Part-time Teachers)
$37,473
$37,473
$37,473
$37,473
$37,473
$37,473
$37,473
$37,473
$37,473
$37,473
$37,473
$412,200
210
Retirement
$10,566
$961
$961
$961
$961
$961
$961
$961
$961
$961
$961
$961
$10,566
220
Social Security
$26,943
$2,449
$2,449
$2,449
$2,449
$2,449
$2,449
$2,449
$2,449
$2,449
$2,449
$2,449
$26,943
230
$24,500
$2,227
$2,227
$2,227
$2,227
$2,227
$2,227
$2,227
$2,227
$2,227
$2,227
$2,227
$24,500
240
$4,403
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$4,403
250
$1,323
$120
$120
$120
$120
$120
$120
$120
$120
$120
$120
$120
$1,323
350
Computer Repairs
$600
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
510
Classroom Supplies
$15,000
$7,500
$7,500
Instructional Materials (textbooks, workbooks, etc.)
$12,500
520
641642
643644
$0
$37,500
$12,500
$6,600
$6,600
Computer Equipment
$6,000
$2,000
$2,000
$2,000
$30,000
$2,727
$2,727
$2,727
690
Software
750
Substitute Teachers
Total Instruction
100
$412,200
$3,400
$579,035
$0
$600
$15,000
$12,500
$37,500
$6,600
$6,000
$2,727
$2,727
$2,727
$2,727
$2,727
$2,727
$2,727
$2,727
$30,000
$309
$309
$309
$309
$309
$309
$309
$309
$309
$309
$309
$3,400
$48,721
$75,321
$68,721
$59,221
$46,721
$46,721
$46,721
$46,721
$46,721
$46,721
$46,721
$579,035
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
Salaries
Guidance Counselors
$40,000
Total Pupil Personnel Staff
$40,000
$0
210
Retirement
$1,200
$109
$109
$109
$109
$109
$109
$109
$109
$109
$109
$109
$1,200
220
Social Security
$3,060
$278
$278
$278
$278
$278
$278
$278
$278
$278
$278
$278
$3,060
230
$3,500
$318
$318
$318
$318
$318
$318
$318
$318
$318
$318
$318
$3,500
240
$488
$44
$44
$44
$44
$44
$44
$44
$44
$44
$44
$44
$488
250
$189
$17
$17
$17
$17
$17
$17
$17
$17
$17
$17
$17
$189
$4,403
$4,403
$4,403
$4,403
$4,403
$4,403
$4,403
$4,403
$4,403
$4,403
$4,403
$48,437
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
Total Pupil Personnel Services
100
$48,437
$0
Salaries
Library Aide
Total Media Personnel
$40,000
$40,000
$0
210
Retirement
$1,200
$109
$109
$109
$109
$109
$109
$109
$109
$109
$109
$109
$1,200
220
Social Security
$3,060
$278
$278
$278
$278
$278
$278
$278
$278
$278
$278
$278
$3,060
Page 128
February
March
$3,500
$318
$318
$318
$318
$318
$318
$318
$318
$318
$318
$318
$3,500
$488
$44
$44
$44
$44
$44
$44
$44
$44
$44
$44
$44
$488
250
$189
$17
$17
$17
$17
$17
$17
$17
$17
$17
$17
$17
$189
610
Library Books
$3,000
$500
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
620
$3,000
$54,437
230
240
July
August
September
October
November
December
January
April
May
June
TOTAL
$500
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
$5,403
$4,903
$4,903
$4,903
$4,903
$4,903
$4,903
$4,903
$4,903
$4,903
$4,903
$54,437
$2,400
$2,400
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$2,400
$184
$184
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$184
$1,500
$0
$1,500
$0
$1,500
$0
$0
$0
$0
$0
$0
$4,500
$0
100
Workshop Stipends
220
Social Security
330
$4,500
$7,084
$0
$4,084
$0
$1,500
$0
$1,500
$0
$0
$0
$0
$0
$0
$7,084
Professional Services (workshop, consultants, training, etc.)
$10,000
$834
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$10,000
$10,000
$834
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$10,000
$6,000
$1,500
$563
$563
$563
$563
$563
$563
$563
$563
$0
$0
$0
$6,000
$4,000
$4,000
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$4,000
$5,000
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$5,000
$0
$5,000
$500
$500
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$500
Total Board
$20,500
$6,417
$979
$979
$979
$979
$979
$979
$979
$979
$417
$5,417
$417
$20,500
310
Professional Services-Management
$30,215
$2,518
$2,518
$2,518
$2,518
$2,518
$2,518
$2,518
$2,518
$2,518
$2,518
$2,518
$2,518
$30,215
730
Administrative Fee
$64,316
$5,360
$5,360
$5,360
$5,360
$5,360
$5,360
$5,360
$5,360
$5,360
$5,360
$5,360
$5,360
$64,316
Total General Administration
$94,531
$7,878
$7,878
$7,878
$7,878
$7,878
$7,878
$7,878
$7,878
$7,878
$7,878
$7,878
$7,878
$94,531
Principal
$75,000
$6,250
$6,250
$6,250
$6,250
$6,250
$6,250
$6,250
$6,250
$6,250
$6,250
$6,250
$6,250
$75,000
Assistant Principal
$70,000
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$70,000
Secretary / Business Manager
$24,961
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$24,961
Office Assistant
$22,881
$1,907
$1,907
$1,907
$1,907
$1,907
$1,907
$1,907
$1,907
$1,907
$1,907
$1,907
$1,907
$22,881
$192,842
$16,070
$16,070
$16,070
$16,070
$16,070
$16,070
$16,070
$16,070
$16,070
$16,070
$16,070
$16,070
$192,842
310
320
Insurance
310
Audit
330
Governance Training
100
Salaries
210
Retirement
$5,785
$482
$482
$482
$482
$482
$482
$482
$482
$482
$482
$482
$482
$5,785
220
Social Security
$14,752
$1,229
$1,229
$1,229
$1,229
$1,229
$1,229
$1,229
$1,229
$1,229
$1,229
$1,229
$1,229
$14,752
230
$14,000
$1,167
$1,167
$1,167
$1,167
$1,167
$1,167
$1,167
$1,167
$1,167
$1,167
$1,167
$1,167
$14,000
240
$2,353
$196
$196
$196
$196
$196
$196
$196
$196
$196
$196
$196
$196
$2,353
250
$756
$63
$63
$63
$63
$63
$63
$63
$63
$63
$63
$63
$63
$756
360
Lease-Copy Machine
$4,000
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$4,000
370
Postage
390
$1,800
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
$1,800
$15,000
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$15,000
510
643644
Office Supplies
$1,000
$83
$83
$83
$83
$83
$83
$83
$83
$83
$83
$83
$83
$1,000
Computer Equipment
$1,000
$83
$83
$83
$83
$83
$83
$83
$83
$83
$83
$83
$83
$1,000
730
Dues and Fees
$1,200
$1,200
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$1,200
330
$2,000
$0
$0
$0
$1,000
$0
$0
$0
$0
$1,000
$0
$0
$0
$2,000
$256,488
$22,307
$21,107
$21,107
$22,107
$21,107
$21,107
$21,107
$21,107
$22,107
$21,107
$21,107
$21,107
$256,488
Page 129
350
360
Building Lease
680
Remodeling and Renovations
July
Total Facilities Acquisition and Construction
100
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$10,000
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$10,000
$122,137
included in
lease
$10,178
$10,178
$10,178
$10,178
$10,178
$10,178
$10,178
$10,178
$10,178
$10,178
$10,178
$10,178
$122,137
$132,137
$11,011
$11,011
$11,011
$11,011
$11,011
$11,011
$11,011
$11,011
$11,011
$11,011
$11,011
$11,011
$132,137
$22,000
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$22,000
$22,000
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$22,000
$660
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$660
Salaries
Bookkeeper
Total Fiscal Personnel
210
Retirement
220
Social Security
$1,683
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$1,683
230
$3,500
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$3,500
240
$268
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$268
250
$189
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$189
730
$9,000
$750
$750
$750
$750
$750
$750
$750
$750
$750
$750
$750
$750
$9,000
$37,300
$3,108
$3,108
$3,108
$3,108
$3,108
$3,108
$3,108
$3,108
$3,108
$3,108
$3,108
$3,108
$37,300
Dues and Fees
$1,125
$94
$94
$94
$94
$94
$94
$94
$94
$94
$94
$94
$94
$1,125
Total Central Services
$1,125
$94
$94
$94
$94
$94
$94
$94
$94
$94
$94
$94
$94
$1,125
$42,000
$0
$0
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$42,000
Total Pupil Transportation Services
$42,000
$0
$0
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$4,200
$42,000
310
Professional Services
730
390
100
Salaries
$10,000
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$10,000
210
Retirement
$300
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$300
220
Social Security
$765
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$765
230
$3,500
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$3,500
240
$838
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$838
250
$189
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$189
371
Phone
$4,000
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$4,000
381
Water and Sewage
$4,800
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$4,800
382
Garbage
$3,000
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
390
Custodians
Custodial Services (contracted)
$12,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$12,000
Fire Alarm Monitoring
$2,400
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$2,400
Security System Monitoring
$1,500
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$1,500
$125
$10
$10
$10
$10
$10
$10
$10
$10
$10
$10
$10
$10
$125
$6,000
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$6,000
Fire Inspections
Grounds Maintenance
$800
$67
$67
$67
$67
$67
$67
$67
$67
$67
$67
$67
$67
$800
430
Electricity
Pest Control
$30,000
$2,500
$2,500
$2,500
$2,500
$2,500
$2,500
$2,500
$2,500
$2,500
$2,500
$2,500
$2,500
$30,000
510
641642
Supplies
$10,000
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$10,000
Equipment
$15,000
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$1,250
$15,000
$105,217
$8,768
$8,768
$8,768
$8,768
$8,768
$8,768
$8,768
$8,768
$8,768
$8,768
$8,768
$8,768
$105,217
Page 130
350
510
Supplies
July
Total Maintenance of Plant
510
641642
643644
Supplies
690
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$12,000
$12,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$2,400
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$2,400
$14,400
$1,200
$1,200
$1,200
$1,200
$1,200
$1,200
$1,200
$1,200
$1,200
$1,200
$1,200
$1,200
$14,400
$2,400
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$2,400
Offcie Equipment
$500
$0
$0
$250
$0
$0
$0
$250
$0
$0
$0
$0
$0
$500
Computer Equipment
$650
$0
$0
$650
$0
$0
$0
$0
$0
$0
$0
$0
$0
$650
Software
$200
$200
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$200
Total Administrative Technology Services
$3,750
$200
$400
$1,100
$200
$200
$200
$450
$200
$200
$200
$200
$200
$3,750
Reserve Fund
$75,538
$6,295
$6,295
$6,295
$6,295
$6,295
$6,295
$6,295
$6,295
$6,295
$6,295
$6,295
$6,295
$75,538
$1,487,980
$68,612
$124,785
$151,702
$146,702
$134,702
$123,702
$122,452
$122,202
$123,202
$121,640
$126,640
$121,640
$1,487,980
Balance
$22,790
$57,285
$58,398
$32,593
$11,789
$2,984
$5,179
$8,625
$12,320
$15,016
$19,274
$18,532
$22,790
$22,790
Page 131

APPLICATION COVER SHEET

Transcription

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