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Application To Open A Charter School In


Harrisburg School District
2014-2015

NEPCS

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Application for

Harrisburg School District


Partners,
I c.
Ep

Natio nal Educatior


Dr. D. June Brown

Academy NEP School Campus


Vernell Fields

Respectfully Submitted November 12, 2p13


President& ChietExecutive Olficer

Johnny J. Patterson, II

Depvty ChiefExecutive Olficer


ie

7 d likc

to ret a8na1 to turn arorrnd I, 000

yt-

forming j

tfe e'talotea! rrf yr n. Irzvant . rdtcr hon8e r anddrtrixr to canfi. take bolthdue. acYirohiuoolthr.atAndr mi! levhen ad diapprnpnat re 7/y to th,e Iinunnt proiement itor.rtr dteentpart learni nhigp.Ir zvant l e ader t o fi n agenu r v ho t h rnr cr r v n ei r with charter n/mo! opera or.r rvilh a track n rd oJ,ru zerr. I want. rrpenntendentr to be abqrer ia e in taking! he d iarlt.rtep af
rh rtcing down afarling.echoo/ and rrp/a ing it rvith oire they know?vill ork."
U.S. Secretary ofEducation: lrne Duncan, DIa 2009

ols a.yearfor each ofthe nextfre yevn: I doa't mat to rxr e.rt in

poor or medioerz oae.r.

Z.etmt a.rkyok, thorrgh, today, xhen Icrra look atyortiip eodeanc!ean tel! rvhetheryo r an8oing to8et agood edueation it mrrtters wherryou aregoing The eri.ri.r in K 12 eclucation u a graz thrrat to wlo ave arr.My mom wa.r a teacherI hatr tbe8revte.rt re,relfrpt etfort heproJet.rto l- lye nttd8 r tea her.r no! .rteem come.rjmm aebier ement notfior Ia,c
can

rrvlly, ra} that it doe.rn' t matter whe

ryoui

come

finm

li% need to have hi8h


tve nred

rtandard, r and fa/repraite. And

rtandarair for osrr rtrrd

nt, r.

to 8ir e

minoritie.r arr tra edinfoilin nti8h6orhood c%roob. T'hiu ir the eYUi! rigbt,r f< rr qle ojourdoy."

rsnt,grrater choiap,urticularfy ioorp,rrrei tl Jyjwfe kad.r mort often

Former U.S. Secretary of State Dt. Condoleezza Rice, lugust 2012


re

l'oday, I'm itruing a ehniknge to edrrcatvr andlcrwmaker.r,p,orrnlr ond traefier,r alike. j.et uf Q/ make turning aroinrd our
hoolr
o rr e o! le

7ive rerpoiu/ y

lit,

af

meri anr:"

L'.S. President Barack Obama, Alarch 2009

NEPCS

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TABLE OF CONTENTS

FxFCiTI'IVE SUMMARY.

. . .............................................................................................................

APPLICATION FOR A NATIONAL EDUCATION PARTNERS CHARTER SCHOOL......................................

I.

Cf.
11.

9RTER

SCFIOOL MISSION, VISION, AND DESCRIPTION OF THE C0111M( 1NTTY TO BE SERVED ............ 7
7 ..:................................................

bIISSION ST1 TE IENT ...................................................................... .:.. ..... VISION ST. TET

B. C.

8 NT ...........................................................................................................................................

8 DESCRIP`FION OF THE CODiI iiJNI' t'Y TO BE SERVED .............................................................................

II. HOI
1.

Ti ILL THE SCHOOL DEMONSTR. 9TEACADEMIC SUCCE.SS?...............................................................

10

0 IONf1I. PHILOSOPHY............................................................................................................................] EDUGA'I`

B.

CURRIGULUM

f1ND

12 II STRUC' I'ION ..................................................................................................................

C.
D.

19 PERFOR1 1 1NGE, PROMOTION, 1ND GR IDUATION ST. NDEIRDS..................................................


f1SSESSNIENT

22 SYSTEM.............................................................................................................................................

E.
F.

SGHOOL CH

25 ILACTERIS'ITCS ............................................................................................................................
f1ND

SPECI IL ST'[] DENT POPUL 1' ITONS

31 STUDENT SERVICES......................-..............................
BV?..............................................

III. Ho

I ru.

SctroOL D
r1ND

roNS

OxG,vv z.q roN... Vi,

38

l. ENROLLMENT

RECRUI'T1

38 NT ..............................................................................................................

B.

C1IPACITY ..................................................................................................................................................................... 39
i) 2) 3}
40 Govemance Stiuchue ......................................................................................................................................

Roles

and

44 Responsibslities .......................................................................................................................... 47

4G Po1iry Development ............................................................................................................................................

4) C.

Boaxd Devebpmes

t .....................................................................................................................

M 1Nf1GEMENT............................................................_.............................................._............................................ 49
1)

Management Structure ........................................................................................................................................ 49 Roles


and

Responsib 7ities .................................................................................................................................. 49

3)
4)

Educational I.eadecship....................................................................................................................................... 50 Human Resources ................................................................................................................................................ 52


i1ND

D.

FACILI'I'IES

54 STUDENT TR.r1NSPORT ITION.......................................................................................

E.

SCHOOL FIN ll TCFS ................................................................................................................................................. 54


1)

54 Fisca111 fanagement ..............................................................................................................................................

2)

rating Budget

and

Budget Narrative ......................................................................................................... 56

F. . 1CTION PLr1N............................................................................................................................................................. 60

I V.HOW WILL THE SGNOOL DEMONSTR. 4TE THAT IT IS FAI7NFUL TO


i.

THE

TERMS OF ITS G7-fARTERT.... 62

PROCESS........................................................................................................................................................................ 62

B.

G01 IS ............................................................................................................................................................. 63
1) 2)
flcademic

Success ................................................................................................................................................

63

Organizational Faithfiilness
to

64 Viability....................................................................................................................................... Charter........................................................................................................................................ 64

3)
C.

N IRRATIVE ................................................................................................................................................................. G4

D.

DISSEMIN.' TION ....................................................................................................................................................... GS

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NEPCS

TABLE OF CONTENTS( continued)


V. ATl,4GT 14iENl. S
f1.

B0r1RD OF COI i1 IISSIONERS DEVELOPI ZENT PI. 1N

THE SCHOOL LEADER


C.
D.

B0 1RD PROGEDURES FOR MONITORING SCHOOL PERFORM IIICE IVD VALU TII1G
ENROLLMENT, WAITING LIST AND LOTTERI' PROCESS
FTSC L POLICIES

1) PROCURF.MENT' POLICY
E.
F. , HIRING

GOVERNt1NCEPI.r1N(pISTlNCT/UNBE7IY/ ELNROLEOFB0,4RD" IVEP:fFJ{ECi/TIVE Tf; 11f PROCESS


PARENT r1ND COb 1UNITY PETTTION

G.
H.
L

POLICIES FOR PROMOTION/ PERFORItL1NCE, GRr'iDUf1TTON, f1ND STUDENT DISCIPLINE PROFESSION IL DEVELOPI iENT PL 1N
RECRUITMENT PLAN
SCHOOL Sf1FTEY PL
ST IFFING PL 1N&
T

J.
K

L.
M.

ORG.INIZ ITION I, CH 1RT

ST. RT-UP PL 1N& TTME Tf1BLE

N.

TE ICHER EV II, UATTON PL. 1N

O. TRANSPORTf1TION PL 1N
P.

OPERATING BUDGET: PRO] ECTED REVENUES and EXPENDTI'URES


1DDITION I. LETTERS OF SUPPORT FOR N ITIONr1L EDUC ITION P IRTNERS
1)

Q. COMPLETE DRr1FT BYL IWS R- . 1P1' IdG1TION FOR 1DMISSION


S. .

T.

RESUMES OF MEMBERS
2)

EXECUTTVE TE 1M MEMBERS

PROPOSED COMMISSIONERS

U.

SCHOOL CURRICULUM TO BE USED 1) WH T EVERY CHILD SHOULI} KNOW

V.JOB DFSCRIP'TIONS

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NEPCS

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National Education Partners is proposing to open a new NEP'Charter School in fall 2014, secving students in gtades K8. In addition to enrolling 650 incoming students aty-wide whose parents fill the cunent
school there child attends is underperfoiming or not meeting their child's educational needs. In total, the school will open its doors: to nearly 300 middle school students and 350 elementary schooT students.
Our Mission. NEP will ensure that its students acquire the knowledge, skilis, and strength ofcharacter

necessary to succeed on the path to high school and college and to achieve their full potential. The mission of

National Education Partners is to aeate a school environment where students develop the academic skills, intellectual habits and character uaits necessary to maximize their potential in high school, college and the global market. We'll serve students and families in the most economically disadvantaged neighborhoods and

wherever the achievement gap currendy persists. We'll continue our work begun with the University of
Pennsylvania Black 1V1en At PENN School of Social Poliry and Practice and the Commission on Urban Leadership by seeking to serve student demographics that mirror those of neighborhood schools in terms of
tace, socioeconomic status, English Language I. earners, and Special Education students. Our commitment

to students and families is that their children will enter high school and college able to succeed academically
due to their literary, numeracy, and core knowledge in sdence and sodal studies. We also promise that our students wi71 develop the zest for leaming and grit necessaty to persevere as they climb the mountain to and uttimately through college. These students will be able to return to their community as dtizens, teachers,
leaders, and architects of continued growth.

Our Students. NEP seeks to educate students at risk of not reaching their full potentiat. The school aims to
serve a population of students who, without our program, may have been substantially exduded from the

path to college. We intend to inidally enroll many of the students whose parents have shown interest in our

progtam form conversations while canvassing, holding community meetings and through inquiries made.

This will include the population of Speaal Education students and English Language I. earners. Going

forwazd, we intend to enroll students reflective of the demographics and learning needs across the HSD
system. We believe that our school program can provide aIl students with a tremendous elementary and
middle school education that they may othenuise have gone without.

Out Vision. Through the creation of NEP Charter School, we will create an extraordinary school option for

families and students in Harrisburg and we will be part of the national effort to turn azound the country' s
lowest- achieving
schools and students.

Within five

years, at

least 75% of the school' s students will

demonsttate grade-level pro6cienry in arithmetic, reading, ela and thus secure a fiim place on the path to high
school. Over time, NEP will aim to both support and leam from other disuict-led school improvement

efforts being pursued throughout the dty and state.

Our Program. To effectively fulfill its mission, NEP will utitize the practices of the highest-performing
urban chatter schools, HSD schools, and school turnatound organizations. Our team believes that any

iv

NEPCS

the following programmatic components, which will infuse our school:


1

student can rapidly apptoach grade-level ptofidenry when exposed to an academic environment defined by

fami liu,andnur.rtaff.Our expectations wil be expliatly taught, mericulously enforced, and consistendy supported by school-wide systems of incentives and consequences.
2.

Rekntleuly high, ron,rt'rtent academic a rd behauiorale.x iecYation.rfora!l.rtakeholderr, includin8 oarJtttdent,r,our

detail.
3

Seamlur anddetailedoperatingpmczdun.r, Our operating systems will be wide-reaching and encompass every imaginable aspect ofschool operations, and will be implemented with unyielding attention to
students master core

to

Ri help omru, ttandardr-bo.r d crrrriculurn, rn.rtrs ction, anda.ae.r.rment,t Our educational program will be designed
basic
content
and skills

bY

the end

of

8th

Preparing them for the intellectuat demands of a college preparatory high school prograrn.
they fall behind.

gra e, while sunultaneously

A wide-reacfi n8 netnrork of.cupporit clerigned.ruch that no child zrleft behind Our sehool will employ an

extensive netwotk ofwhole-school and individualized supports to catch struggling students beEore

5.

An ob.rer.rion mith ragularly and effee7ively uring data. We will regulatly analyze academic assessment data to undetstand which concepts students have and have not mastered, using this analysis to build tutoring
goals will also permeate the school and drive individual and school-wide improvements.

plans and to make adjustments to our program. Data detailing student performance on non-acad nic
6

An atmorpherr oJen hu.ria.rm andjoy. Our progtam will be designed to ensure that teaching and learning become exdting and fun.

Our Philosonhv The above programmatic components will be implemented in paral] el with the school' s
tv'o$ uiding philosophies. To accomplish NEP's mission effectively,( 1) all stakeholders should work with
excellence.

urgenry in all that they do and( 2) all stakeholders should not make or accept excuses for anything less than
e n

Our'

else will mattet. Thus, we are prepared to work tirelessly and invest significandy to tecruit and hite the most talented and driven staff inembets from within I-arrisburg and across United States to wotk at NEP and serve out students and families.

We know that without a mission-aligned, philosophically_aligned, smart, relendess team, nothing

Our Community Sunt ort Our plans have been embraced and welcomed by the City Leaders, the HSD Staff,HSD families, HSD teachers, and many other community stakeholders, all of whom tecognize the need for Harrisburg's underperforming schools to be transformed by those with a suong commicment co educating the city's students and families.
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NEPCS

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Our CapacitX; NEP has the capadty that is required to achieve its mission. The school' s founding team will
contnbute insights from having managed, govemed, or worked in some of the highest performing utban

public schools in the United States. NEP's proposed founding Board of Directors possesses a wide variety of

critical qualifications, including chazter school governance experience. The balance of the school' s founding
team shares a commitment to the school's mission and the attributes necessary to turn the vision' for NEP

into a reality. Furthex, HSD will contri6ute many districtwide best practices, including those prescribed to
serve the dt} s most at-riskleamers.

yj

NEPCS

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SERVBD
A.

CHARTER SCHOOL MISSION, VISION,AND DESCRIPTION OF THE COM1tlU1 I]' yT0 BE

MISSION:STATEMENT

global market We'Il serve students' and families in most economically disadvantaged neighborhoods and wherever the achievement gap cutrendy persists.
B.

Nauonal Education Partners is to create a school environment where students develop the academic skil s, intellectual habits and chatactertruts necessary to maximize theu potential in hiph school, college and the
VISION STATEMENT

on the path to middle school, high school and coIlege and to achieve their futi potential. The mission of

NEP wi11 ensure that its students acquire the knowledge, skil s, and strength ofcharacter necessary to succee .

school option for students currently underserved in Harrisburg and their families, other Hartisburg School District( HSD) students and their families, and additional community stakeholders. The new schoolwill provide i s students with an academic environment that leads to rapid core-skill development and the internalization ofimportant, positive lifelong values. The students, families, and staffinembers ofNEPwi11 wotk together hatmoniously to create a cultute in which atl constituents enthusiastically strive for escellence
and achievement in the short term. Students will graduate from the school with the knowledge, skills, and
strength of character to succeed on the path to college and to achieve their{ ull potential.
HSD. The
school' s executive

The founder ofNational Education Partners( NEP) seek to establish an extraotdinary elementary and middle

NEP will be created through a collaborative and unique partnership between the school's executive team and ontribute insights from having managed, govemed, and wotked in some of the highest-performing urban public schools in the United States. HSD witl contribute its vast accumulated knowledge of c}istrict-wide best practices, including those prescribed to serve the dty's most at-risk leamers. Ngp wi]] aim to both support and leam from other clistrict-led school imptovement efforts being pursued thtoughout the city, state and nationally.
team membets
wi]]

Within weeks of opening its doors:

vision for enrolling in, succeeding in, and graduating from college.

regulat191aughing and smilinp,aiongside theit teachets, and they will be exdted about their newfound

some of the core reading and math skills[ hat they had suuggled to grasp in years past, and will be reflecting on character traits such as perseverance and integrity. They will love their new school,

NEP students will have completed an intense orientation. The students will have already masteted

NEP pazents, aIl ofwhom will have teceived one ot mote home visits ftom an NEP staffinembet, will be hopeful that the school can utilock the potential oftheir childten. They will understand the

sacrifices that completing the school' s program will require, but they will know that the school's staff members see them as fundamental partners who must play an active role in helping the school to fulfill its mission.

NEP teachers witl have been working hard since the beg nning ofAugust to develop their curricula,
including students with disabilities and English Langvage I,eart ets( ELLs); and to build a foundation for positive telationships with students and families.
Community members will aiready see NEP as a source of pride and inspiration. Visitors will be impressed by the tangible sense of scholarship and seriousness that permeates our school.
academic and behavioral systems; to enhance their skills and knowledge to best serve all students,

lessons, and assessments; to leam and ptactice the details of NEP's comprehensive operational,

NEP's Boatd of Commissioners( Board) will temain actively engaged in governing the school, ensuring that it is well-positioned for long-term success.

NEPCS

11

Four

years into the future, at least 75% of NEP students will be demonstrating:proficienry in math andEnglish Language Arts( ELA). The school will have graduated three classes of students' who are perfomung

well in their middle and high school programs. With the support of NEP's graduate service personnel, these

students will be preparing applications for enrollment into middle and high school. Other HSD leaders and teachers wl71 be visiting NEP of[en, leaming from its educational approaches, and implementing similar
practices to improve student achievement in their own schools, whileNEP's leadets and teachets will likewise

be spending time in excellent HSD schools to learn from and collaborate with thei= teams. The school will
have gained a reputation as one of the best K-8 school options for students and families in Harrisburg. The
school' s studenirecruitment efforts will'ensure' that the demographics of the school' s studentpopuladon continue to reIIect those of the district as a whole. `
Ten
years

into the

future, at least 90%

of NEP students will be consistently scoring profiaent and advanced

on the PSSA and PASA, thereby fully eliminating the racial and sodoeconomic achievement gap, and bridging the gap between each studen s full potential and his or her reality. Having provided an excellent
education to nearly 1, I OO graduates and still enrolling nearly 150-300 students each year, NEP willbe proposing its second charter renevvaL More significantly, one class of students wi71 have already graduated from college, and many more will be on a successful path towards doing the same. These alumni will represent Harrisburg's next generation of leaders in medicine, law, global business, public service, engineering, education, and coundess other fields.
C.

DESCRIPTION OF THE COMMUNITY'TO BE SERVED

NEP will begin serving students in gzades K-8, to begin operation in fall 2014. In addition to enrolling a new, incoming cohort of K- bth grade students, NEP intends to, that first year, sexve many of the rising 7th and 8th grade students cuuendy enrolled in, an underperforming district elementary and middle school that HSD

intends to close at the end of the 2012- 13 academic year or that parents fills is unfit to properly educate their
child

Many HSD schools that serve scudents in grades K8 today are doing an admirable job of ensuting that their
students master core skills that wi71 allow them to succeed on the path to high school and college. It is for thi:
reason that our executive team is thrilled to pazmer with HSD on tlus endeavor, as we know that we can leam

a tremendous amount from the district' s highest perfomvng and achieving schools.

However, HSD, like nearly every other urban district across the country, has recognized the ongoing presence of low-performing schools within the system, particularly at the elementary and middle school level. The executive team believes that students across the City of Hazrisburg who cuxtendy attend a low-petfotmuig elementary ot middle school, or who would potentially attend a low-performing elementary or middle school in the future, reptesent some of the state's most vulnerable scudents, as they often move on from 5th and 8th grade without the basic math and reading skills necessary to have success in high school. Thus, these students are at risk of being precluded from the path to college and their full potential. In fact, our executive team has completed analysis indicating that, under the status quo, over the long term, nearly 19 of 20 students in the lowest-perfomung HSD middle schools will never graduate from college. Above all else, our founding team is motivated to open a public school that effectively serves these at-risk students. We believe that doing so is the most effective and ef6aent means to eliminate the achievement gap.
Target Student Popularion.

Our innovation team believes NEP is hlcely to initially enroll:


A high percentage of students who have not mastered basic skills_

A high percentage of students with disabilities, both relative to district averages and relative to most

other charter schools in the city.


A percentage of ELLs, both relative to district avetages and relative to most other charter schools in the city.

A racially divetse student population.


8

NEPCS

12

A high percentage of low-income students.

Students most libely tesiding in current schools catchment area.

their schools.
Limited

students with c3isabilities) always approximate those ofthe district as a whole. Ve are particulatly motivated bY the opportunity to serve a student populatian that some other charter schools have struggledto rectuit to
Ekmentaty and Middle
School Options fot
our

As descnbed throughout this application, NEP's initial and long-term recmitment efforts wil ensure that our student decnographics{ e.g.,family income stacus, race) and leaming needs( e.g.,percentage ofEI.Ls and
Target School Populatio.

open to students from all neighborhoods, we anticipate that many ofthe school' s students wiA be drawn From predominately low income neighborhoods, in line with historical enrollment patterns in the district. Historically, profidenry rates atdistrict schools servinp,these neighborhoods have been low.Further, given the socioeconomi c status ofmany famioption lies within our target population, tuition-based private:schools are not a realistic elementary or middle schoo] for these students.
Ability to
Serve
the

Whiie'NEP will be

rapidly transform

school' s students will

approaches, and wiih The Commission on Urban Leadership, LLC a for-profit school management organization and comtnunity deveiopment company( SMO/ CDC, theWithin executive team ofNEP intend to four
student outcomes of their target student population. grade- level in

v,] uch is continuinp its efforts to improve student achievement at underperforming schools through new strategi es and alternative
demonstrate
years, at

Tatget Student Population. In

collaboration with the

distti

Ieast 75%

of the
p1a
e
e

on the path to college.

proEciency

math and

English,

and thus secure a

fum

reopened under charter operator, management organization, or an education management organization thata has beenschool selected thtougha acharter rigorous review ptocess."

approaches that the federal government has recommended that states and districts use to transform their most underperforming schools. Under this vehide, the" restarc" model, a school is to be" closed and

The ChiefExecupve Officer ofNEP seeks to create an extraordinary school option for families and students ifact, n Harri sburp and tobe part ofthe national effort to tum around the country's lowest-achieving schools. In our spec c, collaboraqvely developed plan ofaction with HSD is perfecdy aligned with one of the four

Of&cer thisofrnabl ed the New York Cipublic ty Departrnent into some the highest-performing schools inofEducati the state.on to transform its underperfotming school

some ofNew york City's most troubled schools and student populations. He assisted in the development of a comptehensive improvement plan with the Chancellors' Of6ce and the Mayots Education and Innovation

Exenrtive teamr' e,xperti.re. We believe that our executive team is uniquely well-positioned to launch this school and serve this commututy. Specifically, CEO, JohnnyJ. Patterson, II,will draw on his expe ence from worki g within govemment the Assi Deputy Mayor andonDeputy ssiopracri ner cofPubl c Poliry on issuesnand policie s related to as educati onalstant advancement, educati reformCommi and best es, to itransform

key neighborhood stakehoiders.

improvement to an existing school, as a model from which other underperforming schools in Hamsbutg and Supportpersonnel fot NEP_There is signi6Pennsyl cant support for ourschool proposed school and an ofactionfami from district , HSD teachets, vania charter representati ves,plHamsburg lies,key andHSD other
across the country can leam.
9

schools that, in large part, have never been fully urilized in district schools, with che best practices already in place across the HSD system. Thus, we hope to position our school, and the process by which we bring rapi .

application, the program we envision for NEP blends the best practices from high-perforniing charter

Innovativemethodr. NEP's rigorous program and high expectations have been speci6cally designed to serve students who ate academicatly challenged and/ or face challenges outside of school based on their low income status. The key methods we will utilize to bring rapid improvement to the school are not commonly practi ced in many of Hamsburg's district schools, particu]ar]y those that are underperforming. V( hile a thorough overview of our proposed school-level practices is detailed throughout the remainder of this

NEPCS

13

10

Further, many families of students in low-perfomung schools, induding those on waiting lists for other dt} s
charter schools, have expressed exdtement about NEP. For example, RobexC Jackson, a parent of a 6th grade
student, told us:

2 believe,

ar all

r do, that what u parent.

moat

rtant u that our.rchooG atand upfor oxr rtudent andgiva tfiim what

tbey needfor t{ xirfatrrr I belieye tbat NEP will be the kiad ofplaa tbat will,fgbtformy : tbi/drrn a tdgive tbem the
education tbey de.rerve."

Other key stakeholders, such as the leaders omany community organizarions serving Harrisburg' s youth, strongly support NEP, which they view as a strong potential partner in enhancing the life opportunities for
students in the cutrent catchment area and other Harrisburg neighborhoods. jusrin Reed, Community
Activist, expressed

7 war thrilled to hear about tfxpmporcd launch ofNEP. Foryearr, HSD har, rMrgglediopmvidt u high-gtrality educationforfamilies in thir neigbborbood 1 am very mnfident thatNEP wil! bern m a tremendou.r rchoo! thot.rerve.r thzr
commaniPy very well."

Samples of letters of support reflective of the endorsement that we have received from various consptuarts

across the community are induded in the attachments of this application along with signatures of parent and
community supporters.

II. HOW WILL THE SCHOOL DEMONSTRATEACADEMIC SUCCESS?:


A., EDUCATIONAL PHILOSOPHY

At the most fundamental level, our educational philosophy is shaped by our belief that, in the llnited States today, an individual's enrollment in, success in, and gra uation from college is the sutest way that s/ he can

maximize his/ her academic, professional, and life potentiaL College provides a platform fot deepening
academic and personal experiences, building critical personal and professional relationships, and bmadening
perspectives that open up opportunities and enable an array of choices that aze unavailable to students who

do not enroll in, succeed in, and graduate from college. College serves as a stepping stone that can enable a
child who has grown up in poverty to escape its vidous rycle.
While lifetime eamings aze but one way to measure the value of a college c3egree in the United States, an

analysis of such earnings paints a compelling picture of their critical nature. According to the most recently available census data, Americans who have earned a Bachelor's degree eam approximately; 2.IM over their
lifetime, nearly twice as much as Americans not graduate from high school($ I.O1V.
who

have

only

earned a

high

school

diploma(

1. 21

or who do

We intend for NEP to move hundreds of previously underserved students onto the college path. We stcongly believe that any student can rapidty approach grade-level pfofidenry in an academic environment defined by.
Relentlessly high, consistent academic and behavioral expectations;

Seatnless and detailed opetating procedures;


Rigorous, standazds- based curticulum, instruction, and assessments;

A wide-reaching network of supports designed such that no child is left behind; An obsession with regularly and effectively using data; and An atrnosphere of enthusiasm and j'oy.

The implementation of these six programmatic attributes is driven by two key philosophies:
1.

It is etitieal for out school' s stakeholdets to work with urgency in all they do. We recognize
that many of our stud ts( 1) may have internalized low expectations to which others have held them to date;( 2) may enter our program with very low academic skills; and( 3) may face difficult
sodoeconomic circumstances that create disacivantages and distractions. For these reasons, we must

work with urgenry. Within 1- 3 years, ouc students will need to be able to read, write, and do math as

well as if not better than other students in the Commonwealth of Pennsylvania and the City of
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NEPCS

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Harrisburg in order to effectively compete and get on a path towards higher education. Failing to get
our

students onto this path comes with

dire consequences for

our students

out ofschool , ajoining aamount gan, oroftune living ato life in poverty. Thus, despitof e our extended school dayuse and year, we have limited imptove the life chances our students, and must every single minute to drive student acluevement. Urgency is critical. Our school's stakeholders cannot accept oc make eaccuses for anything] ess than excellence. Given the challenges faced by our students, itwould 6e easy to accept excuses from them. And given thedifficult the stakes natute are too ofout high. mission, itwould be easy to make eacuses fofnot achieving it.We cannot
on

for example, dropping

Iayered

top

of

these

six

programmatic attributes
a

peopk matter most.

and

tavo

Without

din

and

mission- ali

o_

osophies is one fundamental belief:


w

school

administcators,

nothing else

matters.

Thus,

w are relendess

apptoach. I/e thinkvery strategically about howwe reauit, train, support and grow, evaluate, compensate, Our educauonal philosophy has been shaped and is supported by six primary sources ofinEormation: Ditect xperience ofNEP's Board ofCommissioners. Many of ourboard members have been f teachers, fozmer principals, CEO's of charter schools networks, attorne s, government oFficia(s and P s With the successes in education our board has demonstrated throughout their careets, we believe that few other school educational leaders in the United States have spearheaded such successful improvement efforts in a public educadon.Our direct eaperience has heavily informed our educational philosophy and gives us confidence in its meri Reseatch ott high-perfarm ng urban public schools. An inrxeasingly rich body ofresearch corroborates the attributes that an urban public elementary and middle schools must employ to drive high levels ofstudent achievement for all students, inc]uding students with disabilides and F.T.Tc. For
and promote our team members.
ag
t

th respect

to

our

human c p' ta1

with disabilities. This tesearch has informed many design elements of the school.

example, research has demonstratedisagain and agai n that setting a high bar and calling for the best producing academic mastery. Additional, targeted research has shaped ihe philosophies and practices that we will use to support EL.Ls and students
efforts

of

students

and

adtilts alike,

essential to

Direct observations ofexemplar urban public elementaty and middle schools. Observations of

United States have guided the development ofNEP's educational model, and prove its validity. Without question, all ofthese schoots share common attributes that drive their success, including purposeful and consistent procedures and routines; rigorous and consistent school-wide behavioral
pethaps most importandy, student-centered pedagogical practices which maximize the time students Lessons from Mastery Chatter Schools. Given that NEP will serve as an" traditional charter school and also a tumaround" school in its early years, the executive team has sought out an exemplar model for driving success in such an environmen Under its partnership with the
engage with skills and contrnt derived from state standards.

the specific practices.ofhighest-perforn ing urban public schools in New York City and across the

based curticu]um; a network ofwell- coordinated programs that support struggling students; and,

and academic systems; formal tools and processes that help teachers deveiop or refine a standards-

Phi ladelphia School District,Mastery Charter Schools has converted three exisring, underperfonning middle schools into charter schools, taking over responsibility for the school building, replacing the
remained the same. The Mastery model is dramatically improving achievement for high-need
demonstrated
s schools and

staff,and revitalizing the educational program. In each case, the existing population ofstudents has

high-expectations; a clear definition of quality instruction; intensive supervision, coaching, and


the simi(aribe( tt,,e

students. Master s schools achieve this success through a rigorous academic program and cultute of
its mission and ihe mission of NEP,

ongoing professional development for teachers; and rewards for performance. Given the success by Mastery'
11

NEPCS

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Mastery's pracrices have informed our educarional philosophy and verify its strong likelihood of
success.

School turnaround research The most comprehensive research on effecrive school turnaround

pracrices has been conciucted by Mass Insight, and published in The Tumaround Challenge. According to the report,` Turnaround requires dramatic changes that produce significant

achievement gains in a short period( within two yeazs}, followed by a bnger petiod of sustained
improvement." Further, the report indicates thae successful turnarounds require practices that

include the following: extended school day and longer year; discipline and engagement; close studentadult relationships; petsonalized instruction based on diagnostic assessment and flex ble time on task;

and a staff culture that stresses collaboradon and continuous improvement. We have leveraged this

research in formulating our educational philosophy and designing the core elements of the schooL Additional scholarly papers. NEP's English cvrriculum is influenced by seminal academic studies and texts. For example, the schooPs pedagogical approach is in line with the Guideline.rfor Teacbing

Middk and Higb School Stadentr to Read and IY/rite Wel! Sped6cally, NEP teachets w71 explicitly teach
reading strategies that studrnts can apply independendy and use pazmer work as a key strategy duung
guided practice. Ruth Schoenbach' s Readin8for Under. rtanding underpins NEP's foundational

metacognitive teading unit, which all students will complete at the beginning of the hrst turnaround
year in order to form a foundation of basic annotarion, main idea idendficadon, and quesrion ,

generation strategies. Atwell's In ihe Middle has also provided a future vision for the school's cumcular maturation once most students read and write on grade leveL NEP's mathemarics

NEP math practices are aligned with mulriple findings from mathemadcs research. For example,
and ensure that students work together to build their understanclings of math concepts.
B.

approach is influenced by NCT1vlprinciples for mathematical teaching and learning. Addirionally,

NEP teachers will integrate basic math skills and problem solving, emphasize teaching for meaning,
CURRICULUM AND INSTRUCTION

curticula( see below), we intend to build upon the base cumaila and processes that have been implemented at

Process Utilized to Identify and Build Cutticulum. In implementing our own internally-developed

the highestperfornvng urban public elementary and middle schools across the country, including Excel Academy Charter School, KII'P Washington Heights Charter School, Grover Cleveland Elementary Ivlastery
Charter School Campus, Laboratory Charter School, Ad Prima Charter School, Planet Abacus Charter

School and Main Line Academy Charter School. These seven schools have built signi6candy-aligned cumcula that have abled low-skilled K-7 grade students to reach and exceed grade level proficienry by the 8th grade. Our proposed curricula and curricuium development processes aze further backed by extensive
research that demonstrates they will result in high academic achievemenG
Curriculum Development Process

Pre-Operationa! Year.In its initial year, NEP's 8th grade students will be significandy behind grade level, given
that these students had been attending an underperfotming school during the prior two years. The limited
time NEP will have to prepare these students to succeed in high school dictates a unique, more centralized cumculum design process in the school' s pre-operationat year. The executive team will use this time to gather

eurricular materials frorn Harrisburg's and the country's highest perfomung schools and Eocus intensety on iterating them to best suit the needs of NEP's student population (likely induding the blending of 6th, 7th,

and 8th grade standards for 8th gradets and prioritizing the skills needed to succeed on the state assessments.

This will also be implemented throughout our entire school from K-8 with emphasis on our rising 6 and 7
from the Common Core Standards, unit plans, and a suggested pacing guide. The school will also provide

graders and our exiting 8' graders). The school plans to provide teachers with scopes and sequences designed

teachers with formal and informal assessments, proven source materials, and catalogues of effective stxategies. We believe that providing our eacecuave staff with this high level of support will allow them to focus on

delivering high-impact instruction that will address skill gaps from the very first day of school.

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prep ciasses, NEP teachers will use the following 10-step process to iterate existing curricula and develop new cur icula on an ongoing basis:
1.
2.

Curritrrlum Iteration and On-Going Development. To maintain and achieve the highest ofacademic expectarions, fulFill our challenging but urgent mission and provide our students with ri orous, high school and college-

In Augus during staff orientation, teathers will intensively examine and understand the PSSAs( as well as PASA exams from previous years)' for their particular subject and grade level. The respective Framewotk vill form the basis for'the curriculum.

3.

Teachers will examine student diagnosdc informadon to detemune gaps in student prior knowledge, and, as necessary, examine standards from earlier grade levels. Teachers will study the curricula that have been used at NEP and other'high-performing urban
Teachers use the above resources and data to analyze gaps in the existing curricutum materials and NEP will student needs.
Teachers will translate the Scope and Sequence into a UnitSequence Calendar. This document
Teachets will adjust scopes and sequences, unit plans and objectives co address gaps.
public schools:and determine the extent to which exisring curricu]a can be utiliZed in the year ahead.

4.

5.
6.

7.

enables teachers to integrate their proposed Scope and Sequence and content units with the school's calendar and interim assessment schedule, and to determine how many days and weeks can and should be allocated to each leaming standard and unit Teachers will use the Scope and Sequence and Unit Sequence Calendar to iterate the Course

Descripaon, which is meant to provide students and fam lies with an overvievv ofthe significant
teaching and learning that will be accomplished by the end of the academic year.

Once the academic yeaz begins:


8

Each week, by Thutsday evecung, teachers will submit a Weekly Syllabi Plan for the subsequent week
will give teachers immediate feedback on these weekly submissions.

to NEP's Deputy ChiefAcademic OfFicer of Curticulum and Instrucuon( DCAOCn. TheDCAOCI

9.

Upon receiving on their Weekly Syllabi Plans, teachers will translate their Weekly Syllabi Plans into Daily feedback Lesson Plans. 10. Teachers will have access to wide-tcaching nd well-organized instructional materials (e.g., Do Now homework
activities,

assignments),

effectively implement their daily lesson plans.

secured and provided by NEP' s Chief Academic Of& cer, to

adapt the next da} s lesson to reteach and assess content and skills as necessary_DCAOCI' bi-weekty observations will provide teachers with action-oriented feedback on management and instruction Following
each observation, the DCAOCI, Chief Academic OfFcer or Chief Education Of6cet debrief will focus on

provides teachers with valuable information about how many students mastered the day's objectives and patterns of misconcepdons that are illustrated in students' answers. Teachers will document these results and

teacher reflecaon and coaching provided by NEP's DCAOCI. The data gathered from daily" exit ackets"

Evaluation ofCurriculum Effectiveness. T'he curricuium wi71 be cvaluated and adjusted daily through

spedfic adjustments that need to be made to lessons to reach all learners more effectively.

Academy Chairs will be tesponsible for assisting teachers in developing curriculum and informal assessments.
13

analysis to make curricular adjustments, as necessary. Speci6cally, they will tepeat the above-listed steps, with an emphasis on refinement rather than creation. The Ptincipal, DCAOCI. CEdO, CAO and respective

data trends across the entire school, as well as by spedfic subgroups ofour student populadon, including but Further, we will ensure there are no statistically significant differences between groups ofstudents, including student groups defined by gender, race, and family income status. Every August, teachers will utilize this
not limited to students with disabilities, FT.T c, and students who have been retained in a given grade level.

whether our curticula are effectively suppotcing fulfillment of the school's mission. Our analysis will look at

On an annual basis, NEP's school leadership team and teachers will review student achievement data to deternune how to improve or refine the curriculum. We will compare our results to our goals, to aetemune

NEPCS

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Outline of the Cucriculum. NEP's curriculum is designed to meet the educational needs of some of

Harrisburg's most at-risk students. To ensure that students will graduate from NEP on a successful path to

high school and college, our curriculum emphasizes the mastery of core content and fundamental skills while simultaneouslypreparing our students for the intellectual demands of a high school pmgtam. In the school' s trst year of operation, the EL.A and math curciculum will likely be modified for underserved 5 and 8 gtade
students to prioritize the skills and content most needed to succeed in middle and high school and perform
well on state assessments. As the school matures and cohorts of studenEs move NEP' s core academic

program, the currirulum will more clearly align with the grade levet standards of the PSSA. This approach will
enable our'graduates to take and succeed in advanced middle and high school courses.

Math. Every NEP student receives 425 minutes of math instruction, spread across eight class periods( seven 50-minute tlass periods and one 75- minute class perioc, during a given week, for the entire year. This schedule allows students to have access to a rigorous and challenging math cumculum that first addresses

previously unlearned skills and concepts, and then establishes the foundational numerary skills on which
more advanced math

is based. All

math courses

have

dual focus:( 1)

skills/ computarion and(

problem

solving. The math cuzriculum is supported by a Saturday morning math tutoring program designed to support
the school' s highest-need math learners.

K- G grade. Curriculum centers on the mastery of arithmeric operations, arithmedc building blocks
and fundamentals, fractions, percentages, basic geometric concepts, simple variable use, and

probability. Skills introduced include using physical models xo investigate the effects of changing
variables and using technology to model geometric shapes.

7th grade. Students continue to build on arithmedc operations, sobe problems using ratios and rates,

represent and describe pattems, and represent unknown quantities using symbolic algebra. Skills introduced include translaring written English into multi-step algebraic equations and graphing
equations on a coordinate plane.

8th, rade. Students continue to explore symbolic algebra and develop profiaenry in linear:equations, planar geometrp, theoretical probability, and statistical analysis. Skills introduced include using sdenti&c functions on calculators and graphing inequalities on the coordinate plane. By the end of 8th grade, students will demonstrate mastery of the fundamentals of Algebra.
ELA( Readin8

Every NEP student receives 525 minutes of EI.A instruction, spread across eight class periods, during a given week, for the entire year. Five 75-minute class periods (375 minutes) focus on
and

Writin.

reacling instrucdon, while the other three 54-minute dass periods( 150 minutes) focus on writing instruction.
FT. A teachers will teach both reading and wtiting to two cohorts of students. Our reading curriculum is supported by an independent reading program that requires all students to read for no less than 50 minutes per day. NEP will evaluate an effective literacq screen( e.g., SRA, DRA, orQR to identify students decoding

signi6candy below grade level. These students will receive a program-based reading intervention( e.g., SRA
Corrective Reading, I.anguagel, or Wilson Reading during ELA instzuction &ve days a week. This program will ptovide decoding and fluenry data which wi71 indicate when a student is ready to access the grade-level, or
near grade-level texts used in the general ELA classes.

Strong literacy is the driving objective of the NEP' s EI.t1 program. Our graduates must be prepared to read

high school level texts and write high school level compositions; their ability depends on a strong EI.A curriculum that ensures reading fluenry, comprehension of Hction and non- fiction texts, and strong writing
ability across a variety of genres.

Our reading curriculum begins with a concentration on fluenry and comprehension and, as necessaty,
phonics. Throughout their time at NEP, students are introduced to increasingly sophisticated pieces of literature for study and analysis. Skill development focuses on compaung and contrasting pieces of litetature, analyzing core elements of&caon, non-fiction, and other genres, increasing vocabulary, and identifying and explaining literary techniques such as similes, metaphors, imagery, and symbolism. By NEP's third year of operation, students will be able to read and analyze I Oth grade texts by the end of 8th grade and by the end of
5 grade students will also be able to read and analyze 7th grade texts.
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NEPCS

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15

Our`wnttn$ program starts with a focus on gramtnar, the writing process, and basic writing conventions; however, NEP teachers w71 not vait for students to master basic writing convendons before requiring them to write meaningfully about reievant topics and texts. Teachers will assign short- and longterm writing assignments that require students to apply and develop basic skills_Students will receive explicit instruction
organizing a piece according to its purpose and to increase clarity. Students' applications of these basic sl tts
a text

beginriing in the 2 a rade and continued until the 6 grade. The overarching theme ofwriting wi](be

on grammar and sentence composition, and basic elements of craft, such as word choice and usu g evidence,

grammar and usage to find their voice. 8thexpository grade writers will focvs on developing themes in their pieces and In gth
reacf to
with structured, researched

will become more sophisticated in the 7th grade as writing topics become more complex. pver time, students are introduced to the 6ner elements of the author's ctaft, including effective use offigurative language. In 8th grade, students continue to apply elements of the author's craft and their foundational:understanding of
writing.
the

aspects of the editing and proofreading process to students as they learn how to expand their use of

ade, the teacher begins to release

progress from being able to write well-structuxed sentences and paragraphs to three-paragraph compositions

descriptive words and complex sentences, and start to explote different styles ofwriting.Students will '

and five-paragtaph essays. thevvriting end of8th grade, students will have developed a personal writing style, adeptly self-critiquing theizBy own samples.

given week, for one semester of the year. Science is" double-blotked" duting that semester, so that'students
and conceptual knowledge, and is supplemented by the application ofprindples in laboratory settings.
K-

Sciena. Every NEP student receives 400 minutes ofscience instruction, spread across eight class periods, in a

receive a year's worth of content in one semester and teachers can focus on teaching concepts to depth with

fewer cohorts ofstudents. Our science curticulurn focuses on the helping students master core vocabulary

and animals are broken down by other living organisms, and changes to ecosystems throughout geologic time_Skills introduced include creating graphs, communicating the results of an experiment, and following lab safety ptotocol. de. Students take Physical Science, leaming about topics which include the differences between weight and mass, basic examples of elements and compounds, the difference between physical changes and chemical changes, and the effect of heat on particle motion. Skills introduced
th

plant and animal cells, the general fiinctions of major systems in the human body, haw dead plants

de. Students take Life Science, learrung about topics which inciude the differences between

include performing basic statistical measures on data and drawing condusions ftom the results of an
experimenr.

introduced include using probabilities to make predictions, designing and execuring experiments, and
profidenry

sun results in seasons, and recognition that the universe contains many billions of galaxies. Skills
on

ade. Students take Earth Science, leaming about topics which incluc3e the layers of the Earth, solar and lunar eclipses, gravity, the way in which the tilt of the Earth and its revolution atound the
the

conducting effective saentibc research_By the end PASA of 8th grade, students wil] be able to demonstrate Saence/ P$$ A
Engineering
and

deeper understanding of the different branches of science in high schooL

am, and will be prepazed to cultivate a

SocialStudiu. Every NEP student receives 400 minutes ofsoaai studies instruction, sptead across eight class periods, in a given week, fot one semester of the year. Social studies is" double-blocked" during that
semester, so that students receive a year' s wotth of content in one semester and teachers can focus on

key concepts and vocabulary as well as to demonstrate critical skills such as analyzing prirnar, sources, debating different points ofview, and making cause-and-effect connections.

program is to develop literate, cuiturally_awaze citizens. Thus, our teachers will expect students to master the
K-6th grade. Students take Wotld Geography, learning about topics which include the different ways in which nations are formed, key elements of a market economy, and the major religious and ethnic
15

teaching concepts to depth with fewer cohotts of students. The overarching goal of out social studies

NEPCS

19

1G

groups in countries around the world Skills introduced include the interpretation of geographic information in a graph or chart and the use and maps and globes.

7th grade. Students take Ancient Civilizauons, leaming about topics which include the basic
characteristics of civilizations and the important achievements of various ancient societies. Skills introduced include the construction and interpretation of timel'tnes and the identification of multiple

causes and effects when explaining historical events.

8th grade. Students take U.S. History I(Revolution through Reconstruction), learning about topics
which include the importance and influence of the Declararion of Independence, the purposes and

functions of government, and the goals and effects of various historical movements( e.g., the
antebellum women' s svffrage movement). Skills introduced include the accurate documentation of

sources in a bibliography and the composition of a five-page research paper. By the end of 8th grade, students whom have completed our full program will be able to both effectively analyze a high
school social studies text and be familiar vith the vocabulary and contextual informarion embedded
within it.

AdditionalSub ectA eat. In addition to the core subject azeas listed above, NEP students receive instruction in

the following content areas.

Physical Education and Health. AIl students will take this course no less frequendy than one time per week throughout the entire year. Our physical education and health program is designed to keep students active, and healthy. The program will encompass classroom- based sessions as well as activiries in the school's
gymnasium and outdoors. Our curriculum will be aligned with the Four strands articulated: Physical Health,

t,

Social and Emorional Health, Safety and Prevention, and Personal and Community Health.
Foreign Languages. All children should start leaming a foreign language in kindergarten and continue through

high school. Learning languages helps increase listening ability, memory, cxeativity and criticaI thinking- all of
which aze thinking processes that increase learning in generaL When done right, foreign language instruction uses themes that support the elementary curriculum induding math, science, social studies and language arts.

The holistic instructional approach used to teach foreign language incorporates many different strategies within a lesson. This enriches the leaming process and appeals to students' various leaming styles. NEP plans
to incorporate Spanish, Italian, German,) apanese and French into our foreign languages program.
The Arts.Every student takes no less than one visual arts class and one music class per week NEP's executive
team
agrees with

the core concept that

diives

the state' s

Art Frameworks:" In music and the visual arts,

people express ideas and emotions that they cannot express in language alone. In order to understand the
range and depth of the human imagination, one must have knowledge of the arts." Through our Visual Arts

and Music curriculum, students will learn about the history and criticism of visual arts anc3 music, their role in the community, and their links to other disdplines, in addition to regularly practicing the respective arts. High School and Colle e Pre aration Preparing for high school and college programs will seem like a daunting task for many of NEP' s students; this course, taken once per week, supports students through the
process. In the Gth grade, this coiuse will give students an overview of the various high school options from

which they will be able to choose, and will help them to set appropriate academic and non-academic goals in
order to gain acceptance into such programs. In the 7th grade, the course' s focus will shift to intense preparation for the High School Admission Test( HSA'I) and Independent School Entrance Exam( ISEE)

examinations if and where applicable. In the 8th grade, students( and their families) will be led through the high school application process, visit numerous high school campuses, and be taught about the surest ways to

make high school a stepping stone towazds college enrollment, success, and graduation.

Enrichment. NEP' s core program focuses relendessly on the development of core academic skills. However, in order to best prepaze its student body for future pursuits, the school must also ptovide its students with
access to extracurricular activities on a regular basis_Thus, every Frida.y afternoon, from 1230-3:OOpm, the

school will offer Enrichment activities to atl students_Students will sign up for a specific Enrichment activity
at the beginning of each season( i.e., fall, winter, and spring. We anticipate that activides will include athIetics,
16

NEPCS

20

most activities will be taught by contracted external instructors.

theatre, dance, and international cultures, among others. While some activides willbe taught byNEP's staff,
eapect that students will meet

Non-Academic Goals. NEP's executive team has established non-academic goals to develop strength of character in students and ensure the long-term fulFillment of our school's mission.
PREP Ex xctation: We
and exceed the
schooPs

eapectations to our students, them through assess their fu]fillment via ourreinforce PREP database system.the use of our conseyuence and reward systems,

Prepared, Be Respectful, Be Engaged, and Be Professional. These expectations were inirially established to help students internalize important, positive lifelong values. At NEP, we intend to explicitly teach these
and

PREP

expectations

Be

binders, a homework folder) and the direct connecrion between organization and academic success. Throughout the academic year, students who demonstrate excepaonal organization will eatn merits and
organization. Students struggling to meet expectations will receive additional supports.

For example, consider the professional-related expectarion to" stay organized." During student orientarion, fororganization, how to utilize tools that the schoo! provides to stay organized( e.g., color-coordinated

our staff inembers will give detailed lessons to all our incoming students on the school's speciFic expectations

students who demonsttate a lack of oroni>ation will eam demerits. Students' weekly PREp Reports enable teachers, pazents, and students themselves to assess their own fulfillment of the school's expectations around

eapectations to student activity outside the school's walls. As students move through our program, the school will remove certain supports that had been designed to help students meet the school's expectations. We'do '

Over time, as students move Erom Kindetgarten to 8th grade, our teachers will increasingly connect these

meet ngpreparatory t1 e PREP eapectations. By doing so, we best prepare our students to independently succeed in coIIege high school programs.

this such that students take more initiative and develop their own mechanisms and processes for consistendy

members, teachers, students, pazents, and community members on an annual basis.

school selection and pazental satisfaction_Further, the executive team intends to devetop specif:c quanritative and qualitative goals related to: our graduates' college selection and petformance; the school's overati climate and cultuxe; rates of program completion and annual teenrollmen and student demographics. 1liese results of all of these performance metrics will be reported to stakeholders induding the Board of Commissioners

OtbcrPerformance Metriu_ The executive team ofNEP has developed other goals related to our graduates' high

Lesson Objective(s), Agenda, and Homework assigunent clearly visible). This configuration leads to greater insttuctional efficienry, as all lessons aze sharply focused on clear, standard-driven objectives, and the entire 50- ot 75-minute block is planned out in the agenc}a.which Further, the vast majority ofinsttuction at UP Academy will followgroup the" graduai release" by approach, through students benefit from a teachei's direct instrucdon I Do', We Do',
practice guided

philosophy is consistent across all classrooms, and is founded in the belief that atl students can learn. All classrooms will be structured through the common use of the Blackboard Configuration( with a Do Now,

Pedagogy/ Instt ctional Methods Used to Deliver the Curticulum Model. Our ovetall instructional

the teacher("

master the skill and content of the class("

You Do'.

with disabilities who often need clear directions and expliat modeling. Additionally, ELLs often benefit from this sttvctured approach as it provides a clear purpose for the lesson( often with key vocabulaty highlighte,
and multiple opportunides to practice and master a particular skill or concept in different contexts and
modalities.

and individual opportunity to practice, apply, and This structure is particujar]y effective for many students

To ensure that content is accessible to and appropriate for students at all levels, teachers must be highly
students succeed
will

skilled at differendating instruction. We believe that creating multiple leaming opportunities for students of different abilides, Each skitl levels, language levels, interests, or learning needs is another tool to ensure that all lesson include
multiple ways
groups

working in

when to use division might include: a brief story illustrating division; students drawing pictures of breaking up
17

for students to understand a particular skill or concept. For example, a math lesson on

including kinesthetically, orally, visually, or

NEPCS

21

18

a whole into equal parts; graphic orgat izers; a chance to discuss the concept in a structured pair activity; and

hand motions aimed at reinforcing the lesson' s core concept Additionally, during independent practice,

some students vho finish early may go on to a challenge problem, while students that are having difficulty may get extra support from their teacher. On a bi-weekly basis, DCAOCIs will support teachers in developing lessons that include effective differentiated instruction. A catalogue of effective strategies,

dcweloped by the founding team in the pre-operational year and honedby teachers over time, will provide an
important resource in this process.

Additionally, we belie e that every lesson should be" student-centered." Students will be actively engaged in every component of the lesson. For example, during the" I Do" portion of a writing'lesson on thesis statements, siudents may be taking notes in a graphic organizer and then underlining key components of an excellent thesis. During the" We Do," or guided practice component of the'lesson, stndents may be broken into pairs to read a paragraph, idenrify the thesis statement, and evaluate its quality. Students may continue to practice bq writing their own thesis statements. In sum, students aze doing the majority of the" thinking" and
doing" in the classroom, while teachers are providing the appropriate structures, questioning and guidance

needed to ensure students are learning at high levels. This approach serves aIl students, including ELLs and students with disabilities who benefit from being pushed to think on multiple levels and who have ample
opportunity to practice with the material, their peers, and the tearher.

Lasdy, relenflessly practiced and perfected classroom procedures'( e.g., for taking out bindets or accessing a
tissue), supported'by a consistendy enforced school-wide behavior poliry, ensure that students remain organized,and focused on the lesson at hand. Consistent routines provide many different leamers the support they need to be successful in class. For example, students who have difficulty processing know what to expec: at all tiases during theit school day; thus they spend more energy processing content information rather than dassroom routine ditections. Additionally, a student with Fmotional Disabilities knows what is expected in all moments, and therefore is less likely to get triggered by a sucprisa
NEP will consistendy ensure that its teachers are proficient in ub7izing the above instructional methods. Our

hiring process includes multiple rounds of interviews that assess applicants based on their pedagogical

alignment with the school' s instructionai approach. The delivery of a modellesson is an integral part of this process, during which applicants are assessed on their ability to implement the school's instructional
expectations. Of course, NEP will ensure that its teachers aze licensed and highly qualified to teach their
respective subject areas and grade levels.

Moreover, during August staff orientadon, NEP and The Commission on Urban Leadership w l collaborate
to train new teachers on the schooPs expected instrucdonal practices. For example, the DCAOCI or

Academy Chair may model excellent pracrices and provide feedback to the school's new teachers on sample

lessons that they deliver. During the academic year, teachers aze regularly observed and coached by DCAOCI
and/ or other teachers. Teachers that struggle with the delivery of lessons will receive intensive interventions

to support their instructional proficienry. Further, all teachers receive ongoing pmfessional development to improve their skills in the detivery of instruction. For example, we eapect to regularly utilize the video
taxonomy of effective teaching practices designed by Doug Lemov.
Process for Teacher Observation and Evaluation. NEP has developed a detailed process and tool for
teacher obseivation and evaluation. Please see appendix rntided TeacherEvaluation Plan.

Determination of Professional Development Needs of the StaH: The executive team of NEP seeks to

have ongoing conversations surrounding teaching and learning at the school_A siguficant amount of professional development occurs in August During the academic year, NEP students are dismissed at
1230pm on Fridays to allow faculty members to meet and discuss issues cridcal to the growth of theit school,
their students, and themselves as professionals.

From 1: 00- 1: 40pm, grade- level teams will meet for 40 minutes to action plan for solutions to

student-speafic challenges identified during the week

18

NEPCS

22

mcetings, and observations of

From 2:4(?-4:Oppm, an all-staff ineeting, focusing on issues relevant to the entire faculty, will be held. Meetings will occasionally deviate from this structure to allow for externally-led professional development sessions. The speafic professional development needs of our faculty will be determined by the school's leaders through review of student achievement results, meerings with faculty members, discussions at all-staff weekly inquiry Meetings
group meetings:
will a] so

From 1: 40-2:4Qpm, teachers will meet, as a whole-school team or in departments, to partidpate in 6U-minute inquiry groups, where teachers brainstorm solucions to various instructional challenges.

deviate& om this structure to

give teachers sufficient coaching and time to fanaIyze six-week assessment results, and to create conesponding actiott plans. Please see appendix entitled prn, e,r,rio alDevelopment Pb and Calendar.
C. PERFORMANCE, PROMOTION, AND GRADUATION STANDARDS acliievement across gtade levels and subject areas. It will be a central part of NEP's progress reports, report cards and school-wide accountability system. Additionally, these standards will help the school create a

Performance Standards. NEP's performance standatds will create consistent evaluation of student

Grading A student's grade will be a percentage between 0 and 100. A student's final grade in a course will be the average ofhis/ her four quarterly grades. Percentage grades will be detemuned by the student's perormance in each of the component catcgories listed below.
Category
Sk l and

performance can be clearly communicated and used to predict future success on state standardized testing_
Percentage
70%
of

coxnmon language shared by administrators, teachers, and families so that the quality of a student's classroom

Descriptioa
Meuures
a student' s

Fina1 Grade
Content
M
contrnt of course as

Exampies of Assessment Type


oE
and

aY
30%

paformancc on

skills mastery determined by infomz! and formal

Daily checkout
Unit
test task

1 l k( y4 Mid-tcrm c. xam

eNrssroom aaeesaments
ork Homea+

Performance
of, and
$

rinal cxam
Cunent evrnt
su,

Measures both

a student' s completion

Ic 7] t

ractice

performance on,

homework

assignments

worksheet

N' hd readin lo

Teachers will assign percentage weights to the different types of assessments and assignments included in the Skill and Content Mastery category. This breakdown will be included in report cards so that families of
mighrweight different assessments and assignments.
Assi
ents and

summative assessments should carry the greatest weight T'he chart below shows how one English teacher
Assesements Percent
po/,

students can see how the student performed on spedfic types of assessments and assignments. Although teachers wt 1 have autonomy to assign the percentage weights for theit courses, NEP's best practice is that
e
of

Slull

and

Dal

Content Maste

Cau

Checkouts

Grade

Unit Tests

25,
200,

Week!
Com

uizzes

sitions

200,

Final Exam

25%

There will be some variation in the specific types of assignments and assessments given in each subject area. For example, sdence students will be required to complete lab assigntnents and sodal studies students will present research projects. In the case that an assigrunent or assessment has a subjective grading component, depaztments will uy to collaborate to design one assessment rubric to be used on all similar assignments and
assessments.

The scudents' numerical grades will be converted into a letter grade for progress reports and report cards. The
chart below describes the general performance level of a student who earns a particular letter grade.

19

NEPCS

23

Performance Staadud
A

Percrn
90%

uivalwts

Dc6nition

or above

Smdmt exhibits a deep undcrstanding of the skills and content and ic


able to com

lcte lvs/ hcs work ind

ndend

80%

or above

Student exhibiEs solid undecstuiding of the slulls and content and is


able to com letc his/ her work with micumal assi,atance

C
F

70%
69%

or above

Smdent exhibits a basu undec tanding of the skills and content u d is


able to com lete' his/ heiwork with some assistance

or

below

Student exlubits minimal undcrs[anding of thc skills and contcnt and it


ablc to com

letc his/ ha

wozk

onl

with s' "'

ficant assistance.

Reporting. NEP issues the following reports of student progress'to students, families, and teachers:

PREP Reoorts_NEP will issue FREP reports evexy week. These reports show a studen s PREP score
adctirional information below), attendance, and homework complerion rate.

Progress Re orts. NEP will issue progress reports every two wecks. Reports will indude percentage scores and conesponding letter grades. They will also include a student's PREP score,' attendance, and homewoik
completion rate.

Re ort Cards. NEP will issue formal report cards at the end of every quarter. The report cards will include

percentage scores, letter grades, and a breakdown ofpercentage scores for each assessment category in a subject area. Report cards will also include a summary of results& om benchmark exams, highlighting areas of
success and concem.

SubjectAr a Performance Standard,: It is important to have a clear picture of a" master scudent" across subject
and helps teachers idenrifq students most in need of intezvention.

areas to inform curricular design and iteration. This picture helps detetmine the rigor and pacing oE objectives
of NEP 4'- 7 grade students is translated into a particulat gtade for math, ELA and social studies.
Subject Mea

Exam le: 1st- 8th Grade Petformance Standards. The example below shows how the academic performance
Performance Standard

Descripdon of Student' s Academic Performance

Reada independendy across genres, ucessing important ideas in tacta using genre- specific rcading sklls and
vocabulary strategies. Applics ideas from texts' in other contezts and to othcr texts.
A

Writes multi-para aph essays with puiposeful use oE vazied sentencc stiucture. Student writing uses strong evidrnce to support claims, eadvbits thoughtful, precise wordthoice and grade-level appropriate vocabulacy.
ass'

Completes homework assignments with the same rigor as a unit test. Scoces 90% or above on all ELA homcwork
menLc.

Indcpendeady accesses pertinent ideas in most fiction and non-fiction tcxts but sometimcs stcuggles to movc beyond the tezt to conncct and apply those ideas in new contezts.
B

Writes multi-paragraph essays compzised mosdy of simple and compound sentences. Student writing uses evidence to support daim.
Only misses 1- 2 homework assigrtmente a quarter and scoces above 80% on all completed EI,A homework
aas menb.

Consi< trndy accesses ideas in most genres with teacher assistance. Student' s reading/ thinking process focuses on
basic comprehension rether than application and conneaion.
C
compound or complex sentences.

Writes multi-paragraph essays, but the pazagraphs aze not always composed around mun idcas and rarely attanpts
Fa7s to mrn in EI.A homework 4-5 times a uarter. This results in less ractice with k slulls. Cannot independendy access the ideas in grade-kvel appropriate texts without intensive teacher suppon Writing does not demonstrate understanding of paragraph-level organization, compound or complex sentences.
Fails
to tum

in

at

lea.ct

one

EI. A homework

us'

ment a week, which results in less ractice with k

sk ls.

Has maitered basic operations with integers and can independendy solve problems choosing from a range of
suategies, represent and describe pattema, and represent unknown quantiries using symbolic algebra Uses
Math

undecst nding oE ratios and basic opecations to convert measurements. Can idrntify geometric shapes by number of
Scores 90%

sides and their relation to angia. Uses understanding of opetations to identify missing angle mea ures in geometric shapes and nn graph shapes on a Cartesian plane. App6es conceptual knowledge of geometry to real world objec c.
or above on all math

homework

ass

rnti.

NEPCS

24

21

problems

problems

Has mastered basic operations withintcgers. Demonstata conceptual undastanding ofratios and rrtes and sdves
choosing fmm a few strategies that work, Can represent involve one or two variablcs and fotlow
unk; wwn quantities
uc a

common pattems.

gcruggies

en
m

advanced, complex problems. Can idencify most geometric shapes using numbu ofside,a and angle mqsuces.
ees Only mis.

to use t}us

knowledge in

fFectively uses Eormulas co 6nd missingangles but stcuggles to apply this knowledge to real wo ld application,
1- 2
math

homework

ass'

assi

ments.

ignments a quarter and score above 80% on all completed horr ework

incegers
C

concepnrei

Is profiaent in b sic operations, but speed nd accuracy ofproblem solving is affected in problemswith large
oc new scenarios,

St uggles

to
q

understanding of variab
c:s

variableb with symbol ic algebrr.differentiate Can dassify the mpst common geometric shape by number ofsides and relation Stcugg
to angle measures.

ve problems wit1 ratios and rates without significant trrcha support. IIas d unknowns but needs support to represent simpie ope acmns and
shapes with shared tharacceristi,(

to

simple pcocedures m

find missing aag] cs but does

cannot

independrndy connect geomeccy con pts to real world objects. Fails in least
to tum
at
one math

Developing Profiaency with Msic operations in}ubits application ofnew math concepts. Gains mnceptu! teacher support but does not demonstrate the ab i t y to i n dependendy app]y undascandi n g i n probl e m sol ving. Identifies basic shapes but confuses chuacterisdcs oflike shapes. Can solve for missing angles with teacher support but does not
understanding
of ratios, M
c

Fails to turn in mach homework. 5 timec a uarcer.This resulcs in less ractice with k sk7Lc,
conversions
and

inciependrn

c.g., rhombus and square). Can, s

y connect these sklls to ciea! warld objecc,`.

symboli

algebra with

h,,

homewark

ass;

and writes research papers about

Understands key facts in the development ofmajor anaent avilizationx. Sees historical event,i in a broad ontext, analyzing cause and effect re(ationships behn,een events and seeing haw the phitosophical Eoundations ofaneient avilizaaons have shaped the modem wodd. Diffuentiates between primaryand sccondary soumes and uses both y respr hes hutorical events with relevan
to gain a

ment a week, which msults in Icss rrctice with ke sklls.

dear

picture of

hisrorica!

evenkc,

Independ

these events that

Scores 90%

inco

racc

or

above on all sociai studies

homewoilc as
in

information from P

nt theme

and,

ents.

some

B
Studies

Recailskey key facY. about anuent civilizations and analyzes thrculmraitonnections betwecn civilizacions, Rccogniy
idcas in
anaent cvlture that are still re] evant

modcrn timcs.

even,.

connections to modem themes.

secondary sources and explain the benefit ofeach. Retiesmosdy on secondary sources when re.cearching hiaterical a her than the events'
Research focuses
on

Can differentiate between


evrn,

pdmar,

comprehensive

Factua] iaEormation

about

historical

Scores above 80% on all com leted social studies homework ss ments.
C

Fails

resources andinstruggies ro document apeafic infocmadon about eventx in a Iogical ordec homework 4- 5
to tum

Recails the most common key Eacts about most ancient civi(izations. Can descn'be broad cultucal chardcteristics of major pviluations but does see the cause and effea mlationship behveen events and the development ofculhue. Is abl e to identify basic ideas From ancunt dvilizauon like" freedom". Can diffemnriate between primacy and secondary resources but cannot explain their si ti5cance, Rclies kjY on secondary resources For independent
social studies

times a

uart.'

sources.

Confuses about key hi,etorical events anddtnlizations anaenCCVltures. Sees events in isbetween olation andrim rarely moves bcyond the facts tofuts themes and connections between Cannot differentiate
Student' s
in
at

17v results in iess zactice with k sklls.


d
set of

research

Fails

writing is

comprised of a

to tum

least

disconnected

facts

ondary

one social studies

without conte

hamtwork

ent a week, which results in less ractice" ith k skills

above

Aeademi e Honors. In accordance with NEP's misinsio n, the school wil celebrate escellence across all gtaaes by recognizing students who demonstrate mastery core subjects. HonorRo1 At the end ofeach quarter, an Honor Roll will be published. Students with all four core grades
9( 3%
eam

High Honor

status.

Students

with all

four

honor roll seudents yi]] be recognized at a formal, quanerly ceremony. Honorabk Mention.
At
the end
of each

core grades

above 80%

earn Honor status. All

maki nginprocess. n is an comprehensi extreme measure meantofsupports to prevent and struggl ing Seudents from faci ngow, certai fai lure che nextRetenti grade.oNEP's ve system interventi ons, outl ined bel is n
21

duting the preceding quarter. These students wil be recognized at the Honor Roll ceremony. Ptomotion. NEP recognizes that a consistent set ofcritetia should guide all decisions related to promotion and retention, but also that each student's individual circumstances must be considered in the decision-

consistent effort across several academic categories (e.g., homework completion, orgat ization, participation)

teacher teams vvil] nominate students who have shovvn the most

NEPCS

25

designed to identify and service high-need students in the first weeks of school.and move them onto a path
towards promotion throughout the qear.

Failure. At the end of the year, the quarter:grades for each core academic subject are averaged together into a

final, year-long Course Grade. A student fails a course when his/ her year-long couxse grade is below a 70%, indicating that the student is a Novice leamer in that content area.
Pmmokon Guidekne: NEP utilizes the following promotion guidelines:
Academic Grades. To be promoted from
remedial work one grade

to the

next,

students will

have

to

score at

least a 70% in

three of fout core academic classes. If a student' does lose credit in a class, s/ he will be'required to do

during NEP' s summer' session. If a student fails to become profident in 70% of the benchmarks in a course even after the summer session, s/ he will be asked to repeat the course the following year. If s/ he fails to reach proficienry in two or more courses, that student will be asked to repeat the giade.

Attendance. Given the fast pace and high rigc>r of'NEP' s curriculum, missing one day can have a detrimental effect on a student' s learning. NEP does not distinguish between excused and unexcused absences in terms
of promotion. If a student exceeds 15 absences in an academic year, NEP r erres the tight to retain the student Exceptions are made for court-mandated appearances with proper documentarion, medical

appointments and religious observances. NEP's werkly Friday half-day provides parents with an opportunity to schedule appointments far their cl:ildren without missing instructional time.Additionally, scudents are
afforded rights under Section 504 of the Rehabilitation Act( Section 504), the Americans with Disabilities Act

ADA), and the Individuals' with Disabilities Education Act( IDEA) should their absences be related to a

disabling condirion. Other rare exceprions may apply.


Exit Staadazds and Gtaduation Criteria. NEP' s 5-

grade exit standardswill require siudent to

demonstrate profidenry with critical skills and content across core subject areas. These standards also reflect an increasing focus on students' ability to independently apply skills and content to real-world problems in
prepararion for high school and college. The table below shows examples of$th grade' exit standards for
Fi. A, math and social studies.
Sub" ect Area
Exit Standarda

Student uses knorovledge of genre to intecpret the meaning of text


Student can identify similazities and differrnces in genres across mulapk tcxts Student writea independendy resruchcd, multi-paragraph essays with sdf-deve oped thesis, dear ocganization,
evide e and transitions

Math

Student can solve algebraic equations, funcdons and word problems


Student
can set- u multi-variable,

linear

uations and

usr thcm to

solve

ml

roblems

e. .,

bud etin

Student uscs historical analyses skills to deve]op own world perspective and inte:pretauon of evenrs
Social Studies

Studrnt take.c a posirion on a compiex iuue and use wuious soutces in suppozt
Student
resents o

the short and

Ion -

tam effect oE a ' '

ficant U.S. histosical evrnt on his/ her commu '

In order to receive an NEP diploma and be recommended for 9th grade, a student must complete all

academic requirements of the 8th grade. That is, the student's year-long average for every cote academic class
ELA, math, social studies and science) must be at least 70%.

If a student only passes three of four core dasses, the scudent wi11 be allowed to walk at graduation but will not receive his/ her diploma until s/ he has completed the Summer Remediat Program in the failed subject.

Additionally, students must demonstrate that they have the strength of character to succeed in high school by
adequately completing the Path to College Exit Essay, a Service Leaming Project and holding a suffici t
PREP Score.

D. ASSESSMENT SYSTEM

Academie Assessmedt Responsibility. Student acadetnic progress must be measured and analyzed frequendy, and resulting action plans must then be effidendy and effectively implemented. NEP's Principal and DCAOCI will have primary responsibility for overseeing the school's assessment system_ Multiple
22

NEPCS

26

I
23

scores, within-year student gains/ losses, and year-toyear student gains.


Extetnal Assessments.

measutes ofstudent outcomes wilt be used when revicvving assessment data, including analysis of absolute

the school's success and inform the,school's on-going development


and
s

In line with state regulations, NEP's wil] administer all Smte exams, and will use the exams' results to measure
standardized
goals,

OurNEP' processstate for analyziag absolute all assessment data is, when there is a gap between achievement results for testing
students as' a whole or

within a particular

make aggressive adjustments to our academic program and determine addirional'supports that non-pro6cient
students mut receive to rapidly achieve profidency.

subgroup, we will

accountability goals for our students as a whole as well as our subgroups.

percentite to provide an extra data point in making academic program dedsions. Coupled with the absolute other data, growth percentiles wil] provide a more robust picture to understand which areas ofinstruction are effective, which scudents need extra support, and to what extent we are making progress towards our

Additionally,we intend to use the PSSA,PASA, LeamD T and internal assessments performance growth

within standards over time. We will administer these assessments in the satne manner we adcninister
appropriate.

Learnia PndictiveA,cre.r.rmentf 0ur students will also take the Learnia Math and F,LA predictive assessments in September and December. These assessments will be provided by the NEP or outside contractors. In addition to providing predictivedata of state standardized test achievement, the I,earnia results arill give the district and NEP comparison data between 1 SD schools.Results will also show individual student growth

pSSA,I'AS 1, LearnDAT and internai assessments, providing accommodations for students on IEPs when

The results ofour annuai analysis and our subsequent school-level action plans will be distributed to all of the
parents with rheir child's respective PSSA,PASA, LearnDAT and internal assessments results and ocher rowth percenttle('if available) and, as necessary, any conesponding action plan that wilI be put in place the following year to bring the student up to profidenry.

school's stakeholders, including che school's Board, school employees,' and parents. We will also provide

meeting the needs of our scudents and that all students receive the supports necessary to succeed on the path to college Therefore, a series ofassessments aze used at different junctures throughout the year so thatif gaps exist, we can identify them early and make adjustments swiftly and purposefully.

Internal Assessments. NEP uses a range ofintemal assessments to ensure that our academic program is

group of students who enter our progracn with very low basic skills will require irrunediate and intensive

grade-l evel, we betieve that students whose reading skil s aze close tograde level wi11 be able to catch-up and accelerate beqond grade level through access to our rigorous program. However, we antiapate that a core

Isitrary Scnen. During Iate August and early September, all incoming NEP students are screened to determine the r reading 1eve1. While we antidpate that most students who enter our program wi(1 be reading below

merits and appropriateness in a turnaround setting before choosing one.

temediation in basic literary skiIls. Our intake literary assessment is designed to identify these students, who screens, SRA, DRA, and QRI, used bp high-perfotming national schools. We will evaluate each saeen's

are then placed into a holistic, research-based reading program. NEP has targeted three possible literary

math, FLA, sdence, and social studies). These assessments are aligned with the content area's scope and administration. The math and ELA six-week assessments will be provic3ed by( TBD outside contractors).These ELA interim assessmrnts include an open-response writing prompt which requires students to respond to a text. These prompts are scoted by a r btic aligned to the PSSA, PASA, LeamDAT and intemal assessments composition assessment standards. The science and sodal studies six-week assessments will be designed and provided by NEP's founding team; school staff will update and revise these assessments in future years, as needed
sequence, such that the only standards assessed aze those that have been taught prior to assessment
23

Six-Week A.r,rea.rment,r. Every six weeks, NEP's students take interim assessments in all four core content areas

NEPCS

27

24

The results of these assessments, which NEP teachers will be able to access within 72 hours of test

administration, are detailed and robust After each series of assessments, faculty meetings will 6e dedicated to analyzing the results to determine overall classroom and grade- level performance on various standards( which can help detemune if particulaz skills need to be re-taught) and individual performance on various standards which can help determine which students need targeted tutoting support). Teachers commit to using class time to re- teach and= e- assess the lowest-performing standards on their respecuve six-week assessments: In addition, teachers use the Study Hall period to tutor students or groups of students who have not yet ' mastered particular objectives. For students in NEP' s reading intexvention program, formarive data will be
collected through the chosen program' s prescribed assessment schedule. This data will inform the teacher's

decision to reteach aspects of the program. This program will also have a summative assessment, typically a
runningrecord with a retelling or a set of focused comprehension questions, which will tell Ehe teacher
whether the student has graduated from the prograni or needs further intervenpon.

Formal and Informal Cla.crmom A. raea.rmenta. Teachers will frequently administer formal and informal formative
assessments. These assessments airn to measure progress towazds content andperformance standards

constructec3 or refined by the teacher at the start of the year. Assessments will be usal to communicate a

student's de6cits and growth to the student, his/ her family, and teachers. Assessments may include the following: taking a traditional spelling exam in English class, assembling a graph in science class, or completing a set of division problems in math class. Assessments used to measure more advanced performance abilities may include the following.writing a research paper in English class, evaluating a primary source in social studies class, or solving a complex word problem in math class. Teachers will modify
their insuvctional plans based on the results of these assessments.

Unit A.rrerrmerlt and FixalExama. Teachers will administer unit assessments at the end of+ every content unit to deternune student mastery levels. The results of unit assessments will be used by teachers to modify
subsequent curriculaz units( e.g., to include a lesson that will re-teach a sk11 that the majority of the class did
not master in the prior unit), and to inform how the unit needs to be modified in su6sequent years. At the

end of the year, teachers will administer final exams designed to measure cumulative contrnt mastery in a given core subject area. Subject area teams, in collaboration with their respecrive Academy Chair and DCAOCI, will design unit assessments and finaI exams. In doing so, they will also consult numerous resources, such as unit assessments and final eaams administered at other high-perfornung urban public
schools.

Reporting Data and Continual Improvement It is our belief that in order to continually improve our
academic program, we must not only have statistically relevant data, but we must also consistendy and
transparendy communicate our results to all of our stakeholders.

Board. The Board will receive the annual report, written by NEP's Prindpal. This report will include all

intemal and extemal assessment data relevant to the school' s accountability goals. In the event that a poliry
change is required because significant gaps existed between the school' s performance and its goals, the Board

will enact its poliry development process and make necessary organizational deasions.

SchoolStaff.NEP' s administrative team will meet at least once after every six-week interim assessment to
analyze and discuss achievement results and use the data to determine the focus of the next professional

development session(s)_ Addidonally, school administrators uril! meet annually to review and possibly revise
the academic program based on progress toward accountability goals.

School staff will meet in content data teams after every six-week assessment to analyze data, create action plans, and develop curriculum for whole group and small group instruction in order to ensure that all students aze meeting intemal benchmark proficienry goals. Additionally, school leaders and school staff will meet informally on an ongoing basis to discuss results of informal assessments such as unit plans, exit slips,
homework completion reports, or literary assessments. Our focus on data reflects our belief that all students

can achieve at high levels. This focus is reflected in the school's practices: one-on-one coaching sessions,
grade- level and department meetings, and during Friday professional development sessions.
24

NEPCS

28

25

report cards with detailed information about student performance. Student grades in core subject areas are the primary determinant of their promorion from one grade level to the nex Families use this data to
communicate with staff about student strengths and weaknesses, and devise additional ways to support
their goals.

Student.r andFamilier. Formal and informal classroom assessments, unit assessments, and final exams contribute to a student's grade in each core subject area. Every two weeks, progress reports with class grades willbe issued to students and families. At the end of each quarter, students and families will receive formal

students. Students use these reports to make the academic and behavioral adjustmeats necessaryto achieve

Non-Academic NEP utilizes additional non-academic assessments to ensure the long-term fulfilIment of ourAssessments. school's mission.
PREP Databare Sy.rtem. NEP uses a Microsoft Excel database system to measuxe individuai and school-wide
addition to utilizing such inputted data to generate daily afterschool lists( e.g., Homework Club, detention), the system produces a weekly PREP Report for every student that summarizes his/ her attendance,

basis:( 1) scudent attendance:data;( 2) stvdent homework performance data; and( 3) studentbehavior data. In

progress toward attaining non-academic goals. The technology system was largely designed by NEP's education and assessments committee. The system is designed to receive ihree types of inputs on a daily

homework, and behavior performance( in line with the school's:PREP expectabons) and assigns a conesponding PREp$ core reflecting the student's performance. The reports, d'tsttibuted on Fridays, are seen by evety student, evety student's advisor, and every studenPs family before being retumed to the school on Monday morning. Student scores are averaged over time to give an accurafe picture to all'relevant
constituents about each student's non-acadcmic performance.

progress toward attaining the school's non-academic goals. When there is a gap between actuaI data and the

Teachers and other school-level staff use individual pREp Report data to help support individual students. For example, if a student scores below 70 points on two consecutive PREP Reports, the student's grade-level team may devise an actionplan tailored toward the pazticular defidency( e:g.,homework completion) being demonstrated by the student School leaders use PREP Report summary data to measure the school's

importance of arriving to school on time and provides students and families with tangible supports for
provided to the Board annually.

tardiness in the 7th grade, a reorientation session may be held for 7th grade students that reinforces the

school's goals, real-time progta:r matic adjustments are made. For example, if there is a spike in student

ensuring the problem is immediately rectified. Summary reports of school-wide PREP Report data will be

Path to Collegt ExitE.raay. In the spring, 8th grade students write a Path to College ExitEssay in which they
apply them to prepare thetnselves to be successful in college. Smdents will reflect on their own strength of character, support their thatvaIues. they are ready to be successful in high school by ating examples of when they and demonsttated theclaim schooPs
E_

reflect on the skills and knowledge they have acquired to be successful in high school, and how they will
SCHOOL CHARACT'ERISTICS
will admit students

NEP

to the school

in

grades

Kindergarten

through g, per the enrollt

t plan. NEP' s core

and aze based upon the practices of the highest-perfornung urban public schools in the United States.

school charactetistics support the curriculum, instruction, and assessment systems described in this proposal,

when scudents change classes. pur program does not ut7ize multi-grade, tracking, or team-teaching practices. All core subject teachers are responsible for teaching no more than two cohorts of students( maximum of 50

lunch, tutoring, and entichment, a given cohort remains in a given classroom( Le., their Homeroom) for the entire day. Teachers, not students, move from classroom to classroom, minimizing the downtime that occurs

than 25 students. Each cohorc ofstudents will take all core academic classes( math, FI.A, science, and social studies) together, as well as daily spedal dasses ( e.g., visual arts, music, and fitness)_Except during recess,

Organization of Students and Faculty. Students will be organized into heterogeneous cohorts of no more

students) during a given semester. A teacher will instruct each cohort of students two times per day, three
25

NEPCS

29

26

days per week, and one time per day, two days per week. Organizing the school in this way enables teachers to develop strong relationships with fewer students and to become very familiar with each student's academic
strengths and weaknesses.

Methods and Strategies fot Suppotting a Wide Range of Needs. In accordance with NEP's mission and central philosophy that all students can achiev the school w111 provide a broad range of services to ensure that every kind of learner has access to the general curriculum. Examples of such supports indude:
Su
rtPro
am

Assi

menfCriuria/ Process
or more
assigned.

Descri tion

Summu Remedial
Prograzn

Studentx who faii onc


dasses ue

One-on-one remediai turoring for ai! students who failed at


least one cw:se. St dents in the progzam receive targetcd,
standards-based instruction in the sub' ect uea s of concern_
for

Daly Study Hall/ Extended Day Progrun

All students who


onc-

are not pulled

on-one mtoring
da
r

Suuchued time during which studenGs can wock on


assignments and 6ave access to all teachets.

attend

Study

Hatl, which is onc componcnt of


our extended

Small

Gmup Rcading

Students

are

usigned bascd

on

Intervenaon

Litaacy Screening.
All Students
azc

Program-b scd small group instcuction in decoding, Eluency and reading comprehcnsion completed during study hall paiod
or as a"

ull-ou[" from anothu dass.

Advisory
Core-Subjea

Assigned

an

Studenrs receive sttuctured academic and behavioral guidancc


om tcacherx

Advisor

Tutoring

Students aze sdected on b individual c achers.


Open to
all students.

daily basis

Small-group, skii!-bascd tutoring in a subiect ue1


Afterachool wozk. epace with a tcacher present

Voluntacy Academie
Su
rt Cencer

Homework Club

Studrnts must attcnd if they do com lctc all HW.


Students must attend if they

not

St:ucriued aftecschool work time for students who failed to


com

lete the

revious '

Ps homework

as '

rnt.

Friday Extension

eam a

PREI' score lower than 70.

Aftanoon-long study haU after5choot on Pciday half-days


Skill- focvsed, one-on-one muh insttudion

Saturday Scholars
Academ

Assigned
on

by math
on

department baced
HW
trends.

ssessment results.

Mandatory Student Succes,c


Ccnrer

Assigned based
Formulattd
who are

Intensive siz-week afterschool intecvention for students who


demonstr
te
an

inabi7i

to com

lete homework

assi

ents.

Behavior Plans

by teachers foc students not being well- supported


wide disd line
process.

Student-specific behavior modification through idenri6cntion of pzoblem behariois, consequences and incentivea

school-

ro

m.

School- Based

Counseling

Fo: mal referral

Supports for studenb stmggling with socialtmotionai


ct alten es.

Extended School Year and School Day. In order for previously uridererved students to make rapid achievement gains, we must provide more time for them to leam. NEP will provide an extended school day within an extrnded acadetnic year. Both strategies have proven effective in urban public schools serving
incoming students with skill and knowledge defidendes. Ouc additional time will provide students with the
support needed to prepare for rigorous high school programs_

The academic year will be 185 days, from the last week of August through the end ofJune, and will be divided into four academic quarters. NEP will follow} ISl' s schedule for holidays and dosures. The
academic school day will run from 8:OOam- 4:OOpm on Mondays-Thutsdaps, and 8:00am- 12:OOpm on Fridays.

AdditionaI academic and behavioral support programs will run from 4:00- 5:30pm on Mondays- Thursdays,
1230-3: OOpm on Fridays, and 9:OOam- 12:OOpm on Saturdays. A typical student' s schedule is shown below.
Monda Thure
B
7: 45am
Atrival/ Breakfast

Frida

B 7:45am
8:00- 8: 30
830-9:45

A: rival/ Breakfast
Fdda
Math

8: 00- 8: 20 8: 20-9: 10
9: I 0- 10:00

Advisory for 5'- 8' Grade Studrnts and Community Cirde,


foz K-4

de

studrnts

Mo '

Homeroom

Math

Social Studies

9:45-] 0:00

Break

t0:00- 10: 15 Break


10: 15- 11: 30 EI. A/ Writin

1Q00- t1: 15 Readin

t1: 1

11: 40 I.unch and Cleanu


and

1130. 1 t: 55 S 7ent Readin

11: 40- i 1: 55 Homeroom

PREP R

D' w tribudon

26

NEPCS

30

il
27

1]: 55- l2:20 Lunch and Cleanu


2:? A- 1: 10 1:] 0. 2.00

Ph '
I
or'

cal

Fimess
Lan
e

1230-3:30
3: 30- 3: 45

11: 55-12:00 Dismissal/ Tra, ition to Enrichment


Euichment
Dismis.c l

200-2: I0
2: 15- 3:15

Break

Saence

3: 15- 3:45 3: 45- 5: 00


4: 00-5: 30

Afternoon Homeroom
Stud Hall/ Tutorin

Saturd

B 9-45am
B 1 00

Arrival
Be

Sc6olus Academ sdeacd studente on


seated

Nomework Club, Decention, Literary Prognm, Other Supports( sclecred students only)

in A: '

ed Gmu

10: 00- 1200

One-on-Ont Math, Saence, EI.A/ Writing, Soci 1 Stud' Fo ' I.zn'


us and

EI.A instruction; 400tutoring minutesinstruction; ofsaence or social studies instivction; 180 minutes ofstructured study hall
and/ or small

During the couxse ofa given week, every student receives: 425 minutes ofmath instruction; 525 minutes of
group
150
minutes of art,

fitness/ healch,

and/

ennchment activity.Exceptions to this and ELLs receive required services and schedule support. may be made as needed to ensure studrnts with disabilities

minutes of homeroom activity time; l00 minutes of sustained silent readir g'time, aria 9p minutes of

or music

insuvction;] GS

assessments are reviewed by the DCAOCI and the teacher in a coaching session and used to determine if the
volunteers lead highly structured math tutoring sessions.

specific skills shown to be weaknesses on recent six-week assessments or during class. These postmornings(
whi

Particvlar skill from the six week assessment, and the other session is spent on remediating current dass content. To determine the effectiveness of theit tutoring, teachers are expectecl to re-assess students on the
h,,
e11-

Tutoring during the week wi11 take place on Mondays-Thursdays, after core classes, from 3:45-5:OOpm. Each weel teachersinto or assi ned tutors are responsi for tutoring for a hour fifth=teen ute block which al isl broken twogsessi ons. One session ib s ledevoted to working with and a smal l group mi of nstudents ondai a ly

tutoring hasSaturday been effective, and Saturday whether Scholars other actiAcademy), ons are necessaty. A significant amount oftutoting also during
takes place

ed community member

become accustomed and( 2)void establ h consi stenry among classrooms. Forstudents, routi nes and consi stency help create an environment ofissurpri ses and disruptions; such structure is critical for students who typically come from less structured households. For teachers, routines and consistency can serve as a helpfiil
l

puxpose of systems in a school envirorunent is to: (1) establish routines to which students and teachers

Seamless Operating Procedures. NEP will be driven by easily repeatable systems. Above all else, the

teaching tool and as a source ofauthority in the classroom. In short, systems enable students to focus on it g and teachers to focus on teaching.

To ensure unwavering excellence at NEP, we will document the cote systems that comprise our school model in comprehensive manuals, which will serve as blueprints, training aocument and reference guides for all school administrators and faculty members. By developing and documenting proven systems, and by encouragi g professional administrators and teachers to use follow these systems, with appropriate levels of flexibility, we ensurena school culture void of and chaos and surprises.
School Cuhute. NEP
will

hold

members

of

the school

highest standards. To provide the best education to NEP's students, aIl constituents must work together to create an atmosphere condudve to enthusiasm for leaming, academic achievement, and college preparation. While NEP's culture will be driven by a sense ofurgency and a rejection of excuses, it is also built upon a platform designed to make teaching and learning exciting and fvn.

community--

students, families, and staffto the

Building this type ofschool culture is no easy rask, and there is no definitive formula for creating it. In truch,
a

school culture

is developed through the integration

of all aspects of a school' s

prograrn_

mission-aligned faculty members to using a rigorous curricuiurn and celebrating outstanding student achievements. These points notwithstanding, we believe the following elements of out school design conmbute most directly to the creation ofa mission-driven, high-expectations culture focused on excellence, achievement, and college.
27

from recruiting

NEPCS

31

28

Focrrf on the Value ofa College Degree. Many of our students will have never considered college as an option prior

to attending NEP. In addition to preparing our students academically and instilling them with lifelong values
than can lead to college success, we expose our students to the value of a college degree whenever poss ble.

For instance, we will periodically take our students on trips to college preparatory high schools and to college
or univecsity campuses.

AcmuxtabilityCnntmcl. All members of the NEP team, including students and families, are encouraged to sign the school-student-family responsibility contract. The contract, distributed annually in the school's Student and Family Handbook, describes some of the most importanCresponsibilities for being a member of the school's community. Most broadly, the contact outlines each school community member's shared

commitment to hard work and consistent support of one another. We wi11 work hard to ensure family
members understand the different elements of the contract, and we will never use the contract as a way of preventing any student from attending NEP.

Code ofCondu t axd a Stnrcturer Con.ri.rtcnt Ducipline Syrtem. NEP will develop a Code of Conduct that will help to ensure that the school remains a respectful space for learning. All polides will be developed in full
compliance with federal and state laws and regulations. Esnbedded within the Code of Conduct w l be our
school' s system to ensure a structured environment in which students make excellent academic and

behavioral decisions. NEP embraces James Wilson' s" broken windows" theory. Studen[ expectations wi7Ibe
consistent; rninor issues will be addressed with clear consequences in order to avoid larger problems in the school. For example, if a student commits three behavioral infractions that might be considered minor at

anotiher school, s/ he will serve afterschool deteniion for one hour to devise a plan for improvemen Or, if a student dces not meet the school' s expectations on a given homework assignment, s/ he reports to
afterschool Homework Club for
one

hour

and

fifth-teen

minutes

to

begin completion

of

the

homework Further, students are expected to wear uniforms, part of the school's efforts to minimitia distractions and maintain an environment focused on academics and achievement

following nig

Cekbratixg E.xcellena. Hardiy a day at NEP will go by without recognizing students for their hard work and
outstanding accomplishments. This may mean distributing college shirts to our Honor Roll students; surprising every student who achieved perfectattendance duting a given academic quarter with a pizza
month to a White Sox, Bears, Bulls or Cubs game. Constant recognition of excellence drives forward a
culture of achievement.

celebration during lunchtime; or taking students who achieved perfect homework completion during a given

Orientation.r. All members of our school community partidpate in respective orientations every Avgust:
Staff Orientation. Staff inembers will partidpate in four weeks of orientation in August to review
teacher and student expectauons, to create orsefine their curricula, to practice school-wide systems,

ensuring consistenry once students atrive, and to receive professional development training.
Fa '

Orientarion. Parents/ guardians will attend a family oriencation after enrolling their child and

prior to the starc of the academic year. It is important that the academic and behavioral messages that

a child receives be consistent across staff and parents. During orientation, pazents will review NEP's
expectations and protocols to m;nit,,ize potential misunderstandings once the year begins.

Student Orientation. Students enroIled at NEP will attend a twoweek student otientation at the

beginning of every academic year. During orientation, there will be a focus on the core elements of

school cultute. Routines, structures, and behavioral expectations will be expliddy taught and
relendessly practiced, and students will begin the process of internalizing the schooPs PREP values. Famify Communication ond Involvement. NEP's Chief Executive Of6cer and Founder recognize that the invobement of parents and guardians as parmers in the education of their children is essential for the school

and its students to achieve success. To this end, we attempt to involve pazents in many aspects of their children's education. For example: in addition to the above-noted orientation, we visit the home of every ne

family prior to the academic year to listen to their story, hear about the goals they hold for their chitdren, and
explain the expectations of our school; we ask each student' s parent/ guardian to review and sign homcwotk

assignments( in a designated area on each assignment}, every single night of the year; we host famity-teacher
28

NEPCS

32

29

ask parents to rate their level ofsatisfacrion with the prepararion far midc3le and high school provided NEP'
as well as their satisfaction with the overall prograxn_gun,e, results will be published in our annual report
have been attending
a

to ensure that every famiiy receives a phone call ftom one or more staff inembers no less frequently ihan In order to gauge parent satisfaction, we ask all parents to complete a sutvey. Among other questions, we witl
once a week
school

parents to discuss a student's academic performance; and we keep a detailed, school-w-ide communication log

conferences at the end ofthe first, second, and third academic quarters, a formal opportunity for teachers and

turnaround
Chall
e

soluuons. While we believe that all aspects of our school design will contribute to a successful first year, the: following additional strategies are speafically designed to address the challenges inherent in a school
Tnmaround Saate
o

each night. We iecognize that our tumaround status comes with unique challenges that require unique

Initial Year Turnatound Stcategy. NEPwill significantly change the expectations it places on students who struggiing time they spend in school, fo what they wear, to how they behave, to the tigor of the content oE theirfrom'the classes, to how much homework they are reqvired to complete

Cultur
ultuir

Raerrn
a

mra E. aboe!

into

rnBinr

of nchnirmrnt.
pannia/

We will dcvote'ten full days m studrnt oricntuuon prior to immersing students in academic contrnC,
im rovemrnts.

by the end of these 10 days, we will have a strong culturel platf'ocm from which to continue
the

Community: Gai
nipJ art of JCGOO
alx ationa!
JJO a ram.

aud
moaogr

School personnd and/ or pe=sonnel of Unlocking Potentiai wH] visit'cvcry scudent's home( or meet
wich famlics individually at the achool site) to explain and dixcuss our educational P1OB familiies and students ' or to
bc'
nia

to

Clusters
J o
0 O

EffatiulJ
RD'I

oEthe schod

d( o g

eaz.

Itm d%

br r booCs

exi. rtrnex
irollim

tlustcr, teachers have fewer ctudents and can P rovide the pe

We wi0 break our achoo( into smalla leaming communitics within each grade level. In such
onal attrntion students wiil aeed

Curriculum: Make
Q1

J'

Mfj

g tbe

frrn.abeolyr ar nurker rki!!/evelr address academi c needs offirst two years. We wil also invest in a basic technology htfocmstudrnt to facilitate this cotess.
r '

School leader, with support from Unlocking Potrnbal, will provide easily accessiblc.resourceti and best pracuces thaCincrcase eace ofrtvising cumculum." Priority Standards" w;ll be devcloped co
omin

akraJr.

Construction: Imfirorr
j

t/ x

jarr6ly

0I1lJC/ pO1t p lJ y J/ pp/

yj

We will invest$ 250,000 in renovations to thc existing bu7ding so that retuming studrnts fccl likc back
to
an entir

new school that em hasizes cxcellence above all else.

Student Perspeedve. Here is a typical school day from the perspective of a 7th grade student

The student arrives at school, ready and excited to leam, becween 7:30 and 7:45am. Students will exchange Station, where a faculty member ensures that the student is in proper uniform. The student proceeds to the Bteakfast Station, where he teceives a nutritious breakfast Next, the student gces to the Homework Station, where he places his completed assignments in the appropriate subject folders. Thereaftet, the student heads
greetings with the prit cipal or Chief Education Officer at the front door, and then walks to the Uniform
to his assigned seat in Community Circle, where he reads until the 8:OOam bell xings.
Good morninp,
seventh grade students!"

particular day, two students lead their classmates in singing a song about college.

Good morning!" the students excitedly reply in unison. Community Circle, a weekly grade-level assembly, provides the opportunity to reinforce the school's mission and celebrate student accomplishments. On this

exclaims the Principa kicking off the Community CircIe meeting.

and has a conversation with his Advisor regarding his lower-than-antidpated PREP Score last week. From 10:15- 113Uazn, the student takes his first EI.A class of the day( reading). From 1130-11: SSam, the student engages in a silent, sustained zeading period, during wluch his teacher comes through the class to review the student's reading journal, which he and his mother 6lled out at home the previous evening. At 11: SSam, the
29

student would be taking a social studies dass instead of a sdence ctass). From 10:00- 10:15am, the student enjoys a structured but relaxed morning break, during which he sociali2es with his peers, uses the bathroom,

At 8:20am, the meeting concludes, and the student walks in line with his fellow ciassmates to his respective homeroom, where he is greeted and welcomed at the door by his homeroom teacher. He collects his materials for his first two classes of the day. From 8:20-9:10am, this student takes his first math class of the day, and from 9_10-10:00am, he takes his frst sdence class of the day.( In the second halfofthe year, this

NEPCS

33

30

their friends and speak in professional voices.

student and his classmates walk to the cafetetia to enjoy a nutritious lunch. During lunch, students sit with

by an afternoon break. From 3:05-3:lSpm, there is a dizzying burst of organized acrn ities that take place in

In the aftemoon, the student takes his second ELA( wriring, math, and saence class of the day, broken up

homeroom. Students clean up'their spaces and prepare them for the following day, gather their materials for
study hall and tutoring, and head back to'" their seats to listen to afternoon announcements and aftexschooT

lists. This particular student is not calledfor aay afterschool lisEs, and thus will be able to leave the buiIding
clarificarion on how besf to begin his sdence essay.

on time. From 3:15-4:OOpm, the student,partieipates in' study hall. A number of his classmates aze pulled out of study hall for small group tutoring. During study hall, the student is able to ask the adult in the room for

At 4:00pm, the student departs school, 6ut nearly half of his classmates stay for Homework Club, Detentioq
Mandatorq Academic Support Center, or Voluntary Academic Support Center. Another few of this student's

homework, read for 25 minutes, reflect on his/ her reading in a journal for 10-15 minutes, and get his/ her
is only a phone call away.

friends are heading to a museum with their arc 2eachet, a prize these students won during a recent PREP auction. Once home, the student must find time to complete roughly ninety minutes of core subject

pazent's signature on all homework assignments: If the student becomes stuck, his assignedhomework buddy

TeachetPerspecdve. Here is a typicalschool day from the perspective of a 6th grade math teacher.

At 7:15am, the teacher arrives at schoo and uses the next 45 minutes to check the Principal's daily morning
email and:6nalize her plans for the day. From$: 00-8:ZUam, the teacher partidpates in the 6th grade's

Community Circle meeting and hands out three certificates for" Acts Worthy of Public Recognirion." At the
lesson# 1

conclusion of the meeting, the teachet hea+ ds to her classroom, where from 8:20- 9:10am, she teaches math to her first student cohort:' Immediately Lhereafter, from 9: 10- 10: 00am, she teaches math lesson#

to her second student cohort.

The teacher has no teaching responsibilities from 10:00-11: SSam, and she thus spends this time completing
the prior night( report due to main office by 11: 3Uam) and making ftnal preparations for afternoon classes. The teacher retums one phone call to one parent who had concems about her daughter's math grade: And

work in the Teachers' Office. Today, this work includes checking all students' homework assignments from
she makes one unprompted phone call to another parent, informing the parent about her child' s superb math

test perfornnance.( The teacher notes both conversations in the family communicarion log.)
From 11: 55am- 12:20pm, the teacher oversees the lunch period in the cafeteria with several of her colleagves.

She has been expliddy taught lunchtime eapectations, practicing this 2 type both of proctoring many times during In aftemoon, math
staff orienrarion.

the

the teacher

teaches

lesson#
in

to

of

her

student cohorts?

2: 00- 3: OSpm, the teacher has

From

I'

additional time to complete work

the

indudes preparation of instructional matetials for the following day, lesson plannir g for the following week,
and grading. From 3:05-3: 15pm, the teacher co-leads aftemoon Homeroom activities with another staff

Teachers' pffice. Today,

this

work

both the students and the skill were identified during a recent review of six-week assessment results. From 4:00-4:30pm, the teacher partidpates in a fatnily meeting to finalize a proposed Individualized Educatioa Plan( IEP) for one of her students. The teacher chooses to remain at wotk after 4:30pm to ratchup on some grading and to try to grab a few minutes to chat with the Dean of Students about an interaction

member. And from 3: 15-4:OOpm, she ptovides tutoring on a spedfic skill to a small group of her students

The teacher is tired, but fully satisfied that she is helping to transform a school and change lives. External Ptogtams. In determining whethet or not to bring any extemal parh ers and programs into the

she had with one of her students earlier in the day. She ends up leaving the school building at around 5:30pm.

schoo NEP will first evaluate its intemal capauty to provide a particular service. In cases where NEP does

30

NEPCS

34

31

welcome partners of the school.

Mission-aligned and philosophically-aiigned individuals and organizarions with strong track records are

alignment of an extemal provider with that of the school, as well as the track record of that provider.

not have the intemal capaaty to provide a given program, it will evaluate the mission- and philosophical-

At the current time, the e%ternal programs that we antiapate bringing into the school aze as foIIows: Enrich nent Teathert Charged with teaching one ninety-mitiute class per week. Given out interest in exposing our students to a wide range of e tracurricular and enrichment activities( e.g., athleticx, dance, theatre, crafts), we rely on eatemal experts, all irained on NEP's expectations and procedures, for our enrichment program.
Sotarday ScholarrAcudem.y Tutor.r. Volunteers charged with tutoring one or more students on core math
most gifted learners with programs, scholarships, and mentorships that contribute to admission into,

applicarion, background check, and Saturday Academy training before participating in our program. The Kennedy KriegerFoundation, 131rrck MenAt Penn,lnc,and other rigororupreparatoryprogmm.r. Support our

skills for cwo hours on Saturday mornings. Prospective tutors will be required to complete an

and success in, top-tier college preparatory high schools_

TBD Prnvrder. Charged with providing the school with interim assessments and related services. variety of challenges, including those related to improving our facility, providing educational resources and
F.

NEP looks forwazd to forging additional relationships with local partners who can assist the school with a
supplies, developing our academic program, and providing support services to our families. SPECIAL STUDENT pOPULATIONS AND STUDENT SERVICES

to the maximum extent apptopriate. Futther, we believe that a continuum of services must be available through the school so that all students can partidpate fully in the educational goals and mission of NEP.

Plan for a Responsive, General Education Classroom. We believe that every NEP classroom needs to be an environment which is tesponsive to the educational needs of all ctuldren, and accommodates their needs

present" co-teachers" as having equal knowledge and authority. Co-teachexs will have clearly defined roles
and responsibilities that dictate how often they meet to collaborate, when materials will be created or

the greatest extent possible. Within the inclusive classroom, general education and special education teachers or aides will strive to deliver instrucrion together in ordet to maaumize the talents of both educators and to

Inclusion at NEP is based on a co-teaching model. NEP will serve all students witlun an inclusion program to

with the spedal educator to ensure that the instruction is appropriately differentia[ ed. The Director of Special

general education teacher is responsible for delivering high yualit, Standards-based content, and collaborating

modified, to what extent they co-plan, and how to best divide the instrucdon within a lesson. Primarity, the

Education and Suppoitive Services will be responsible for making changes to the lesson plan and any
needs of each student are

learning

classroom materials that are used for each student in order to implement the IEPs and ensure that the
being met. Both
teachers
will

be trained

practice and ensure that students with disabilities make progress.

Support in effective co- teaching strategies, and provided with ongoing feedback and support to improve

by the DCAOCI Student

NEP Student Subjwrt Pmgrarn.c First and foremost, for students to succeed in an environment with high

expectations, teachers must be highly skiIled atdifferentiating instruction_Differentiating instruction within a classroom, however, is only a statting point for supporting all learners; a school mast have an extensive

network of supports in place to catch struggling students before they fall behind Every NEP student benefits from school-wide support programs. Some programs serve the entire student population and others require a teacher or Child Study Team( CS'I.

ELL Ptocesses and Proeedutes. NEP will serve all students regardless ofEnglish language proficiency. its students( and their families) who lack English pro6cienry in the manner atticulated in PSDEs recently
31

NEP seeks to work collaboratively with I SI) to best support its ELIs. NEP will identify, educate, and serve
adopted English Language Education Programming Manual, which includes comprehensive guidelines for

NEPCS

35

school administrators, teachers, support staff, and other stakeholders who work with I ISD students who are

FT.T c. The poliaes are based on program models that are saentifically-based and known to be effectiv and are in line with federal and state regulations xegarding the education ofpublic school EI1.s.

Ident ing ELLr. Sped6cally, to idenrify ELLs, we will use the following process. Upon enroIlment into the school, all students w l receive a home-language survey to identify languages spoken at home. If a language
other than English is identi6ed, a Teacher Assessment Specialist at the' school will admituster the LAS

assessment, review student records( ncluding those at the HSD Office' of'ELLs for students previously enrolled in a I-15I schoon, interview parents and the smdent, and make a recommendation for whether the
student is an ELL or not Those students identified as ELLs will be assigned an FSL level.(newcomer, novice,

developing, expanding, bridging as well as a program recommendarion model. NEP will report data, annually, to the school district and to the state. '

During this identification process, NEP seeks to afford zvery opportunity to help students understand the school' s policies and become active members of the school community. Translators will be employed to
support these efforts. NEP recognizes that parents have a right to decline ELL services for their child, and
will follow all appropriate regularions when this scenario occurs.

Se ving ELL.r. NEP uses a research- based Sheltered Content Instrucrion program model to support the
majority of its EI.I.s. This program model has two important components:
1.

Differentiating ELLlnstruction. NEP differentiates its:ELL instructional model for students based

on their English language pro5denry upon entering the school. Constant progress monitoring by
certified ESlrcertified teachers allows the school to move students into different instcuctional

models as their proficienry improves.


EI.L Cate
odea

English Instiuction EI,I.s

Math

and Contrnt Area Instruction

Addition l Supports

who

have demonstrated the

Sheltered instruction will bc providcd in cnath and contcnt

Expanding
and

ability to independendy master gradelevd English objectivcs will receive


English instcuction in
classes.
grade- level

ueas. These lessons ue designed


to deliver content knowledge and

ridging

En ish instruction. Thesc


standards-

All Engiish ins truction will be provided in an FSL cl croom and w 71 bc


focused
on

based lessons ue
ELL
accordancc

Moming check-in with


L instnxtoc to rcview homework and

designed
with

to studrntc'

bulding language
as

profiarncy levd in
As
the

pro6aenry

quickly
with

as possible

MA EI.A benchmarks

Developing

studrnts move

towazdsjprofiarnry,

and outcomcs, and

thry
rich

1" stcuctional goals for the day

L instruction,

hravy
grnre

incorporate key ELi. strategaes


such as

scaffolding, w11 inco: porate reading and introduce core


comprehension and

visible,

print-

envitvncnent, group
skiFls

work,

vocabulary

thematic
pf

units and

questioniag
will

Mandatory referral to thc aftcrschool Litetaty Pf g`am


TwoWay Language
Instcuctional model and
nguage Specific Shdtered Instcuction if
appropriate

tau

ht in

dolevel En '

ah chsses.

pand

All Engluh instiuction w l be provided in an ESL classroom and wll be

Newcomer
meive

Novice ELI. s

day- long, intensive ESL


and

focused
Newcomer
and

on

bu 7dieg language
as

instcuction until achieving ce tain


foundational

profidmry
;

Novice

though an

quicWy as possible. ESL teacher will

decoding fluenry benchmazks.

nformally teach comprehension with

questioning and retelling stntegies, the

focus of instruction will be decoding,


fluen
2.

and mnventions.

Progress Monitoring of ELIs. On an annual basis, F_ L.Is will be assessed and, as approptiate,

reclassified to a new ESL level or detetmined to be profident in English. Spedfically, during the month of March, each ELL will be re-assessed in the areas of listening, speakit g, reading, and wtiting in English by trained personnel at NEP. During this process, the following data will be considered:
LAS testing results; a student' s perfotmance in classes, ESL Progress Reports, school-based

32

NEPCS

36

33

assessments, and statewide testing resulcs, NEP will schedule meetings with parents to discuss findings and recommendations.

two years after they have been reclassified from EI.L status to Former ELL status, or until graduation from NEP, is earlier. It is NEP's tomaintain an ELL student population in line with the districtwhichever average during the course of it intention operation.
students effectively, it is the poficy ofNEP to ensure t6at its ELL students are instructed by teachers vho are quali6ed to shetter insttucdon. This includes teachers who are dually licensed in the subject matter in which they teach and ESL, or who are licensed in the subject matter in the subject in which they teach and have

on a specifically_designed program fot leaming English. NEP will monitor the progress ofits students for

When a student appears to be profidentinEng ish, the school will follow the process ofreclassifying a student from an ELL to a Formet ELI,status. The major criterion for determining whether a student may be reclassified as a Former ELL is his/ her readiness to do ordinary cIassroom work in Engiish without reliance

ELLSta' ing. In addition to hiring a proportionate number ofCategory 4 ESlrcertified teachers to serve our

completed theDESE approved category trainings in four areas: Category 1 ( Second langvageiearning'and
Categoty 4( Teaching reading and writing to FL.I,$).

furtherxecognizes that only teachers licensed in English as a Second I.anguage( FSL) will provide ESL instruction. The salaries of the schooPs cerried FSL instructors, as well as the salaries of content-area
teachers who shelter instructioq will atign yvith the compensation plan outlined in our budget

other appropriate staff complete training in Categories i, 2, and 4 during August 2014 staff orientation. NEP

teaching); Category 2( Sheltering content instrucrion); Category 3( Assessment of speaking and listening; and Tt is our intent to have all of NEP's content teachers and

our practice, and revisions, including Professional Developmenc, will be made to better ensure that students are making ptogress to learn English and academic subject matters successfully.

Evaluatiothis n ofELLProgram. NEP will formal ly evalwill uatereview the effecti veness ofits ELLprogrammi ng every During time, NEP's Principal and DCAOCI student performance in the school's EI.L spring. PTOB* nvuding ELL Progress Reports, Report Cards, Monitor Repotts of Former RT.Ts, Lt g assessments, local assessments of literary, and statewide assessments. The results of this analysis will inform

GeneratBducation Classroom Referral Process. NEP will employ the Child Study Team( CS'I), a small team oflicensed special and general edncation teachers, to respond to the spedfic leaminp needs of all
students for spedal education services.

students in t] e general education classroom, provide continuous support, and, when appropriate, evaluate

fully comply with all state and federal statutes, including Tide II of the ADA, the IDEA, and Section 504. NEP will educate students with disabilities in the Least Restrictive Envitonment( LRE) and with their nondisabled peers, to the extent appropriate and allowed by each student's IEP. The school will not discriminate in admission and enrollment practices against studrnts having or suspected ofhaving disabilities.
33

resource for more specialized evaluation. Neuropsychological evaluations of students will be conducted by Special Education Processes and Procedures. NEP will serve all students regazdless ofability. NEPwill
highly qualified cliniaans and NEP will investigate the approptiate agrncy to provide services.

evaluate its effectiveness, The CST uses observation and assessment data to decide which strateg es and interventions to continue, modify, and discontinue. The plan and all adjustments to it are documented if the adjusted plan is eEfective, the CST continues itx ongoing monitoring, evaluation and adjusttnents. If the plan is not effective, the CST will consider referring the student for a spedal education evaluation or to an outside

The CST is engaged after initial academic or behavioral concerns for a student result in a failed intervention. At that point the teacher completes a CST refetral form and the student's parents are informed. The CST meets to evaluate the student's classroom performance, strengths and challenges, and prescribes an intervention to address the student's obstacle(s} to acadetnic success. Through this process, the CST creates a comprehensive plan that includes strategies and stcuctures for teachers and school staff to employ. Ovet the next 3- 5 weeks, metnbers of the CST periodically observe the implementation of the plan and teconvene to

NEPCS

37

34

At NEP, we believe that all students, regardless of ability, can achieve academically. NEP will provide
students with

disab ities

Free

and

Appropriate Pubtic Education( FAP:

To ensure that all students' needs

PSDE, and we will hire a Director of Special Education and Supportive Services- Student Supports, with extensive experience ovexseeing effecrive spedal educarion progr ns, to work closely with the Prinapal and
DSFSS, as well as all teachers and students, to provide accommodations and modifications as needed The

are well met, NEP will hire teaching staff who have the appropriate speaal educarion licensure issued by the

DSESS- Student Supportis will also oversee the inclusion progxam by supporting trdms of co-teachers,
observing coteaching, and giving feedback on' accommodations that are made to classroom matetiais. The
DSESS- Student Support will also maintain records and ensure that all staff ineets the needs of all studeats
with disabilities.

NEP' s college- focused mission applies to all its students'. For some students, the path to college will lead to a

traditional four-yeat, rigorous acadetnic program. An equally valid path to realizing bne's full potential eould
be attending a technical college, associate' s degree program or speaal needs- focused college.
Ident ing Student.rwith Di. rabilitief, lEPDetKlopment and Ir kmentation: Upon enrollment, families will complete

questionnaires to identify if their child has received spedal education services or has been diagnosed as l aving
a disability. Once students are enrolled in the school, tlre DSFSS- Student Supports will communicaEe with

families whose students are already receiving special education services. The staffwill implement existing
IEPs and provide an appropriate education in the I1tE. In the event that a student with an IEP is not making

effective progress, the special educator will convene the team and, if appropriate and only with parent
consent, the team will make changes to the IEP.

For all students, academic progress will be tnonitored reg ilazly: Students who are suspected of having a

disability and who are not making effective progress will:be referted to' the CST refeaal process, as described above. If,after the GST process, progress is still not being.made, the CST will recommend an evaluarion to

idenrify a possible disability. NEP, with parental consent, w711 obtain an evaluation by an appropriately

licensed professional. When an evaluarion ind'tcates evidence of a' disability and that special education services
are appropriate, an IEP team consisting of the parents, DSESS- Student Supports, a regular education teacher, and the student( if age appropriate) will develop an IEP for the student and agreed upon special

educarion services will be provided All IEPs will be waluated annually and revised as needed by the IEP

team. All students receiving special education services wi11 be reevaluated at least once every three years.

InrtrrntionalModelr. As mentioned above, NEP serves students with disabilities withinan inclusive, coteaching
model to the greatest extent appropriate. We believe that students with disabilities benefit from additional

adult support, and that there are extreme benefits of two teachers collaborating to plan and delivet high quality instructioq especially when structures and supports are in place to ensure each studen s needs are being meG Some of these structures include a hard deadline in which the general education teacher provides the spedal education teacher with materials that need to be modified for each student with at IEP, or a buiItin
time

for

coteachers

to meet

with the

DSFSS Student Support to discuss achievement data of students

with disabilities. In the planning stages, teachers draw strategies from a catalogue of best practices that will be developed by the AAMs, based on best-practices from schools that serve students with disabilities, and honed

by classroom teachers. Additionally, each teacher will be= esponsible for implementing the IEPs of all students in their classes, and seeking support in implementation when necessary.

Presendy, we plan to serve a signif cant` lughly-spedalized" population, induding multi-handicap, autistic and
mildly cognitively-impaired students. In cases where these students' IEPs dictate the need for a low teacher-

tostudent ratio ot alternative curriculum, it may be necessary to place them in substantially separate( subseparate) classroom settings. While NEP will directly operate all facets of its special education program and

will be responsible for evaluating and hiring staff to meet the needs of all seudents, it will work dosely with FiJD to identify highly skilled spedal education candidates and effective program structures for highlyspecialized students.

34

NEPCS

38

35

Spedal Educapon

Instruc6onal Modds
Full Inclusion

Ch racterisdcs ofDaily Instrucdon

Aide in accotdance with IEP:


Subsqntial Inclusion
modified small- gt

Studcnt attcnds gcner( educatioa cla.eses all day and receives accommodatcd and/ or modi6ed instruction and instcuctional matciiaLs by spcaal cducation ccrtified tcachcr or Special Edncation
rti

Student attends mo,ctly gencral eduntion cla,aces but also rcceives accommodated andJor individual
gtoup and

insttuuion in a,

teacher or S '

Isducation Aide in accordinm wi[h IEP.

te settin 8

bY

aal education cerdfied

Sub- scparate '

accordance with IEP.

education population by a spcaaF edupcion ccrtified teacher or Speci l Eduudon Aide in

Student racives modifud in3t:uction in smaU-BrouP or iodividual setting apart from gene:al

I rlrrrcYionalMethocG: NEP employs'insrivctional methods that wiil, to the greatest extent possible, provide
special needs students with access to the general curriculum. General education and special education

inclusion, or sub-separate Methods iaclude, but are not limited to, the following for each disability identified by the classt+ooms. PSDE.
S '

Instrucrional methods are developed and revised for students through ongoing teacher communication, are dependent on each student's spedfic disability, and can be used in each of the full inclusion, substanrial
Instructional Mechoda

teachers will collaborate to support students to help them meet IEP goals and make academic progress.

fic Disabili Iptellcctual Impairmenc

Brcak,dif6cutt contcnt into smalla, more manageable chunks Group:students heterogrneously with gcneral education students

Provide additional supporc through cotcaching


Communiration Impairment
Providc Scaffold
Neurological Impairment
ssistive

Modi contrnt b reducin the number of tasks r uired


technol gY
sim

and

P hic o
rous

while identifying main idea


skills

ganizer co allow studrnt to hear a text oratly

from

le to '

Spffold skills' from simpk to rigorous

Providc, deaz, broken down instructions


Provide
Health Impairment
ccess to

de lcvel standazds

Crcate incentive plans bascd on student intaects


movcment/
nceded

For ADHD, mcthods may includc: provide dear limits, ensure opportunities for
breaks( f necde,

provide preferential seating, dcvelop behavior plan( f

Emotional Impairment

Creatc incrntive pl ns based on student intaest


Provide freyuent breaks or chcck-ins
Provide

Autism

ortunides for leadershi

Diffaentiated reinforcemcnt

Picture Exchange Communirrtion Systems


Remforce
srnso
and whole

Devdopment l

leamin

thmu

small

ou

Delay

ractice and r

tition

Provide d'uect insccuction including step-by-step d'uections Provide manipulatives aze accessible and used to demonstrate concepts
Provide

hic or

n'vers for EI.A

Srnsory

Impairrnent

order to identify important details


Provide instructa
Phya7cal Impaument

Provide assistive technology Eor a blind student to download a text and hrrr it onll ym '
who can communicate

in American S )

an

for a deaf student

Provide full access to all instructional matuiats, activities, and fidd trips
Modi buildin faeilities to accommodate student's need.e
Gaar

Specific
rlirordsr

lxaming Disability
ia
one or

mon oJt/ x

Deprnds on speofic learning disability, but may includr.


Provide
teacher- prepazed oudines,
notes and

P', y''hntogiralpiocuru rnwkxd ia


r

P .uc

nizers

ndrmoRdixg

or

in

x.

ring lungrogr, rpoken or


it. alf iK
oa

Provide opporeunity to hear content cea tezts rcad aloud or on audiotape

nnittrn, that mo

mo7ife, r!

imperftd aGiGt fn Gthq thidk,.peok. reo[/,


mritr,. rpe/
or

Provide extza processing time and/ or extra time on task with frequent teacher check-ins Give directions in short, concrere steps both orally and visually,
Givc shortened assignments, when appropriate

te

dn

motbemoAica/

roltrilationr

35

NEPCS

39
I

3G

SpecialEducation Stafftng and Pmgam Evaluation. Below is the staff profile required to best serve the special
needs student populatioa at NEP during the 201415 acadetnic year.
Title
Centcal Role Smdent
Monimr
and assess all

Qualifications
pecial education and

Est. Sala
365,000

DSESSSupports

EI.,

-
,

instruction and scudrnt support special education staff and CST


Design

Maste s Degree in Special Education

progr ms; manage all

Fxation
5

ppon teachin ex
education

rience 558,753

Special Education

and' uuplemrnt curriculu accommodationa

Spedal

Teacher Indu ion


Special Education
Teacher- Sub-

certification

and modificaeons required by IEP; manage IEP


rcview and evaluation
Design
and' unplanrnt

rocess for individual student3

hig}ily specialized

curricular

m(

educafion certiFiptioo with

focus

on

558,753

accommodations and modi6cation required

by

IEP;

Separate Special Education


Aide

manage IEP rcview and evaluation process for individual students


Asdsts special
separate

cpecificdisability

education teacha

in substantially
comptiance

Relcvant

ch ld{ are experirnce and

dasscoom

532,000

co ensure

IEP

ieferrnces

Eyaluatiox ofSpecfalEducation Program. NEP will formally evaluate the effectiveness of its special education
prograznming every spring. During this time, NEP's Principal and DSFSS- Student Supports will review

student performance in the school' s spedal education program, ineluding individual student progress towards
yearly IEP goals, Progress Reports, Report Cards, Monitor Reports from special education teachers, and

statewide assessments. The results of this analysis wi11 inform our practice, and revisions, including professional developmen will be made to better ensuce that students are making better.progress tvwards
IEP goals and are making academic progress.

Sp cialEd rtalion Sta,$ ixg L.eYek. In 201415, NEP's pmposed fust turnaround year, we antidpate that the

school's percentage of students with disabilities will decrease slightly versus current levels. While we have developed recruitment strategies to reenroll the schools highest-need students with disabiliries_Our 6ve-year
spedal educarion staffing model is based on such expectarions. It is NEP's intention to alvvays mairitain a percentage of students with disabilities in line with the district average. The table below identifies speafic
posirions and the proportion of each posidon's time that willbe dedicated to special educarion instruction.
Academic Ye r
201415

Tide
DSFSS- Studrnt Su rts S ccial Education Teacha Indusion
S
c al

Number of Positions
1

Share

of Time on

S '

al Education'

75-] 00%
00%

3
3

Educarion Texher- Su Education Aide- Sub


res

rate ar te

100% 00%

S
2015- 76

cial

DSESS- Student Su

7rr,
4
te

S ecial Fducation Tcacher Inclusion S cial Education Teacher- Sub- Se


2016- 17

700% Ippo a 100%

Q
5
1

Education Aidc- Su DSESS- Student Su rts


cial

arate

75-] 00%
100%

S '

Educacion Teacher Inclusion


cial

4 2

S S 2017- 18

Education Teacher- Sub- Se


F. ducation Aide- Sub- Sc
orts

arate

oo 100% 75_%
100%

ecial

ate

5
2

DSESS- Student Su
S '

Education Teachu Indusion

4
te

S
2018- 19

aial

Education Teacher- Sub- S


arate

2 5
7 700%

S '

Education Aide- Sub DSESS- Student Su rt


S
cial

00
100%

Education Teacher Indusion

4
te

S '

Educadon Teacher- Sub- S


aal Education Aide- Sub
rate

2
5

00%
100%

Speaal education teachers will be responsible for writing/ typing IEPs and handling other associated tasks
administrative
under

the guidance and support

of

the

DSESS

Student Supports. In preparation of the

annual IEP meeting, special education teachers will gathet information from general education teachers( f
36

NEPCS

40

37

on 5 hours on paperwork. The student casel oad ofsubstanti al y separate teachers wi]Ivars,, butaverage, we estimate thatper theyveek will also spend, on average, 5 hours pet week on paperwork.
seYVices.

estimate that inclusion teachers w71 have a caseload ofapproximately between 15- 25 students and w711 spend,

applicable), service providers, and any othcr special educator that provicies ditect serviees to the students. We

speech, physical and occupational therapy, the school will contract with externalproviders. Our executive team stands ready to make budgetary adjustments and reallocations depending on the actual need for such

In cases where an IEP requires specialized senices not offered by NEP'sspeciai educauon staff,such'as

Nuttitional Ptogtam. NEP ofers its students two nutritious meals( breakfast and lunch) and one nutritious a& ernoon snack per day. Breakfast is served from 7:30-7:SSam ciaily, Iunch is served from 11: 30- 12:55atn daily, and afternoon snack is delivered at 2:40pm daily. NEP intends to utilize HSD's food service provision

Speci ficallya, diet by the end of8th grade, will the master l nutrition-rel ated content can select that supports health students and reduces risk al of illness and future chronicstandards diseases. such that they
NEP, in collaboration with 7fSll, will provide a clear and simple free and reduced lunch/ milk application form to families. The informarion requested will be limited to that required to demonstrate whethet the family does, or does not, meet the eligibility criteria for& ee or reduced price lunch/ milk and will include all curreat household income( salary, welfaze, disability, etc.}. Additionalty, the applieation will require applicanis.
and supplying the NEP food-service staff with updated lists of eligible students.

Nutrition Service to support children's healthy growth and development. Students aze also taught aboutnutrition, through their Fitness and Health classes, taken at'least twice per week by every student'

Food&

for all meals and snacks. All meals aze offered by HSD and meet the nutrition requirements set by the USDA

membet who signs the application. NEP and TiSD will use this information to detetmine eligibility for the free and reduced lunch program. The Director ofthe Parent University, in collaboration with other district staffinembers, will be responsible fot supplying the fotm to families, tegistering all families for the program

to provide the names of all household membets and the socia) security number of the adult household

Ancillary and Support Setvices. Our execvtive team anricipates offering NEP's students and families : discuss relevant topics and providing desired trainings and informarion sessions. Such meetings and trainings may be led and facilitated by NEP's Director ofthe ParenCUniversity, Director of the Student Success Center and School Advisory Council or by other commuruty leaders secured by NEP. For egample, we can envision hosting a meeting to discuss the dangers ofsodal networking websites, providing parents with tools and ideas to effectively monitor intemet use by theit children. Or, we can envision hosting a hands-on training session to assis[ our students' parents in applping for high school financial aid via the internet or assisting patients in
community as a whole. We antidpate hosting regular meetings for patents and other community members to
ancillary and support services that can contribute to the school's mission fiilfillcnent and benefit the

assisting their children with homework and assignments. We w l provide language interpreters when
appropriate.

ScboolNurrt. In addition to these services, NEP's Deputy Chief of Opetations for Talent Development& Human Resources will conduct a targeted search for a school nurse with initial licensure, which means all

relevant child care setting. The school nurse's roles and responsibilities will be aligned to national standards,

candidates will have a Illinois nursing license, BA or MA in nursing, and at least two years of experience in a

and will include providing direct healthcare for the school; providing leadership for the development of
liaison betaveen school personnel, families, the community, and health care providers.

school health services and poliaes; providing scteening and refetral For health conditions; and serving as a

The nurse will be annually evaluated by the ChieEAcademic OfFicer and/ or Prindpal according to these responsibilities and a plan will be developed to highlight areas of improvement.
met with a number of community organizations including the J-Iarrisbur Community Health Center, the
37

relationships with community organiZations in I arri burg, the site of the school. The founding team recendy

Relatiox,rbi r nrith CommNnity Organi ation,r. The provision ofancillary services will also involve leveraging

NEPCS

41

38

3 irisburg Theater, the}-latrisUvrg Boys and Girls Club, the 13arrisburg I'MCA alI of which have expressed interest in establishing partnerships with NEP. NEP' s school counselors will match the services of these organizations to the needs of our students and, along with the CST, refer students to them as needed. For
example, a student with a single, working parent may need eatta structure and programming after school. In this case, the CST process or a counselor might refer the student to the Boys and Girls Club.

III. HO{ I ILL THE SCHODL DEMONSTRATE ORGANIZATIONAL YIABILITY.


A. ENROLLMENT AND RECRUITMENT Student Entollment Plan. NEP
will serve

these' grade levels

and

approzimately 800

students-

during its

fixst year. It is our belief that managing a fiill school in Year i will enable us to serve the cit s most
wlnerable students, including many at-risk students, students with disabilities and EI.Ls. Further, unless rising 7th and 8th grade students receive immediate and aggressive intervention and support, those students will be unlikely to maximize their full potential.
Our five-year enrollment plan, based on antidpated student enmllment, is as follows:
NEP Charter
201415 20] 5- 16 2016- 17

2017- 18

201& 19

School

Kindec
1"
2^

rten

50
100

50
100

50
100

Sp
100 50Sp 50 50

5p
100
50

50
50

50

50
p _

3`
4`

5p
50
50

5p
50 50 I50
100

50

5'"
6 7

50
150

I50
100
50
650

150

150
100 50 650

100
50

100

8
School Totals

SO
650

50

650

650

While these enrollment numbers represent our enrollment targets, ve seek 700 total seats ftom the District to allow us some enrolitnent flexibilitv above our intended totals: We' have no intention to expand
beyond 1000 students.

Parental Support. We have gauged strong parrntal support for our proposed schooi. Conversations with parents of students in e. isting, undezperforming, Harrisburg public schools about our intended program have
revealed a strong likelihood that the parents of K 7th grade students will seek to enroII their children in
NEP' s inaugural K-8 grade seats.

Moreover, members oE our executive team have had numerous conversations with stakeholders in various

neighborhoods fmm which many of NEP's proposed students will be drawn from. They have expressed their

fivstration with a lack of strong public elementaty and middle school opdons for the neighborhood' s families.

These sxakeholders have neatly unanimously agreed that NEP will have no difficulty in reaching its
enrollment targets in Year 1 or beyond. Our letters of supporc reinforce this theme.

Recruitment and Retention Plan. NEP's recruitment and retention plan will be detailed through this
proposal and the Attached Recruitment and Retention Plan.

unlikely to learn about NEP as an option for their children unless our team makes proactive communication

Communications and Public Relations. We tecognize that there are a number of families that may be

efforts. We will, therefore, actively publicize NEP's program through a variety of inedia and means, beginning

in fall 2013. These efforts will be led by The Commission on Urban Leadership' s full-time Family and
Community Outreach Manager. Generally, our outreach efforts will span two categories.
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I

F'

e wi11

participate in

all

HSll- sponsored

awareness of the district's new proposed schooL Specifically, NEP will join in and promote Ijarri, bur' s Schooi Preview Times(! f applicabte by the district). Further, NEP plans be included in all school choice materials distributed to families by 1 lSD ifpossible.
Schooi Choice
activities, and

events and outreach efforts to ensure sufficient public:

ity and

Second, NEP will embark on outreach efforts above and beyond 13SD-sponsored activities and notifications. For example, we will distribute applications, informational brochures, and notices to various qrgeted community locations andpublic events (e.g., community centers, places ofworship, and public libraries.)
middle school-aged children in the district or in the catchment area. All applications, brochures, and notices will be devetoped langvage and will be translated into Spanish, Portuguese, Haitian-Creote, Cape Verdean Creole, in simple Mandarin be denied information family about NEP. A1so, NEP will host addiponal, broadly-publicized information sessions between now and Augusc 2013 for any interested students and families. These information sessions will be held at various locapons and different times to ensure
and
so that no
will

NEPwill request contact information for mailings from 3$ D in orderto reach all families ofelementary and

'

televisioq if necessary.
rportation.

accessibility to all interested families. Further, our school may consider marketing our program via radio and
esample,

NEP willTraa. ensure full accessibility to the school for all eligible students by removing barriers related ta For Itip
Ia,(

provide uansportation to NEP students.

Pa entalExpenrea. For example, we will provide free uniforms to families who cannot afford to purchase uniforms for their chitdren.

Lvnguage. For example, we will ensure interpretets are readily available at all parent and family events. Health. For example, we will emplop a full-time schoo2 nurse to suppore students with any medicat conditions that could otherwise prevent them ftom accessing our schooL
afterschool child-care that families may otheiwise require.

Schedrrling. For example, out estended academic day reduces the need for beEore school and

Duabilitie.r. For exampie, our facility complies with all handicap access codes.

application for all families to submit for enrollment. Students will be accepted on a first come first serve basis and public lottery basis iE they meet all requirements for enrollment. See attachment for the complete draft of our Student Enrollment Poliry.
B.

Student Enrollment Policy and Lottery Proceduces. In short,NEP will use an easy, information-based

CAPACITY

Relations, respectivety, of the City ofNcw York,Johnny j.Patterson and then Deputy Mayor of Tnternational Education and Economic Development Dennis Walcott who is now Chancellor of the NYCDOE were inspired by the success that thirteen charter schools and its students were having. Over that time period, Assistant Deputy Mayor/ Deputy Comrrussioner Pattexson met with the six school's stakeholders, including theic tremendous facuttp and superb Board, which transformed these schoots from a s[ ruggling school into its top-performing schools. Never before had such rapid improvement takrn place in New York Cit s public school or charcer schools, and never before had an
urban public school become the highest-perfomzing elementary school in state.

Deputy Commissioner

Otigins ofthe FoundingPublic Team. From 2010 through 2012, while seivuig as Assistant Deputy Maqor/ Poliry, Intergovernmental&
of

underperfomung district elementary and middle schools, where thousands of students were being inadequately ptepared for the path to college and thus prevented from reaching their fi,I1 potenaal. Thus, after leaving the Btoomberg Administration, Mr.Patterson founded The Commission on Urban Leadezship, IZC, a for profit SMO that would support the transformation of faling urban district schools. This aLso led
39

performance strategies being used at these schools could be applied to some of the city's most

While pleased by the success that the schoot was demonstrating in academic achievement and closing the achievemern gap. Mr. Patterson and Chancellor Walcott began pondering whether the improvement and

to the creation ofNational Education Partner's, Inc., a non-pmfit traditional national charter schooi network.

NEPCS

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40

Exdted bp the prospects of bringing their schoo2 turnaround vision into the I1Sll system, Mr. Patterson has assembled a, founding team driven to tum the vision for NEP into a reality. The team is united by the belief that the Achievement Gap is the most aitical Civil Rights issue of our time and by a passion for eliminating iL The team further believes that the most effectine and efficient means to close the Achievement Gap is through rapidly improving underperfornning urban district schools.
Collaboration of the Founding,Team. The founding team has been in regular communication about the

plans for NEP and about this applicauon. Mx. Patterson, as the,primary author of this application,'has
regularly sought and= eceived input from the school's proposed Board membets and other founding team members regarding all sections af the application. For example, during the months of 1Vlarch and June, Mr. Patterson facilitated' a weekly phone call'with a subset of the school's founding team to gather perspectives on the school's emerging govemance model and organizadonat structure. Such ongoing collaboradon has
tangibly,enhanced the quality of this applicadon.

The founding team has also been working in extraordinarily close collaboration with F t D to shape this
application and the plans far the proposed school. For example, the school' s Chief Executive Officer has

exchanged emails with key personnel( e.g., I-Iarrisbucg School Discricc Staff s, and Ms. Kauffman) on a regular
basis since summer of 2013. We antidpate that such communications and or meetings will continue through fall 2014.

Additionally, since late August, ftve of the proposed school' s founding team members- Johnny Patterson,

Vemell Fields, Sheena Williams, Courtney Gaddy and Curds Wilkerson- have been working on a dailp basis
to drafispecific sections of this application( those most aligned with their individual expertise); to fuxther

research the practices of high- performing urban schools and successful school turnaround efforts; and to shape the proposed school. These founding team members will continue working full-time on school planning through August 2014 to ensure NEP is successfuliy launched

Iasdy, we anticipate that the school's proposed Founding Board will meet during the months of November,
December, January, and February to develop itself and prepare for eEfective governance of the.

Pre-Opetational Petiod. During the pre-operadonal period, The Commission on Urban Leadership, LLC CUL) will be voluntarily providing in-kind services( at a value of approximately 350,000) in support of
NEP's proposed iaunch. For exunp2e, CUL currendy employs a fulI-time Director of Talent and has a staff

recruittnent budget of near1y; 100,000 to recruit and hire the most outstanding teachers, leaders, and staff
members to advance student achievement at NEP.
We believe
that but in no certain form never in Natrisbw;' history have so many financial and human resources been committed for supporting the launch of a single charter school. But we further believe that the endeavor on which we are embarking the transformation of an underperfomung district school into an

eactraordinary NEP Charter Schoot is complex and will require relendess effort over the next nine months.

The Founding Team. The founding team for NEP is made up of the following members:
Chief Executive Officer/ Lead Founder.

Johnny Patterron. Johnny is currendy the Chief Executive Officer( CEO), of National Education Parttser's, Inc.

and Chairman and Chief Executive OFficer of The Commission on Urban Leadership, LLG Johnny will be
the Chief Executive Officer of the ptoposed charcer school, but have no govemance role and no employment

role with the Commission on Urban Leadership, LLC. Mr. Patterson is an accomplished leader in public poliry, intergovemmental relation and government

administration. Johnny has served as Assistant Deputy Mayor/ Deputy Commissioner of Public Poliry,
Intergovemmental and Intemational Affairs in the City oE New York and the New York State Governor's Office. He has also served Deputy Chief of Staff and Special Assistant to the Mayor for Intergovernmental

Relation and as Interim Commissioner of Parks and Recreation in the City of Mount Vemon, NY.] ohnny is also the Founder/ Chairman/ CEO of a very successful intemational communications group with of6ces in
Los Angeles and Ncw York. Johnny attended Columbia University where he studied Political Science, Global
40

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44

41

Healthrare Management

Business and Public Policy.Johnny is currendy completing a dual degree BA in Public Administration in Poliry& a MPA.
and

Other

Founding Team Members Proposed Commissioners.

Dr.Kirk P. Gady. is a parishioner ofHistoric St. Franas Xavier Roman Catholic Church in East Baltimore. Dr. Gaddy attended Catholic Schools from Pre-Kindergarten through Graduate School at Loyola University in Maryland..Dr.Gaddy attributes his success to the 0btate Sisters ofProvidence, the
and participatory member ofour society. Dr. Gaddy is a 1983 graduate of the Oblate Sisters of

School Sisters ofNotre Dame and to the Society ofJesus, who educated hitn to become a contriburing `

Catholic Education.

Gaddq obtained a Master ofEducation in Curriculum and Instrucrion in 1989 from Loyola University in Maryl and. Dr. Gaddy earned a doctorate from Nova-Southeastern University in Educarional Leadership and in Curriculum Development in 2004. Dr. Gaddy has over 27 year in education, ofwhich 23 are in

Providence' s St. Frances Academy, where he was graduated valedictorian. Dr. Gaddy received a Bachelor ofArts Degree in Psychology with minors in History/ Theology from Loyola University in Maryland. Dr.

Teaching Resources Manual for African American Catholic Catechist in the Archdiocese of Baltimore. Dr.Gaddy is a member ofAlpha Phi Alpha Fratemity Incorporated. He is married to Crystalyn M.
Gaddp and they are the proud parents of Courtney, Kitby, and Kirk,Jr.
education
and volunteer service.

Maryland. Dr. Gaddy is a consultant to Sadlier Publishing Companq 1n the areas ofRelig on and Mathematics. Dr, Gaddy is a membe,t of the Niama Ministry that writes and produces the Keep on

Currently, Dr. Gaddy serves as Middle School Coorclinator at St. Francis Internarional School in Silver Spring, Maryland. Dr. Gaddy is the co-founder of the Bluford DrewJemison STF,M Academy in Baltimore. Dr. Gaddy is an adjunct Assistant Professor ofEducation at the Institute for Black Catholic Studies at Xavier University ofNew Orleans and serves as Core Facu[ty at Sojourner pouglass College in

Sylvia Simmt. Appointed by the Mayor on January 28, 2013, Sylvia P. Sicruns has dedicated her life to

helping Philadelphia' s children through sustained parental advocacy, voicing concerns regarding equity founded" PARENTPOWER,"
In 2009,
she

organization focused on protecring the rights of qoung people and etiminaring the academic achievement gap in Philadelphia' s schools. Presendy, Ms. Sirruns works for the Comcast Corporarion and the Urban Affairs Coalition as Outreach Project Coordinator for Broadband Adoption which seeks to expand digital access to underserved comcnunities in Philadelphia. Prior to this position, she served as a bus attendant for students with disabilities for more than IS years as a School District employee. Ms. Sunms has been honored by local cotnmunity organizations for her long-Iasting commitment to Philadelphia' s youth and championing for passionate parental involvement at every level. She has sat on the Mayor's Office of Community Service Advisory Board, has represented the School District on the PA State and National Parent Advisory Council and most recently served on the Superintendent Task Force that selected Dr. William R Hite,) r. as the new leader for Philadelphia' s schools. Ms. Simms is the proud mother of two adult daughters and one granddaughter.
well. Ms. McCoy's passion for education and educational excellence for all students is evident in her
work with the Philadelphia and Trenton School Districts. Ms_McCoy is active in her respective

a family driven

HeatherMcCy. Is a well rounded educator that specializes in special education but has taught Spanish as

community as a Volunteer and Tutor at the American Red Cross Shelter in Lower Bucks County, Volunteer at Anchor House- a multi-service agenry for homeless and at-risk youth and is a member of
the Fredrick Douglass Societq for Higher Education at West Chester University.
41

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42

Kelly Si r.Is a' dedicated, zesourceful and goal driven teacher. Ms. Sietker has worked closely with chiidzen diagnosed with Autism Spectrum Disorder, ADHD and other learning disabilities. Ms.

Siefker has additionally, assisted with the development and planning for students with special needs,
disabilities and IEP' s.

Other Founding Team:Members Proposed School- Leve1 Employees.

The folbwing individuals wexe recnuted to become part of the founding team after an intensive, national
search yielding hundreds of resumes. NEP's Lead Founder and severxl of the school's proposed Board members vetted many candidates through a rigorous selecdon process; the following individuals were

determit ed to be outstanding candidates with.the skills and experience necessary to drive excellence at NEP. Curtis Wilkesson- Will serve as' Chief of Government and Community Relations: Curtis served the
Philadelphia City Council in many different capadties. Mr. Wilkerson is Director of Constituent Services in Council President Darrell Clarke' s Office serving the Fifth Council District. Priot to that Mr. Wilkexson was
President of the National Organization Generation Next This organization mobilized and trained youth

across the country on political activism, leadexship and twenty first century civil rights struggles that we face.

Under his Ieadership the organizarion gained national acclaim for their work and commitment to young people and the political process. Mr. VU'ilkerson attended Eastern University where he studied Political
Saence. Veme1l Fietds

Will serve as Deputy Chief Egecutive Officer: Vemelt is a sawy, results-oriented leader with

proven success in managing supplement educational services for a variety of educational providers. Her background includes being and account parcner, tutoring and self sufficienry coach. lVls. Fields is also a
critical thinker and adept youth and community advocate for education and educational poliry. Ms. Fields
i as previ.ously worked as an education professional and manager within various educational' institutions and

corporapons. In addition,:she' s completed various trainings succ sfully focusing oii' finance, educauonal
poliry, and office admuustration with various companies as an intern and employee. Ms. Fields holds a

Bachelor of 11rts in Administration ofJustice from the Pennsylvania State University.


Sheena William. r. Will

Implementation Officer: Conceiving, developing and executing the strategies and initiatives that direcdy inIluence orgatiizadonal readiness, economic growth, competitive positioning, staff managemen and providing quality consumer secvices is what Sheena dces
serve as

Chief Innovation&

best! Throughout her career, in senior management and administration positions with leaders in diverse

industdes, she's earned a track record of success in managing complex business itutiatives, and achieving
exceptional rather than ea pected results-in business, organizational and staff devetopment. Sheena will bring these talents to NEP for continued orgatuzational viability and success.
Coartney GaJdy- Will Serve as Chief Operating Officer: ViTth years of vast eaperience aaoss industries.
Courtney wi71 bring sound human resources eacperience in recruitm t and deveiopmrnt of our staff and prospective staff. The skill set she brings will be invaluable to the progtession and development of out
organizadon.

Mimnda Pridgen Will sexve as Director of the Student Success Center and School Advisory Council Miranda brings to NEP a solid background in providing faznilies and students with vital resources they need outside of the school. Miranda has consistendy demonstrated this through her work at the HERO Community Center
located in North Philadelphia. Through her efforts many families and children has received social services, educational enrichment and cultural opportunities for enrichment and growth through Miranda' s leadership.

42

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43

Please

Organizadonal Chart, T'heschool's 2014-15 organizational chart is depicted below.


see

tlppendia- L ST 41

7NG PI

N e'y ORGANIZATIONAL, G7- qRT

responsibilities ofxhe Board and Chief Executive Officer are detailed elsewhere in this application and its attachments. The way in which the principat is selected and evaluated( by the Board and Chief executive Off is in other
cer)
also addressed

Otganizational Nattative. National Education Partners, Inc. will be govemed bq a Board. The roles and
sections of this a

narrative below narrowly focuses on the reporting relationships among school-level Personnel.

PP lication and its atta chments.

Thus, the organizational

In its initial year, NEP intends to serve$ 00 students in grades K-S. The staffsize will be 68 adults.( See attached staffing chart.)
qualified candidates for the position ofprindpal. The Board will have the authority to hire and dismiss the prindpal at the Boards pleasure but for cause only.The Board will delegate the evaluation of the principal to
and Instruction.

The CEO will hixe, manage, and evaluate the school's staff.The GEO avil recommend to the Board potential

the ChiefAcademic Officer, Chief Education Officer and Deputy Chief Academic Of6cer for Curticulum

The Board defines the mission ofthe school, dcwelops school policies and changes them when appropriate,
staff.In addition to the Boards many other responsibilities, the NEP Board will ensure that the school complies with all state and federai laws that apply to the schoo2 and that the Board itself is operating in accordance with all applicable state laws and regulations. Finally, the Board is responsible for operating the schoot in accordance with its charter and with any approved amendments to its charter. NEP's individual

instructional day-to-day operations and holds them accountable for meeting established goals, objectives and formulates a long-range accountability ptan that will ensure the school' s continued stability. The Chief Executive Of&cer will handle the day-to-day mat agement ofoverall operarions and the hiring of all other

as prcviously statcd the Board will assist the CEO in the hiring of a qualified Prinapai to manage the school's

Board members will be held to the duties of caze, fidelity and loyalty. lfiese duties include, but are not limited to, the following actions: always acting in the best interest ofthe school, regularly reviewing key schooI documents including the charter agreemen contractual agreements, adopting and approving the budget, and voting only after thoughtful consideraaon of all relevant options.
Officer directs afl executive and academic scaff, the CAO, CIO, CEdO, DCAOCI and the Principat are the individuals charged with ensuting worid-class student achievement; the effective recnutment, development,
and the

We have designed our school' s leadership team to ensure there will be clear delineation among spedfic roles and responsibilities for functional areas that span multipie administratn,e personnel. The Chief Executive
I'he Board in conjunction with the CEO and CAO is responsible for seIecting th

and retendon of personnel; DCOOTD& HR. ' strong financial management; and effident operations are deiegated to the CFO

Pri ncipal and holding him/ her accountable to meeting specified goals,' I1ie prindpal wil b supported by CAO, CEdO and DCAOCI to ensure that goals are met. The school leadership team will meet once a week
ensure that students and families are being well-served.
1) Roles and Responsibilities

throughout the academic year to review progress towards school-wide goals, to discuss challenges, and to

them when appropriate, hires qualified personnel to manage the school's day-to-day operations and holds them accountable for meeting established goals, and formulates a long-range plan and charter school Accountability Plan that will ensure the school's continued stability. In addition to its many other responsibilities, the NEP Board will ensure that the school is complying witji all of the state and federal laws
43

Roles and Responsibilities ofBoard. NEP's Board will operate in accordance with all Commonwealth of Pennsylvania applicable laws. As public agrnts authorized by the state, the NEP Board is responsible for governing the school and holding ihe charter for the school, as it is granted by the Schooi District and PSDE As previously stated, A strong Board defines the mission of the school, develops school poliues and changes

NEPCS

47

44

that apply to the school and that the Board itself is operating in accordance with the rules set out by alI applicable Commonwealth laws and reg lations. Finally, the Board is= esponsible for opetating the school in accordance with its charter and with any approved amendments to its charter; NEP's individual Board members will be held to the duties of care, fidelity and loyalty. These dudes include, but are not limited tq the following actions: always acting in the best interest of the school, regularly reviewing key school documents

inctuding the charter and budget, voting only after thoughtful consideration of all retevant options, and not voting on any school matter in which they have a personal interesG
The Board is Reflective of the School's Mission. All of UP Academ s Board members were initially drawn to the school by the promise of the school's mission. The Board is comprised of professionals with a
broad variety'of experiences in mission-aligned organizations. The Board will establish a School Advisory

Council that will indude key community stakeholders from the neighboxhoods where NEP anticipates
drawing many of its students. These members' special knowledge of NEP's student popularion will allow them to provide mtical informaCon to the Board and be strong advocates for NEP's families.
Principal Selection and Evaluation Process.

Se/ection. The CEO, CAO, CEdO and the DCOOTD&I-IR, in cooperation with NEP' s Boazd, will develop a set of key school leadership characteristics that will be used to identify possible Principal candidates.
Examples of possible Principal identification criteria are listed beiow:

Intecprets school-wide data trends to identify, adapt and improve curticulum and management
practices across subject areas and grades

Delivers evaluation feedback effectively so that staff inembers always adopt suggested improvements
Maintains a respectful tone and does not compromise school expectations in all dealings with parents

NEP' s Chief Education Officer and' Deputy ChieE Operating Officer for Talent Development and'Human Resources will hold informal screening interviews with applicants. Qualified applicantx will receive a foimal interview with CEO and ChiefAcademic Officer. After the uutial screening process, qualified candidates will
complete performance tasks based on the Prindpal seiection criteria. For example, a Prindpal candidate

might be shown school performance data along with a video footage of a teacher in action. The candidate's
task would be to identify instructional and management habits which most direcdy contributed to the
school' s achievement scare and to formulate an action plan for the teacher. NEP' s" Chief Education Officer

and Chief Academic Officer would score this task according to a rubric and debrief the candidate about the
strengths and weaknesses of his/ her performance. NEP's Board would not be involved in this debrief and
evaluation.

NEP' s CEO will nominate a fmai candidate after consideting each candidate' s overall performance. NEP's
Boatd will conduct a formal interview with the candidate, discuss his/ her qualificadons and vote on whether

to approve the CEO's recommendation. A simple majority of the Board' s voting memhers must suppon the
candidate in order for an offer to be extended to the final candidate. If the Board rejects the

recommendation, NEP' s Deputy Chief Operating Ofbcer for Talent Development and Human Resources
and the CEO will restart the evaluation process with other qualified candidates.

EUaluation. The Board will be responsible for the formal evaluation of the Principal. However, the CEO and

his/ her delegate shall have the authority and responsibility, to supervise the Principal and to hold him/ her
accountable for the success of NEP acadetnic progress.

The CEO, or his/ her delegate, will provide ongoing management of and coaching for the Principal. Informal
observations, which are ongoing, map indude evaluation of weekly stafE meetings or individual parent conferences. Coaching meetings, held approximately once per week, include opportunities to debrief
observed performances and to identify improvement strategies.

The Principal will receive a formal Annual Evaluation. NEP's CEO, or his/ her delegate, will be the primary
author of the cvaluation. The Ptincipal will be scored based on progress towards and achievement of

quantitative metrics app=oved by the Board. Examples of performance goals map include:
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45

Evaluaaon Cat Instiuctional

ories

School- wide

Gwcral Performance Goals


and

Lcadership

r;ttudent P ro 8

Schoo!-widc and per-student progresx towards MCAS paformance.ccores( beginning in year two
to cause progress towatds school performance goats

towards benchmark sl:ill ma rery on intecim assessmrntx

Implemrntation of standazd procesx by which general curricu um is xystematically assessed and adjusted

School-wide compliance with IEP accommodations and modifications

Implemrntauon of standazd process by which IEPs are aystematically assessed and adjusted to cause Implemcntadon of sta dud process by which the quality ofi truction is asscased and adjusted to cause progtess towards school performance goais
progress towards schooi performance gcxits
addressed with

Calturai I,eadeiahip

'

Implementation ofstandazd proccss by which key qtaff developmenql needs are idrntiFied and fessionat develo mcat

Studcnt retenuon rate

School-wide and per-class attendance rate


Staff retrnuon rate

Pcrcrntage of student sent-out and su,epended


Homework completion ratc
A
te

scores in

Uperational I.eade

teacher evaluation of schoo!

hip .

leadershi

and su

rc

centageof bus riders arm,ing on time

Percentage oFtime schoo!-issucd technology( e.g.,taptops, projectors) is operational


rational status of buildin fcatures a ., air conditionin , li hcin and neatness

The CEO, or his/ her delegate, will seek the input ofthe Board prior2o finalizing the principal's Annual Evaluadon. After incorporating the input of the Board, the CEO, or his/ her delegate, will deliver the
evaluation to the Prinapal. The final Annual Evaluation will be shared with ihe Board.

CEO: If either theBoard or the CEO wishes not to renew ihe Principat's contract, theBoard shall submit
such recommendation to the Chief Academic Officer. Either the CEO or the Board may recommend

The Principal shall serve pursuant to a contract, which may be renewed by the Board, subject to approvai by

direcrion ofthe organization and move it towards fulfillment of its mission." Managing" the charter schooi involves the effective allocation and depioyment ofresources for the organization on a day-to-day basis to
creates) and
with

terminating conttact atofany termu ofChair ation requiring cheChair approval ofBoard the majority of the Boardthe`Principal's or by recommendation thetime, CEOwith withsuch the votes and Vice of the Distinguishing the Rote of the Boazd. The key distinction between the Board and the school's administration( e.g.,CEO and his appointees) is that the Board govems and the administradorr manages. Goveming" a charter school involves setting policies arid making major decisions that set the overall
the" means"(

implement polides and major decisions. Another useful way to think about the distinction between the Board
and the administration is that the Board is concerned with the" ends" of the school( e.g., the achievement it the administration

role in the schooPs success includes enforcing disttict_wide policies that support the school and its students, This role aIso includes fadlitating che sharing ofbest practices to and from NEP. Please see the attachments for a chart that clarifies the distinction between these groups and individuals.

e.g., curriculurn design) to achieve those ends. The district' s

reserved for NEP's CEO. There will be one seat ceserved for NEP's Executive Staff,Principal, other staff, or student representatives.

Board Characteristics. The NEP Board will be founded with five voting members. There will be one seat

Board Chairperson_The Chair is the senior volunteer leader ofNEP who presides at all meetings of the Board and other meetings as required. The Chair is an ex-offrcio member ofall committees of the organization. The Board Chair oversees implementation ofBoard polides and ensures that appropriate orguiizational
the Board. The Chair will possess strong group fadlitation/ group process. Duties of the Chair indude:( 1) joindy devetoping with the CEO agendas for Board m tings;( 2) facilitating all Board meetings;( 3)
appointinp,Chaitpersons of all Board committees;( 4) coordinating the Ptinapal' s annual performance
45

maintains a close working relationship with the CEO. The Chair is the primary liaison between the CEO and

systems and procedures are established and maintained. Through frequent communication, the Chair

NEPCS

49

46

evaluation; and( 5) working with the$ oard and school management to establish and maintain systems for.(a)
planning
the organization' s

human

and

finandal resources

and

setting prioriries for future developmen(

b)

revie ving operational effectiveness and setting priorides far future development;( c} assisting in fiscal affairs with the Chief Financiat Officer( d) acquiring, maintaining, and disposing of pzoperty with the consent and

request of the CEO;( e) maintaining a public reIations pmgr n to ensure community involvement; ensiuing
the ethical standard of the Board; and ensuting that NEP remains true to the terms of the chatter.
In the case that the Chair's term ends and the Board seeks to promote a ncw Chair from within its ranks, all

Board candidates will follow the proceduces outl'tned in the bylaws. The nominating process will be a multistep piocess designed to ensure both a mission fit and the necessary skiZls and gualities described in the
Chaii' s roles and responsibilities. The new Chair will be identified at least three months before the cuttent

Chair departs the role so that the new candidate can be trained on key responsibilities of the role.
2) Policy Development
NEP' s complete byiaws are attached

Policy Development The true value of school policies is that they provide a framework in which ather decisions are made. This fraxnework assnres consistenry of actions in the difficult and stressfut situations a school often faces. NEP's Board wil! institute a comprehensive poliry development process adapted from the
National Center of Non-Pro6t Board' s best practices. This process is outlined below.
1.

Identify a netdfor newpolicy. The recognition that there is a need for a new role of insEitudonal poliry
in operating practice thaE have accumulated over rime so that the current policies do not reflect

can come from a number of sources including the Board itself, the admitzistration and the community. Some conditions that may trigger the development oE a nev policy include:( 1) changes

reality;( 2) eactemal changes and trends that have an impact on the chatter school at d the families

being served; and( 3} Eederat or state laws that hane created the need for adjustments in poliry.When
such new issues and questions arise, the Board will consider whether any curtent policies can be
2.

adjusted to meet the new condition. If there is no relevant policy already in esistence, the Boazd will begin the process of creating new poliry.
A. r.rigs
a

team to

drafl newpalicy. After it has been determined

that a

new

poliry is

needed,

it is

ofo

in

the best interest of the school for the' CEO to draft the new poliry since s/ he has more intimate knowledge of the schooPs day-to-day operations. It map also be appropriate for a subset ofBoard
members with useful professional experience, or a relevant committee to take on the task of drafting

the poliry. In either case the Board will clearly name the person(s) responsible for drafting the poliry
and give them guidance about how to approach the policy.
3.

Wiite afrrrtpoliry draft. The team then develops a written policy statement that responds to the issue or question at hand. In some cases, the team can use polides that have been drafted by other chazter schools. If the poliry is created rather than reosed, the writers witl create a poliry that speaks directlq to the large issue to be addressed. The poliry will be speafic enough to consistendy guide those who
use it to compliance, but it should not be so speci6c that it" manages" administrators or staff

decisions about how to comply.


4.

A.rk lega! counre! to revietv the dmftpolicy. Legal review of every poliry created by the Board is not

necessary. However, when a new poliry is significant enough in its reach that it might touch state or

federal education law, the schooPs General Counsel will be brought in to consult eatly on. Although
counsel will may write school poliry only at the request of the CEO, it w l serve as a valuable

resource during the drafting process.


5.

Prr.rent dmftpoliry to the Boardfor apfimval. Once the Legal Affairs Department has the poliry draft ready for Board approval, the drafting team will have a first reading at a Board meeting to gather informal
negt Board meeting for adoption.

feedback. The writing team wi71 incorporate any suggestions into the draft policy and present it at the
46

NEPCS

50

47
6.

they are still relevant and in compliance with applicable laws and regulations.
1.

Continue to review undrevue Bnardfiolicru. Periodically, the Board will review its poliaes to make sure

Decision Making, pur dedsion-making.praess to date has mirrored the process the Board will follow. Our specific dedsion related to the schooPs leadership structure illustrates this process
Acc.rr andure releUant injorrnation. The founding team's first step was to study the organizational structure of other high-performing schools and to outline the organizational structures of schools where the members of the' founding team have worked.
2.

y,T'hwe e founding team then began to consi der how the structures couldwould play out in its school. Spec tel cally, considered how a top-heavy model with many administrators affect management and instruction quality:in the 6rst year turna ound of a large school. The team also discussed the bene6ts and drawbacks ofdefining the Principai as primarily an instructional leader.
structure, the founding team stopped to discuss whether it should considex assigning senior 2eachers part-time administrative duties and implement a more" bottom-up" approach to management. Considering ihis alcernam,e helped to highlight the strengths and weaknesses of the original

r u. Dirclu. rrie,r deli

3.

Conrider alternalitn vierv oint.r anducliona, ondngutat more informatian. Before converging on a draEt

approach. Members ofthe team theri consulted with outside sources to test the direction the organizational design was headed.
4.

was appropriate, it worked iowards buntding consensus about the tides, rotes and responsibilities before prepacing the document for the Board's consideration.
below.
5.

Work ta varda n,rennu. Once the founding team was certain the general design ofthe draft structure

had, in effect, been made. The last step ofthe Board's decision making process is more fozmal aad is outlined
Pu61ic vott.After deliberate, convergent discussion, the Board will vote on the issue and a simple
majority will be required to approve the decision. The decision is documented and school
administrators begin to design the implementation plan

The foundiand ng team' s deci ion makingcollaboratively, process is Zess the fomdecisions al than the Board's process willbe. After building consensus editing thesdocument about the draft organizational structure

public notice and openness for all Board meetings. When a school policy has a material effect on school

Soliciting Feedback ftom Key Stakeholders. NEP's Board will comply with state Iaw's requirements of

during the develo pment stage. The Board will solicit input from affected stakeholders when implementauon of a major poliry.

various legal mattets: Tucker Law Group, LLP;'I'he Beasley I,aw Firm; and Cozen O'Connor. The school has not yet obtained the services of an independent auditor. The CEO will consuit with the schooPs CFO to develop a short list of highly-qualified candidates and a set ofappropriate hiring criteria, The CEO will conduct interviews with quali6ed candidates and make a selection which will be approved bp the Board. 3) Board Developmeat
strong govecning Board itom scratch. To this end, the full founding Board will commit to an extensive initial training program to be completed by the end ofMarch 2014. The general purpose of this training is to prepare the Board to work effectively at its meetings, but the program will aiso provide opportunities for the

evaluating the Extemal Legal Counsel and Auditot. NEP will secure the services of three law fixms to help navigate

agendas to staff,parents, and the broader community.NEP staffwill provide the Board with the opportunity Eor input about school- operadon issues on no less than a monthiy basis. Ifa major poliry matezialEy affects school operadons or its relationships with stakeholders, ihe Board will inform retevant parties ofthe poliry

function or che school' s relationship wich the broader community, the Board willproactiveiy provide meeting

Board Membet Orientation. The founding team ofNEP understands the unique challenges of creating a
47

Board to ptan its work and codify its roies, responsibilides and procedures. The resource materials and

NEPCS

51

48

outputs from this program wi11 be provided to new Board members who join the Board after its initial

training and a Board committee will be responsible for completing a modified form of the training for the' new member. Our formal training ptogram, which will commence after submitting this charter application, is
outlined below.

November aadDecembe 2013.Underrtanding the Role ofth Baard( e.g., founding Board retreat to dissect the chartex applicarion in,great detail; founding Board members orientadon to effective govemance)

Januaty 2014.Bert Practicu( eg., training on the Board' s role in upholding promises outlined in the chatter
application; training on running an effective Board meeting

Februaty2014.Setting UpforAction and Poliry Dev lopment( e.g., individual coaching and troubleshooting
azound Board structure, roles and responsibilities, and govemance and managemen
2014 academic year)

development of mid-

term action plan which assigns tasks to be completed the Board and its committees before the first day of the
By March 1, the Board will be prepared"to`ex c te on its a uon plan and take on new issues during its. meetings. In addition xo this initial training for the founding Board and new members, NEP may contraet with an outside vendor( e. g., VKG& Associates) to provide ongoing coaching in developmental areasllike
T ' -

strategic planning, committee leadership, and poliry development or create internal mentoring relationships to help with these areas.
Boatd Evaluation and Development NEPs Boazd will partake in a fomial self-evaluation process. The

purpose of this evaluadon is to help maintain' the Board' s high level of performance and to invest each member in his/ her professional growth: The evaluation process' may include the following features.
1.

Agrrement about individualBoard memberperformance criteria. During the initial Board training, members
will agree on genecal performance standards for all Board membets( e.g., meeting preparation and attendance, representation of the chartex school in the community) as well as additional' standazds for
the chaicperson.

2.

DeUelopment ofperronalgoalr by Board membera. Each Board member will develop a set of personal goals s/ he hopes to accomplish during the year_These goals are in addition to the baseline performance
standards described above.

3.

Annual EYaluation Pmcxr.r. About midway through the academic year, the Board members will use an
evaluation tool to detecmine the quality of their perfoxmance in the genetal perEormance categories
and progress towards their personal goals. The evaluation process witl include:( 1) rubric-based tooLs

to score their performance in each general performance category;( 2) an output document that
highlights strengrhs and weaknesses with specific examples improvement plans; and{ 3) a conference
with coach or mentor to review and adjust evaluation outputs and reflect developmental priorities.
4.

Ao,rt-Evalrration Cbtck-In. Approximately six weeks after the annual evaluation, Board members will
meet with

VKG&

Associates to discuss progress made on the improvement plans described in the

evaluation output Members will adjust and prioritize actions based on progress.

Recruitment and Development of Boatd Membets. Because the Boazd must always be a capable and high

functioning entity for the school to meet its goals, it is a major responsibility of the Board to ensure the school has structures in place to attract talented govemance candidates to NEP. The CEO and existing Board
members will use personal, professional, and community connections to identify and new Board members.

Of particular importance will be expertise in business, law, education, real estate, finances, and fundraising
and a willingness to use this expertise for the benefit of the school. These individuals must have roots in and

a demonstrated commitment to the community, and a philosop4ucal alignment with NEP's mission. Annually, ihe Govemance Committee may complete a skills analysis of the Board both for the immediate

needs and for the subsequent 2-3 years. This inventory will include succession planning for Commissioners
and the Officers of the Board

48

NEPCS

52

49

If chartered, the school may add new members far a xotal of7, according to the bylaws, before the school

opens to students. Areas of ongoing need include pmfessional fundraising, finance and reai estate eapertise.

nominating process will be a multi-step process:designed to ensure both a mission fit and the necessary'skills' and quatities needed. New Board membets must be approved'by a 2/ 3 vote ofthe existing Board. , The Board's evaluation process will.be major driver set by members will dictate the areas ofafocus. ' ' ofinembers' personal development. The personal goals
C.

All Board candidates will foIlow the procedures outlined in ihe Boazd-approved nominating policy. The

MANAGEMEIVT

1) Management Structute

In order to propose a sustainable, scalable, and affordable structure for theadministrative team within NEp

the founding team researched and discussed administrative team structures at a variety of'lhigh perfomung
schools.

We have designed our school's leadership team to ensure there will be clear delineation among'spedficroles
individual charged with ensuring world-class student achievement; the effective recruitmeat, development, and retention ofpersonnel; strong'financial'management; and effident operations. The Board is responsible for selecting the Prindpal and hol+ding him/ her accountable to meeting specifiedgoals through the direction of the CE0_The Principal will be supported by the CAO, CEO and DCAOCI to ensure that goals are met The school leadership team witl meet once a week throughout the academic year to review ptogress towards
school-wide goals, to discuss challenges, and to ensure that students and families are being well-served.
2) Roles and Responsibilides

and responsibilities for functional ateas that span multiple administrative personnel. The CEO is'the .

responsibiliues of the school's leadership team. Here are some speci6c role distincrions in the'areas of
student achievement, personnel, finanaal management, and operations:

In the attachments labeled Position Descxiption, we have included a document spedfyitig the key roles and

performance, theschooL Principal and DCIs will directly spearhead school-wide efforts to drive student achievement across the entire

Student Achievement While every adult in the building shares responsibility for sttong siudenf

1'11 build strong daca analysis systems, which wi11 support NEP's efforts ro analpze data and implement that anaIysis into strategic and effective plans to address studrnt need

assessment data; and monitor the quality, quantity, and approptiateness of homework. QO:

CAO: Will ensure the development ofhigh quality curticula; observe and provide feedback on teachers' instruction; review and provide feedback on teachers' weekly lesson plans; help teachers develop and implement high qualityassessments; support teachers' collectiog analysis, and use of

DCAOC7:Will develop and implement necessary policies and procedures that ensure a strong school culture is developed, implemented, and maintained.
Principa Will ensure that school's mission and phiiosophy are reflected in the school's instivctional approach and curriculum.
his/ her successful leadership on all issues related to student achievement
issues within the school.

CEd O ond DCAOG7.Will provide regular support and guidance to the Principal to help ensure

Petsonael. Members of NEP's Leadership Team will work to coIlectively support and manage personnel
DCAOQ:Will design and implement the school-wide professional development program; research and identify meaningfu] professional development opportunities for individual teachers; observe and provide feedback to teaching staff on a consistent basis.
49

NEPCS

53

5Q

DCOOTDei' HR: Will establish' personnel policies; onboarding systems; and evaluation protocol and will develop a strategic system through which NEP will recruit, interview, select, matriculate, and retain high-quality staff inembers. CEO Will eyaluate all members of the Leadership Team, eacept for herself or himself, and will
review all evatuations written for.staff inembers of NEP.

CEO: Will provide regular support and guidance to the Prindpal and Deputy Chief Operating Officer for Talent Denelopment and Human'Resources regarding issues related to personnel. Financial Management Among the school' s leadership team, NEP's CEO and CFO will have primaty
responsibiliries related to financial management of the school.

CFO: Will oversee fiscal planning and the development of the budge oversee spending; handle bookkeeping; manage grant reconciliation; complete financial analysis; and dcvelop financial reports. CEO: Will manage the CFO on all issues related to financial.management and spending.
CEO Will partidpate in the yearly bvdget development process with the CFO and department

heads. Will also provide support on many issues related to financial management and spending. Operadons. Among the school' s leadership team, theDean of Operarions will have the prisnary
responsibilities related to operational management of the school

ordering, state testing coordination); oversee: ordetin ensure seamless daily operations( e.g., coordinate coverage for absent teachers); and oveisee the schooPs data management systems.
uniform

CEa Will serve as the key liaison between NEP and the school district on all operational issues( e.g., food service, transportation, facility renovations); manage all academic program supports( e.g.,

CEO: Wi1T provide regular support and guidance to the CFO to ensure the successful management of
operational matters.

3) Educational Leadership
Development of Educational Content and Pedagogical Approach.

Are-OperationalYear. In the 2A13- 14 academic year, NEP's Chief Academic Of6cer( CAOs), with oversight from the CEO, will deternune the academic goals, content, and apProach for the first year of NEP. Tlus

vision of quality insttoction, informed bq our mission, state standards, and state regulations, will be
manifested in end-of-year products such as curricular maps, curricular resources, standards-based assessments, and documented instructional approaches. We will articulatc a school-wide instructional

approach and build a handbook of best practices that support teachers in providing high-quality, resultsdriven instruction.
In order to develop the school' s curriculum for each core subject, the CAO will begin with the state standards
as well as our school' s mission to design an academic program that provides rigorous educational content to

all NEP students. Throughout the 201415 year, the CAO will create detailed scopes and sequences for each academic course in each grade, complete with daily objectives and benchmark academic goals. Upon arrival,

teachezs will have a clear road map of what their students need to know by the end of the year.
In order to develop a clear approach to instrucdon, the CAO will draw upon their own experiences in high-

perfornvng classrooms and schools and draw from best practices from other high perfonning classrooms and
schools. They will document over-arching philosophies of core academic course approaches and provide a
toolkit of instructional strategies within each discipline.

In addition to developing a clear vision for instruction and a well-documented toolkit of sttong instructional
strategies, the CAO will develop a robust professional development program for the summer session and
throughout the yeaz to communicate curricular goals, content, stcucture, development and revision.

Cuiculrrm Iteration and On-Going Devehpment. Once the school is up and running, the following opetational
systems will be used to design and update the cutriculum:
50

NEPCS

54

51

Swcture
Cumculum

Time
Summcr Professional

Process Tcachcrs interna] ize key skills and Mass achusette Srate Sru dards
M conce P ts of

Development
and

Rcviaion

Development ( 20 Days)
5

and create or re6nc

School wil( realir.e improvcd


quatity of curriNlar plan and
re

Curriculum

dassroom

scope and sequence, unit lans, daily objectives,


matecials, and assessments.
small

Profcssion

Development
Revision Onc-on- one
and

Deve(opment Dayx

Teachecs anal}ric interim assessment data,and revise


curriculumba. eed on
skills or

knowled .

gr ou P

Wha

BaPs

ioo1= c improved quality of cumcular plan and

Evecy two weeks

coachmg

DCAOCI have one- on- one coaching sessions with teacheis m d scuss cumculum planning strrngths and
wcaknecccs.

materials.

High guality

supporc, o

ht

and accountabliry for teachec


pianning result in improved
instruction.

Progrrmmauc
Revision
nd

AnnuailY

Administcation
relevant

reviews

PASA, P$ SA> KE>CDT and


review

llevclopment

assessmcnts to

the

effectivrne,es

Ouerall academic program is


improved.

of

t6e
are

academic p ogram. Professional devel ment


focused
on

im

rovin

overali weaknesses.

There

instructional leadership.The majority of the admi nistrative team is dedicated to instructional leadership. the Principal, CAO, DCAOCI and the CEd.O.
aze

Supervision ofEducadonal Content and Pedagogical Approach: Our organizational structure is focused Insttuction anci the Chief Education Officer role is to create a positive school culture in order to ensure that every classroom is calm, safe, and focvsed on learning. The CA0 role ensures that the majority ofoperadonal tasks do not fall on the Prindpal, and therefore the Prindpal will be able to devote the majority oftimeto
on supporting the effectiveness of teaching' The Deputy Chief Academic Officer for Curticulurn and
a total
of

four instructional leadexs

potential:

students are on a successEtil path to college and have the strength of character needed to achieve their ful]
Time
E ach

school musroperationalize systems, structures, and procedures so that all staff is consistent, supported, and accountable. Operationally, the followitig structutes are eaamples of systems in place to ensuze that all
Process
students tum in their homework in a centralized Iocation. Homework is recorded for 6omework club and for grades. A11 arrnts are informed when student misses homework.

Coordination ofEducational Content and Pedagogical Appmach. In order for students to achieve, the

Sweturc Homework CoUection and Accountabili

AU

moming

No stcuctional time is wasted


colleceing homework. Parent and
$ schooi communication increases. ubjecc uea skilI defieicnacc azc

Saturday
Scholars

Saturdays

Any studrnt demonstrating


attends

ypecific math skt71

deficiender

Satucday school. Student, are


member.

tutored one- on- one

community
Systematic PD Schedule
Demerit Sya-tem
F,

by a

addressed more directly, u]timately

cesulting in less retention as a result


in
grrde

very

Teachers

meet

level

Friday
Daily

or contrnt teams to collaborate,

review studrnt progress, analyze

data,
b

te

in

revise cumculum, and

Tc( ec biu7d capacity and team


effectiveness to improve student
achievement_

school- wide

PD.
sed on a

A11

staff inembets

deliver demeries

consistrne code

of conduct.

Demerits

aze entered onto

a shared

drive

and
of

reports aze generated

for detenaons. Parents


merits

are

deientions.
Muit System

informed

Increased pn_tas]y respettful bchavior leads to a calm, safe


rnvironment in which students can
Icarn
at

Daily

All

staff inember, e

deliver

hi

levds.

based

on a consistent vi, on
Bh

for chazaaer development Pazents are informed throu


PREP
r

Studrnts fce! celebrrted for t6eir


their academics and communi .

rts.
system provides structure

Attendance

hard work and take ownccship for

Daily

Attendance
absent,

Reporting
y aYCmatic
$
n

for

school to collect

attendance data, infonn parrnts when theit children are


and vse

School and families are in constant


communication, and attendance
s arc met

data

to meet attendance

j-

oals,

ch dule
Tutoring

montlily

Every teacher u obsezved once every two weeks by his/ her SLCC. DCAOCi and tcacher meet to debrief obseivation, set goals, or follow up on specific target azea( s). Prindpal is held
accountable b the DCAOCI.
Teachec
content cutor studrnts who ue

Greater teac6er support, supecviation, and accountability jead ro improved insuuction.

L) a7y

knowledge- Teachers

lacking particviar

skills or

use

assessment. to c600se groups

interim and informal and time is set aside in

More time and differentiated insiruction lead to improved


a,

teachcrs' schedules to do so.

51

NEPCS

55

52

Sustained
SHent

Dat7y
BiweeWy

Reading

read independrnt reading books that matcb their reading level. Teac6ers have a systematic approach for

Students holdin

Sustained silent ccading lcads to


impmved rading comprchrn on
and ex sure to mulb

studentsaccountablc

foc com

ehension.
a
regulaz

le

res.

Progcese
Reports

Famclie.c aze informed of student


a aze given

progreas on

basis

Increascd pazrnt and school

many

pathways

to partncr with

the

school to

cotlaborauon leads to increased


student achievemenL

su

rt

student

edocmanca

Continual Assessmentof the Educational Content and Pedagogical Approach. NEP will operationaliae'

the assessment of its academic program. Every sia weeks, students take an interim assessment in each core class. Aftar every assessment, teachers will analyze the results and acatc action plans that outline how theq
will adjust their instruction to ensure that all students master the skill or standard. DCAOCI will grovide

support while holding teachers accountable to' achieving benchmark goals, Additionally, teachers will be expected to adjust the curriculum that was taught leading up to the assessment so that the following year's mastery'lenel will be different. Teachers will be given sttuctured protocols, professional development, and held accountable by their DCAOCI to ensure that this process is completed at mulriple intervals throughout the year. Additionally, teachers are expected to assess,their students' both informally and formally on a daily basis to ensure their students understanding of the skiils and content they are teaching. They are expected to adjust their approaches depending on the results of their assessments.
NEP will assess the effectiveness of the educational content and pedagogical approach yearly. For any goals that aze not met, the Principal, CAO, CEd.O and the DCAOCI will analyze data to deter nine the possible causes of low achievement or low growth. The leadership team will take action to remedy the prablem and
ensure that the goal is met the next year. 4) Human Resoutces

The staffing:plan for NEP is illustrated in the below proposed staffing chart We intend to hire$ 5 team members to work at the school Cbart. during the 201415 academic year. Pleare reyiew tbe attached StajJ' rng Plan'

Leadership Team: The 2014151eadership team includes the CEO, CAO, DCAOCI, CEdO, DCIOIA,
DCIOT& A, DSSC and SAC, DPU,DCOOTD& HR, CSSS, DCBcER, Pancipal and the CECSPA. This

leadership structure will reinain constant during the five-year charter texm. Our founding team scudied management scructures at the highest-performiag urban.public schools to deternvne the most effective
stivcture for our proposed schooL

Non-Instructional Staff: The 201415 team includes five executive and administrative assistants, one Nurse,

and one Counselor. Having benchmarked staffing levels at other highly-effecdve urban public schools, we believe that this staffng level is both necessazy and sufficient to meet the needs of our students, families, and
community. Additionally, we intend to hire three full-time Food Service personnel, three Custodians and one

part-time social worker. The staffing number for these positions will remain constant during the five-year
chartez term.

Instructional StafE The 2013- 14 team includes two Small I. earning Community I.eaders( SLCL). The responsibilities of our SLCL aze widespread and range from substituting for absent teachers and mrntoring teachers, dealing with seudent disciplinary issues, assisting students struggling in a particulat subject area to leading Enrichment classes. At Aspire, our CEO found that having SLCL helped the school to run efficiently
and

e student achievement. The staffing number for these positions will remain constant during the 6ve-year charter term.
The 2014- 15 team includes Specialist Teachers: a Music Teacher, an Art Teacher, and a Fitness/ Health

helped

to m

x+**+

Teacher. The staffing number for these positions will remain constant during the five-year charter term.
The 201415 team includes three ESL Teachers. We have deterniined this staffing level based on our
antidpaced enrollment of ELi.s. We anticipate that we will decrease the number of FSL Teachers to two in 2016- 1? as the proportion of ELLs at NEP will deaease to be more in line with the district' s" natural
proportions".(

This staffing levet is expected to remain constant for the remaining duration of the 6ve-year
52

NEPCS

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53

ceachers; and three ne math total)teachers( . The team nclF. uides three 6thing:ade ELA teachers; three8th 7thgrade grademath ELAteachers( teaehers;niand three teachers 8th gradeinEL,A ainie .A teachers total), Our totals ofninemath teachers aad nine ELA teachers will remain onstantduring the fie-year term:ofthe I.astly, the201415 team includessix sodal studies teachers; sia science teachers; and cwo teacher who will teach science and soaal studi es. The number ofsdence and social studies teachers w 1 remain constant du ingboth ihe frve-year term of the charter.
charter.

cohorts ofstudents. Thus, the 2014-] 5 team inc]udes three 6th grade math teechers; three 7th grade math

requires one math teacher and one ELA teacher for evexy tu,o cohorts of students. In Year 1, we will have six

hartex term, but we are prepared to increase or decreasc[ he staf5ng number to match the school' s actual Our core instructional regular education staf6ng modcl, similar to that employed at Universal Charter School,
need

is made. For some candidates, additional interviews/ satnple lessons may be requested It is the discretion of the Principal to detemune what steps are necessary in order for the best hiting decisions to be realized. No
than

strong candidates witl be invited to more detailed interviews. Most candidates will interview with the prinapal once on the phone and once in person'( including a sample lesson) before refetences are checked and amoffer
90%
of the
who receive offers

resumes have been reviewed will be invited to complete a phone interview. Following the phone interview,

of applicants witlun a week ofreceipt oftheir application materiats. Candidates who aze not viable will receive email noti6cation alerting them ofthis decision. Candidates who seem viable after their

StaffReetui tment belieinves achiefforts ng is ththrough e foundati on through whi ch wescreen, wil achisel eve rong resul ts. To that end, NEP NEP will vestthatgreat heavily intethe which they will recruit, ec stand The Commission on Urban Leadership, LI,C and NEP will work wich local and national non-profits, colleges and universities, community organizations, and strategic partners to build the pipeline through which appl icantsfrom will appl y tothe theschool schooldi . sIttriis ticaladi tovithe school we strategi alto ly recruit istrong ndividual s both within cccri andi dualsuccess s fromofthe outside ofthethat district We aicm
yield the strongest individuals to join the school.
respond to

100%

at the school in the summer of 2014.

offers of employment can be made without at lefrom ast one reference being officially checked. We aim for more individuals school
the
to accept those offers and

begin emp]oy

promoted among those distincrions. NEP will have weekly professional development to advance teachers and wiil provide opportunities throughout the year for teachers to meet with their managers regarding theu own development NEP will strategically work to reward and retain the members ofits school by offering targeted professional development and opportunities for cazeer development both within and outside of the school. Our school ' s worki tig condidevelopment tions, teachinprogram, g program oftypi cua! tenachers, compensati onuati packages( inare ciuding base sal a ri e s), professional and eval ati o processes( and eval o n tool s ) described in the respective attachment labeled Recruitment Plan. .

NEP will havefour distinctions among teaching staffandmeasurable means through which teachers can be

dedicated to the school' s mission.

desctiptions, duties and responsibilities for any and atl positions in its school. The selection of staffinembers Above all else, NEP believes that the teachers ofNEP are professionals and deserve working conditions that reflect the professionaI nature of their jobs. NEP believes that working conditions that supporc high levels of studrnt achi evement conditions that respect professionati m of teachers not mutual ly excl usive. NEP is exciand ted working to opetate a school with wozkingthe conditions thatsattract a highlyare mom,ated staff
shall be in compliance wit1 the applicable federal and state laws and municipal ordinances.
53

NEP's CEO has the sole discretion to select tlie stafffor any and all positions at the school. NEP may select curtent district staff for NEP positions without regard to seniority within the district NEP may formulate job

NEPCS

57

54

D. FACILITIES AND STUDENT TRANSPURTATION


NEP will provide appropriate facilities and transportation to serve its student population and ensure that it

meets applicable state and federal requirements. As Hatrisburg School District will provide transportation for students this will' not affect our student's' ability to adequately get to and from school.

NEP location has not been determitied but we've identified three possible locations the old Bishop McDevitt High School, located on 2200 Market Street, Hurisburg, PA, the former Hamilton Elementary School and the former Ron Brown Charter School location. These' faciliues will be available for occupanry by NEP
personnel no later than Apri12014. The cost of the faalities range from$ 720K 6.1 and needs minor repairs.

Facility renovations deemed necessaty by HSD would be financed by gtants and or loans. NEP intends to make a sigx ificant invesunent in:the facility during summer 2014 to ensure that the facility can best serve the
new school's students: Proper real estate procutement procedures will be initiated before work commences.

The funds to cover this capital investment have already been pledged with pending approval of the Charter

being granted
E'. SCHOOL:FINtRNCES
1) Fiscal Management

Stcuctute and Process. NEP believes that strong 6nandal management is a cridcal componenf of a schooPs
success. To ensure strong finanaal management, NEP will put in place the following governance stcucture:

Board NEP's Board will delegate primary responsibility for financial oversight of the school to the CEO. The
Board will select a Treasurer with professional experience in finance ar accounring, and that person will
ovetsee the Board's Finance Committee. The Treasurer and Finance Committee will ensure that the Board

monitors the school' s finances along with the CEO and CFO. The CFO will be a member of the Finance Committee, but will have no voting power on the committee.
CFO. NEP's management structure will include a CFO who will have demonstrated management and

organizadonal skills, eacellent communicadon skills, and leadership experience, preferably within the nonprofit education or,public sector. The CFO wi11 have responsibility for the day-today management oE the

schooPs 6nances and will work with the Board Treasurer and the CEO to develop NEP' s financiat policies and procedures manual, in accordance with accounting policies and pmcedures that comply with generally
accepted accounting principles( GAAP)< The manual will include the schooPs processes and systems far ensuring that all 6nancial dedsions are based on accurate information, and that all financial actions are

properly budgeted and reported NEP's financial polides will include 1) the timely recording of all transactions, receipts, payroll and other disbursements; 2) regular reconciliation of all key accounts; and 3) the preparation of amonthty financial report for the school's management and Board that includes a balance
sheet, summary and detailed income statements, statement of cash flows, and financial forecast. CFO w11 be

responsible for executing the procedures outlined, inchidiag pmcedures related to: procurement of services
and supplies; coordination of payroll systems and benefits packages; cash- flow management and payment of

accounts; and management of the school budget process, includinp monitoring and developing monthly
statements, quarterly variance reports and annual budgets.

CEO. The CEO will oveisee the work of the CFO, and will meet at least biweekiy with him/ her to review the school's finances and ensure that all spending complies with the school' s financial management polides and procedures and with approved budgets. The CEO wi11 also ensure that all financial reporting requirements are complete, including the Annual Report with peaz-end financiat statements, attrndance reports, and quarterly
and monthly fmancial statements and analysis.
ExternalAcrnuntant. In addition, NEP intends to contract with accountants to work with the CFO and CEO

and assist them with designing, implementing and supervising its intemal control, 6nanciat reporting, cash
management systems and paymll.

54

NEPCS

58

55

QuickBook,r.NEP will also use QuickBoo] s pnjine, an industry standazd accounting software program, to maintain its financial records. Only the CEO, CFO and Board Treasurer will have access to these records. All
Finally, the CEO and CFO will seive as the authorized check signer for all school accounts. Checks in amounts less than 10,000 will re9uire onesuthorized signer, while checks in amounts greater than or equal to SQ500 will require two authorized signeis.
and financiaTmanagement poliaes to remain informed regarding the school's financial posirion:
of the school's fiscal policies and financial procedures, to be developed by the CFO.

financial records witl be backed up weekly arid stored off-site. The Finance Committee will annually review the school' s software needs as they relate to financia) management NEP will also maintain detailed inventory records, irrcluding a record of capital and non-capital assets, and will perform annual physical inventories.

Fiscal Conttols and Financial Management Policies. The Boazd will utilize the following fiscal controls
Retn'ew and aliproval oJtb rcboo!'. rFircalPo iae.r andFinanaol Pmadurar. The Board will have final approval
intervals; these statements will include a balance sheet, income summary, detailed statements that compare actual versus budgeted expenses, statement of cash Ilows, and financial forecast Qxarterly meetin8r with Trea.rum-andFi x e Committee. The Board's Treasurer and Finance Committee will meet quarterly with the CEO and CFO to review the school's financial records, including ti e most recent reconciliation of accounts, and to present a variance report of actual versus budgeted expenditures. These variance reports vvil] be emailed to the Board on a quarterly basis. Annxa! brdgtt appmva The Board will review and approve the school's annual budget each year. In the third quarter, the CFO and the CEO, will prepaze and propose a detailed annual budget to the Finance Cotnmittee that includes appropriate finandal forecasts. The Finance Cotnmittee will then
Annua! rewr appsnva The CEO and CFO witl prepaze an annual report at the end'of each Hscal year.
present the draft budget to the Boatd far review and approval at the end of each fiscal year.

Beview ojqXarterlyfinancial. rtatement.r,'I'he Board will review NEP's financial statements at quarterly

The report wi11 be approved byand the Board, wiil include a yeaz-end balance sheet,including budp, eted versus actual income expenseand analysis.

Aadit compliance. The Board will delegate to the CEO the authosity to hire an egtemal auditor and
ensure that an annual audit is completed. The CEO, Board Treasurer and CFO will prepare the
management' s response to each audit finding.

management of the school's finances with oversight from the CEO, induding tcacking finances in order to maintain needed cash flow. The school will use the foIlowing systems and procedures to maintain needed cash tlows:
school will maintain accounting systems and records in accordance with p,enerally accepted accounting prindples and with applicable state and federal laws. As previously mentioned, the school

Day-toDay Management ofFinances. NEP's CFO will be responsible for overseeing the day-to-day
Generalacmantingpracticxr. To provide an accutate and timely record of finandal transactions, the

will use QuickBooks on-line, an industry standard accounting software program, to maintain its

reconciled on at least a monthly basis.

and referencing original documentacion prior to entering informacion in to the accounting system. Ai! entries wi21 be made soon at least within one week of the accounting event All accounts will be

accurate and complete by maintainittg original documentation( e.g., invoices, purchase orders, etc.)

financial records. The CFO will ensure that all entries in to the accounting system are current,

Ccuh managemeat. All deposits wiil be made on at least a weekly basis, and copies of all deposit checks and deposit slips will be made. The CFO will reconcile all accounts, induding deposit receipts and credits reconciled to accounts zeceivables and bank deposit statements, oa a monthly basis. Cash disbursements and check preparation will be delayed until the due date, with exceptions made for discounts for early payment whete available. Separate duties( i.e., office manager prepares checks and the CEO signs checks) witl be maintained wherever possible. In addition, cash disbursement reeords
55

NEPCS

59

56

will be matched against accounts payables/ invoiee records on,a periodic basis to check for any
discrepandes.

Carbflowprjectiont The CFO will also prepare mont}ily cash flow statements and finandal forecasts, including,projected cash,flow needs. In addirion, ihe school will establish internal:con[ rol systems to monitor cash receipts,and ensure that deposits are made on a weekly basis.
These procedwres will al" so be outlined in the NEP's financial policies:and procedures manual. The CEO and

CFO will review these procedures regularly to ensure they comply with all ap licable state and fedecal laws.
2) Operating Budget and Budget Narrative Plerxre aee attachm ntfor oxrJall operating bud8et. Tbt Budget 1Vmrativt u btlow. Process, Guiding Principles, and Summary. To ensure the development of an accurate budget, we( 1) met regularly with key fmance personnel at PDE;( 2) consulted the charter applications and operating budgets of other charter schools in the state( e.g., Mastety Charter School, Ad Prima Charter School and Universal
Charter Schoo and( 3} consulted with individuals with school finance experience.

In developing the budget, our first guiding prindple was to ensure that we allocated as much o our budget as possible to instrucdonalpurposes in order to fully fund our educarion program and achieve our mission and goals in' terms of academic achievement. Our second guiding principle was to be conseivative in developing our assumptions regarding projected revenues and expenses; we want to ensure that we will have suffiaent
funds Eo continue opetations in the event that our expenses eaceed our estimates and/ or we experience

uneapected changes in our operating revenue


We have developed a budget that,provides for a positive cashbalance in FY14, FYi5, and FY1G. This cash balance includes a contingenry fund, as well as a budget sutplus. The budget surplus equals a percentage of revenues, respectively, during FY14, FY15, and FY16. We have set aside the contingenry fund and surplus to help NEP address any unanticipated expenses or revenue shortfalls. These funds will be kept separate from day-to-day cash flow; any use of these funds will be strictly controlled by the CEO andBoard Chairperson to help ensure that they are used in a strategic manner. Pn-Operational Bwdgct( Augrut 1, 2013 Jxly 31, 2014). NEP' s pre-operationalphase is projected to last 12 months from August 1, 2013, to] uly 31, 2014.

Itevenues: Total revenues during this period are expected to be$ 275,000; the source of these revenues is an in-kind contdbution& om various donots. One key donor is the Commission on

Urban I.eadership, LI.0, a for-profit organization voluntarily supporting the launch of NEP during
its pre- operational year.

Ea enditures: the Commission on Urban Leadesship, LLC has provided NEP with in-kind services during the pre-operational petiod These services primarily encompass communications and comm ruty outreach supporting the launch of NEP.

Operating Year 1 Du1y 1, 2014June 30, 2015). Our operating budget reflects the 6rst year of operation of our
school( FY14 through FYlS). We antidpate that we will operate at full capadty( 650 students) in each year.
To be conservadve, we have used a student population estimate of 600 students for the purposes of

calculating revenue and a student population estimate of 650 students for the putposes of calculating
expenses.

Revenue. Our antidpated revenues will be$ 7. 21M in FY14. The following is a description of our key revenue
sources and assumptions:

Tuition The primary source of our revenues witl be the tuition we receive from HSD_Our anticipated tuition revenue is based on the average per pupil allocation fmm HSll( projected by PDE to be
10, 80434) times the anticipated student enrollment. Based on our anticipated student enroIlment, as

previously mentioned, we anticipate tuition funding to be; 7.21M each year totaling for a11 five fiscal
years; 32,413,020. ( We have assumed that the nution rate from FiSD will not increase each year. And this

56

NEPCS

60

57

assumption as previously stated is based upon a conservative estimadon and not our intended full student enrollmer G)
State-leielGra rir. We also antidpate receiving$ SOO,OOOper year in Fy14, FYIS and FY16 from a
combittarion of state' and federal funding. In discussions with PDE employees, we have been informed

fhat we may also be eligible to apply for Race to the Top funding and other state-level grants'. Nevertheless, we haveincluded a significant sutplus and contingency fund in our budget in FYi4, FY15,
actual grant amounts that we will be awazded Furthetmore, we w71 have adequate financiai resources to gap far two reasons. Fitst, FY16 operating expendituzes are pzojected fo continue to decrease, in line
surplus:( surplus

and FY16 to assist us in meeting anyrevenue gaps that may arise due to the uncertainty surrounding the

offset a decrease state-level funding in year( Fyl')j.Speci6cally, we anticipate being able to c6ver this
aP
Y
reduan

with the:trend from FY14 to FY15 and FY15' to FY16. Further, in FY17 we will carry over our overall plus contingency fun necess ,Y ve will also close the fundin frombeach yeaz to help address any anticipated funding gap. If
grant funding.
educatian
and

our'

' and by in creasmg ` p en ditures our pnvate

FederalGrantr.Revenue sources from federal grants are: Tide I funding, Tide IIA funding, special Charter School Startfunding( IDEA), Assistance. We have
students
will

be e] igible' for Tide I

assumed that 82% of our Up funding, a conservarive assumpdon' given that over 77% of our

low-income student.:For Tide IIA, a federal grant for improving teacher quality, we have assumed that we witl receive 98 pex studen based on the funding provided to co parable charter schools. We have assumed that 20%
of our students will be elig bie for special education funding and have assumed funding of$3,479 per student, based on the funding ofcomparable charter schools in Pennsylvania. lgait,# his
assumption

targeted:students will meet federally-defined low-income standards. We anticipate receiving 2,500 per

is

conservative given that over

15%

disabilit'tes based on ranvassing and survey analysis.)


value of this funding to be 100,000 in FY14.

of NEP' s targeted students are studrnts with

Statt andFederalNxtritioa Grantr. We anticipate receiving grant funding each year as part of the School

Food Service:Program to support the hiring of two full-time food service workers. We have estimated the

locat grants. As descnbed below, we have allocated funding to assist us in meeting or eaceeding these fundraising goals. In addition, given the contingency funds and sutplus that we have included in our budget, we vrill not need to rely on any of this funding in FY14 to cover our basic operating expenses, as
Purpose for the putposes of renovating and securing a school facility in November of 2013.
as described at the end of this section.
Ex
enditures.

Private Gran r. We anticipate raising private funds for NEP, primarily in the form of private national and

our anticipated fundraising rwenue is less than the sum of our anticipated sutplus and contingenry fund. Grantfmm Brrildis8 zriib Artrpnte. In FY14, a grant of$1, 500,000 will be made by Building with
OtherPrivate Grantf. We plan to raise an additional$ 700,000 from private funders each yeaz. Fundraising will be led by the Deputy Chief Innovation Officer far Institutional Advancement,
Our operating
expenditures

FY14

will

be

7. 12M. This includes

our total budget revenue respectively. The following outlines our key expenditures and assumptions:
Ixrtrr ctionalSeryia.r.
in
our

contingenry fund
largest category

of

7%

of

Spending on instructional staff and services

makes

budget(

3.09M in FY14). These expenses include:

up

the

of e

enses

Pertannel. The primary driver of our expenses on instructional services is teacher salaries.

Although this is lugher than the average salaty of a HSD teacher, this reflects our assumption
that out median teacher will have more experience than the median I-f 1 teacher. These averages also reflect our goal to provide teachers wich the opportunity to advance in their
57

Including regular education, speciat education and FSL teachers, we antidpate spending; 2.37M in FY14 on teacher salaries. We have assumed an average teacher salary of$42,000 in FY14.

NEPCS

61

58

profession at NEP, and include funding for addicional compensation of$2,50U for each Mentor
Teache
account

Coordinator. Over Years,


for both
a

5,000 for each I.ead Teacher and 7,500 for each Small I.earning Community
we

have budgeted Eor

6% increase in teacher salaxies each yeaz, to

4%

cost of living increase as weil as an antidpated increase:in the median

experience level of our teaching staEf. To support the work of our ieachezs, we have also
allocated 70,000 in FYi4 for paraprofessionals.

NonpertonntL We antidpate that the majority of our non-personnel insttuctional serv es

expenditures will be on instxvctional supplies and materials, and on insttuctional technology in


includes

the classroom. Firs we anticipate spending$ 468,000 on instructional supplies. and matetials in

FY14. The significant spending in FY14 represents our belief in investing in new materials and
an

supplies in order to;support our goals in terms of academie.achievement. In FY14 this funding estimated$ 30, OOOfor
copiers and supplies;$

90,OOOfortextbooks; 50,000 for

genetal supplies; and$ 175,000 for furniture. For insttvctional technology'in FYi4, we assumed
following aze our other major non-personnel, instructiot2al expenses:
o

spending of$23,000 for computers for students and$ 14,000 for supplies, for a total of$ 37,000

in FYi4, decreasing in the following years for replacement, maintenance, and depreciation. The

Contracled Servitet. We have assumed spending of$50,000 for contracted services to service our( students with disabilities). We plan to conttact with Kennedy Krieger Institute.

Tt.rting and ar,rGamext. We have assumed spending,of$558 per teacher and


pataprofessional each year for testing and assessment services, for a total.of; 24,000 in

those for regular education students.


o

deaease in the number of sub-separate students with disabilities in FY14 and:FY15, and the assumpdon that testing and assessment costs for these students are greater than

FY14. The over the years this amount will decrease. This decline:in funding is due to the

Pmfu.rionaldevelopment. We have budgeted$ 814 per teacher each year for professional
development, for a total oE$ 35,000 in FY14.

DuGr, licen.re,r and rsrb.rcnptiora. We have assumed spending of; 1, 000 each year for
professional dues, licenses and subscriptions.

Prrrrhared management te vitu. We have budgeted 75,000 for these services, spreadout over
hvo line items.

Field Tii. r and Enrichment. We have assumed spending of about$ 76 per student for field
trips and enrichment services, for a total of a50,000 in FY14.

Adminutrative. Our school administrative espenses will be$ 1. 90M inFY14, respecdvely. Speafically, chese expenses include:
Perronnel. Professional administtative staff in FY14 sataries of other professionals, which include

the CEO, Executive Staff, the Prindpal and other personneL We have assumed a salary of
for the

102,Q00 for the Deputy Chief Academic Officer for Curriculum and Insttuction,$ 65,000 for the Chief of School and Student Safety,$ 58, 000 for the Director of Special Education and Supportive Services,$ 85,000 for the Deputy Chief Operating Of6cer for Talent Development& Human Resources, 53,000

Deputy CEO,$ 105,000 for the Chief Innovation Officer,$ 108,000 for the Chief Financial Officer, 100,000 for the Chief of Government& Community Relations, 55,000 for the Special Assistant& Chief of Staff to the Board of
Commissioners,$

216,000 for the CEO and$ 85,000 for the Principal. We have also assumed salaries of 110,000

forSchool the Director of the Parent University,$ 55,000 for the Director of the Student Success Center
and

Parent Affairs

in these salaries. We also have allocated; 110,000 starting in FY14, for one office managers and
58

Advisory Council, 50,000 for the Director of Community Engagement for Student and 42,000 for the school Nurse. We have budgeted for a 7% yearly inccease

NEPCS

62

59

administrative assistants at a salary of; 32,000, increasing by 3lo each year. Other kcy adminutratiYe rxpen.rer axdur,rumptionrjorFY14 include.
o Acrouxting e.xpex.ret.$ 17,000 to fund an annual au+ dit
o
and

two administrative assistants; the office manager salary will be$ 46,000 and the two

Otherprofi. rtioxalJenri re,r expenref$ 30,000, including 5,000 for governance developmen 10,000 for accountability
evaluation eapenses;$

school's operations, and$ 5,000 for other program evaluation as needed.


o

10,000 fo= an external review of the

s1uPPm$ mailing, and 12,000 in miscellaneous expenses).


o
o

O,ffice fu plrer andmateria r 50,000( assumed; 30,000 in printing$8,000 in postage and


o!

Pf I

board and$ 1,000 each for the administradve staff which is comprised of 15 members). Due. r, licen,
re,r, and rub.rcription.rfora

pmentfor admini.rtmtive rtaffand board$ 50,000( assumed$ 35,000 for the

board and; 500 Eor CEO).


o

inutrative.rtaffund board 1, 000( assumed$ 500 for the

Travelexptn, re.rforadmini.rtrativt. rtaffattd board. 15,000( assumed; 5,000 for the board and 10,000 for staf.
Mteting,r expentet$ 3,500( assumed spending'of about$ 50 per FTE for meetings,
including sutnmer training for teachers).

proacrive

grounds, and salaries for custodial and maintenance staff.The cost oEmaking additional renovations to the school Facility, estimated at$ 350,000 in FY14.
by 3% each year per director.

O eratiox axdMaintenana ofPlant. Our operation and plant maintenance expenses in FY14 will be$ 2.75M, eapenditeires from HSD. These expendieures will include utilities, maintrnance ofthe building and
respectively. The majority of these expenses will be in the form of per pupil student atlocation

uniforms. This line item wi71 be used only for our students whose families show great financial hardship.

transportation;budget as we understand that tcansportation is provided by HSD we still feel the need to be for We transportation increase by 3% year. In'the event this budget line isn't used for transportation purposes it willbe used for school
and

Othtr Student Seniru: Our budget indudes 8,000 in FY14, respectively. This expense is for student
this expense.
anticipate services costs will

per

Fixed Chargea. Our fixed chazges wil] be$ 738,305 in FYl4.These charges are primarity made up of staff benefits. In addition, we have also allocated; 5,000 in FY14 far director/ board ttave! expenses increasing

have also aliocated$ 10,000 student for dvic activities, including activities for parents and families, respectively.
funding in FY14.
through

Commrrnity Se vice.r. We anticipate spending 12,500 in FY14, on community dissemination activities. We

Start-Up Funding.Our projections show that we are dependent on federal government and private start-up
Additional Fundraising. We antidpate raising addirional funds in the form of private grant dollars in Fy14 FY18($ 700,000 per yeaz). We plar to use these funds to help meet our projected operating expenses and address any unforeseen expenses that may occur. Given the significant challenges involved with tuminp around a low-perfomiing students, there is a possibility that we may face unforeseen expenses (e.g., additional funds required for student support services or for instructional enrichment programs). Although we have

attempted to account for all of these unforeseen expenses by using conservative budget estiinates, we intend
additional expenses chat arise and to fuifill our academic mission. We have also been conservative in our
estimate of how much private grant funding we will be able to secure.

to seek private grant funding to ensure that we have the contingency and surplus funds available to meet any

The Commission on Urban Leadership and our Board of Directors will primarity be responsible for eoordinating these fundraising efforts on behalf of NEP_In addition, the Board will share critical development and fundraising responsibilities, and witl cteate a Development Committee to support The
59

NEPCS

63

GO

funding sources, induding national and local grants, corporate sponsors, and individual donors, as needed. The Commission on Urban Leadership are donating these services in-kit d without the expectation of
paytnent

Commission on Uxban I.eadership in developing and executing a fundraising strategy in line with NEP's accountability and strategic plxns. The Commission on Urban Leadership will be responsible for developing and printing informational materials to assist with NEP's fundcaising efforts. It may also choose to hire a development consultant to assist with fundraising effarts. Tlus development consultant would work with The Commission on Urban Leadership, the CEO, and the Board Development Committee to identify multiple

Financing. Given our expected cash flows & om FY14 to FY15 we do antiapate needing short-term
facility.
F. ACHIEVEMENT PLAN

for a new school building: Second, we have allocated cash for modest capital itnprovements on the school

financing during our ftrst year of operations. First,we will work with Build With Puipose to secure financing

Vargns( Director

Thtough July 2014, The Commission on Urban I.eadetship will employ a sizable team to ensure a successful launch of NEP. This indudes: Shadaria Shudler( COO); Terty Davenport( Directar ofTalent); Norma
of

Operations); Toni De' I, uca(

AAlVn; Ronald Hall( AAI; Amanda Swissenbaum Special

Projects Coordinator), and a to-be-determined Family and Community Outreach Iyianager. The following plan, created fmm the CUL Achievement Plan, outlines activities and documents the founding team will complete prior to N$ P's fall 2014 opening. The CUI, Achievement Plan will continue to be a key resource
for the development of all documents.

60

NEPCS

64

Gl

Category
Gmxrnona
ond

Rey pctions
Ho1d first meeting

Required Documents
Submit
resumes and

S&
of

Point Pereon( s)

Fieauao!

NEP

of Boazd to approve ncw Board biembezs


bylaws
Submit O' '

lctter

requc

King approva!

Octoba

14, 2p14

NEP Board Chair

Management

Submit Or tional Ghart Provide Administrative and


Boazd

na! Fimndal Disclosure


Governance guicle
to :

NEP CEO

Devebp longterm
6sca1
plan and

poGdes

key'

Proccdures

Submit Board-approved Fisca! Poliaes aad


Boud-approved budget and cash
audiror

March toAugust,
1

Submit r wi.ced,

fbw ro ections foc firaY three eus


Shidcnt
E
m//mrnt

Prepare BoardaPProved

Secure ind
Admis

Submit Boud-a roved Com laint Procedure


drnt
an

Submit Board-aPProved
on

ZO] 2 '

c7'

and

Application for

Eady Much to
Mazch' lb

and

Rnrriitraent

Entollment Po' y Pr re nd Applicauon Eor ] H h Admiss on Build studcnt N/ A c tracking databar,

Community
Engagement

Prc-cnrollmcnt Report to mubmit in mid- '

Coordinator for

Studrnt and Parenta!


March 31

Affain+ and NEP CEO

for studrnts and


io
cts

Hold NEP

infonnation
for families
ros ects

sew and

ions

Prcpare announcement brochure


Preparepresentation
matecials

October Z0 O to
March 2011

kh'

Obtain
h'
records

building
d''
f'

a"

eemcnt Submit Ccrtificate


a

Submit signed lease or purcha$e and salcs


of

June

to

August]

NIsP C O, in
collaboration with

Occu

Submit Fice In ection CectiScate Submit Bu 7din Safe In, ' n Certificate Submit Health In bon

E' ti faciliey
P
nnel

Submit Fiarnmablc Compounds and Liquids Certificate


Submit Asbestos Ina
ction and

Mana

ent Plan

Submit Lead Point As essmcnt Re


accessibiti

Submit wxitten assurance of faa7ity's hand;cap


June
31
offxia! contacc

Renovate
Srboo Ln,e! P6g gg

intezior Prepare school

buitding

N/ A

Submit a MultiHazazd Evacuation Phn to CSO


to August

Nicolc Dorn Nicole Dorn .

Submit

operation- retated

information for school


school calrndu and .
. .

documents and
p'

Submit Board- apprrn,ed

sam le studrnt schedule


Submit Board3ubmit Board_ form

to

August

roved Code of Conduct

Submit self-a,esessed Tran, ortaaon Se yces man


roved School Wellness Poli

Submit Nadona! Schoo] Lunch Program Assurance March toJuly 1


Submit Nutrition Serviees ptogrur P
Prepare
organizatio mmpliance
a!

March
M

to

et

Submit Tide I Pr

am plan

Submit
Ad

ro

evidence of

insurance

August

CEO and CAO

docvmrnts
lans

and

Submit School Health PI n and Medications


tion Plan

Design Curriculum and Instruction Materiats


8
n
education and

Pr
P
e

Sco s and S
Pacin
Guide

urnces

October 2010

to

e Unit and Lesson Plans


and

May 2011
bfarch
to

CAO and DCAOC& I

ELI,

Submit adminisrration Education Pro p

Board- approved Special

August

CAp, DC p-, gI
and the DSESS

61

NEPCS

65

G2

programplan

Submit Cumculum Accommodations Plans Submit signed Letoa oF Agreemrnt with Spedal
Edutation Administrator. Prepare and. ubmit pecfom ancc cvatuauon criteria for School Leader, Adminixtrrtors, wd Teachers
approved
entered

Faailly
Re
idma

Idcntify
requuemenG of

October 2010
Au
st]

ro

GEO, CAO and the DCOOTD& I iR

highly- qualified
NEP

faculty

Subaut School Advisory Council and BoardMOU' s f applicable oz agreemenb

30 days after
charter approvat

into)
profes

draft).) ul}' 1
fin

Reccuit. highlyqu

Maintain

ionat

aedrntials

database for

all

lif ed

February to) uly

DCOOTD& HR, RC
and the CEO

faculty

'

facul

staft'

Prepaze and submit summary of each faculty


membe s pmfessional quali6cations and plan for
th to .
ualification

Submit wzitten documcntation of school- nurse hire and loca4 h sician relaaonshi

Submit Speci l liducation lnst uctiona! Faculty


ualificationa checklist

P1an for

the on-

going development
of

Submit Admuusuatocs Profea iona! Devclopmcnt Plu

TBD March to August


1

CAO

faculry

Dcvclop.
6cu1 /

ummer

orientation progrun

foc

CEO, CAO,

staEf

DCAOC& I and
Consultant, a

Develop PU topics Friday sessions


Assure

and program materials

for

legality of

Il

Gzeau
chcck

and submit a
olic

Boazd- approved background

March to August

DCOO'D&IIR

taculty

Conduct background chcck checks on ll faculty,


staff, and volunteers

Submit ba

ound check results

IY.HOW I ILL THE SCHDOL DBMONSTRATE THATJTISFAITHFUL TO THE TERMS OFITS


CHARTER?
A. PROCESS

The founders of NEP see the Accountability Plan as a critical tool to guide the use of data and poliry
deasions regarding the school's program

Duting the school's first pear of operation, NEP will crrrte an effective Accountability Plan tha[ defincs the
Plari will spell out the goals to which the school commits itself and the measures that will be used to

school's goals for student leaming outcomes, organizational viability, and its faithfulness to its charter. The

determine the degree of the school's success in reaching those goals. Specifically, the plan will be rigorous,
realistic, measurable, and focused, as defined by the PDE's guidelines. NEP's CEO and CAO will bear

primary responsibility for developing and overseeing the pmcess through which the Plan is created
Spedfically, the
CEO
will present

this application' s

Accountabi7ity Plan
members of

objectives

which have been shaped

through a collaborative process

school' s incorporating founding team to the staff of NEP during the 201415 academic school year. The staff will provide feedback on these objectives

input from

the

based on theit itutial experiences teaching and working at NEP. The CAO will then work with the school's

leadership team to consider ideas from the staff, make revisions( as necessary) to the Accountability Plan
objectives, and draft the school' s Accountability Plan.

This drafted Plan will be shated with key personnel at IiSll for further input and revisions to ensure that
will then be presented to the school' s Board for input and recommendations. The input and

NEP establishes performance goals that are aIigned with} 3 I expectations. This drafted Accountability Plan

recommendations will be incorporated by the CAO. The updated, proposed Accountability Plan will then be brought back to the Board to get formal approval. Shortly thereafter, the CEO will submit the school's
proposed Acconntability Plan to f-ISll by August 1, 2014. The CEO will welcome the feedback of the 1151)
throughout this process to ensure that the Plan meets the Commonwealth' s expectations.
62

NEPCS

66

G3

The CAO and DCApC&I will also bear primary responsibility for overseeing the process by which data is
sound

to determine the schooPs The progress against its Accountability Plan be well- designed, produdng statistically
information.
CEO
will ensure that the school submits an

the CEO recognized that the accountability process analyzes information carefully and consttuct an argtunent that is worthy ofrenevval based upon that information. The CEO will ensure that tools and assessments used
pinnual Report xo
the

collected and analyzed to evaluate the school's progress towards Accountability Plan objectives. In doin so,
PDE
and !

by August l after each academi c yeat.' 11 i s report will di s cuss the school ' s interim progress on each goal in i h e Accountability Plan and present evidence to validate its claims.
B.

1S];>

GOALS

1} Academic Success
Goat 1

Measure( s):
a)

NEP's students will become ro6cient readers and wtitcxs of the En lish lan

b) At least 75%

In eachand grade, thewill percentage oFNEP students scoring profident or better on the Fi,A section of the PSSA PASA exceed the district average.
of NEP's students will score proficient on the ELA section of the PSSA.
Goa12:
roblem sol '

c) The median studentevery growth percentile for NEP's studrnts on the ELA section of the PSSA will exceed the SOth percentile year.
,
skills.

NEP's students wil] demonstrate proftaent understaading and application ofmathematicaj computation and
Measute( s):

a) PSSA In each grade, the the percentage ofNEP scudents scoring profident or better on the Math section ofthe will exceed district average.
d) At least 75%

b) The student 50th median percentile everygrowth year. percentile for NEP students on[ he Math section of the PSSA will exceed the
Goa13:

of NEP students wii] score proficient on the Math section of the PSSA.

NEP's EIZ,s w 1 consistendy demonstrate significant language acquisition and significant progress towards in En lish and Math.
rofiden

Measure( s):
a)

will eaceed the district average.


b) 90%

In each grade, the percentage ofNEP EL,Is scoring profident or better on the ELA section of the PSSA
of EI.Ls will improve one or more ELL] evels each year on the PSSA.
Goa14:

c) The median smdent growth percentile for NEP EI,Is on the EI..A and Math sections of the PSSA will
exceed the median scudent growth percentile Eor EI.Ls in the district and the state every year.
Math.

NEP'S students with disabilities will demonstrate signi6car t progress towards proficiency ii English and
Measure( s):

In each middte schoo] grade, the percentage ofNEP studenu with disabilities scoring proficient or better b) PSSA In each grade, the percentage of NEP students with disabilities passing the EI,A and Math sections ofthe and the PASA will exceed the district average,
on the ELA and Math sections of the PSSA and the PASA will exceed the district average.

a)

c) The median student growth percentiie for NEP studenis with disabilities on the ELA and Math sections of the the district PSSA and will exceed in andthe thePASA state every year. the median student growth percentile for students with disabilities
63

NEPCS

67

G4

2) Organizational Viability
Goa11

NEP will practice sound decision-making and 6sca1 management suf6dent to ensure sttong student
achievement' and
the res

nsible stevwardshi of ublic monies.

Measure( s):
a)

Yearly balance sheets will show that the school is fiscally sound and is maintaining adequate cash'
resuves.
pmdent with public resources.

b) Yeazly submission of audited financial statements will demonstrate that the school is tesponsible and
Goal2t
NEP wi71
ensure stron and consistent

'
attendance

all students.

Measure( s):
a)

Average

daly

scudent attendance at

NEP

will

be

at or above

90%

during each academic year.

Goal 3:

NEP will demonsttate its continued effectiveness in earning commiuuty approval azid snpport sufficienf to
ensure the schooPs,lon - terrn viabili
Measure( s):
a)

and effectiveness. _

In

an annual survey program at NEP.

given to all

NEP' s

parents,

8U% wi71 be`

ery satisfied" or" satisfied" with the overall

b) The

school will

demonstrate its

effective

service

to

the community

September 30th of each year. 3) Faithfulness to Charter


Goa1 L
Studeats

by filling 90% of available seats by

dwltin from NEP will leave the school on a successfiil ath to coll
in
operation, at

Measute( s):
a)

By

the

end of the school' s irst year

leasc80% into high

of NEP's 8th grade students who have


schools

completed

the schooPs

full

program will

be

accepted

in

which over

80%

of graduates

matriculate to college.

b) By the end of the school' s third year in operation, in a survey given to pazents of$th grade students who
have
completed the school' s

full

program, at

least 80%

will

be`

ery satisfied" ar" satisfied" with the

preparation for high school provided by NEP.


Goa12:
Scudents
Measure( s):
a) at

NEP

will ac

uire the str

of character necess

to achieve their

full

tential.

By the

end of

the schooPs third

year

in in

operation, over

80%

of 8th grade students will maintain PREP

averages of 80 points or higher.


b)

By

the

end of

the schooPs third year

operation, over

80%

of 8th gtade students will score a profident

or advanced rating on their Path to College Exit Essays.


C.

NARRATIVE

We eapect the renewal inspection team to conclude that NEP students aze acquiring the skills, knowledge and
strength of chatacter necessary to succeed on the path to college and to achieve their full potentiaL NEP is a

calm, safe and academically- focused school. The staff consistendy holds students to high academic

to work hard. The school staff also holds students to high behavioral expectations, as evidenced by quiet hallways, recognition of students who show strength of character, and teachers who consistendy give
64

expectations, as evidenced by their content, their questioning strategies, and the way they encourage students

NEPCS

68

G5

will show

demerits for off-task behavior,Seamless and detailed operating procedures support these expectations, and the inspection team will fmd evidence ofsuch procedures, inciuding a homework collection system and a uniform poliry that is enforced relendessly. The team will observe rigorous and standards-basedinsttvction. AU moments in class are dedicated to ensuring that students master the daily objecrive. They will seexeachers and admitustrators analyzinthat g data before making dedsi ons. They students will see data,dti ven their cutorifull ng groups, literacy prograrns, and detentions enforce eapectations and support to achieve potential. Students and staffaze joyful and enthusiastic about leaxning. They will find teachers celebrating students whb help academic achievement, and siudenis taking pride in their hard work Data will show that this sttong school culture leads to excellent academic achievement, pSSA and PASA data
others,

administrators

recoa i>i

that

at

least 75%

median student growth percentile, to embark on a successful path to college.

determination, NEP studen will bei mproving faster than their district and state peers as evidenced by their ginallY ade scudents will be equipped with ihe strength of character
g
80%
and a

students with disabilities are scorir g better than their district peers. Additionally, through iheir hard work and
passing grade
on

of NEP students are scoting proficient in ELA and math, and that ELL and

highet

their

path

to

College Exit

of 8th grade students will have a PREP Score average of 80 or


Essay. Student tracking data will show that
80%
of

8th graders that been at the school for three or more consecutive years will be accepted into a college preparatory hig1 have schooL
D. DISSEMINATION
school to othet public school students and

While NEP recognizes that," the ChiefAcademic Officer will disscminate innovative practices of the charter so betieve tha[ dissemination is key to the success of the education reform movemenL In fact, positioning the school to effectively and regularly disseminate i s practices to other fiSU schools has been a primary motivating factor for the school's founding tearn. The eFore, ihe school will commit resources to
families
v,

ithin

the

dismc'

education of hundreds of students.

apptoach for the successful planning, start-up, and operation ofthis type of vehicje for enhancinp,the

help this process. The goal of dissemination will be to document and share NEP's approaches to school culture, curriculum and inst cdon, data analysis, academic support for all leamers, and character development with district, pilot, and other charter schools. Furthermore, NEP will share its

NEP will take two approaches to dissemination:

Individual-leveL For teachers, administrators, and other community members.


shaze best practices.

Open doorpolicy.NEP will welcome all visitors to leazn best practices through visiting the school. Teacherpartaerin8porribilitita. Pairing NEP teachers with other teachets of the same content azea to

Admi irtrati ve intern.rwithin hprpor.thc ribi/itCommonwealth. ie.r. Aspiring ptincipals can intem for a year at NEP. Interns may come fromnthe anywhere Teacbixg intor nuhi p po. rribiJrtief Intems come from Teacher Residendes, the Teacher Training Programs local university teacher may irainu p programs.
school, as initiated by a teacher or principal.

Conrxking wilh dzririct.rcimol. rtaff.Dissemination ofa particular practice or approach to a particular

Sharing ofdocrrmentt, ryrtem templater, and curricular materiaG.

Group-level. Fot groups of educators or community members.

Srhoolvi, ritf practices. Staffs from other schools may observe NEP, meet with school leaders to debrief, and utilize best

Part errhap.r.curnaround NEP will partner with Planni g teams of other district schools, including f lSi)' s existinp, andnfuture schools.
sessions within the school for interested groups.

Projef,rional development. The school may provide invitations to particular professional development
65

NEPCS

69

6G

Co f' erencet, paxe r, andprerentation.c NEP leadess and teachers may share best p=actices at public
forums.

Collaboration with organiZationafotrr.red on mmoting and aharing innovation. These may indude the Project
for School Innovation or the Pennsylvania Charter School Association.

Sharing of dockm n r, ry, rtem template.r, axd cyrmcxlar material

Again, disseminarion will be a priority for NEP. As a result, NEP will plan to solicit funding to support its
dissemination initiatives via grauts.

66

NEPCS

70

Appendix A
Nati. onal Education Partners, Inc.

Board
Plan/

of

Commissioners D: evelo p ment

Training, Member Selection Criteria &


Process and Board Calendar

National Education Partners, tnc. Board of Commissioners Development Plan/ 7raining, Member
Selection Criteria& Process and Board Calendar Appendix" A"
1

NEPCS

71

Development Plan
Stage 1: The Founding Board

NEP's boazds will be small and homogenous, comprised ofindividuals committed to the school's
mission. The founding board will oversee the development of the school's charter, application and

whatever it takes the get the school up and running and develop a strong sense of ownership in the school's success.
Stage 2: The Governing Board

accountability pLzn. The Founding board and Founding Chief Executive Officer aze willing to do

NEP's governing board accept the responsibility of overseeing the fulfillment of the charter school's

Executive Officer, and work more through committees and the school advisory council than the board acting as a whole, and outreach to other groups, including pazents, for more diverse points of view and input
Stage 3r The Sustaitting Board

The governing board will delineate more of the responsibility of the schools operarions to the Chief

accountability plan and for ensuring the school has the resources it needs to operate successfullp.

As the charter school grows, fundraising becomes a major role for the board as they secure the

committees, rather than board members. The Sustaining Board will also take on a certain presrige as

funds needed# or the school to continue opetations. The board works to attract new members with the capacity or access to key funders and donors, sometimes adding them as patrons or advisory

board will delegate responsibitity for governance to a smaller executive committee that meets zegulazly to review the school's or n;, ational activities, well-being and 6nancial stability. The
the board for approval.

the school develops a reputadon of success and stability. Due to its expanded size, the sustaining

executive committee makes recommendations between board meetings and reports its findings to

National Education Partners, Inc. Board of Commissioners Development Plan/ Training, Member
AppendiX" A"
2

Selection Criteria& Process and Board Calendar

NEPCS

72

Training Plan
enda

Board Trainin
B
Welcome
discussion

Session

To ic
Welcome Review
of agenda*

Conducted
Chair
Chair
of Board

Descri tion
..
ts.

Duration
15 minutes

of Board.

Review topics for


Each
person

10 minutes
10 minutes
25 minutes

Introduction
a
aII

of

All Chief Executive Officer

Organization
ovesview*

introduces themselves
Review
mission,

history, prograins and _


introduces ke staff
to

Orientation
Rules
of and

board

VKG& Associates
VKG& Associates

Describe
Review

contents and

30 minutcs
10 minutes

use of board manual


responsible
overview of

governing boazd*

roles; mIe of school

leader and
compatison of roles

of board and
staff

Overview
structure

of

board

VKG& Associates

Review

listing of

10 minutes

cw rent ofHcers,
committees

Ovezview

and com mittee chairs


of

boazd

VKG& Associates

Review

operations*

key points

15 minutes

from bplaws and


board

policies, board
operations calendar,
sample

committee work pians

and sample meeting


Review P*
a enda and minutes
of strategic

VKG& Associates

Review format of Plan, highlights from


the

20 minutes

plan and key points


about status of

implementation of the
lan

A
acdvides

VKG& Assoctates

Set the

schedule

for

15 minutes

ne rt year's board
mee ' ,

re6ne board

National Education Partners, Inc. Board of Commissioners Development Plan/ Training, Member
Selection Criteria& Process and Board Calendar
Appendix" A"
3

NEPCS

73

operations calendar,
update the list of

board members, etc


Next Steps:
VKG& Associates
VKG& Associates,

Remind

of

upcoming
collect and

10 minutes

activiues and events

Meetin Evaluation

Distdbute,

15 minutes

Board Chait. and Ghief Executive' Officet

analyze evaluation forms

Tlvs Boatd training will last 3 houts and 5 minutes and if deemed necessary the Board will schedule
additional tcaining sessions along with regular Board development activities.

Pmvids timefor an open ducut ion and to addrr.rr gue.rtio ufmm particrpa t. r.

Initial

and

Qngoing Orientation Outline

9: 00 am 10:00 am

V elcome by NEP's Chief Executive Officer and


Board Chairperson

Overview of school history, charter contract and


future challenges

Board responsibilities, committee structure and board


meetings

Discussion: How new board members' skills/ connections can be used to serve the school
10: 00
am Noon

Class observation by new board members


Noon 1: 00 Lunch
1: 00
pm2: 00

pm
pm

Meeting with school faculty/ staff

National Education Partners, Inc. 8oard of Commissioners Development Ptan/ Training, Member
Selection Criteria& Process and Board Catendar
Appendix" A" 4

NEPCS

74

Member Selection Criteria & Proce ss

board will establ iscajl h a comi nittee to oversee board recrui tment and nominations, manda ted by its bylaws. NEP will this the" board development committee'.
Step 2. Prepare for active board member recruitment

Board recruitment is au ongoing activit that requires an active committee to guide the process. The

Step L Establishment of a board development committee

An effective recruitmentprocess beg ns with a reviev, ofthe charter schooPs bylaws, conCtac strategic planboazd and job description.
Charter school bylaws
community members and others.

Identifies who is elig ble to se=ve on the board and explains requirements to inciude pazents,
Charter school contract

board.

Explains the terms for governance and the specific roles and responsibilities ofthe charter school
Strategic plan

Recruit a diverse board to strengthen its relationship avith key segments ofthe outside coxnmunity.
Job descriptiona

Clearly detail the responsibitities and expectations ofboard member performance.


Develop

Step 3. Develop a profile of the current board


a profile of

the current

board using

a matrix( as

and approval by the school board.

board development committee then creates a set ofpriorities to guide recruitment efforts for review

ethnicity, specific skills, community contacts, parent of children enrolled in the school, etc. The

on key criteria inclnding age, race,

and maintaining boatd diversity, incorporating the following criteria: Diversity factors (race, ethnicity, age, sex, occupatioq etc.). Root causes of bartiers to achieving diversity and strategies to overcome thetn.
Strategies to recruit from kep constituencies. Cultutal diversity training and activities.

Before selecting prospective board members to contact, we'll develop an effective plan for achieving

Step 4. Determine strategies to build board diversity

Measurable diversity targets and accountability for achievirtg them, Monimring progress.

Avoiding" tokenism" where one person represents the entire community,

National Education Partners, Inc. Board of Commissioners Development Plan/ Training, Member Selection Criteria&
Process and Board Calendar
Appendix" A"
5

NEPCS

75

Step 5. Dc. welop an iaitial Iist of prospective boatd members

is important for us to" cast a wide net" and consider a number of potential board'recr its greater than the number of projected vacancies. Candidates may be idenrified by board members, friends or
through www:boardnetusa.orp.

NEP will prepare and rank the list of candidates who best fit the established recruiring pxioxities. It

Step 6. Contact the top prospecte

The itutial contact is to send printed materials to the prospect, including a personalized letter, job
personal calls from the boazd development comtnittee Chair. to answer quesuons and detemune the
prospect's level of interest in the board.

description, material about the charter school and a response form..This mailing is followed by

Prospective board members also can be asked to visit the school to obsezve it in action, talk with the

Chief Egecutive Officer, Pxincipal and other staff,and attend a boazd meering to see how it conducts business.
Step 7. Schedule and conduct orieatation with interested boatd candidates The board chair and school leader should attend orientation sessions to show prospects the

importance of the position they are being asked to consider. A sample orientation session should include:
Overoiew of the mission, vision and educational goals of the charter schooL
Ovetview of the roles and responsibilides of the boatd.

Detailed job description and expectadons of the individual boazd member committee work, meeting attendance, community outteach, fundraising, etc.).
Opporlunity for board prospects to ask questions.

Declatacions of willingness to serve by the boazd prospects. Other information required to continue in the board recruitment process.
Step 8. Evaluation.

The board development committee reviews all the candidates who participated in the orientation. In
process and ask the following quesdons:

evaluating the prospects, the committee should check the recnuting pxiorities set earlier in the

board's recruiting prioxities?

Can the prospect contdbute the time necessarp to be an effective board member? Does the prospect possess some of the key skills, knowledge and othet assets that match the

Is the prospect comtnitted to the mission and educational philosophy of the charter school?

and pexsonal interests when making decisions as a board member?

Can the prospect place the charter school's putposes and interests above their own professional

National Education Partners, Inc. Board of Commissioners Development Pian/ Trainirtg, Member
Selection Criteria& Process and Board Calendar
Appendix" A"
6

NEPCS

76

Step 9. Selection/ Appointmeat Of New Board Members.

The final selection/ appointment ofBoard members will be adhered the by provisions set forth in the bylaws. The board requited to con6rm all development inembers. committee will develop ballots and other election materiats as
The bqlaws
also

give

the seIection

authority

of

Board

committee to submit the names of all individuals identified in the recruitment process and then select a number of candidates to fill the vacant positions in synchronization with the Chief Executive Officer.

Chief Executive Officer to nominate or appointmembexs in certain cases. NEP's board development committee cau prepare a s]ate ofcandidates who match the recnuting priorities set at the beginning ofthe process. However, tjie board has the option to ask the board development

members and vacancies on

the board to the

National Education Partners, Inc. Board of Commissianers Development Plan/Training, Member Selection Criteria&
Appendix" A"
7

Process and Board Calendar

NEPCS

77

Boaxd of Commissioners_Calendar
2014-2015
School Yeax

August 15, 2014 Pre- School

4pening Meet &

Greet

September 17, 2014


November 19, 2014

Januaxy 21,

2015

March 11, 2015

Apri115, 2015
June 24, 2015

Board of Commissioners St nmer Recess)

June 25- July 22, 2015

Boaxd Retreat)

July 24-26, 2015


Nationat Education Partners, Inc. Board of Commissioners Development Ptan/ Training, Member
Setedion Criteria& Process and Board Calendar
Appendix" A"

NEPCS

78

Appendix B
National Education Partners, Inc.

Boaxd Procedures for Monitoring


Performance

School and Evaluating the School Leader

Nationa) Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the School Leader Appendix" B"
1

NEPCS

79

Throughout the year, NEP' s( National Education Partners) Boazd of Commissioners, Chief

Executive Officer, and Chief Academic Officer will conduct annual and ongoing evaluations in
order to effectively track the school' s overall progress relative to the mission and the stated goals
and objectives.

An accountability plan must be based on a shared vision and goals for what the school should be and do and fu11y compliant with state law in order to gain valuable information about programmatic and school- wide efficacy. Therefore, the mission ofNEP will guide the effort of

evaluation and foster collaborative relationships among all stakeholders who should hold each
other to the same standazd of excellence and are open to consttuctive feedback. The larger

community must participate in setting the basic goals and purposes and should operate in a climate of ongoing self-improvement to ensure continuous progress and success. These beliefs and actions will lead to the.effective use of evaluation outcome data to inform and improve
classroom pracdces and the operation of NEP.

Role ofBoard ofCommissioners

The board will assume responsibility for reviewing the overall institutional-and education

policies of NEP in coordination with the Chief Executive Officer who sets- the day to day
operating policies. The Board Development Committee will design and administer instnunents,

approved by the Boazd of Commissioners, to evaluate its own performance in areas such as

board recruitrnent, nominations, orientation, training, and evaluation in accordance with the bylaws of the charter school as well as direct the Chief Executive O icer to develop policies and
practices. Board Effectiveness Indicators will be developed and a self-evaluation rubric will be

designed to define and track the status of progress. Addidonally, the Boazd Development
Committee will be responsible for coordinating the review, preparation and boazd approval of the
school- wide satisfaction survey each yeaz.

Role ofAdministrative Sta, f)''

The Chief Academic Officer and Principal will be responsible for the submission of a report of academic progress based on the program-specific assessment measures, as well as student

benchmazks reflecting the mission of NEP. The Principal will conduct and oversee the program
evaluation as well as assist with the annual satisfaction survey of students, pazents, and staff to
measure performance as related to the school' s mission and goals. The survey will include, but

learning as synthesized from the use of multiple forms of evidence of achievement including

not be limited to, evaluation of student progress, teacher/student communication, teacher/parent


communication, administrator/pazent communication, facilities, curriculum, pazent involvement,

student life, and school culture. The Principal will synthesize all of the data required for this evaluation for an annual report outlining the results.

National Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the 5chool Leader Appendix" B"
2

NEPCS

80

Rote ofTeaching,Staff

goals ofNEP as part,of the prograzn evaluation process.


Role ofParents

which they aetively engage parents in opportunities to promote academic and non-academic

throughout the year along with a formal evaluarion from the Deputy:ChiefAcademic Of cer for Curriculum and Instruction,'Teachers will keep a portfolio for review ofnotes from teacher supervision, anecdotal records, lesson plans, classroom observations, particularly in relationship to benchmarks reflecting the mission ofNEP; Teachers wiil also schedule and document opportunities for formal and informal ways in which parental input is encouraged and ways in

satisfaction survey each year. They will provide their own self-evaluation as part oftheir annuai employment review and conduct peer observation as part ofprofessional development '

The teachers, teaching assistants, and school counselors will'participate in a school-wide

School Advisory Council and express and implement their thoughts, ideas, and concerns throughout the,year through standing committee involvements and leadership on the:School Advisory CounciL Parents and:guardians will also have opportunities:for more formal input as part ofthe program evaluation process. Different forms of engagement and involvement will be
considered as indicators ofsuccess in meeting academic and non-academic goals.
Role ofStudents
I

They will also have the opportunity to participate as active members ofNEP' s

Parents and guardians will participate in completing a school-wide satisfaction survey each year.

Students will participate in a school-wide satisfaction survey each year. Additionally, developmentally and culturally appropriate. The students' reflections on learning will focus particulazly on their creation ofapproaches to demonstrate what they havelearned and what they know and aze able to do relative to benchmazks, Interim Assessments and State Testing. These
opportunities will be Provided for students to reflect on their own leaming in wa s that are Y

community, which show progress toward meeting non-academic and academic goals ofNEP.
Role of Consultants

indicators ofprogress will include activides and experiences within the school and in the

NEP will make use ofprofessional educational consultants, particulazly those who bring talents,
the stated goals and objectives and in adherence to the mission ofNEP. Feedback from these

knowledge, skills and resources related to the mission ofNEP. Ofparticular importance are those individuals who aze knowledgeable about immersion education, Intemationa] Baccalaureate( 1B)
and inquiry-based education, and objective tools and processes to measure program progress in

performance in the azeas identified in a consultants scope ofwork and/or contract for services with NEP.

Executive Officer, Board ofCommissioners, and all other staffwho will engage in improving
National Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the School Leader Appendix" B"
3
NEPCS

consultations will result in reports or notes from retreats or sgecial meetings with the Chief

81

Listed Below is how NEP plans to evaluate the PrincipaUadministrators


and Progra.ms.

Teachers, Support staff;

toward the achievement ofthe specific goals and benchmarks represent one aspect ofthe school.
Other key elements concem the sociaUcultural development of children and families and a commitment to global citizenship, civic engagementr service leaming, multicultural

roles and functions are critically tied to pmgram implementation and effectiveness. In the case of NEP the mission includes a focus on academic development building upon a set of unique linguistic goals and objectives fostering dual language immersion. Effectiveness and progress

The reason for evalUation is to determine the effectiveness ofa program, service, or those whose

competencies, and readiness for'life-long learning. Planning and implementing NEP' s mission provides the essential elements of how the key drivers of NEP' s mission and commitments will
be evaluated.

and aforementioned commitments require planning and leadership. The following overview

Evaluation tools and methods will included but are not limited to: 1) written evaluations based on classroom observations; 2j student performance based on multiple forms of evidence of

in English, French and Italian 4),feedback from parents and guardians; 5) feedback from peers and external consultants 6) students performance on interim assessment, state standazdized testing and other indicators. The structure will be used to design ongoing continuous
professional development resources and training where needed.
PrincipaUfl dministrators

achievement; 3) Benclunazk assessments developed to ensure that student progress are monitored

improvement data and progress reports throughout the yeaz that include such things as coaching,

The Boazd of Commissioners will conduct a review and evaluation of the Principal to assess the
extent to which the goals set forth in the contract ofemployment have been achieved and
concrete evidence that the key elements of the mission of NEP have been realized.

of Commissioner, is responsible for hiring select staff and conducting evaluations for the Chief Academic Officer and Deputy ChiefAcademic Officer for Curriculum and Instruction, who will
evaluate their direct reports.

The Principal recommended for employment by the Chief Executive Officer, hired by the Boazd

Teachers/.gssistant Teachers

others with whom the teacher interacts. A critical part of the teacher' s evaluation will be based
National Education Partners, Inc. Board Procedures for

The Deputy Chief Academic Officer for Curriculum and Instruction will complete at least three formal teaching observations throughout the academic year and one annual performance evaluation for each member ofthe teaching staffthat include feedback from peers, parents, and
Monitoring
School Performance
and

Evaluating

the School Leader Appendix" B"


4
NEPCS

82

relates to the achievement of unique goals and objectives.

on the use ofmultiple forms ofevidence ofchild development and learning, particulazly as it

elements ofthe approaches to the curriculum and learning goals.

Checklist" will also be used to assess the extent to which the teacher has mastered'the essentiai

as evidence ofstudent work, final projects presented to a panel ofcommunity members, etc. Scores from several standardized tests can constitute multiple forms ofevidence but only accounts for a small percentage ofthe totally evaluation. A" Curriculum Implementation

Multiple forms ofevidence may include teacher evaluations of student achievement, portfolios

Results from observations and annual performance evaluation will direct the selection of professional development following academic yeaz. workshops and help shape the professional development plans for the
Support Stajj
The Chief Academic Officer
and

Deputy Chief Academic

and an6cipated outcomes for the support staffreporting to them. The evaluations will measure actual school performance yeaz of pointrelative of hire. to the standards and/or goals established at the beginning ofthe
Programs

Development will each complete annual performance evaluations based on thejob descriptions

cer for Curriculum and

objectives and units of inquiry.

conducted as a collaborative effort ofthe boatd, chiefexecutive officer, and staffand overseen evaluation will be based on the stated mission, goals, objectives and the unique goals and

Elements ofthe evaluation including academic and non-academic programming will be

by the Principal and the ChiefAcademic Officer. Specific criteria for the areas ofprograui

This will also be supplemented by formal interim assessments, benchmazks and state standazdized testing scores.

retention; documented evidence ofschooUcommunity engagement, sociaUcultural development ofchildren and families, the explicit evidence of a commitment to global citizenship, civic engagement, service learning, multicult ual competencies, and readiness for life-long learning.

results; attendance and student performance and demonstrations of leaming; staffand student

formative assessment data); parendguardian/studenVstaffsatisfaction as demonstrated on survey

These criteria will include but will not be limited to broad categories of: disaggregated student achievement data both academic and linguistic( using multiple forms ofevidence including

will be an essential aspect of the program evaluation process.

all core subject areas. Input from teachers, pazents/guardians, and to the extent possible, students,

Evaluation tools witl document and measure progress toward meeting NEP' s stated mission and goals in terms ofcurriculum content, implementation, and buy-in from all aspects ofprogram operations. Benchmazk assessments will be used to ensure that student progress is monitored in

National Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the School Leader Appendlx" B"
5

NEPCS

83

Below are some sampleformative questions( those that can be asked throughout the yeaz) and summative questions,(those that can be answered at the end of theyear based on the formative
question) that will be used to evaluate the success of the programs.

Sample Formative Evaluation Questions for Program Evaluation Gomponent: Is the school being operated as proposed/ authorized?

Were the appropriate persons selected and included in the planned activities?

Ase the schools' management plar s being foltowed or adjusted for defensible reasons?
Are students moving towazd the anticipated/ planned goals?

Which elements/factors of the schools are aiding the students to move toward these,goals?
Are the resonrces being appropriately directed to fulfill the goals of the schools? Sample Summative Evaluation Questions for Program Evaluation Component
Did the schools meet their goals and the goals of the initiative?

Have the needs of the students and community been met?

Can the school and the initiative be continued/perpetuated under existing conditions?
Were there vnintended or unanticipated outcomes as a result of these schools?
What are their value and merit?

National Education Partners, Inc. Board Procedures for Monitoring School Performance and Evaluating
the Schoo! Leader Appendix" B"
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NEPCS

84

Appendix C

National Education Paxtners, Inc. Enrollment, Waiti g I, ist and

Lottery Process

National Education Partners, Inc. Enrolknent, Waiting List and Lotterp Process Appendix" C"
1
NEPCS

85

NEP's Enrollment Policy. As a charter school, NEP is a public school that is open to all students on a

space available basis. When reauiting or admitting students, NEP doe,r not dircriminat on tbe barir ofraa, cnlor,
natio al origin, cne 1ex, etbnicily,. rr, xual orientation, menta! orphyiical ai.rability, age, anc, rtry, atbletic trfo ma cr,. rpecial nee profraenry in tbe Engli,rb langrtage orafo eign langrrag, or academic ocbieyen exx ( 1). Moreover, NEP will not set
upon any of these charactcristics.
application.

enrollment requirements that are intettded to discriminate or that have the effect of discdminating based

Expansion Plans. NEP has ao plan to espand beyond the anticipated enrollment numbers cited in the
Admissions Criteria

Eligibility. NEP requires:


1.

Candidates for admission to applq for the grade immediately following their current grade and to
successfully complete their cutrent grade to be admitted

2:

Candidates to be residents of the school district at the time that they submit an application.

Ariority. In accordance with applicable State Law enrollment in NEP will be conducted in the following order
of preference:

1.

In year 1: any student accually enrolled in the school the date that the final charter application is
filed with the Massachusetts Board of Educatioa.
This
re; uirem

nt

does

not

apgly

Ln ,

hs,,

r o

ra

2.

ear 1: siblings of students actually enrolled in the current school on the date that the final
charter application is 9ed with the Disuicts Boazd of Education.

In all subseauent years: s lings oF students actually enrolled in NEP at the time of application to
the schooL

3.
4.

Other students enrolled in the public schools of ihe district, including charter schools; and then
Other resident students( e.g., students enrolled in private schools.)

NEP will not:


1. 2. 3.

Give preferences to children of Boazd members or members of the School Advisory Council.
Give preference to siblings of students accepted to the school but not yet enrolled;

Take any actions or make any statements that discourage parents/ guardians of students with

4.

From submitting an application. Administes tests to potentia! applicants or predicate enroltmettt on resnits from any test of ability or achievement Require obligatory attendance at informational meetings or interviews prior to enrollmen
Mandate an application fee for admission.

disabilities, students with limited English proficiency or any other protected group of students

S.

6.

Use Hnancial incentives to recruit students.

Appl' uation. While NEP is a free-tuition, public, charter school, all eligible families must apply by submitting an information-based application to enroll for the 201415 academic year. We have developed an easy and quick information-based application, which will be available to families by January 1, 2014 and will clearly
indicate that our charter is pending approval.

To ensure that all fam7ies have a just chance to apply, NEP will assist families throughout the application process. Assistance may inclnde, but is not limited to, providing a straightforward application translated into
multiple languages, answering applicants' quesaons via information sessions for interested families, and
requesting additional information when incomplete or illegible applications are submitted prior to the
application deadline.

While NEP seeks to serve a broad spectrum of tuiderserved families, in ihe following cases, NEP pmcures
the right to matk applications void, effective immediately wherein an applicant

National Education Parmers, Inc. Enrollment, Waiting List and Lottery Process Appendix" C"
2

NEPCS

86

1.
2-

Fails to meet eligibility criteria;

3.

accepted, applied, waitlisted, enrolled, withdtev, or loss of seat.)

Power Schools). This systeui a,i1] include student records regarding real- time status oftheir application( e.g.

lir.tionj To ensure accurate and effective student application records, NEP will deve]op its own spstem( e.g., in an Eac,et spreadsheet) or purchase an Application Received Tracking System( e.g.,Breuer or

Tmcking

Intentionallp provides false, inaccurate, or misrepresented information; and/ or Submits to NEP, or NEP receives, his/ her application after the application deadline.

Application and Enrollment Procese.

hold multiple information sessions, starting as early as October 2013 up through the last application deadline. Sessions will be approaimately 2 hours iri length and will discuss the program and culture ofNEP.`NEP will stave make accommodations fororal all fami ]ies, far exampl e, bq A offe ing onswill at vari us times of the day and byto providit g both avritten and translations for families. Q& A sessi session be o included.

potential applicants and their families throughout the year. As a part of this plan, NEP will host inforn ation sessions for interested applicants and their families. prior to enrollment, NEP stron y advises parents/ guardians and students to attend one information session. For the 2014- 15 academic year, NEP will

proposal and various attachments. To setve the purpose of providing information about the school to

Community Outteach. NEP has developed a comprehensive recruitment plan, outlined throughout the

NEP will, in accordance with PSDE laws and regiilations, give reasonable public notice, of at least one
online via NEP's website.

submit completed applications:( 1) by maii;( 2) in_person, dropped off at NEP's Office( 3) by fax; or( 4)

month, of all application deadlines. For tentative application deadline dates and times for the 201415 academic year, please see Public Lottery Process chart below. Interested Families will have the option to

Pablic Lottery. NEP's proposed enrollment poliry includes plans for a public lottery that is open, fair, and in
available for a given y at by grade lcvel. If the number of eligible applicants eaceeds the number of available seats for a given year, NEP will hold a public lottery shortly after its fust application deadiine. At least one week notice will be given prior to each lottery.
level lottery, applicants will be separated into three groups, by tppc
fb i g: Siblings of student actually enroUed;
Others( resider t, l: Other tesident students.

accordarice with the charter school statute and regulations. Annually, NEp will def:ne the number of seats

Prior to a lottery, names ofeligible applicants will be sepatated into lotteries, by gtade. Within each graae9thers( distri, 1: Other students enrolled in the public schools of the district;

On the day of the lottery, the number of avaitable seats, by grade, will be announced. Student names will be drawn by an outside third party unaffiliated wiih NEP. All names will be drawn and assigned a number. To adhere to the required prioritization, for each grade-level lottery, names wi]1 be drawn from each group in the following order.Siblings, Othets( distdct), Others( resident).
preserves the order in which names were dcawn. NEp will maintain an active waiting list for each grade until the anticipated academic year is underway.
Immediately following the lottery, each eligible applicaat will be assigned a status:

All elig ble applicant names drawn after all available seats are{ illed will be placed on an active waiting list that
Accpted Student's name has been drawn and accepted to attend NEP via a public lottery.
tY/aitl rted Student who was not initially admitted via a public lottery.

Whether not the family is present at the lottery,them the accepted or waitlisted student and his/ her family will be sent a or written Ietter within 72 hours, notifying of their admissions status.
National Educadon Parmexs, Inc. Enrolltnent, Waiting I,ist and Lottery Process Appendix" C"
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NEPCS

87

Pablic Lottery Procrtt andNotification. Annually, NEP may choose to hold more than one lottety so that it is
available to all families. Even when all available seats are 611ed, additional lotteries will setve Eo build the

wairing list In addition to allowing students the chance of enroltment if a student withdraws or Eails to retum confirmation, long waiting lists prove the need for the school aad maq help in replication applications, if
desired.

The Following is a tentative list of application deadlines and public lottery dates( all public lottaies will start prompdy at 6:OOpm). At least one week notice will be given: Application deadlines will be on a rolling-basis.
In other words, if NEP receives an application two days aftex an application deadline, the application will be
included in
the subs

APPHcaaon

re
r ,'

a%

uent ublic lott . Deadline _ Lottery Dnwm


rr. .

rv,

e m6.ag.

Feb. 27/ Mu. 6, 2014' 2

I' eb. 28, Z014 _

Mu 13,' 20] 4

Mu. 14, 2014


Mar. 21 2014

3
4

Mar. 2Q 2014,:
Mu. 27, 2014

Mar.28, 2(314
A . 4, 2014

5
6 7

A
A Ma

r.

3, 2014 20f 4

ri113,

A r.14, 2014
Ma 2, 2014

1, 2014

un.

12, 2014 9, 2014


26, 2014

ua 15, 2014

9
10 I1

un]
un uL

un. 20, 2014


ul. 27, 2014 ul. 7, 2014

3, 2014

Date depending on charter approval:

Aczepted and Waillirted SAride rt.r. AIl accepted students/ families must confirm in writing their intent to enrolL To confitm enrollment or waitlist status, families must retum the respective fotmc ( 1) by mail;( 2) in-person; or
3) by fax. NEP will not accept verbal confirmation or confirmation via e-mail.
1. submitted to NEP:

Within 10 days after notification of status is sent to fami7ies, the following materials must be
Acce ted students: Intent to Enroll Form

Waitlisted students: Waitlist Conbttnation Form if student intends to enroll if accepted at a


later date

Families

of students who are not

cunently entolkd'

a HSD school will be notified of HSD' s

proof of residenry requirements and registxation process( described below}. All enrolled students

must be registeted with the school ciistrict prior to being officially assigned to NEP by the school
district
2

All confirmed accepted students will then have 30 calendar days to return NEP' s complete

Enrollment Packet or the student may forfeit his/ her sea After this deadline, NEP will update each
applicant' s status, as necessary.

tolled An accepted student( whether initially accepted or moved off the waitlist) who has
confirmed acceptance and confirmed intention to enroll in and attend NEP.
Loss
of

Seat. An

accepted student who

has

no(

1) confirmed intention to enroll by the

deadline; or( 2) provided the school with the necessary information by a given deadline( e.g.
proof of residenry ot enrollment packet). This also applies to a waitlisted student who has

not( 1) confnmed intention to remain on the waitlist by the deadline; or( 2} confirmed proof
of residenry or intention to enroll iE accepted. dr . A student( whether accepted or on the waitlist) who has decided to not enroll or
does not intend to enroll in NEP.

Any changes in status will be communicated to applicants and their families in writing.
National Education Parmers, Inc. Enrollment, Wairinp List and Lottery Process Appendix" C"
4

NEPCS

88

Waiting List Policy. Waitlisted students must wnfirm that


enroll

if accepted if applicable, waitlisted


is
not admitted

If a In

stuaents

waitlisted student

they will be notified o


he
must

g list and intend to


ssion in a wntten letter.

other words,

waitlist numbers do roll-over.

for a

given year, s/

doenot have

PPiy he following year,

Vacanciee. Prior
open seat( s) to

to the start of the academic year,

NEp

v ril{

student forthegrade in which thevacancp occurs, In the c e that there is no waitlis NEp wiit Publicize the
other district Stuaents
un
e

des with the next available waiclisted

t s

seats that become vacant throughout the academic year.


schoo.

ed. NEP wi]1 continue to attempt to fill any


P

ConSrming Residency( iea onlp to applicaata R,bor o are Prior to enrollingappl in NEp, the student's pareats 1 aotcurrentlyenro/!edata District Distacts Residenry ryand rcement. ThTeregistran process should be completed at the District HQ orAdministration Building, NEp wilt not reyuire proof of resi denry reyuirements prior to publiccannot lotteriebe s, officially as this may restricttoa NEP. family's ability to apply. Students who fail to meet residency assigned
City in order to
comply with NEP' s
and

the

Enf

National Education Partners, Inc.Enrollment, Wairing List and Lottery Process Appendix" C"
5
NEPCS

89

NEPCS

90

Appendix D

National Education Partners, Inc.


Fiscal Policies and Procedures

National Education Partners, Inc. Fiscal Policies and Procedures Appendix" p"
1

NEPCS

91

NEPCS

92

I. ACCOUNTING SYSTEM
Policv:

NEP shall use the accrual system ofaccounting. When necessary, reports to the IRS, LEp and
any other government entity shall be completed using an:accnial accounting system.
Procedure:

NEP shall adhere to all generally accepted accounting pprocedures on an accrual basis. Reports to government be
various
entities shall

Officer or by the School'

completed by the

s auditi. ng

firm.

_,

NEP' s Chief Operating&

Financial

II. BOOKS OF ACCOUNT


Policv:

NEP shall use an accounting software program to maintain financial books and records.
Procedure:

records in accordance with generally accepted accounting principles.


IIL CHART OF ACCOUNTS
Policv:
The Chief Operating&
requirements.

NEP shall use QuickBooks accounting software to maintain its books and records. The Chief Operating& Financial Officer shall maintain the QuickBooks accounting software with up-todate budget numbers, cash receipts and disbursements and any items necessary to maintain the

reflects budgetThe categories and provides information in a manner to coincide with reporting Chief Operating&

Financial Officer shall develop a Chazt of Accounts that accurately


Financial Officer shall also use class tracking to properly

maintain restricted funds. Procedure: The Chief Operating&

Chart of Accounts.

Financial Officer sha11 distribute revenues and expenses according to the

Nationai Education Partners, Inc. Fiscal policies and Procedures Appendix" D"
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NEPCS

93

IV. FINANCIAL STATEMENTS


Policv:

Financial statements shall be prepared as the Boazd of Commissioners directs and shall be available for:review by the Boazd of Commissioners whenever requested. Annual audited

financial statements shall be prepazed by the School' s auditing fum.


Procedure: The Chief Operating&

Financial Officer shall prepaze periodic Statements of Financial Position

and Statements ofAcrivities. These statements shall inciude a comparison of yeaz-to-date actual and yeaztadate budget, and shall be reviewed by the Finance Committee and/ or-the Treasurer
on a regular basis.

V. BANK ACCOUNT MANAGEMENT: ISSUING/SIGNING CHECKS


Policv
The Chief Operating&

established by the Board of Commissioners.


Procedure: The Chief Operating&

Financial Officer shall adhere to the check signing procedures

Financial Officer prepares all checks for signature. Checks shall be

issued only when within the approved budget and with the approval of the Chief Executive Officer. The Chief Executive Officer, Chief Operating 8c Financial Officer and the Chairman of

the Board of Commissioners shall have check signing authority. Three signatures aze requiredfor
withdrawal authority unless duaily signed with the Chief Executive Officers signature. Voided

any checks over$ 20,000. The Boazd Chairman shall not have check signing authority or

checks shall be retained to insure proper maintenance of checking account records.


VI. BANK ACCOUNT MANAGEMENT: OPENING/CLOSING OF ACCOUNTS
Policv:

The Boazd of Commissioners or the Chief Executive Officer must approve the opening or closing of any bank accounts. The signature of the Chief Executive Officer and Chief Operating
Financial Officer shall be required to open or close accounts with the appropriate Boazd
approval.

Procedure:
The Treasurer
of

the Board

of

Commissioners,

with

the

help of the

Officer, shall compile any necessary information including necessary signatures, to open or close
any account(s).

Chief Operating&

Financial

National Education Parmers, Inc. Fiscal Polides and Procedures Appendix" D"
3

NEPCS

94

VII. BANK ACCOUNT RECONCILATION


Policv

Reconciliarion of each NEP account shall be done before the montiily meeting of the Board of
Commissioners for the following month.
Procedure:

The Chief Operating&

Financial Officer shall reconcile the bank accounts as soon as' possible

following the end of the month.


VIII.,PETTY CASH Policv

NEP may maintain a petty cash fund used to make change for the sale of uniforms and any other
unforeseen expenses in as deemed necessary.
Procedure:

The Petty Cash fund will be maintained by the School Secretary and Principal. The Petty Cash box shall be kept in a locked cabinet and taken out only for uniform purchases and any other
Financial Officer to be taken to the bank for deposit. The amount of the deposit shall be
reconciled to the uniform/ miscellaneous receipt book.

a detailed record kept. On a monthly basis, excess funds shall be given to the Chief Operating&

unforeseen expenses as deemed necessary. All monies and transactions must be documented and

IX. ACCOUNTS RECEIVABLE


Policv:

NEP bills the LEA for students attending the School during the yeaz. The School also submits periodic requests for disbursement of funds for state and federal grants, including school lunch
reimbeu sement and Consolidated Grant funding.
Procedure: The Principal

shall prepare

bi- monthly bills

with

the

help of the

requests for reimbursement for the school breakfast and lunch programs, and the
Chief Operating&
accrual

Officer for remittance to each school district. The School Meals subcontractor shall prepare
basis. The Chief Operating&

Chief Operating& Financial

Financial Officer shall record these amounts in the generalledger on an


Financial Officer shall prepare requests for reimbursement

amounts in the generalledger on an accrual basis.

for other federal and state granis including the Consolidated Grant, and shall record these

National Education Parmets, Inc. F', scal Policies and Procedures Appendix" D"
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NEPCS

95

X. PURCHASING
Policv:

NEP shall use purchase orders and maintain a purchase order log for ali non-recurring p ucliases.
Procedure:

NEP shall issue purchase orders for all non-recurring purchases. Each purchase order must be
submitted to ihe vendor. The School shall maintain a numbered purchase order log for each
invoices in order to be paid.
XI. ACCOUNTS PAYABLE
Policv

approved by the ChiefAcademic Officer and Deputy Chief Executixe Officer before being

school yeaz. Purchase orders must be checked off when packages are received.and attached to-

both the School and the Vendor.


Procedure:

NEP, whenever practical, shall pay invoices within 60 days of their issue, unless altemative arrangements are made with vendors or unless a dispute arises. Invoices of an amount which precludes payment within 60 days may be put on a payment plan, allowing a monthly payment agreeable to both the School and the vendor, unless another arrangement is reached agreeable to

invoices.

should be written out of the QuickBooks soflware to ensure that payments aze not duplicated nor overlooked. Unpaid invoices shall be filed in the accounting office in a separate area from paid

Accounts payable shall be maintained in the QuickBooks accounting software by the Chief Operating& Financial Officer. All invoices should be entered on a weekly basis, and all checks

XII. PAYROLL Policv:

NEP shall use a payroll service to issue employees' paychecks.


Procedure:

NEP shall use the Paychex payroll service to issue employees' paychecks. The pay period runs Saturday to Friday for 2 weeks. Timesheets aze due to supervisors for approval on Monday the twofollowing the
end of
week

pay

period.

The Chief Operating&

Financial Officer shall

call payroll into the payroll service on Tuesday or Wednesday after the end ofthe pay period. The pay period runs Saturday to Friday for 14 days. Checks will be issued bi-weekly on a oneNational Education Partnets, Inc. Fiscal Policies and Procedures Appendix" D"
5

NEPCS

96

week lag. Paychecks shall be distributed to employees after 12:00 noon on Thursday, aithough
checks are dated for Friday.

XIII. MAIL MANAGEMENT: INCOMING CHECKS


Policv:

All incoming mail is opened and distributed by the School Secretary( s). Any checks received aze
given to the

Principal,

who

in tum

passes them onto the

Chief Operating& Financial Of cer for

immediate endorsement and timely acknowledgment and deposit.


Procedure:

The School Secretary(s) shall open all mail. All checks shall be given to the Principal. After the
Principal
passes

the checks onto the Chief Operating&

Financial Officer, he/she shall endorse

the checks and keep them in a locked cabinet unril they are taken to the bank. The Chief

Operating 8c Financial Officer shall prepare deposits slips and take deposits to the bank. A record
the banlc statement.

of each check shall be attached to the deposit slip and sha11 be filed and used for reconciliation of

XIV. BUDGETING OF FUNDS


P

NEP shall prepaze and maintain a five-yeaz budget at all times. The Boazd of Commissioners
shall approve the budget.
Procedures:

The Finance Committee, which includes the Chairman and Treasurer of the Board of
Trustees, the Principal,
and

the Chief Operating&

budget in conjunction with the short- and long-term plans of the School. The budget sha11 be

Financial Officer, shall develop an annual

reviewed periodically by the Finance Committee to be updated with current information. After

the budget is developed, it shall be presented to the Chief Executive Officer for a final review before being submitted to the Board of Commissioners for review and vote. Upon acceptance of the budget, it shall be submitted to LEA or the State by the annual deadline.

National Education Partners, Inc. Fiscal Policies and Procedures Appendix" D"
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NEPCS

97

XV. CAPITAL;DEPRECTIA'I`ION
Policv

NEP shall maintain a capital depreciation account.


Procedure:

Fivancial Officer on aperiodic basis. The Boazd ofCommissioners 'Chief Deputy Chief Innovation Officer for Technology& Analyze shall approve a11 equipment purchases. Assets in excess of$1, 000 shall be depreciated over their useful life. Assets under$ 1, 000 and" canned" software purchases shall be expensed. Disposition
Executive Officer and the

NEP shall have its capital depreciation account maintained by its auditors and reviewed by the
Chief Operating&

ofprope ty sha11 require the approval of the Boazd of Commissioners.


XVI. STAFF AND TRqVEL,EXPEI JSES
Poiicv

training.

Staffshall be reimbursed for travel and related expenses while on NEP School business or

Procedure:

check requests to the Chief Operating 8c Financial Officer. Original receipts should be attached to the,check request. Staffshall be reimbwsed within 30 business days of submission ofa
completed check request to the Principal.
XVII. ANNUAL AUDIT
Policv:

All sta,ffshall submit check requests to the Principal for approval. The Principal shall send all

Executive Officer or Finance Committee.


Procedure:
The Chief Operating&

An independent audit shall be conducted annually by an accounting firm selected by the Chief

its annual audit. The audit shall be submitted to the LEA by the prescribed deadline.

Financial Officer shall assist the independent auditing firm in completing

National Education Parh ers, Inc Fiscal Polides aad Procedures Appendig" D"
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NEPCS

98

VIII. INSURANCE
Policv

NEP shail maintain appropriate insurance coverage.


Procedure:
The

following insurance shall


and

Trustees

be maintained:(,)

Co

Officers Liabili

ercial Package )

vendors, or recommended by the insurance broker. The School shall also contribute to the state unemployment,Insurance.Fund in accordance with applicable-law.
XIX. CONTRACTS AND GRANTS
Policv
and annual plans.

Accident and any other insurance deemed necessary per the School' s Charter, agreemettt with

ty,( D) Disability,( E) Worker' s Compensation, ( F), Student

Umbrella,( C)

The execution ofcontracts and grants shall be within the scope ofNEP School mission, goals,

Procedure:

All contracts sha11 be approved by the NEP General Counsel, ChiefExecutive Officer and the Board of Commissioners prior to be signed by the Chairman ofthe Board of Commissioners.
XX. INVESTMENT POLICIES
Policv

Excess funds shall be invested only in FDIC insured or collateralized money mazket accounts. The School may open and maintain a stock and mutual fund account for the purpose ofreceivin ; appreciated stocks or mutuai funds as gifts.
Procedure:

maintain a stock and mutual fund account to accept gifts. Amounts held in these accounts shall be determined at the discretion ofthe ChiefExecutive Officer.

The School shall maintain a money mazket account to invest excess funds. The School shall also

National Education Partners, Inc. Fiscal Polides and Procedures Appendix" D"
8
NEPCS 99

XXI. BORROWIl TG FUNDS


Pollcv

The borrowing offunds and the establishment ofa line ofcredit musC be approved by the Board
of Commissioners. :
Procedure:

The School sha11 maintain a line of credit at a,limit to be determined by the Board of

Commissioners to ensure smooth cash flow, The Board of Comrnissioners shall'determine if the

School should incur any mortgages or other:debt. Any changes in the borrowing'terms must be approved by the ChiefExecutive Of cer. The_Board shall notify the LEA if borrowing over
1, 000,000 occurs.

XXII. BEQUESTS AND CONTRIBUTIONS


Policv

Non-restricted bequests and contributions shall be used for operations or special projects as designated and approved by the Chief Executive Officer. Bequests that aze donor restricted shall
be used for the purpose articulated by the donor.
Procedure:

The Chief Executive Officer shall designate the use of bequests and contributions.
XXIII. CREDIT CARDS
Policv

NEP may maintain credit cards that shall be issued to staff as designated by the ChiefExecutive
NEP Business purposes.
Procedures:

Officer. Such credit cards shall be solely used for School, Boazd of Commissioners and Official

All credit cazds shall be billed directly to the School and shall be monitored by the Chief Executive Officer
and

the Chief Operating&

must

turn over

all

receipts

to the Chief Executive Officer

cazds that have been issued to them.

Officer. In the event of termination of employment, staff shall be required to retum any credit

Finance Officer. Staff who is issued credit cards and the Chief Operating& Finance

National Education Partners, Inc. Fiscal Polides and Procedures Appendix" D"
9

NEPCS

100

XXIV. SECURITY pF FINpNCIAI, DATA


Policv

NEP shall maintain its financial data in a secure fashion.


Procedure:

A11 accounting records shall be maintained in the accounting office. This office will remain
to the
secure
shall

locked All cabinets in the office shall also be Iocked. Keys to this office shall be limited at a11 times. Chief Operating&
to the

on the server shall be backed up on a daily basis and maintained offsite in a secure location.

Deputydrive. ChiefExecutive Officer. Accounting records on the server shall be maintained on a Access to this drive be limited Chief Operating& Finance Officer, the Principal, Deputy ChiefExecutive Officer and the ChiefAcademic Officer. The computer files

pinance Officer, the Principal, Chief Academic Of' icer and the

National Educadon Partnecs, Inc. Fiscal Policies and Procedures Appendix" D"
10

NEPCS

101

U`1

j'

11 { s
4. c!

ll
n

a`

T 3qUY`..

ltbisn

rr j},

National Education Pattners, Inc. Charter Schools

Procurement Policy

NEP Procurement Policv

NEP) charter school will followaccounting policies and procedures that compiy with generalty accepted a counung principles( GAAP).

National Education Partners, Inc., (

Any procurement of goods and services sha11 be made by the compliance


prior dealings.

may include but not be limited to, price, quality, availability, timelines, reputation and

coordinator/authorized agent or finance department, in the best interest ofthe school, upon considering the totality of the circumstances surrounding the procurement, which

NEP charter school shall not purchase any goods or services from any member ofthe
member ofa goveming board member may benefit from such a procurement, unless
the consideration set forth in paragaph 1 above.

governing board, an immediate family member ofany member ofthe governing boazd nor

from any entity in which any member ofthe goveming board or an immediate family

authorized by the governing board after a full disclosure ofthe potential benefits, and after

NEP charter school understands that the policy cited above applies to purchases made using
requirements still appiy.

non-federal funds. As a condition of the receipt of certain federal funds, federal procurement

National Education Parmecs, Inc. Procurement Poliry Appeadix`D" Continued


I

NEPCS

102

Appendix E

National Education Partners, Inc.


I

Governance Plan

National Educarion Partners, Inc. Govemance Plan Appendia" E"


1

NEPCS

103

The governance structure of NEP vill be oxganized to meet the educational needs of all
students enrolled. Each level of governance has been designed to support and acivance the mission,

ision, and staced goals of this charter. NEP's advisors and board has the backgrounds, esperience, and capacity needed to establish and sustain an excellent high-perfoxming school, especially in the areas of:curriculum, instrucrion, innovarion, assessment; finance; management; HR; faeilities; fundraising; marketing/ PR; board development; governance; and school administrarion.

NEP's Boazd will operate in accordance with all applicable laws. As public agents authorized

by the HSD, the NEP Boazd is responsible for goveming the school and holding the charter for the
school, as it is granted by the HSD. A strong Board defines the mission of the school, develops

school policies and changes them when appropriate, the boazd will assist the CEO in the hiring of a
qualified Principal to manage tlie scliool' itistructiori il clay=to=day operations and holds ifiem ' accountable for meeting established goals, and fonnulates a long-range plan and charter school

Accountability Plan that will ensure the school's continued stabiliry. The Chief Executive Officer

will handle the day-to-day management of overall operations and hiung all other staffalong urith the
Deputy Chief Execuuve Officer and Deputy Chief Operating Officer for Talent Development and
Htunan Resources.

In addition to its many other responsibilities, the NEP Board will ensure that the school is complying with all of the state and federal laws that applp to the school and that the Boazd itself is

opetating in accordance with the rules set out by all applicable state laws and regulations. Finally, the Board is responsible for operating the school in accordance with its charter and with any approved
amendtnents to its charter. NEP' s individual Board members will be held to the duties of care and

loyalty. These duties include, but a=e not limited to, the following actions: always acting in the best interest of the schoo], reguLzrly reviewing key school documents including the charter and budget,
perfotmance and evaluation, organizational stability, student achievement and voting only after thoughtful consideration of all relevant options. Listed below ate the clearly articulates roles and
responsibilities for board members, executive staff and school staff

Boacd Chait- The Commissioners shall etect a Chair of the Board of Commissioners. Except as otherwise provided by law, the Charter or these By-I,aws, the Chair shall hold office for two years, until the next annu . meeting of the Cominissioners or the special meeting held in lieu thereof, and thereaftec until his successor is chosen and quaiified, unless a shorter te: m is specified in the vote electing or appointing chem. l' he Chair shall establish the agenda for all meetings of the Board of Commissionezs in consultation with the CEO, Corporation Counsel and Special Assistant to the Board of Commissioners, as appropriate in the disuetion of the Chair, othet membeis of the Board of Commissioners. The Chair shall pteside over all meetings of the Board of Commissioners and shall have suth other powets as the Board of Commissioners shall detennine. In the absence of the Chair at any meetings of the Board, the Vice Chair shall exerase the rights and perfo

signing agent for official board documents, and is responsible for ensuring the board is in compliance with
the charter contract, board manual, and bylaws.

the Cunction of the Chair. The Chair is the chief liaison to the Chief Executive Officer, acts as the primary

Board Vice Chairperaon- The Vice Chair shall assist the Chair in overseeing the functions of the Boacd, and
shall have such other powers as the Board of Commissioners shall determine. In the absrnce of the Chair at any meetings oE the Boazd, the Vice Chair shall eaercise the tights and perform the function of the Chair. The
National Education Parmers, Inc. Governance Plan Appendix" E"
2

NEPCS

104

in that office by these By-Iaws or by the Commissioners.


Boatd Treasutet&

Vice Chair shall have such other powers and duties as are usually afforded to that office and as may be vested
Chait ofthe Finance Commitbee- The Treasurer shall oversee the generdl6nancial

these By-Laws or by the Conunissioners.

have such other powers and duties as are usually afforded to thatoffice and as may,be vested in thatoffice by

affairs of the School, subject to the direction and control of the Board ofCommissioners. The Treasurer shall

budgets, wotk plans, procurement plans andmonitoring evaluation p]ans, provide leadership, cooxdination and day-to-day management of the administrarive aad accountability functions ofthe school, including
lssist the CEO in ensuring continuous improvement ofoperational effidenry during implementation of Boatd Conunittees for Project Management to facilitate the timelp exchatige of operational infom ation and
compliance with local and state regul,ltions and with Board of Commissioners requirements and standards.
and evaivation, public outreach and human resources, and ensure that the operations of the school are in full

objectives of the Boatd of Directors and complies with the Charter Agreement pversee and manage the prepatation ofperiodic adrninistrative and compliance reports with the Chief Financial Officer and Chief cademic Officer. Assist the CEO in foanulating unplementation plans, including the preparation of

responsibility of the Chief.Eaecutive Officer is to carry out the strategic plans and polides as established by the Board ofCommissioners including the academic performance and operations of the ezisting school and future campuses and itscal oversight The ChiefEaecutive Officer reports to the Board ofCommissioners. Deputy ChiefExecutive Officet- Providepolicy advice and support to the ChiefExecudve Officer( CEO). Provide leadership in the developmentand implementation ofappropriate operational polides to support the

directs the day to day operations and management ofall NEP staffand departments. The primary

setting/ achieving goa]s, and assistin the Board ofCommissioners in fulfi]]ing its responsibilities. The CEO is responsible for the leadership, strateg c vision and growth ofNEP schools. The CEO provides guidance and

ChiefExecutive Officer- The CEp is responsible for developing thc vision, setting and aclhering to policies,

finanaal management, procurement, legai affairs in conjunction vith the Corporation Counsel, monitoring

polides and procedures. Work closely with the Chief lcademic Officer, Chief Financial Officer and assigned

the adherence to Board and School District requirements and standards. Act as oEficer-in-charge in the absence of the Chief Executive Of6cer( CEO). Manage the work ofall employees, and make
Chief Financial&
team,
of

recommendations to the CEO regarding staff retention and related issues in conjunction with the Deputy Chief Operating Officer for Talent Development and Human Resource Officer.
managing
the

day_tadap finanpaj

accounting, banking,

Opetating Officer- The Chief Finandal Officer is a key member ofNEP's leadership ons of our schooLs and our School Support Team in the areas
op

budgeting, and financia] P] annin.'

Officer and Deputy ChiefEaecutive Officet and is responsible for building a scalable and effident 6nancial nf structure, Ptoviding eaceptional service and support to our schools, and ensuritig their continued finandal success. Reporting to this position is the Deputy Chief Operating Office for Talent Development& HR and the Recruitment Coordinator. supporting the continued growth and innovation ofNEP schools. This will include designing and defining donor identification. Developing and continuously improving an implementation strategy fot the NEP SchooLs, as well as related frameworks, polides, regulations and processes. Developing and regularly improving a icnplementation strategy for education, philanthropy anci private donot identification, with a 5- 10
ways to measure and then achieve sustained annual growth in the areas education, philanthropy and private
National Education Partnets, Inc. Govemance Plan Appeadix" g"
3

is position reports to the Chief Executive

ChiefInnovation Officer- The Chief Implementation and Innovation Officer will have responsibility fot

NEPCS

105

year time horizon and work with both intemat and egternal partners to ensure its implementation. Fact7itating
fhe development and execution of an annual prog,tamme ofwork to implement NEP's implementation
strateg es, working with the Implementation and Innovation Committee, support organi2ation(s), and other

NEP bodies and staff, as we11 as contributors. Identifying, prioritizing, and assessing implementation-related challenges likely to emerge ovet a rolling 3-S year timeframe, as well as fadlitating the development and donor
optioas for addressing priority issaes. Ensuring that the Implementadon and Innovation Committee has the
aecxssary supporting resources in place to effectively conduct its business in an effective and efHaent vibrant school ctilture and curricula. Reportu g to this position is the Deputy Chief Innovation Officer for

Academic Officer and Deputy Chief Egecutive Officer in finding new and innovative ways to develop a
Institutional Adnancement, Coordinator ofTechnology and tl eDirector of the Parent University.

manner. Directing the recruitment and retenrion of new atid pr pective teachers. Assisting the Ctuef

scaling the eaisting instructional model ensurit g eacellence and high standazds to atl NEP students and

ChiefAcademic Officer- Assist the CEO in the development of an academic vision and strateg c plan

families. Determine and implement NEP's academic priorities. Provide scalable instivctional program

leadetship to aU School Leaders with spedfic responsibility for planning, development, implementation,

assessment and improvement across all current and future schools. Develop and lead School Leaders and school teams in their roles as instructional leaders and site managers. Monitor, provide feedback to and

evaluate School Leaders providing clarit r ofroles, functions, goals and accountability. Develop plans to help capitalize on individual leader streagths as well as plans to help them improve and address areas of potential growth with real time feedback. Assist School Leaders in monitoring and evaluating effectiveness oF ptograms
as well as idenrifying and acquiring appmpriate program resources to ensure that curriaila are studentPrindpal/ Dean of Smdents, Director of Special Education and Supportive Services, Department

this position is the Deputy Chief Academic Officer for Curricultun and Insuuction, Prindpal, Vice

focused and aligned with schooPs missions, core walues, academic standards, and strategic goals. Reporting to

Chaus./ SLC Leaders, Teachers, and Par. tprofessionals.


Cluef of Government&

tandem with the different departtnents with n NEp, the politica! and community-sensitive development strategies designed to facilitate the successful completion of NEP it iriatives. The Chief of Government and Community Relations acts as the corporation's pritnary re]ationship manager with respect to federal,
private stakeholders; and, the Governor, Mapor and Councxl Offices, State, and Federal agencies. The

Relations will manage a staff of five responsible for developing, coordinating, and implemenring, in

Community Relations- The Chief of Govemmenc and Communicy

state, and Iocal elected officials and govemment agencies; community boards; community stakeholders;

Chief of Govemment and Community Relations is also responsible for developing NEP's annual leg slative agenda and working with the corporation' s senior management team and key personnel in the
the

CEO's Office to ensure that the corporation' s legislative and educational priorities receive attention on federal, local
state, and

Affairs,

the

Director

level. Reporting

to this position

is

the

Directot

of

of the

Student Success Center&

Communications& Extemal

Community and Parent Engagement.

School Advisory Counal and the Director of

General Counsel- The Grnetal Counsel serves as the Chief Legal Officer of NEP and a member of the CEO's senior management team. The General Counsel reptesents and directs the reptesentation of NEP in all legal matters; serves as legal advisor to the CEO, Board of Commissioners, and senior administrators; and

matters related to NEP, induding direcdng the Director of School and Studrnt Safety and outside counsel retained to represent NEP. The General the Counsel also supervises certain funccional of$ces assigned by the CEO, Intemal Audit Chief Financial&
such as

Counsel reports to the CEO and oversees or handtes all legal aspects of transacrional, regulatory and Baard
along
with

serves as a tesource on legal matters and issues ofinstitutional procedure and governance. The General

Deputy/ Assistant General Counsel's.

Reporting to this position is the Director of School and Student Safety, Deans of Students and

Operaring Officer and outside auditors.

National Education Partners, Inc. Govemance Plan Appendix" E"


4

NEPCS

106

Depury Chief Operating Officer ofTalent Development aad Human Rtsources- The Deputp Chief Operating Officer for Talent Development and Human Resources is responsible for determining
and providing leadership in developing and executing talent development and hutnan resources
in the areas of succession planning, talent management, change managemen organizational and

strategy in support of the overall school plan and strategic direction of the organization, specifically

perfomiance management, training and development, and compensation. The Deputy Cluef

articulating Huttzan Resoutce needs and plans to the executive management team, and to the boatd of directors. Also, directs and assist in the recruitment and development of new teachers and staff
along with the Recnutment Coordinator and Chief Innovation Of6cer.

Operating Officer for Talent Development and Human Resources provides sttategic leaderslup by

Deputy ChiefAcademic Officer for Curriculum and Inatrucrion- The Deputy Chief Academic Officer for Curriculum and Instruction( DCAOC will work collaboratively with all members of the Executive

Leadership Team to ensure coordinated planriing and consisEent impiementation ofNEP strateg c plan;
improving student achievement The DCAOCI will provide leadership to communicate system priozities
and ensure collaborative work processes to effectively and efficiently utilize resources. The CAO will

making certain that programs and priorities are focused on eliminating the achievement gap and

oversee and monitor the implementation of systemic cross- functional strategic projects and initiatives,
will provide support to instructional directors and coordinators, and will monitor these projects and initiatives to ensure they lead to high student achievemen The DCAOCI will fostet a wotk

perfotmance. As a member oE the Executine Leadership Team, the DCAOCI will axticulate to various local and state of6cials the NEP's strategic initiatives and alignment of programs in conjunction with

environment that is student-focused and results-oriented and that places prioxity on student learning and

ChiefAcademic Officer. [The DCAOCI will plan, direct, develop, coordinate and review system wide
projects in curriculum development and related iusttvctional and extracurricular services and is
the othet members of the Executive Leadership Team.

responsble for system wide services for all academic programs.] The DCAOCI will work closely with
within the organization. Assures that the organization' s corporate culture, systems and procedures

Deputy Chief Innovation Officer fot Inatitvtional Advancement- Fosters a culture of philanthropp

support fund development and vice versa. Leads staff and volunteers to institutionalize philanthropy an . fund development within the organization. Plans, coordinates and assures implementation of strateg es
management, research and cultivation, gift processing and recognition. Maintains accountability and compliance standazds for donors and funding sources.
Special Assistant&

to develop donors and contributions to support the organization. Assures development and maintenance of appropriate systems to fund development including but not limited to volunteer and donor

Chief of Staff to the Boatd of Commisaioneca- Prepares correspondence for the

Chief Executive Officer and Boarci of Commissioners. Acts as recording Secretaty at Board meetiriigs as well
as selected hearings. Prepazes minutes for regular and closed session meetings of the Board. Index and
prepare agenda, agenda substantiation, and backup materials for Boazd packets. Organize all aspects of

maintain index file of Board minutes. Prepares preliminary, revised and final agenda for Board meetings;
tegiilar and special board elections, including ordering of election matetials.

Director of the Parent University- Provide an educadonal platform to build strong parent-teaching

communities that will increase student achievement. Collaborate with intemal departxnents to ensure families are provided with the access, opportunities and tools they will need to support literary at home as well as

resources to advocate for their children's education. Collaborate with adult literary programs and higfier

education institutions to fu16ll the commitment to the City of Hazrisburg' s education inidative to ir aease the
number of residents going to college. Provide resources and collaborative opportunities fot adults who wish

National Education Partners, Inc. Govemance Plan Appendix" E"


5

NEPCS

107

adult continuing education to support adult literary and etnployment opportunities.

to achieve their own personal academic and non-academic goais. Provide a program within the context of

CoordinaWr ofTechnology-The Technology Director must have the ability to evaluate the use of technology in the classroom. Model and support the effective integration of technology in the classroom. Display competenry with adminisirative and instructional applicattons oftechnology. Use multi-media equipment and applicacions, basic softvvare applications and common opesating spstems. Demonstrate a working knowledge of hardware components and their functions.Possess the ability to implement new
technologies. Design and'unplement computet netavorks suitable for educational settings.
of

Director

Communications&

NEP's communications calendar; induding a balance between print and digital sttategaes for communicating NEP's specific programs and organizational brand Create and contributes to all institutional communications
including, direct and online marketing, collatetaI materials, website, monthly e-newsletter and support for 1 ack'
sri
n

as well as the importance ofstudents receiving quality educauon at our schools. tl,lso, sets and manages
ancement

for implementing a strategic, integrated communications plan to promote the activities and mission ofNEP

External Affairs_Thc Director of Communications will be responsible

and messaging. Design and implement sociatrnedia strategies to serve our constituenaes and increase organizational visibility
Ditector
of Student

ork avith outside consultants to c,larify NEP brand, including visual elements

innovative programs focused on educating parents on at home learnitig techniques for continued student Pro$*ess, providing social service assistance to students aad parents in need of services, improving student
achievetnent through programs and supportive staEf lceated within ihe student success center. tllso, give
partnetships.

School Advisory Council( DSSC& SAG wi71 work collaborativeiy wich all members of the Executive Leadetship Team, Parents and Community Groups xo ensure coordit ated and consistent implementadon of

Succese Center& School Advieory Counc-

The Director of Student Success Cente

direction to the School Advisory Cout a7 and CommunityGroups in developing our school and community

with school personnel, parents, law enforcement, various community agencies and members of the

Directot ofSchool Safety- The Director ofSchool Safety will have the ability to comtnunicate effectively

school and on school buses to help ensure an educ tional experience of the highest quality.
Talent Development&

community. AdditionaUy, to provide for the secvrity and protection ofall students, staff,and propercy. To develop progratns and provide services which will promote a safe and orderly environmrnt for all students in
Human Resources in the recruitment process ofidentifying high qualified and

Coordinator ofRecruimnent- Assist the ChiefInnovation Officer and Deputy Chief Operating Officer for

energecic individuals to become integral members of out team. The Recruiting Coordinator is an administrative role responsible for candidate interview scheduling and facilitation('mcluding travel arrangements), reporting, advertising and other projects in support of our fast-moving recruiting organization. Coordit ator will support multiple team members. The Recnuting Coordinatot in The Recnuting development planning recruiting In r. job fairs, addition, the Recruiting Coordinator manages multiple, high-priority, competing tasks as well as other administrative tasks as assigned. Additionally, the Recnutment Coordinator is responsible for contacting applicants and hiring managers to coordinate and schedule interviews oordinate travel arrangements as needed Assist in the planning of recniiting events meetings Perform other miscellaneous duties as required by management.
will assist

research,

and

of

events

e.

meetings, etc.).

developmmt of each staff inember.

activities, and budgets in a maaner that promotes the educational development ofeach student and the professional

Principal- To serve as the administra[or ofthe school ia developing and implementing policies, programs, curriculurn
National Education Parniers, Inc. Governance Plan Appendix`E"
6

NEPCS

108

Vice Ptincipal/ Dean


team to

of

Students.

The

vice

develop
the

ap/

and'

nnplement the total school


of student per

dean of students serves as a member oF the admtmstrative


a

directs

disdpline

the prescribed recommen

program. Acts as the pxindpal in the absence of the prindpal


e Student Code of Conduct. Also,

perfoans other duties as assigned by the Principa] and senior managemeac,

or special needs.

compliance with state, aAd federal re ilarions governirig the delivery of services to students with disab7ities

programs, sezvices, budgets and personneL Thc Director of Spedalized Student Services shall ensure

assume:responsibility for pL nning, cievelopment, coordination, and manageanent ofallspecial education

Director ofSpetiai Eduqtion and Supportive Servltes-The Director ofSpeaal Education Services shall

Teachers- Give instruction and guidance to our student in pursuit giving all students a quality and affordable
education.
student and school

Deane ofStudent Safety- Assisthelp the DirectorofSchool and Student Safety in promoting and practicing
safety. Deans
secure

the

cl

school and are

Noon Time Aides.

National Educadon Patmets, Inc. Govemance Plan Appendix` B"


7

NEPCS

109

Defined Roles of the Boaxd and Chief Executive Officer


Brief Synopsis)

Board Responsibilities
Form strateg cplanning
Define process and compteting the plan.
committee.

Chief Executive
Res:
onsibilities

cer' s

Patticipate in strategic planning process.


for

develop a schedule

Devise effective ways to involve other staff and

key volunteets in sttategic planning.


Help the board define the mission statement by
soliciting input from other staff.
Collect and analyze program and service data
and present xesults to the board

Develop

the

school's mission-statement

Provide external information that will

help in

considering strategic options.

Make

strategic

decisions.

Approve
plan and

and peiiodically review operational budget that reflects strategic decisions.

Recommend strategic options.

Develop the operational plan and budget for


boazd consideration. Implement the operational
lan.

National Education Partners, Inc. Govemance Plan Appendix" E"


8

NEPCS

110

Appendix F

National Education Paxtners, Inc.


Hirin g

Process

National Education Partnets, Inc Hiring process Appendix" F"


Page( 1
NEPCS

111

The purpose of these guidelines is to provide an orderly and consistent process for the recnutment
and selection of staff.The process is intended to provide for open competition and the fair treatment in the screening and selection of the best candidates for the position.
1. SELECTION COMMITTEE

A Selection Committee representitig a diverse range of opinions will be relied on to determine the

best candidate for an available posirion. Comtnittees will be comprised of Deputy Cluef Operaring Officer for Talent Development&
Acaclemic Officer for Curriculum and Instruction, Chief Innovation Officer, Academy/ SLC I.eader
and on select occasions the Chief/ Deputq Chief Executive Officer.

Humaa Resources, Recnutment Coorciinator, Deputy Chief

The Human Resources Department will provide, as needed, appropriate professional development
Management Policp.

for those conducting interviews and establishing selection criferia consistent with our Diversity

Individuals involved in the recnutment, selection and screeniag of employees for National

candidate is a member of their immediate or extended family or business associate. A member of the Selection Committee will be removed if they are in a position of conQict of interest or should there be a reasonable appearance or apprehension of a conflict ofinterest, as detailed in the Search and Selecrion
Committees Regularion
or as

Education Partners ate expected to uninediately remove thexnselves from the hiting process if a
deemed

by the President& Chief Executive Officer.

2. SET"TING CRITERIA

The Selection Committee shall identify the educational background, experience, skills, abilities, and
characteristics that the

ideal

candidate would possess('. e., the" candidate profile'.

The Selection

Committee will also detemiiue the specific cultural and linguistic needs that aze unique to the school or the position and identify the skills, abilities and qc alifications that best satisfy these special needs
requirements for the position.

additional hiring criteiia). These additional hiting criteria may be expressed as preferences or

The candidate profile and additional hiting criteria will be used in screening applications, short listin
determining who best fulfills the requirements of the candidate profile and, as applicable, the
process,

qualified candidates and selecting the successful candidate. All decisions will be made based on

additional hiting criteria. Neither the candidate profile nor the additional hiring criteria shall be designed to pre- select a candidate. Decisions will be made based on application and interview
including reference checks
and

President& Chief Executive Officer may make any exceptions s/ he deem necessazy in the best interest of the school and applicant.
the

3. RECRUITMENT A1VD ADVERTISING

NEP staff shall be recruited by using a variety of inethods including, but not limited to:
On-line recruittnent.
Intemal recruirinenG
Job fairs.

Outreach to students at post-secondary institutions.


Nationa! Education Parmers, Inc Hiring Process Appendix" F'
Page 2 NEPCS
112

Newspaper advettisements.
Advertisements

shall indicate that NEP is an equal opportunit, employer.

4 AI'PLICATIONS

To be considered for a posted position with NEP, a complete applicarion form, letter ofapplicarion, accompanyi ng information and resume must be{ led by the applicant via in person, mail or by postal mail with all the prescribed attachments.
elicit infonnarion

disability, marit(

Other than as required for a specific position4 requirement, applications shalt not contai n inquiries to
as

to the race color

national o

status, gender,

or sexual orientation of

rigin, ancestry, place of oxigin, age,


_.
W

the.applicant.

Candiineligible dates whoinfathetospeafic providecompetition a complete for appl icarionhepackage as outl ined in this po]icy may be ruled which or she has applied.
5. REVIEW

in accordance with the candiclate profile and additionai hiting critetia predeterniined by the Selection
Committee.

Following the closing date for each competition, the Selection Committee shall prioritize candidates

6. SHORT LISTING

The Selection Committee will determine a prehrmnary short list of applicants based on the candidate profile and additional hiring criceria,
7 INYITATION FOR INTERVIEW

A schedule for interviews will be determitied and applicants will be invited to attend. Telephone snterviews will be pernzitted members. only in exceptional circumstances and must be approved by a consensus of the Selection Cotntnittee
8 INTERVIEW AND CONSENSUS PROCESS

Prior to the scheduled intetviews the Selection Committee shall determine the questions to be aske . of each candidate, and the weight to be atttibuted to each question. Each candidate will be interviewed by the Selection Committee and each candidate shall be asked the same set ofqnestions. This does not prevent the Committee members from asking questions of clarification avith respect
and/ or rate the candidate's responses on a rating scale, as agteed by the Committee in advance.

to given answers, Each Member of the Selection Committee shalt record each candidate's responses

All rclevantasdata andsuccessful infoimation will be assessed by the Committee prior to attempting to reach a consensus to the candidate.

Aher alt interviews have been conducted, the Selection Committec will begin the selection process.
National Education Parmers, Inc Hiring process Appendix`F"
Page 3
NEPCS 113

The Selection Committee will continue to discuss the candidates until consensus is reached based on

the candidates profile and additional hiring criteria.


9. REFERENCE CHECB

A mernber of the Selection Committee should check a minimum of two references for

the successful caadidate, one of which must come from a curtent,or most recent, immediate.supervisor. Should the reference checks provide negative'information, the

Selection Committee will then decide whether to stand by their original selection o= go to
the next highest ranked candidate.

10. NOTIFYING CANDIDATES

Each candidate shall be notified of the result of the competition by the Selection Committee. The
successful candidate shall be offered the position and the Eastem School District shall be advised of the selection made and the candidate hired.

Below are the forms that will be used during our hiring and recruiunent process:

National Education Partners, Inc Hiring Process Appendig" F"


Page 4

NEPCS

114

National Education Parmers, Inc.


TALENT DEVELOPMENT&

HUMAIV RESOURCES DEPARTMENT

CHECSLIST FOR THE HIRING MANAGER

Posting Pmcess

Create or Update Job Description

Resolve Classification Issues, If Applicable


Obtain Initial Approval to Poet

Prepare Vacancy Announcement


Post Vacancy for 14 days

Develop and Implement Recruitment plan


Pre-Seiection

Screen Applicants to Interview

Request Employment Applications


Convene Interview Panel

Develop Interview Quesdons and Rating Process


Schedule Interviews

Conduct First Round of Interviecvs

Conduct Second Round of Interviews


Check References

Recommend Candidate

Talent Development&

Selection{ Forms to be submitted to General Counsel or Deputy Chief Operating Officer for Human Resources):
National Education Partners, Inc Hirinp,Process Appendig`F"
Page 5

NEPCS

115

Memo Explaining Selection Reasons and Process Followed


Deputy Chief Operating Officer for Talent Development&
All Resumes
HR Action Report

Interview Questions/ Responses

Interview Summary Fomn


Refercnce Documentation

Completed Employment Application Form

National Education Partnets, Inc Hiring Process Appendix" F"


Page 6

NEPCS

116

National Education Parmers, Inc.


TALENT DEVELOPMENT&

HUMAN RESOURCES DEPARTMENT

SCREErTING FORM

Position Tide:

Name of Screener.

To complete form, list all job requirements individually in left column( List Minimuan Enuance Requirements
first,
then

Prefened Qualifications);

check off

each applicant that meets that requirement. Atfach additional forms if needed.
Job Requirements

Names ofApplicaats

National Education Patmers, Inc Hiring Process Appendix" F"


Page 7

NEPCS

117

Applicant Recommended far Interview:


Race- Ethnic Code
Se

National Education Parniers, Inc Hiting process Appendix" F"


Page 8
NEPCS

118

National Education Partners, Inc.


TALENT DEVELOPMENT&

HUMAN RESOURCES DEPARTMENT

ACKNOWLEDGEMENT OF RECEIPT LETTER


Date)

Natne of Applicant
Address

Dear Applican

Thank you Eor your interest in emplopment at the[ NEP]. We have received your
resume/ applicarion for the posirion of

Tide

of position]

Posting Number)

You will be contacted ifwe determine that an interview is appropriate. Ifyou are not selected for an interview at this time, please consider applying fox future positions as they become available.
Sincerely,

name and title of hiring manager or HR


personnel]

National Education Parmers, Inc

Hiring

process Appendix` F"'


9

NEPCS

119

Nadonal Education Parmers, Inc.


I' DEVELOPMENT& TALEIV"

HUMAN RESOURCES DEPARTMENT

APPLICAN'T NON-SELECTION LETTER


Date]

Natne of Applicant
Address

Dear Applicanr.

Thank

you

for

yout

interest in

the position of[ position tide), [

location or posting number].

NEP) received many resumes for the position from people with strong backgrounds m this fie1d. We regtet to inform you that you were not selected by the screening committee for an interview for
this position.

viewing National Education Patmers Employment Opportunities website at


http://
Again,
www.nepschools.edu/ careers/.
thank you

I would encourage you to keep infortned of other opportunities within the [name of department] by
for
your

interest in

employment withi [ name of department].

I wish you well in

your pursuit of a career opportunitq.

Sincerely,

name and tide of hiring manager or HR


personnelJ

National Education ParCiers, Inc Hiring Process Appendix" F"


0

NEPCS

120

National Education Parmets, Inc.


TALENT DEVELOPMENT& HUMAN RESOURCES DEPARTMENT

INTERVIEW LETTER
vate]

Name of 1lpplicant
lddiess

Dear Applican Thaak for qoiu intezest in the

posidon of[ position tide], ( locatioa or posting number]. We would like to interview you for the above position The interview information is as follows:

you

Dat

Tune:

Location:

Name and Phone of CoatacC Directions to Interview I. ocatioa:

intezvicw panel, that a wziting saznple is requested, etc]

Note: This letter will be use to also inform applicants ofany other aspects of the intemew, eg. that theze will be an

In addition, please complete the attached Empbqment pplication Form and bring it with you to the interview
Please contact me at( phone] if I may provide qou with additional information.

Sincerely,

name and title of hiring manager or HR


personnel

National Education Parmers, Inc Hiring Process Appendix" F"


1

NEPCS

121

NEPCS

122

National Education P artners, Inc.

CJ' 11-

G
d

C C`
l. a

G`
1
t

P.. 3q0[ 1
a

APPLICATION FOR EMPLOYMENT


SQ

S.EE .lQB PQSTINGS AT HTTPS;

NEP" S HOQLS. EDC!

National Education Partners, Inc Niring pro ess Appendix" F"


12 NEPCS

123

IMPORTANT

Instructions for completing the application form.


1.

Tppe or print clearly in black or blue ink.


I
m

v. ....

_:

_.

2.

Answer every question fully and accurately. Ifnot applicable, please put N/ A.

3.

For an applicant for emplopment who meetsifthe miaimum enttance requirements, the Talent Development& Human Resources Departmenf may rrview, applicable:
Sex Offender Registty Information( S. O.R.I.) and;

Criminal Offender Record Information( C.O.R.n and;

The Central Registty a{ Chijd Abuse/ Neglect reports maintained in accordance with applicable laws
4.

If an

offer of

employrnent

is

made to you, the

Talent Development&

declare that the offer is contingent upon the successful results ofa medical exam, references, and/ or a ciedit and background check.
5.

Human Resources Department may

employment or dismissal at any time during employment


6.

FaLse or materially inaccurate informatiou on the application will be cause for disqualification for

Read certification and releases carefully before signing.


Return completed application.

7.

8.

Deputy

If there is a need for an alternative version of this form, please contact National Education Parmers, Inc. Chief Operating Officer for Talent Development&
Huinan Resoutces.

National Education Parmers, Inc Hiring process Appendix" F"


13 NEPCS

124

This application will be kept on file for one year but applicants ate responsible for applying for each
vacancy for wluch thete is an interest in beueg considered.

National Education Partners, Inc Hiring Process Appendix" F"


14
NEPCS

125

Narional Education Partners, Inc.


v:
a:...x

AI' PI-ICATION FOR EMPLOYMENT

E AN EO 7Ai

PORTiTN1' j'y/

MAT

CTION F

LOYER

It is the policy
persons

of National

regardless

Education Parmers

of race, color, religion,

disability,orgender, exceptwhere age or sex ia a bonafide occupadonal qualification as allowed by the


Civi1 Rights Act of 1964.
PERSONAL INFORMATION
Name ( First)
Middle)

to afford equal employment natioaal origin, agc, milita y, gt

opportunity to,all qualified


S,

al orientation,

_ _
I, ast)

_,

_ .

Mr.

Ms.

Home Telephone Number

Mailing Address

( Street)

City)

State)

os

Code

Personal Cell Phone

Home Address rf different from mailing address)


Are Are

Personal E-Mail Address

you

authorized to work

in

the

U.S.

on an

untestricted

basis? YES

NO

you over

18

years or older? YFS

NO

Who referred you? Employment Agenry


Employee

Newspaper advertisement

College/ University Recruitment( C/ UR)


Other Internet job site

Unemployment of6ce/ One-Stop Career Center


Other.

National Education Partners, Inc Hiring Process Appendia" F"


IS NEPCS

126

EMPLOYMENT DESIRED
Posirion Applied For.

How soon can you start if a job ofEer is made?

Which Department Are You Applying Ta


Eaecutive

Academics

and

Programs

Community Development&
Other:

Engagement

Innovation& Tech.

Finance, Operations& HR
Have
you worked

Legal Affairs& School Safety


'

for Narional Educarion Parmers before? Dates:

Starting salary desired

NO Are

YES _

you available

for fiill

time

work?

YES

NO
job

Are
as

you available

for

part time work.

YES

NO

Have

you reviewed

the essential

functions

oF the

listed

on

job posting? YFS

NO

In addition to your work history,what other eaperiences, skills or qualifications would qualify you for this work?

National Education Parmers, Inc Hiring Process Appendix" F"


16

NEPCS

127

EDUCA. TION
Name
of

School

Locarion

Main Course

of

Did

pou

Graduate

Degree

ty

State

Study

Lisi ang additional educauorror ttaining:

performance.

PROFESSIONAL REFERENCES( not personan: List 3 people not related to you who can commenc on your work
Address

Name

Occu

non

Telephone
Number

Yeazs

Acquainted

MILITARY SERVICE INFORMATION

Thfs Infotmation ia furnis iedon a v vl ntary basis.


Check Dates
all

that

apply.
to

Veteran Branch?
you

Disabled Veteran

Viemam F.ra Veteran

of

Service:

If Viemam Fra Veteran, have

been

certi6ed

by the Office of Divetsity

and

Equa1

Opportunity? YES

Np

If yes, what is the Certi6cation #?

Please attach Form DD214 0 a copy of ODEO certification.)

Naaonai Education Partners, Inc Hiring Process Appendix" F"


17
NEPCS

128

Nationat Education Partners Application

IMMEDIATE FAMILY WORffiNG AT NAT.IONAL EDUCATION PARTNERS


Per
the

President&

famity by marriage, who are employed by National Education Partners. You are
employed

CEO's Order, please disclose any irninediate fatnily:members, inciuding those related to your unmediate
' 9'
e

Immediate family' is defined as a spouse, child, paren and siblin and the spouse's child, parent aad siblittg. Include those deparoments programs, innovation&
in
all

d to comPlete the' uiforn auon below.

of NEP:

academics

and

operations, government, communications&

implementation, eaecutive, Hnancial8c

commuaity relations aad legat

affairs&

regular or conttact employees. This" disciosure is intended to ensure that the stakeholders, students and parents of our

school safety; and those emploped as

organization has full con6dence in our hiring process, ' The disc]osure cvi11 not be used to eaclude anp-qualified applicam
seeking a posirion within the Eaecutive Deparnnent from receiving full consideration based on the merits of his/ her

credentials arid the requirements of the job. Attach additional pages if needed.

Name

of

ReIative

Relationship

Title of Relative' s Job

Department

EMPLOYMENT HISTORY
Are
you employed now?

IF YOU NEED ADDITIONAL SPACE PLEASE ATTACH A SEPARATE SHEET


QYes
No
e

COMPLETE ALL INFORMATION IN FULL. 111 applicaz,ts must P


page even if thtq are also submitting a resume.

Begin with pour most recent employment, including any present employrnent.

include any vesifiable work petformed on a volunteer basis. Any gaps in


employment must be brieElp eapLvned.
May we contact?
Yes

Your present employer will not be contacted without your permission. You may
No

Company Name
Street Address

Telephone

Speafic Duties

National Educadon Parmers, Inc Hiring process Appendix" F"


18
NEPCS

129

City&

State

Postal Code

Job Tide

Supervisar

From Dates Employed:

To

Salary

Reason for I. eavir g


w ,...

May we contact?

Yes

No

Company Name
Street Address

Telephone

Spe 6c Duties

City&

State

ZIP( Postal) Code

Job Tide

Supervisor

From

To

Salary

Reason for Leaving

Dates Employed

May we contact?

Yes

No

Company Name
Street Address

Telephone

Specific Dudes

City&

State

ZIP( Postal) Code

National Education Partners, Inc Hiring Process Appendix" F"


19 NEPCS

130

Job Tide

Supcxvisor

From

To

Reason for I.eavitig

Dates Employed:

National Education Paztners, Inc Hirinp Process Appendix" F"


20
NEPCS

131

ALL APPLICANTS MUST SIGN AND SUBMIT THIS PAGE


RELEASE AND CERTIFICATION
PLEASE RE, AD BEFORE SIGNING

I understand that the foregoing will be verified in order to expedite my application for employment with National Education
Partners. I

hereby authorize National Education Partners

to conduct

Cutl investigarion into my background.

I authorize National Education Partners to obtain my previous work records, employment records, character references and

any other information concerning charactes, ability and habits and all other necessaryinformation. Further I grant authority to
decision I agree that National Education Partners shall not be liable in any respect if a job offer is not egtended, is
release.

the keeper of these records to release said records to National Education Parniers for the purpose of making its hiring,

withdrawn, or my employment is terminated because of false statemeat, omissions or answers made by me oa this application. I agree that my previous employers shaIl not be liable with regard to any information provided by them in connection with this
I certify under the pains and penatty of perjury that all statements made by me on this application are true and complete to the

best of my knowledge and that 1 have withheld nothing, which, if disclosed, would affect this application unfavorably. I
understand that atty false statements, omissions or answers made by me on this application can result in my unmediate termination.
In compliance with the Irnmigration and Reform and Control Act of 1986, I understand that I will be required to provide

approved documeatation that verifies my right to work in the United States on my first day of employment I have received
the list of approved documents with this application.
I
understand that unless
mulovment ae reement

atta+ Ta*., n ne++

r status vvL a

ursu

nr

to

ALL APPLI(' AB
c rhar

LA 7V

or

su ject to he terms of a

my

emglo

neh

be

at- wiLl

which me

Lh National Fducation Partners and I are free

to termmate the emnlovment reiationshi


without notice.

time for an non- satutorilv rohibited reason or for no reason at alL with Qr
and und
nra.,

I h

v acknowledge

that

I have

read

in fiill

the above statements and c IIdh nc nf c m lOJrIT Crit

Signature

of

Applicant

Date

Printed Name

Nadonal Education Partners, Inc Hiring Process Appendix" F"'


21

NEPCS

132

Applicants

with Special Language Skills or Professional Licenses or those applying to departments that are open nights and weekends should
complete and submit this form

MISCELLANEOUS JOB-RELATED INFORMATION


JOB INTEREST Employment Preferred
Full Time

Part- time

Are you available to work EVERy Saturday?


s

p No p

Please prioritize youcgeographical cit, prefeteace(s) by numbering the boges for locations to work.
1 means the most desired position; 8 equals the least desired location.
Harrisburg
Pittsburgh

Baltimore/ DC

Philadelphia

Los An

es

Ne`' I'ork, NY

Houston []

Adanta

CERTIFICATIONS AND LICENSES

List any professional licenses, registrations or cerrifications you possess:


License
License
License

License Number License Numbes


License Number

Date Issued
Date Issued

Eapuation Date Expiration Date Egpiration Date

Date Issued

National Education Partners, Inc Hiring process Appenduc" F"


22
NEPCS

133

ENGLISH LANGUAGE
Describe
the your

profidency in

Simple
YFS '

conversation:

Simple
S YE.

Reading.
NO'

Read and speak Auendy


YES NO

English Language
NO '

LANGUAGE CAPABILITIES

Liet any language(s) other than English in which you are proficient including Sign Laaguage and Braille.*
Language
HIGH

Conversational

Reading
LOW
HIGH ( Ftuent)

Writing
LOW HIGH
( Fluent)

MOD

MOD

MOD
( G
c (

LOW Fair)

Fluent)

( Goocn ( Fair)

( Goo

Fau)

Cl

If language proficienry is

required,

National Education Partners

ma

administer a

al Certification Examination.

National Education Partners, Inc Hiring Process Appendix" F"


23

NEPCS

134

i;.,..,

TALENT DEVELppMENT g H

Narional Education Partners Inc.


N

AFFIRMATIVE ACTION DATA RECORD


THIS IS A CONFIDENTIAL INSERT

SOURCES DEPARTMENT

PYLICANTS ARE ENCOURAGED BUT NOT REQt1IRED TO COMPLE'I'F;

Nationat Education Partners is committed in spirit as well as iriaction, to abid"e by all laws dealing with equa(employment
race, creed, color, national origin,

reasonably accommodated

opportunity. It is our policy to guarantee equal emplbyment opporiuniriesstatus, for all qualified persons without regard to their age,
ancestry,
maritai status, gender,

militaiy

sexuai orientation, or disability, which can be

Further, Naaonal Education parmers


or

will a

protected categories. Age, race, creed, color, national origin, ancestry, maritai status, gender, military stat s, sexual orientation, disability
are not

faith, to af6rmatively recmit and consider for promotion individuals in


sfer, compensation, lay-off,discip]it ing and termination,

factors in

employment, promotion,

In order to effectively monitor the success ofour recnutment and emplopment efforts, it is requested that you provide the followinReior ginformati Hrrman uj. on. Please submit your form directly to( Coariney Gaddy- Deputy ChiefOperatrng Offt erforTakntDevlopinent e'
eraployrnent or your personnel file. Your is voluntaiy, Inclusion ot exclusion ofany affirmative action data will not jeopatdize or adversely affectcooperadon any empbyment decieion.
PLEASE PRIN1
Name ( Firs

The completion ofthis Data Recotd is optionaL Ifyou chooae to volunteer the tequested information please note that all At"irmative Actiott Data Recorde are kept in a confidential file and are not a part ofyour application for

Middle} ( j, L( ast

f1

Streetl

JS rarP_(

Li

Codel

Telephone Number( s)

CHECg ONE
e

Female

Nationai Education Partnexs, In Hiring pr ess Appendix`F"'


24
NEPCS

135

Check one of the folloavinP ( Race)


White

Black

Hispanic
Othet/ Decline to

Asian/ Pacific Islander

Native American( American Indian or Alaskan Native)

Specify:
If Native Ametican, please attach docvmentation of tribal af6liation)
eck

if the

following is

licable:

Viemam Era Veteran

Ninaty( 9a) duya ofactiva duty. rervite, a pmt of vGicb oc xt nd btiwttnArgrrtt S, 1964 andMay1, 1975)

Applicant Signat

re

Date

National Education Pactners, Inc Hiring Process Appendix" F"


25

NEPCS

136

a: 2m

TALENT DEVELOPMENT 8c HiJMArJ RESOURCES DEPARTMENT


AFFIRMATIVE ACTION DATA RECORD
THIS IS A CONFIDENTI I, INSERT

Nadonal Educarion Partners, Inc.

APPLICANTS ARE ENCOURAGED BUT NOT REQUIRED TO COMPLETE


Nauonal Education parmers is committed in spirit as well as in action, to abide by all Iaws dealing witF e uai e ployment ' opportunity. It is our policy to guarantee equal employment opportunities for all qualified persons without regard to their disability which ran be reasonably accommodated,
Furthec, National Education

Partners

will acc

in

good

protected categories. Disability is not a factor in emp]oymen promotion, transfer, compensation, lay-off,discipiining and
ternoiaation.

to affumatively recruit and consider for promotion individuals in

In order to effectively monitor the success ofot:r recruihnent and employment efforts, it is requested that you provide the following information. Pleusc.rubmitJmurforrn clincty to Corrrtney Gaddy- Depirty CbiefO eroting Q' icerf'orTale tDevelopment dr Husnan Beiourre. rJ.
that all Affirmative Action Data Records are kept in a confidential 51e aad are not a part ofyour application for employment or your personael file. Your is voluntary, Inclusion or exclusion of any a tmative action data wil not jeopardize or adversely af' ectcooperation any employment decision.
PLEASE PRIN'1
Name i* stL_(

The completion ofthis Data Record is opdoaal. Ifyou chooae to volunteer the requested informatioa pkase note

MiddleL astl

Address

treP,

f i L, tateL(Ziol

Tele hone Number( s)

Check if the

following is

licable-

Person with a disabilitv*


tecord of such

A disability means a physical orbeing mental impairment with substanrially Iimits one or more major life activiries; a impairment; impairment. ("
or

regarded as

having such

an

shared with Human Resources.

ibreathing, s not Iimited to functi ns such asInformation caring for one's self,perfotmi ng manual as]csADA u,atki ng, seeing, heati speaking, leaming andou,orking on disability is maintained by tthe Coordinator and n isg,not
National Education Partners, Inc Hiring process Appendix" F"
26
NEPCS
137

Major Life Activities" includes but

is not obvious. Appropriate forms are available.

depaztment you may aeed to submit self-identiftcation and verificahon of such with tht TD&HR Department ifyour disability

Ifyou wish to obtain Affirmative Action status as a Persott with a Disability after you have been employed by this

Applicant Signature

Date

National Education Partners, Inc Hiring Process Appendix" F"


27

NEPCS

138

Do

not

complete this page unless

hirin g de

partrnent requests this information.

Criminal Records History Disclosure Form


Criminal Offender Record Information( C.O.R.I) and
Sex Offender Registry Informadon( S.O.R.I.)
Have
you

been

convicted of

felony

YEg []

NO

Such instances wil include, tvitl out limitatiott, those in which a criminaj conviction creates a statutory disyualificarion for the posi rion, orthe theposi tion requi teracti on withsafety vu]nerabl ensure that applicant doesres notinpose a public risk.e populations and a criminal background check is necessaty to
If yes, please explain.*

only occur, and its results will only be considered,in ihose instances where aprospective employee shall have been deemed otherwise qualified and the content ofa criminal record is relevant to the duties and qualifications of the position in question.

Having a conviction may not necessarily automaucally disqualif, you from considexation. A criminal background check wil

Have

you

been

convicted

of a

misdemeanor other than

a{

speecling,
will not

minor ttaffic violations,


an

affray,

or

disturbance

necessarily disqualif,

of the peace within the] ast

st misdemeanot conviction for drunkenness, simple assault,


5
years?

applicant

from employment.)

yES

NO

If yes, please explain.*

Conviction

Nationat Educarion Partners, Inc Hiring Process Appendix" F"


28
NEPCS

139

An applicant for employment with a sealed record on file with any law enforcement agenry may answer` no recozd' with respect to an inquiry herein relative to prior arrests, crinvnal court appearances or convicuons. In addition, any applicant for
employment may answer` no iecord' with respect to any inquiry relative to prior azrests, court appeaxances and adjudications

in all cases of delinquenry or as a child in need of services which did not result in a complaint ttansfeired to the superior court
for rriminal prosecurion."

National Education Pazmers, Inc Hiring Process Appendix" F"


24

NEPCS

140

Do not comPlete

this page unless a hiring department requests this information.

Criminal Records Nodfication Form

terms

process and understand that this application

Abuse/ Neglect reports in accordance with all applicable laws and regulations. I also acknowledge that ifI am/ was
convicted of child abuse,
an
sex abuse,

p u aon Partners to employ me. I acknowledge that National Education Partners will, if a licableereviea, pp Record Infottnation( C. O.RI.), Offender Sex Offender Regi s tty Information ( S. O.RI) and the Central Regist, of Chiid

fumish such additional informarion and complete such examinationas may be required tocomplete an empoyrnent
for
em

Ifemployed,tagree to abid"e by all rulesand regulation ofNati onal Educarion Par[Mers per fhe condiuons felony,
of

my employmenL I understand if convicted

of a

will notif,

mq

supervisor

itnmediately

an

ee to

lo

ent in no w

kidna pp ing' ra '

ctiminal FROM offensesEMpLOYMENT, deemed applicable bylaw and National Education Paztners, I will be IMMEDIA'I DISQUALIFIED

other

PPrOP

te touching, recktess endangeunent ofa child or

LY

I hexebv acknowl d

that I

have

read

in

ll an understand the above statement

Signature of Applicant

Date

Printed Name

National Education Parmers, Inc Hiring process Appendix' F"


30
NEPCS 141

Do not complete this page unless a hiring department requests this information

PRE- EMPLOYMENT PHYSICAL&

DRUG SCREEIVING NO ICE -

PLEASE READ BEFORE SIGNING

If an offer of emplopment is made to you, National Education Partneis may specify that it is contingent upon the

results of a medical eacam. I freely and voluntarily agree to submit to a pre-employment physical and/ or dtug

screen, as it relates to the requirements ofa'spedfic job, as part of my pre- employment application to National

Education Pamiers. I understand that either refusal to submit to such screening, or failure to qualify according to
the minimum standards established by National Education Parmexs for this screening may disqualify me from
communicated in a confidential manner.

further consideration for employment Further, I unde=stand that any positive cirug test results will be

I hereby acknowledge that I have read in full and understand the above statements.

Signature

of

Applicant

Date

Printed Name

Narional Education Partners, Inc Hiring Process Appendix" F"


31

NEPCS

142

THIS IS AN INSERTprovided for Informational Purposes Only

documentati on thatveri 6es yourright to worki n the Uni ted Statesa posirion: prior to beg ruungu,ork. Please beprepared toprovide any of the following documentadon ifyou are offered and accept
Tb
a

IMMIGRATION REFORM A1VD CONTROL ACT R.EQIIIREMENT In compliance with the Immigrarion and Reform and Control Act of1986, you wil be reqvired to provide approved
Ve3ifrration
P

esa Irz R

n,.;, v. a u

L e

ow ie ef ectrve

An ai

EmDlovees(

L Gi ' ti

009

a +. a

I'

oII

aA

r, IV---"

f,..,

1985

List A Any one of the following. (I'hese establish both identity and employment authorization)
1. 2.

U.S. Passport or U.S. Passport Card

3.
45

Permanent Resident Cazd or Alien Registration Receipt Card( Form I-551)


readable innmigrant visa.

Foreign passport that contains a temporary I_551 stamp or temporary I-551 printed notation on a machine-

Employment Authorizadon Document containing a photo( Form I-766)


alien' s nonimtnigrant status. Passport from the Federated States of Micronesia( FSl I-94 oi Form I- 94A indicating non-

6.

Passport with Form I-94 orForm I-94A bearing the same as the passport and containing an endorsement of the
or the Republic of the Marshall Islands( RM RMI) with Form

In the case ofa non-iintnigrdnt alien authorized to wor for a specific employer incident to status a foreign

United States and the FSM or RMI.immigrant admission under the Compact of Free Association between the

OR one from List B and one from List C:

National Education Partners, Inc Hiring process AppendixF"


32
NEPCS

143

LIST B

These establish identity:

1.

State,Driver's license!or sim7ar state I.D. card with photo or othet approved identifying infotmarion
information

ID card issued by fedecal, state, or local governmart agenry containing photo and rec: ired identifying

3.
4.

School ID card with photograph

5.
6. '

7.

Voter's reg stcation card US m itary card or a draft card Military dependent's ID card US Goast Guard Meschant Mariner Card
Native American tribal document

8. 9.

Driver's license issued by a Canadian governmental authority_

For those under 18 years ofag


10. School record or report card

11. Clinic, doctor or hospital record

12. Day-care or nursery school rernrd

LIST C

These establish employment authorization:

1_

2. 3.
4.

does not authorize employment in the United States.

Social Security Account Number card other than one that speciHes on the face that the issuance of the card

5. 6.

Native American tribal document U.S. Citizen ID Card( Form I- 19

Certification of Birth Abroad issued by the Department of State( Foxm FS-545) Certi6cation of Report of Birth issued by the Department of State( Form DS- 1350) Original or certified U.S. birth certi6cate bearing an official seal

7
8-

ID Card for Use of Resident Citizen in the United States( Form I-179)

Employment authorization document issued by Department of Homeland Security

Naaonal Education Partners, Inc Hiring Process Appendix" F"


33
NEPCS

144

National Education Partaers, Inc.


TALENT DEYELOPMENT&

HUMqN REgpURCES DEPARTMENT

INDMDUAL RATING FORM


Position T tle

Candidate Name '

Iaterviewer Name
Date

Question Criterion

Comments

Rating

Nadonal Education Partners, Inc Niring Process Appendi.Y" F"


34

NEPCS

145

Sample

Ratiug Categories: Excellent=

5 poiats;

Acceptable= 3 points; Poor= 1 point

Comments:

National Education Partners, Inc Hiring process AppendixF"


35
NEPCS

146

National Education Partners, Inc.


TALENT DEVELOPMENT&

HUMAN RESOURCES DEPARTMENT

INTERVIEW SUMMARY FORM


Position Title:

Scores of lnterviewers
Names
of Carididates

tniaats:

tnit;ats:

Inidals:

Initials;

Tora1 Score

Ranking

Nationa! Education Partners, Inc Hiring Process Appendix" F"


36
NEPCS

147

Candidate Recommended for Hlre:

Comments:

National Education Parmers, Inc Hiring Process Appendia" F"


37

NEPCS

148

Nationat Education Partaers, Inc.


TALENT

DEVELOPMENT&

HUMAN RESOURCES DEPARTMENT

TELEPHONE REFERE1vCE CHECB


Name of Cand.idate:

PosiriQn Applied for.

Name of Reference:
Phone:

Tide of Reference:

Company:
Type
of

Reference:

Employer_

Professional

Personal

Dates of Employmen

Salary:

What was your relationship with the candidate?


How long did you supervise/ know this person?
What were candidate's job title and duties?

How would you compare this candidate with others doing the same work?
What were his/ her strong points?

National Education Partners, In Hiring p cess Appendia`F"


38
NEPCS

149

What were ateas needing improvement?

Rate the candidate as Excellent/ Acceptable/ Poor on the followittg abilities:

Learn

new

tasks

Meet deadlines

Accept responsibility
Follow directions

Interpersonal skills

Supervisory ability

Flexibility Reliability

Attendance/ Punctuality_

Creativity

Z'he above aze exatnples only; add or delete skills as applicable to the job]

Why did he/ she leave?

Would you rehire this person?

Additional comments?

Name

of

Reference Checker.

Date:

National Education Parmers, Inc Hiring Process Appendi.x" F"


39

NEPCS

150

National Education Partuere, Inc.


TALENT DEVELOPMENT&

HUMAIV RESpURCES DEPAR'TMENT

REQUEST FOR WRI'I"I'Eiv g,EFERENCES


Date)

Name of Reference
Address

Re: [

Name, address of candidate)

Dear

The individual indicated above has applied for the position of[position title) in [name of departmentJ, and has given us permission to contact you for an employment reference. Please provide the information as follows:
Period of employrnent with your organi anon:
Job tide and type of work performed:

Would you rehire this person? Why or why not?

Please rate the following on a scale of:Excellent/ Acceptable/ Poor.


Dependability:
Job Performance:
Attendance: Cooperarion:

The above aze examples only; add or delete criteria as applicable to the individual job]
National Education Partners, Inc Hiring process Appendig" F"
40 NEPCS

151

Our departtnent provides

the

following types of services: [ describe the mission of agenry]. Any

information that you can g ve us would be appreciated and would assist us in selecting the best
employees to work with our[ students].

We ask for your prompt reply, as employment is contingent upon the receipt of references. A
stamped self-addressed envelope is enclosed for yout convenience. Thank you for your assistance in
this rnatter.

Sincerely,

name and tide of hiring manager or HR


personnel]

National Education Parmers, Inc Hiring Process Appendix" F"


41

NEPCS

152

National Education Partaere, Inc.


TALENT DEVELOPMEIV' T
gt

I. iiJ

piJRCES DEPARTMENT

DEPUTY CHIEF OPERATING OFFICER for TALENT

ACTION REPORT

DEVELOPMENT&

HR

Tbis necotrl is maiatained in


conbderltiaL

otder m meet tbe

requinements ofNEp s A61tm$,

e Actio Plan and wiU be kept

Name of Hiring Manager; _

Functional Tide of Position:

Official payroll Tide of Position:

Position Number:

NEP Posting Number:

Is

posidon

full- time?

Part-time? Indicate number of hours/ week:

Recommended Candidate:

Requested Start Date:

Check all that Apply:

New Hire 0
Prior Service

Promotion

Transfer
Job

Name of Agenry:

Group:

S:

Veteran:
Male:

VEV Certi cacion#:


Female:
Race/ Ethnic Code

see next page for codes)

National Educabon Partners, Inc Hiring Process Appendix`F"


42

NEPCS

153

Recnuunent Source:

Internal Applicant

Cert#:

Vacanry Announcement
Affitmative Action

External Recnutment

Othex( Specify):

Requested

Salary:

CBU:

Job

Group:

Step:

Deternvned by(Chart or Range):


Reviewed by( Name of HR staffl:

Number of Applicants (by category):

Race Codes:
Male

Female
Person with

Disability
Viemam Veteran

continued on next page)

Summary of All Applicants for Position

Date
Rec' d

Applicant Name

CS
Status

Race

Sex

VEV

Action

Code

Code

National Educarion Partners, Inc Hiring Process Appendix" F"


43

NEPCS

154

attach additiorwlpage,r ifneeded)

lpplicant)

ob

Statux

Race Codes:

2} White;( 3) Black;( 4) Hispanic;( 5) Asian;( 6) American Indian;(' 7) Other;( 8) Unknown


1) Does not meet NEPRP's;( 2) Meets NEPRP's, no intervieu,( 3 Interviewed; 4) Recommended candidate;( 5) Withdreu,( 6) Other( explain in attached memo)

1) Not on list/ no exam;(2) Took exam/ no resutts;( 3) Passed exam;( 4) pn list

Action Codes: (

National Education Partners, Inc Hiring Process Appendix" F"


44
NEPCS

155

ing Manager

Date

Deputy Cl ief Operating Offtcet

Date

Human Resources Director '

Date

Appointing Authority/ Dept Head

Date

Submit this form, with all resumes, employment applications, a memorandum describing efforts to recnut
protected group members, and all information required by applicable employrnent contracts, to[ Courmey
Gaddy- Deputy Chief Operatirig Officer
for Talent Developmettt& Human Resources].

National EducaCion Partners, Inc Hiring Process Appendix" F"


45

NEPCS

156

National Educadon Partnere, Inc.


TAI.ENT DEVELOPMENT
8c HUM

rJ

SOLTRCES DEPARTMENT

OFFER OF EMPLOYMENT I,ET'rER


for Managers and Non-Managers)
For Managere
th

s ener

aesumes approval of the appointment, and approval of manager's Credit and Background Check)
Dace)

Narne of Applicaac
Address

Dear

On behalf of iring manager's name) and the[ name ofdeparcment], I am ] eased to offer ou the
location]. Should
s`*'

you accept this offer, your

bi-

weekly salary will be g ,

t1On f

P''

tidel v our

coverage on the

you

endaz months of employment, whichever i,a less. ilvo, aU NEP empbyeex ace p id througb direct deposit on a bi-weekly basis. ' I'hese and alJ other bece6ts ofNEP em PloYm t Will be explained to
in an orientation
c;cion

ng the iforNEP ntecview empl process, NaUOnal ionelPart n pfgroup e, lheal long term dirab itpdSNSSed insutance3uri coverdge oyees. EmploEducat yees re igibnkers to provi pacticdipesa ate Prograi in any oral l ofthe Gf avai ablethinand surrnce
fitst

day of thc month followic


d
gy

g bp iayi;

a,

st week of em

P 1 c yment in your nrw pacition.

F osrt on open after that date.

I would appreciate ycwrconside ation ofthis offer and your prompt reply by[ dateJ. We wil be unable to hold the offer ofthis

I'hankany you foryouti nteresc empjoplyment with ourname agency. We lookat[fophoneJ. cwacd to heazirtg fram you nhortly. In the interim,ifyou have questi ons about thisinoffer, ease contact[ ofcontact]
Sincerely,

name and tide of hicing manager or HR Director)

Nalionai Education Partriers, In Hirir gp

ess Appendix`F"
46

NEPCS

157

National Education Partners, Inc.

TALENT DEVELOPMENT& HIJMAN RESOURCES DEPARTMENT

CANDIDATE NON-SELECTION LETTER

Date]

Name of lpplicant
Address

Dear
Thank

you

for taking the time

to

intesview for the position

of[ position

title], [

location or posting number).

The selection of a 6na1 candidate was a dif6cult task given the maay applications we received from people with suong backgtounds in 6eld. [*]
this

We regset to inform you that the position was offered to another candidate.(**]

lgain, thank you for your application for this position and interest io employment within[ name of department]. I wish
you well in yout pursuit of a cazeu opportunity.

Sincerely,

name and title of hiring manager or HR


l s

Use

this section to comment on skills of applicant, e.


of s

hig6leve!

ill for

g., for those

who were

finalists:". 1lthough you demonstrated a

this position, wc regret..."

that in the ciose of the letter.]

If the person' s resume will be kept on file for future openings, mention

Not

selected be provided to all intemal applicants]

if an intemal candidate is selected, some collective bargsining contracts require that the name of the person

National Education Patmers, Inc Hiring Process Appendix" F"


47

NEPCS

158

National Education Partners, Inc.


TALENT DEVELppME&

HUMAN RESOURCES DEPARTME Z'

M INAGEMENT POSITIONS, PRIOR TO ApPROVAL'TO HIRE)


e

CONDITIONAL OFFER OF EMPLpyIyjENT I, ZI.ER

N me of Applicant
Address

Dear

On bchalE of( Funng


our[

manage
you
c

s nuxx]

locayon), S} wuld
o

and the[ nune

of

pt

diis condidonal

8'

cY,

offer,

a.

P
will

onditional

offer

to you

for

the posdon

of

tiar t7tle in

tt

CO

your com P Ietion of a s

uccessCul Credit and Bockground check. Every effoit will be made to a:pedite this
in
ar'

for state emPbYe, Employees are Followir g 60 days or hvo cakndaz months of basis. These artd all othu
corengc

As vas discvssed ring the intavicw process, National Education Pam as ptovides a progcnm ofBtouP IiEe. hplth and
eligibre ro Frrrtic' Pue
or

bene& ts

OYm.

your new

position

of state employmrnt viU

msuc nce a'hicheva is less. Also, all srate employees arecoverage an the fust day oE the month be explained
to you

11

of

the available'

8 term disabiliry insurance

in

aa

oricntation

session

un' 8 Your fust veek of empbymrnt in

cct deposit on a bi-weekly

in

Ple se let me know by phone as soon u possble ifyou accept this conditional offer, so that we ma fonvud to you the rKCessarp fomu to complere
ordcr to obain

appra al

of

your appoinm enc,

I would appreciate

your cons

that date.

erreon of thes offer arid your

Pcomp,

by

auj. We

will

b o hold the offer of dus position opcn aFter

7'hank you foryau interest in empbymrntwith ouragrnry. We look forwazd ro heanr' 8FromYou shortly. In theinterim,ifyou haveanyquestions
abouc th;s offa, please contaa( name of contactj at p}wn).
Sincerely.

Nune and ade of hiring m nager or HR Director)

National Education Parmers, In Hiri g process Appendia" F'


48
NEPCS

159

EMPLOYEE ACHiVOWLEDGEMENT FoRbt

I acknowledge that iu connection with my application for emplopment, promorion, ttansfer, or


reallocation, I am required to submit the required ctedit and background check documents to the
Talent Development&

Human Resource Office for review within five days of executing this acknowledgement or before my first date ofemployment, whichever is sooner. Any misleading or,

incorrect statements, omissions or failure to disclose information may result in termination.


I agree that the National Educarion Partners has the right to conduct a complete credit and background check, and I agree to cooperate with sa.id credit and background check. liability.

Further, I release all persons and organizations supplying information of any and all

This acknowledgement is not a contra.ct for employment. I acknowledge thatif hired


my employment
with

Narional Education Partners is strictly " at will."

Any oral or

written statements made to the contrary are hereby expressly disavowed and' shouTd not
be relied upon. I fiuther acknowiedge that any offer of employment is contingent upon
the successful completion of the credit and

background checks.

Following the

complerion of the ta.x and background checks, any offer of employment may be
withdrawn.

I acknowledge that a facsimile or photographic copy of this acknowledgement will be


valid as the original.

I acknowledge that I have never been convicted of a felony and I have not been
convicted of a misdemeanor within the Iast five (5) years.

I acknowledge that I ha.ve not been convicted of a domestic violence crime within the
past five (5) years.

I acknowledge that I have never been dismissed from an institute of higher learning
due to alleged or actual misconduct

I acknowledge that I have never been dismissed from a place of employment for alleged or
actual misconduct.

I acknowledge that I have never resigned from a place of employment in order to


avoid dismissal due to alleged or actual misconduct.

National Education Partners, Inc Hiring Process Appendix" F"


49

NEPCS

160

I acknowledge that

no

licenses

disciplinary action has been filed a

'

st

registrat on or

membership in professionai or trade associations.

me in regard to any

I acknowledge that

no

Commission or sirrular::
I acknowIedge that
more
no

proceedings have been instituted against me b Y the State Ethics ' body in another state.
are

lawsuits

than 1%).

pending a

st me or a business that I own i f

I acknowledge that I have no business, heatings, complaints, claims or an other unit ofgovernmen matters pending before any sta,te agencp, board, commission, authority, or any other
I acknowledge that I am
w a,,
e of

Naaonal Education Partners.


I acknowledge and
agree that

any potential conflicts

with

my

em

P Io Ym ent with

will receive all

salary payrnents

ough direct deposit.

1Vame

nfEmployee

Date

National Education Partners, In Hiring process Apperidis`F'>


50
NEPCS

161

Employee First Day Declaradon Form

e ofEs

yee

in connecrion with my application for


Human Resources Depaztment for review.

employment, acknowledge that I have completed and submitted the required credit and background
check

documents

to the

Talent Development&

I,_

Name of'
I')

rplove

further acknowledge that the

employment offer may be withdrawn upon the completion of the

credit and background checks.

Signature

of

Employee

Date

Nationai Education Partners, Inc Niring Process Appendix" F"


51

NEPCS

162

National Educatioa Partners, TALENT DEVEI, ppME gt N


DateJ

Inc.

SOURCESDEPARTIVIE1 iT CONFIIRMATION OF ACCEPTANCE LET R

Name of lpplicant
1lddress

Deat

Thank qou for your


position

acceptanc

of our offer oE

employtnen

on[

date). The folbwit g

on{

s m fo

ut

our

Position

and

Payroll Tide:

w.,

Job Grovp:

Bi-Weeklp Salary:
Start Date:
Type
of

Emploqment:[ eg ucuon,

an_

etc]

Name of Supervisor.
Hours of work:
Work lddress:

Type oF payroll system: Bi-Weekly Direct Deposit


start

completing a1] forms.

Please plan to report to( nazne] at[ timej on[ start datej. Your continued emp]oyment afterthree busine s days ofyour
date is dependent
upon your pzovidi
us

ctached

are

ti at

form

and a

app p tetion documentation establishing your identity and docum


letter wich
your socia(

eC st[ see Employment Application Form],

start

Please bring a11 completedday forms and orig nal documentation to the Human Resource De
date
or on your

first

of work.

In addition,

signature as soon as possible.


Thank
you

p2ease retum this

h,

b a
aaon.

for

your

attention

in this

matter, and we

look forward

to qour

emp]oyme

or

Sincerely,

name and tide of hiring rnar a er or HR


Personnel]

Socia( Security Number


Signature of Candidate

Narional Education Parmers, in Hi ng Process Appendix` F"


52
NEPCS

163

i,

NEPCS

164

Appendix G

National Education Partners Inc.


Parent
and

Communi tY Petition

NEPCS

165

U`

tJ;i11
a1
ra

U L:
3 :
3,

J''.
i

r.

UU '
nt ?]

r!'
r,

Jc

Parent and Commuruty Petition for Opening a Charter School The Dr. D. June Brown Academy
About Nationai Education Partners ( NEP); -: __

The mission ofall NEP schools is to provide children ofall backgrounds nndperformance levels
with access to rigorozrs acndemic instrtrction and expanded opportunities. NEP empowers children to

make informed, deliberate decisions so that they mcry lead socially responsible, prodzrctive lives. NEP schools wil! egltip Baltimore' s childrenfrom diverse backgrouncfs to succeed in school and
chart their oivn cottrse in life. NEP' s structt re nnd approach will serve as a modelfor urban
elementary education across the country.

We

the undersigned su

ort the

lan for NEP to o en and o erate a charter


school vears

school

in

Harrisburg
is

for the 2014- 19

We

su

ort this

lan due to

the fact that educational o tions for the communitv are scarce, trans ortation
and safetv
si

key in

our

decision
' ve

to su

ort this

roposal I understand bX

ninQ this netition

my su port for NEP to o en and o erate a charter

school

in Harrisbur

for the 2014- 19 school years.

A1Print Name

11Y

MU (;

Y14

i /

Z / 2013
Date

v v .`

l. k..ac-`

in

Mn.{_::n-;

mail or Phone Number%

c
Print Na

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Date

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Date

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Date

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Print Name

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Email or Phone Numbe

h
Print Name

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Date

Email or Phone Number

nepschools@ mait. com

Naiional Education Portners, lnc. is o Subsidiary of The Commission On Urbon Leadership, LLC
NEPCS 166

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2013

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2013
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National Education Partners, Inc. is a Subsidiary of The Commission On Urban Leadership, LLC
NEPCS

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Parent

and

Commuruty

Petition for

Opening a Charter School

The Dr. D. June Brown Academy


About National Education Partners { NEP);

with access to rigorous academic instnrction and expanded oppornrnities. NEP empowers children to make informed, cleliberate clecisions so that they mcry lead socrally resporrsible, productive lrves. NEP schools will equip Baltimore' s childrenfrom diverse backgrounds to sarcceed in school and chart their own course in life. NEP's slructure and approach will serve as a modelfor: rrban elementary edztcation ncross the counny.
We
the undersi
ed su

The mission ofall NEP schools is to provide children ofall backgrotrnds andperformance levels

ort the

lan for NEP


school

I'

to o

en and o su

school

in Harrisbur

erate a charter

for the 2014- 19

ears.

We

ort this

lan due to

the fact that educational ontions for the community are scarce, trans ortat on kev safety decision
and
is
in our

to su

ort this

sigtun; this uetition

roposal I understand bv

school in Hamsburg for the 2014- 19 school vears

ive mv sutioort for NEP to open and o erate a charter

C,

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Parent and Community Petition for Opening a Charter School


The Dr. D. June Brown Academy
About National Education Partners ( NEP);

The mission ofall NEP schools is to provide children ofall backgrounds andperformance levels
with access to rigorous academic instrtrctiort and expanded opportunities. NEP empowers children to

malce i formed, deliberate decisions so thnt they mcry lead socially responsible, productive lives. NEP schools will equip Harrisburg' s childrenfrom diverse backgrounds to succeed in school and
chart their own course in life. NEP' s structure and approach will serve as a model for urban

elementary education across the country.


We
the undersigned

su

port the

lan for NEP to o en and o erate a charter


school years.

school

in HamsburQ for

the

2014- 19

We sup ort

this

lan due to

the fact that

educatiorzal options

for

the commurut

are scarce,_ transportation

and safety is key in our decision to support this proposal. I understand by siQning this oetition I give my su port for NEP to o en and o erate a charter
school in Harrisburg for the 2014- 19 school years.

ve., ,
Print Name Date

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4-.

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NEPCS

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National Education Partners, Inc. is a Subsidiary of Ti e Commission On Urban Leodership, LLC


NEPCS

176

Appendix H

National Educarion Partners, Inc.

Policies for Promotion/ Performance Graduatton,

and Student Discipline

National Education Partners, Inc. Policies for Promodon/ Performance, Graduation, and Student Disapline
Appendix" H" 1
NEPCS 177

Student Discip line Procedure s &


Pur
ose of

Penalt

es

Re

tionq

result in discip]ine of a student and( 2) set forth due process procedures for various types of discipline.
An, ulication of Reguai tiona

individual student responsibility. The purpose ofthis reguladon is to: (1) define conduct which may

The overall approach to discipline at NEP is focused on posidve behaviors, good choices, and

A st dent who engages in conduct prohibited by this poliry will be disciplined. Discipline may
conferences, exclusion& om the classroom,

include, but isdetention, not limited to, any one or any combination ofthe following oral reprimand, parent temporary
loss
of

privileges, withdrawal& om

class, off-caxnpus suspension or expulsion, or refenal to appropriate law enforcement agenry.

These regulations are intended to regulate conduct of a student when the student is: (1) attending
school, ( 2) on school grounds or at a school sponsored even(

school sponsored event, or( 4) engaged in misconduct that is in any other manner school related or affects the operadon of the school.

3) traveling to or from school for a

GUIDELINES AND DO NOT LIMIT THE JUDGMENT OF THE ADIIZINISTRATOR OR THE SCHOOL ADVISORY COUNCIL, WHO MUST ASSESS THE SITUATION AND THE STUDENT BEHAVIOR HISTORY.
result in more severe penalties thaa the guidelines for a single offense.

THE FIRST, SECOND, AND' THIRD VIOLATION STATEMENTS ARE

It is anticipated that any two or more violations of the same rule or any combination of the rules witl

Long-term suspensions and other penalties that affect the completion of a trimester may result in the student not being promoted to the next grade.
A student on active suspension from regular c]asses is also considered suspended from participation in the after-school program or any school function scheduled during their suspension except for tutoring and the Saturday Scholars Program.

A student's discipline record is cumulatnre. Unless othezwise stipulated, it is the intent ofthis policy that violadons are cumulative for the entire school qear. Good behavior is atso rewarded and
students can back down our discipline process with personal efforts and good behavior.

cleaning tasks, loss of recess, or special placernent other than tl eir classroom duxing the school day.
Nadonal Education Parmers, Inc. Poliaes for Promotion/ Performance, Graduation, and Student Disdpline
Appendig" H" 2
NEPCS

Detendon is defined as work programs when offered, which may require the student to do simple

178 __
V`

Recommended G' d 1' es for Dis i

Vir_

Thi s hsts twill he most commonand vioresponded lations, buti notquickl3as all-inclusipossible. ve.Each:tnajorincident ofstudent c sapline be evaluated tos as
Nature
f Violatio
and th

O fe

isci line

Alcohol,
1

drnga,

dP

phernalia, p

before Arson
1

Long term suspension, expulsion, Police


re- admission.

session and us' g; and/ or selling and dealing


Referral,
ta Counseling prog, to be com plete d

Long term suspension, Expulsion, Police Referral,


before
re- admission.

Couns

g pr

to be com pleted

Assault
I.

Counse
2.

3.

Expulsion( Pofiry Refenan

Long term suspension (Policy Referral)

ingtoon severi ty atristudent who has commi tted assaul t can beicesuspended from 1 to 9Depenci days, or thethe end of the m ester, the year,or expul s i o n wi t h a Pol Refemal , gtam to be completed before re-admission.
g Pro

Bul ying and/ or Threats


2.

Possible detention or suspension 1- 5 days.

3.

Suspension for balance ofthe trimester. (long-term Suspension)


of

recommended, possible 5- 10 days suspension.


authority: disobeying
staff

Student's classes closed pending Pa nt conference, possible outside counseling prograrn


ir,
es

Defiance
1.
2

Detention or suspension: 1- 5 days,


recommended, possible 5- 10 days suspension.

3.
4.

Student's classes closed pending parent conference, possible outside couuselin

pTO$

Disruptive conduct
1. 2

Student can appeal an offense to the Teen Court for disdpline from a juty oftheu peers.

Suspension for balance of the t imester. (long-term Suspension)

Detenaon or Suspension: 1- 3 days.

3.

Suspension: 3-5 days, 5- 19 days or Long_Term up to the balance ofthe trimester.


fa

Suspension: 1- 3 daps. Student's classes closed pending pazent conFerence.

National Education Partners, Inc. Polides fot Promotion/ P

ance, Graduation, and Scudent Disapline


ApP.
H 3
NEPCS

179

Emergency atarms and fite control devices.


1

P ulsion. I' olice Referral)

Endangering the health and safety of others


1.

A student is subject m suspension or expulsion, depending on the severity of the offense. Police Refertal)
Suspension for 1- 5 school days. Suspension: 5- 9 days. ( Police Refemal)

Fighting
1.

2.

3.
4.

Long-Term suspensioa( Police Referral) Outside Counseling program( anger management) required for re-admission.
Student can
appeal an offense to

the Teen

Court for discipline&

om a jury of their peers.

Forgery and cheating


1.
2.

Detention or Suspension: l5 days.

3.
4.

Long-Term Suspension for the baL nce of the trimester.

Suspension: 5-9 days. All classes closed pending parent conference.

Student can appeal an offense to the Teen Court for discipline from a jury oE their peers.

Gambling
1 2.

3.

Suspension for the balance of the trimester. Possible outside counseling required prior to reStudent can appeal an offense to the Teen Court for discipline from a jury of their peers.
admission ( Gamblers Anonpmous)

All classes closed pending parent conference. Detention or Suspension: 1- 9 days.

Incitin student unrest( Gang MembershiP)


1.

A student subject to long term suspension ofup to 1 year, or expulsion depending on the severity ofis the offense. (Police Referral)
Immediate class suspension/ detention

Obscenity or defamation
2. 3.

4.

Suspension for the balance of the trimester.

Classes closed pending parent conference. Suspension: 1- 9 days.

Student can appeal an offense to the Teen Courc for disdpline from a jury of their peers,
The student can be suspended for a period ofup to one school year or expelled with no readmission. (Police Referral)
Appendia H>,4

Possession ofweapons and dangerous items


1.

National Education Partners, Inc. Polides for Promotion/ Performance, Graduadon, and Student Discipline
NEPCS

180

S acual harassment
1 2

The be

nd for 1- 9 schools days or move to the 2nd offen Suspension for the balance ofthe trim estex ofexputsion. Outside counselin g program may
se

hearing officer may a,

required prior to readmission.

Smoking and
1
2

or tobacco usage

Classes closed

written contrac probation, suspension 5-9 days Long Terrn Suspension parent for theconference, baIance ofthe trimester.
or

Class c1osed pendi ng Pa ent conference: Probadon; Detention; Suspension 3-5 days pending
srepresentation
gements

Theft, extortion,
1
2

Restitutionororsuspension suitable arrari detention 1- 9 days, (police Refena Long temi suspension.
Expulsion and police refetrai.
Expulsion and police referral.

for restitution

prior to

returning

to schoo

a,a

Unauthorized entty
1.

Vandalism, destruction ofproperty.


1.

2-

suspension the balance oEthe Long Terrn for Suspension


Expulsion and police referral.
of

Restitution or suitable arrangements forresti(Police tution pri or to returning to school and tamester. Referran.
federal,
state, or

Violation

local laws

The nature and severity of the offense will det


Students Due ProceQC
i },
tQ

or vial

tion

of

school poli

e3

ermine the a

e3

pP ro

P tiate

isciplinary action.

As directed by the United States to due process before he/ she

Constitution

Provisi=

map be suspended

and interpreted by the courts eve


or expelled

from

school.

St" dent is entided

Fxclusion frorn Class

refertat) and

comrnitted by the student.

completed by the teacher and given to the appropriate administrator expla,ining the offense
Ap.

Ifa student' s conductin class disrupts the educational process or ifthe student persists in vvil fu] The teacher wiIl explain to the student the reason he/ she is being excluded from class (conduct tor. A Conduct Refenal Fortn wi11 be
misconduc a teacher may exclude the student from class for the remainder ofthat day_
issue
a pass to

the appropriate

admi

National Education Partnes,Inc. Polides for Promotion/ Performance, Graduadon, and Student Disa line
P

H 5

f
NEPCS
18.

suspension

A conference wilI be held with the student and an administrator to detemune if further action shall be taken. Pazents aritl be notified of the incident by the Conduct Referral Form being brought home by the student The student is responsible for taking the Conduct Refemal Form home( unless a impose and no phone call will be made.'
is

Short-Term Suspension

A short-texm suspension is for a period of nine school days or lless:


of

During the conferenceadministrator with the student regatding any:alleged violation, and prior to the irnposition
the suspension, the

version of

supporting the charges to misconduct The a,; student witl be given and opportunity to explain lus her dealing s o au t.
the events
c

will advise the student of the allegations and evidence

informal followed:short-term suspension hearing, the student is suspended, the following procedure will be
1.
2.

For all short-term suspension hearings which may result in a student being excluded from school for nine days or less, a record shall be made ofaction taken by the administrator. If,as a result of the
Parent/ guardian wii] be norified by telephone, ifpossible.

Students are responsible for taking the Conduct Referrat Form home for parental review and
signature.

3.
4.

Notification

will

be

made

by mail i{' r

ed.

5.

The student's teachers, and the registration office will be advised.


approval.)

the same amount of days as student was out of class. ( This may be subject to prinppa]

Homework, assignments, and test can be made up after suspension. Work must be done in

Long-Term Suspension

recommend atolong-term suspensi on (ten days or more), notifto icati onheari ofanfom allong due tertn process hearinogn will be made the parent(s) at l e ast five working days prior the g. All Suspensi hearings are held by our School Advisory Council.
given to the school principal least 48 hours present. before the hearing if the student or his/ her parent(s) will have an attorney or otherat representatives
certified letter.

Ifit is detertnined by the administration that the student's misconduct is serious enough to

The parents will be advised ofthe time, date, place ofthe hearing, a description of the alleged misconduct, the school policy or adminisuative regulation violated and discipline prescribed herein.. Students and/ or parents have a right to be represented by legal counsel. Written norice must be

At the conclusion ofthe heaung, the School Advisory Council may render a decision irninediately or notify the parents(s) and student within 48 hours. This notification witi be done by phne or

or other persons.

Duting the period of time between the alleged misconduct and the day ofthe hea=ing the student deternuned by the appropriate administrator that he/ she is a clear and present danger to him/ herself
may remain in school uniess an itnmediate short-term suspension has been imposed or it has been
AP..

National Educatiott Parniers, Inc. Polici.es fot Promotion/ Performance, Gtaduation, and Student Disapline
H 6
NEPCS 182

APPe Process
Parents have
notification
the the

right

to

administration has
of

app]
a

made

member of the

suspension. The appeal

y Short App tertn determination.


can
or

suspension.be This can be done only a:fter


s ye to

by the entire School nature of the infraction.' Co Tye School Adviso p ng on parent doesn' t e agree with the$ ch l Adviso t step of the appeals process. Ifa 5 which is the Board IIg eY of Y aPP Commissioners. The Board of next scheduled Commissioners will take- uto a higher authority board p the appeal at its meeting. e gpC y e reD1' NEP' s and all decisions au o tY are final. e due process system of
Expulsion

School

Advisory Couac

be heatd

made within

5 d

by another a

YS of receipt of g. cer( aay

ofthe willsuspensi make any n to a student u on the result ofa student's dueschool process on recommendari heazings, and o the seriexpel ousness ofthe based violaans
committed by the student.

e exclusively with the: Scho1 o o Executive Officer, Deputy Chief Execurn,e Officer and Cluef approvdnbthe C ef y Administration Academic Officer. T1i

expulsion of a student rests

Expulsion is the exclusion ofa student fxom scho l e

Ad

NationalEducztion Partners, Inc.Polides for Promotion/ performance, Graduation, and Student Disd Iine
P

Appendixy7

NEPCS

183

Promotion/ Perfo
Exam2le: lst- 8th Grade Promotion/ Perfo

mance

Re q uirements
The example below shows how the

ce

Stan

ard .'

RT.A and social studies.


Subjec Performa
t

academic perfonnance of NEP 4`- 7` grade students is translated into a particular grade for math,
Area
nce

Description of Student's Academic Perfbrmance

Standard

spec.ific reading s]ti1Ls and vocabulary strategies. Applies ideas from texts in other contexts and to other texts. '
A

Reads independendy across genres, accessing irnportant ideas in texts using genremulti-

Writes

paragraph

word-choice and grade-level appropriate vocabuLuy. Completes


above on all

Student writing uses strong evidence to support claims, exhibits thoughtfu precise
homework assigtunents EJ.A homework ass`
with the same
e,

essays with purposeful use of varied sentence structure,


rigor

as a unit

test

Scores 90%

or

contexts.

sometimes struggles.:to move beyond the text to connect and apply those ideas in new
1- 2

Independendy accesses pertinent ideas in most fiction and non-ficdon texts but

Writes multi-paragraph essays comprised mosdy of simple and compound sentences. Student writing uses evidence to support cLzims.
Only misses
com

homework

assignments
ass'

leted FLA homework

a quarter and scores

above

80%

on all

ents.

connection.

Consistendy accesses ideas in most genres with teachei assistance. Student's reading/ thinking process focuses on basic comprehension rather than application and
to tum

main ideas and rarely attempts compound or complex sentences. Fails in


FI,A homework

Writes multi-paragraph essays, but the paragraphs are not always composed around
5 times a quarter. This results in less practice vvith

ke skills.

intensive teacher support


F

Cannot independendy access the ideas in grade-level appropriate texts without


of para

Wridng dces not demonstrate understanding compound or complex sentences.

Ph-level organization,

Fails to turn least one ELA homework assignment a week, which results in less ractice within keat skills.

Nadonal Educadon Partners, Inc. Poliaes for Promotion/ Performance, Graduation, aad Student Disdpline
Appendia" H" 8
NEPCS

184

Has mastered basic operations


0

with

integers

and can

choosing from a range ofstrategies, represent and describe patterns, and represenf
A
ope

independendy solve problems

n identify geometric shapes by number of sides and their relation to ang,les. Uses understan measures in a f operations to identify missing P APPlies
angle
e

q nunes using symbolic algebra. tions to convert measureme


c

Uses

understanding of rados and basic


pes on a Cartesian plane.
objects,
ena

shapes and can

conceptual
or

knowle

of

Scores 90% Has


re

above on all math

mastered

basic operations

home, ork

w
as

with

most advanced, complex problems.


of sides and angle

two variables and follow common patterns. Stivggles to use this knowledge in the
measures.
Can iden
uses

understanding ofratios and rates and solves problems choosin om a few strategies that p resent work. Can q b $ uantipes using spm olic algebra when problems involve one or
uIIknau
most

integers. Demonstrates

conceptual

sttuggles to apply this] cnowledge to real world application. 1- 2 y


misses
xnath

Effectively

formulas
a

O fin

ber
ss

es

but

com leted homework ass' ,


Math
in problems
with

hoinev, ork assignrnents

quarter and scores above

80% on all

Is proficientin basic operarions, but speed and accuracy es ofprobl em solvin is affected to solve probletns with
1
t
OS and rates without
or new scenarios.

significant

variables with syxnboli b number of sides and relation to


shared

a ables and unknownsa1but needs support to represent simple operations and Catt
characteristics(
e.

teacher support. Has conceptual understa


c] aS,

g of

g.,

rhomb

eS most common le measures.


and square).

geometric shapes by

missing angles but does


objects.

an

use s

cannot

independendy connect these skilts to real world

p eepocedures

po find

ke sl ills,
concepts.

Faiis to tum in math homework 4-5 ttimes a quarter. This results in less practice with
Gains
con ept

Developing proficiency with basic operations inhibits applicaaon ofnew math derstanding of raaos, rates, conversions and symbolic algebra with heavl, teacher support but does not demonstrate the ability to independently
1

apply

support

Fails

confusesbut characterisrics oflike shapes. Can solve for missing angles with teacher does independendy
not

prohlem solving. Identifies basic shapes but

to hun

in

at

least

one math

ractice with ke skills.

homework

connect geometcy concepts to real world objects.


assignment a week, which results in Iess

Social
S
es

Scores 90%

modern world. Differentiates between primary and secondary sources and uses both historical Independendy researches historical events with relevant, current themes writes research papers about these events that incorporate information from and primary and secondary sources.
tO$
a cleaz

events in a broad contex analyzing cause and effect relationships between events and seeing how the philosophical foundations ofancient civilizations have shaped the
pictute of
events.
or

Understands key facts in the development ofmajor ancient civilizations. Sees historical

above on all social studies

homework

assi

ents,

National Edtication Partners, InG polides for Promotion/ Performance, Gradua on, and StudentDisapline
Appendi$" F-I" g
NEPCS 185

Scores

historical events rather thaa the events' connections to modern themes.


above

historical events. Research focuses on comprehensive factual information about


80%
on

relevant in modern times. Can differentiate between pritnaty and secondary sources nd explain the benefit of each. Relies mosdy on secondary sources when researching
all
com

Recails key facts about aadent civilizations and analyzes the cultutal connections between civitizations. Recognizes some key ideas in ancient culture that are still

leted social studies homework

ass'

ents.

ideas from ancient


C

re]adonship between events aridlike"& the development of culture. Is able to identify basic eedom".
civilizarions

Recalls the most common key facts about most ancient civilizations. Can describe broad cultural characte istics of major civilizadons but dces see the cause and effect

about events in a logical order.

resources for independent resources and struggles to document specific infotmation

secondary resources but cannotexpLvn their significance. Relies solely on secondary

Can differentiate between primary and

FaiLs to turn in social studies homework 4-5 times a quarter. This results in less ractice tvith ke skills.
F

writing is comprised of a disconnected set of facts without context


in less ractice with ke skills.

Confuses facts about key historical events and ancient cultures. Sees events in isolation and razelp moves beyond the facts to themes and connecrions between civili2ations. Cannot differentiate between primarp and secondary sources. Student's research

Fails to turn in at least one social studies homework assignment a week, which results

National Education Parmets, Inc. Polides for Pmmotion/ Performance, Graduation, and Student Discipliae
p' PPendi"

H" 10

NEPCS

186

Graduation Re quirement s
Exit Standards
to
also reflect an and Graduatron Criteria. NEP demonstrate profiaenry with critic
S
S and

5 &

increasing focus on students'


in
prepara
on

content acrosscore

S wil1 require students


b
s

abili
a

world problems

h grade

for high

dependendy app] y S]]]


oll

school

S These standards d content to real_

exit

standazds

for EI,A

th and social studies.

Tl1e table below shows examples of 5'


LL _

Subject
Area

Exir Stanclard

T. A F.

Student

Student writes
thesis, clear
o

Student usesidenrify knowledge ofgenre to interpret the meaning oftext and differences in
can

siinilari

independendy researched, multi- P

es across multiPle texts

tion, evidence and transitions

ph essays with self-developed

Math

Social
S
eS

event on his/ her communi


all

Student presents orally the short and long-tertn effect ofa significant U.S. his orical
of the
So

Student can set-up multi-variable, linear equations and use them to solve real Student uses histotical analyses skil s to develop own world perspective and Student takes a position on a complex issue and use vatious sources in suppo
roblems
e. .,

Student can solve algebraic equations, functions and word problems


bu
pretation
of events
e

academic class ( EI.A, rr ath

In order toreceive an NEP diploma and be recommended for 9th grade, a studentmust com lete
academic

requirements

8th
5

grade,

That

and sdence) must be at least 78%.


u

e student's year-long average for every ore

but

faited subjecc

Ifa student only passes rhree offour core classes, the student wil be allowed to walk atgraduation
will not

receive

his/ her diplorna

he has completed the Summer Remedial pro

Additionally,
school

Project

by adequate] y completing
and

holding

students must demonstrate that they have theCollege strength ofcharacter to succeed in hi h
the

Path

to

High School/

F xit

sufficient

PREp Score,

Essay, a Service

Learning

National Education Parmers, Inc. Policies for Promotion/ Performance, Graduation, andStudent Disciplinc
APP"
H 11
NEPCS

187

NEPCS

188

Appendix I

National Education Partners Inc.

Professional Develo prnent & Calend ax


A Three Yeax Plan for Im p roving

Student Achievement
2014 2017

Keys:

PD- Professional Development

PD ESLRs - Professional Development Expected School-wide Leaming Results

National Educadon Parmers, Inc. Professional Development Ptan and Calendaz Appendi.x" I"
1
NEPCS 189

Professional Development Expected School-wide Learning Results


The PD ESLRs were created in order to articulate the expectations of the staff for professional
professional development decisions.

development at NEP. The idea is that these PD ESLRs are to be useci as guiding principles for

NEP will provide differentiated professional development that will...

meet the chang ng needs of students and teacheis as determined by achievement data
consistently implement, monitor, and adjust teaching practices in order to achieve student
progress

ensure a student centered instructional program

develop an effective coliaborative environment


fostex continued professional growth for all staff

Three Year Plan

ordex to make the best use of this time, the Deputy Ghief Academic Officer for Curriculum and Instruction( DCAOCn, will decide to divide the professional' dcwelopment plan into these three organizational structures: the whole school, departments, and stnall leaming communities. The PD Committee will then be organized in these three groups in order to create a three year plan for each

Professional Development at NEP is offered every Friday day which is a half day for our students. Staff will be gtouped together by whole school, departinents, or small leaming communities. In

that focused on professional development that would help staff unprove student achievement In
addition, there will be three focus areas that served to guide PD 'unplementation for the 2014-2015 school year. (see Core Focus Areas, p. 16).

The PD plan will be reviewed and revised at the end of each academic yeai. T is review process will
allow the DCAOCI and PD Committee to continue to focus professional dcvelopment and be
responsive to the needs of the staff on a yeazly basis.

National Education Partners, Inc. Professional Development Plan and Calendar Appendix" I"
2

NEPCS

190

Whole School

by a whole school approach. All staffwas consideredstaf as well as specifically looking at professional development for new teachers and parapmfessional
AIlSta'

The whole school group will look at how to address the needs of our students in terms of professional development taking into consideration what areas would be best addressed or tatgeted

The whole school group decided on three focus areas for all staff data-driven insttuction, collaboration, and instructional technology ttaining, pver the next three years, these three azeas will focus the professional development provided for the whole school.
For data-duven instruction, the initial plan is to ` introduce the un I'
a wh

stud

In yeazs two and three, stafE will receive Professional develoPment on how to acc ess and collec t

at it means for student achievement Both qualitattve and quantitative data will be introduced
en instruchon ' will be handedt
o

rtance of a wide s pectrum of data

more establishe' d,

development.

ent data and will make datadriv use ofthe data ia evaluating and modifping instruction. As SLCs become for
them
mclusion in the r

f sional

Paraprofessionals from NEP's Bilinguai and Title 1 offices support other general education teachers
collaborative

effective use of collaboration. Special education teachers and paraprofessionals support general education teachers to modify instruction to seive special needs students who are in inciusion.
collaboration is emphasized whenever possible.

Because NEP anticipates having and serving a number ofspecial'aeeds groups (students with disabilities, English learners, students at risk offailing, itis unportant( required) to unplement

training of general education teachers, special education teachers, and ati paraprofessionais in teaching, paired
student

throughout the school. The professional development plan focuses on the effective utiIization and
ESLR#

addressing

In an effort to include more instructional technology use by students and teachers, thereby

one with site licenses for such tools as Atomic Learning and United Streaming, all staff inembers received training in che use of sites or resources that promote differentiared leaming based on competenry level. In year two, staffinembers will receive training in the unPlementation of technological resources in their lesson planning. In the third year, they evaluate and revise their use of instructional technology to meet student needs.

5, it has been chosen as one of the core focus azeas. Beginning in year

The thtee focus areas for whole school professional dcvelopment targets the identified needs of both students and staff inembers of NEP.

National Education Partners, Inc. Professionat Development Plan

and

Calendar Appendi" I"


3

NEPCS

191

whole SchooP

Data-Drtven

Instructton '

Collabontion

Technology

Year One

Yesr One

Year One .

Approaching Data
General Sthool Data

Tralning Each Group


W(
ed.,

Trafning in Avaifable

sp. ed.. Sen


etc)

Resources( e.g. Atomk


tearningy

Year 7Wo

Year Two integrated

Year 7Yvo
mplementation of

Moves to SLCs

Training by '

Track

Avallable Resourtes

YearThree
Refer to SLCs

Year Three

Year Three

Evaluating and Reflning


Collaboration

EvatuaUon and Reviston


W

Respect to Student

Learning

National Education Parmers, Inc. Professional Development Plan and Calendar Appendix" I"
4

NEPCS

192

Ne1v Teacher.r
The

Deputy ChieE Operating Officer for Talent Development&

school staffed while organizing the proEessional development support for new teachers on campus. encourages new beachers in their development as a professional.New teachers who have their Preliminaty credential and need to receive a clear credential6 . NEP Support Provider themgSupport p d oa,

Human Resources keeps the

Through coaching, observations, and monthly new teacher meetings, the DCAOCI suppores and
assigned to
a

are

who works with

sent

1styear teachers who have not yetreceived a preliminaty credential. In addition, new teachers are
to conEerences
such as c]assroom mana

ork with

t or diEferentiated instruction, as needed.

Confirence Attendance Prntocol

A protocol for conference attendance rec uests was created by the DCAOCI in order to...
strearnline the request process
ensure all staff inembers are provided with eyual oppo

lri

encouxage sharing informarion from conferences

to attend conferences

Follow-up, disttictmandates, and both student and PD ESLRs (see PD Framework, p. 18)
Any staffinember wanting to attend a conference that requires NEP's must go through the PD Review Cotnmittee, which meets weekly. The co mit ee members vary but always include the Chief Academic Officer(The CAO),DCAOCI, one PD Comtnittee co-chait, two PD Committee members, Principai. or office, and to agree share they lfor earn duringachi meeti ngs. Conference attendees bring back whatever they feeltowill be what of benefit student evement; they will share theirwill experi ence
and

ensure that conference attendance is aligned to the Single Plan, NEP's Critical Areas for

the

request process requires the staff inember to

inform

ti eir

depar

ne,

SLC,

with other practitioners through ither the SLC or meeting process. In addition, time will be offered
attends a conference

for planning the implementation ofnew ideas and strateg es into the classroom. Each person who
has
the opportunit, to
n a

meet with other staffinembers school or off-track in order to plan how to put to use the information/ sttategies gained atafter the conference.
development
with

ator to receive paid time to

This process facilitates communication between conference attendees and their department, SI.C, or office in order to encourage staff inembers to shaze the effectiveness of the professional
Form, p. 21 Having this conference request procedure allows for any staff inember to PD seekRequest professional development as needed as well as administration to provide PD opportunities for speci6c staff members. Providing the opportunity for professional development through conference attendance enables NEP's staff to access diEferentiated PD opportuniries.
their colleagues. ( see PD

Attendance Request, p. 20&

National Education Partners, Inc. Professional Development Plan and Calendar Appendix`I"
5
NEPCS

193

Deparlment. r

The primary structure that depattments wilt use far professional development is the Professional
Leaming Communuty( P.IC.) model. Through grade level teams, teachers focus on content
standards, create
common assessments,

and

use student

data' to

refine their

practice.' his process


the three

curriculum,

allows departments to focus on developing teacher expertise in cteating a guatanteed viable common
assessments, and

refining practice

through

focus azeas for depattment professional development Through this discussion, whole departinent or
teacher needs may be revealed which will enable the gtoup or individuals to seek out specific professional development As the P.L.G model is used in departments over the course of the next
three years, a guazanteed viable curriculum will be constructed which accounts for our mandated

looking at student work-

intended curriculums and rigorous assessments, drives discussions regarding data, content, and
studeat learning and acluevement

differentiation, and provides meaningful conversation and inforniation to practitioners regarding

The creation of a Guaranteed Viable Curriculum is a focus area, which entails the alignment of

mandated instrucrional guides, periodic'and quarterly assessments, and pacing plans. The formation
undertaken in orderto inform and refine instruct'ton and practice.:

and administration of common assessments endeavors to provide teachers and teams with common

tools and infom ation upon which to coIlect student work. Looking at that student work is

Teacher teatns will be provided with ongoing support and ttaining for the implementatiton ofNEP' s
mandated initiatives and the fostering of literary across the cumculum, thtoughout the duration of

the three year plan. Addirionally, in yeat one, emphasis will be placed on the Nine Step Cpcle for P.L.C. implementation. In yeaz two, emphasis will be placed on looking at student work.
P.L.C. structure facilitates team discussion centered on student needs, which then enables the
inform next level counterparts as to content, instruction, and practice.

Finally, in yeaz three, emphasis will be placed on vertical teaming and articulation of teams. The

articulation oEprior content knowledge and skills needed for each grade leveL Teams can then

National Education Partners, Inc. Professional Development Plan and Caiendar Appendix" I"
6

NEPCS

194

National Education Partners, Inc. ProFessional Development Platt and Calendar Appendix`I"
7
NEPCS 195 "

Sma11Learning Communiiie.c

All Small I.earning Communities at NEP utilize an SLC Self-Assessment Rubric in order to guide
and measure the teams' progress towazd full unplementation of the eight NEP Attdbutes far

Sxnaller Leaming Gommunities. For each attabute, there aze benchmarks or indicators established by
implementation. Oux Departinent ofAcademics and Progratns has'also developed benchmarks far
SLCs, which aze also aligned to the self-assessment rubric.

the Department ofAcademics and Programs by which each SLC can rate its progress each year of

gap

status. Professional development is pL nned and aligned for Lead Teachers and SLC team'members according to Although the specific resources and support deemed necessaty by the self-assessment rubric and
analysis.
each

action to close the gap between their current implementation status and desired full unplementation

Upon completion of the Se1f-Assessment Rubtic, all Smatl Learning Communities develop a plan of

attributes, the stakeholdexs of NEP have focused the efforts of each SLC around three critical

Sma11 I.earning Community is responsible for fully implementing all

implementarion are: ulentrty,per.ronalixation, and.cnritrrlrrm and instn ciron.


In
order to assist and

attributes which have the greatest potential for unproving the academic achievement ofour students and building cohesion within the SLC team, The areas of focus for SLCs for the first 3 years of
facilitate
the

Small I. eatning Communiries

Pl

rion of their eight

Committee in july of 2014. The Oversight Committee will be comprised of all CAO, DCAOCI, Lead Teache=s, the School Administrator, and Counselors. The intent of the Oversight Comrnittee is Teachers, develop school wide procedures and protocols to ensure 6delity to the atttibutes, and
manage the ntire SLC Federal grant in which we receive or intend to apply for. The Oversight
organizing professional developrnent opportunities.

attributes and organizing relevant professional development, NEP will organize an SLC Oversight

to assist all SLCs with their unplementatioq plan and provide professional development to all Lead

Committee meets bi-monthly and also plans 2- 3 all day strategic planning retteats, which include

this way, the expertise of teachers is shazed and colleg ality is institutionalized at the school site.

Onersight Comrnittee meetings and professional development weekly meetings. In addition, should the professional development session requite more time, whole day workshop sessions as well as institutes be Twice each Small I.eaming Community will host a 90 tninute workshop at the school site on a particular attribute or SLC topie for which they would like to highlight to the rest of the faculty at a Professional Development Exhibition. In
offtrack

Professional development opportunities will be hosted duting the regularly scheduled bimonthly
will

arranged,

per yeaz( mid and enc,

The following chart il2usttates the expected benchmarks and indicators for each SLC Atttibute. Every Small I.earning Community, is expected to make gains each year toward full implementation of each attribute. The asterisk/ color-coded topics aze those that have been
each Small Leaming Community:

detexmined to requite specific professional development that will be planned by and provided to

National Education Partners, Inc. ProEessional Development Plan and Calendar Appendix" I"
8
NEPCS

196

20142015 ( Yr 1)
Atmbutes
1. Vision
vi ion
Rmin c

2015-2016
r2

2016- 2017( Yr 3)
nd Frofessional D ielo
nt

2017-2018

2p 1 g-"
r5

LC Imnlementarion B'enc1 ` .
collabocativdy
ae
gnad and

Yr4

suciget is atigned ro

vision, mission, and

indudes

g is of the SI,G,

pumerships with'

Pare b> e nployers,

and post- secondazy oprioas. St vdeat. ro A

tas a.linrloar t, b ririon and 6ow it


J

aEfects graduaaon and

2. IdeIIt[ ty

post-secondary

phnq.

Establish
academic

a unique

Create signage, I gos,_


: are

ideatity based
bY the elective
is:

on careec pathe that

color identi5catioq:
conaguous space, :

PP

disphys of SLC
aztifacts,

courses and

undeistood

by students,

8',

pa
3. CuLClCt
7.

enES,

and. staff,

azras, entry ways>and studcnt ideati6ers(tS'') ,

lll SLCs offer N


aa
s

Instruction, and
1 SSeSSII1CIIt

e/% equence$ ourse.

1. SLC Teuns utilize common


confam e Period, 4 to
on

focus

nstruction and

atudent

as

hiBh

learning outcomes. 2 Common asse,c,vments and

Cuniailum lntegretion: Studrnts can demonst: ate how each of


their uademic subjects
rdevant to the
as we as

S''
Of

ts en

PTOI/

po

oGo that

school admi+sion

is

requircc chem to apply skilla

requirements

SLC

identity
within

from several coucyes in the


SLC career fxld which are
parcner from carcer fields.

their cho. een

2. Design SLC

P
d

s as'e re6ned

er path.

Courses

addrexsed in part by buauness

intadisaplinary thematic
pr
aL' gned to the a

ed ro

inform
within '

the SLC continue to


elop and refine their

instructional decisions
the

SLC

SLC,

idenuty and appropriate


contatt standards.

incorporarion of the SLC theme/ identicy.

3. SLC students engage in


coinpkte at least i thematic
Proj
per semester.

3. SLCs explore

aad

implemeot a variety of
nxtructional strategies

that personalize

in tnxtion and

incoiporate studeat
experiences/ cvltures

makin$ lruning more


relevant and re.cponxive.

4. Teams create

incavrntions for

appropmte and timdy

students who not

successfully leatning the


srandards.

4.

Equity and

All SLCa
aP
and

vv

1 CCess

71 have an inclusive
P
ry f
and

,+

p
and procedures are

10

devdoped to ensu: e
e9uttY and access
ali SLCs.

students

induding

Spcciai Education

English 7.anguage

National Educadon Partners, Inc,professional Development Plan and Calendaz AppendiaI"


9
NEPCS 197

I.eamers. All SLCs


atlow students equal

opportunitiesto P
Pz o

Advanced Placement
aad othecadvanctd,
coutses.

5.

Personalizarion

Students are well known b Y the adult4 who


unde: stand their

1.'

Working with one


foc

'

1. Articulation agrecmrnts and


P
s

or more adults

b
m, s

b loc l

S
option of

ye the

multiple yeana; an
od

academic,
needs aze

betweea the SLC and sdected


school PfO

euning

colle

credi

personal, and

to{ y

onrlietenimAroR

w6ile in the SLC through


onrver,; ty pamier, sHips.

social needs.

Studeats'
primary
team

p/aAirinp/on.
2. Academic, high
school, wllege

the

focus for SI.0


meeting

postsemndary programs and other vuious insatudons.


Z Speakets/ field trips: At least 2 speaker per semester

ageadas.

2.
o

and cazeer

2. Counselors

and

work with alI students to

counselors SLC

Intecns wps: . 7 graders anc grade studrnts a+ ill have the

for business

Educatioa
involved in

partneis to

ro

Career
are

describe
jobs;
at

Coordioators

devdop a

theu products/ seivices

y to work part-time for a cooper ting emp] oyer


m ror.' I' hese incemships for

activdy

advisory/ intervention
components.
and

secoodary and postsecondacy plan by the


rnd of the students

least 1 field trip


of employment

per year m places

for`" pb
e. 4,

8 graders will rakepl ce

Counselois

shadowing"

ea pesien

gcade year, st

rnts

during the Spring$ reak and in themonth of May. For ris:ing n


7

Edurrtion to Carea Coozdinators assist in


rnsuring
SLC
student
pcograms are aligned to
paths and are

are eaposed to various


school Pi, S

3. NEP Service learnin g


re quirement of the

dezs intems

ps will take

should

be reflective
students

place over the in May and foc


selected atudents over the
course of the summer.

colleges and

SLC

univeisities througf
visits and

identity and

high cchool choice, college or


universiry and career paths.

iafozmarional

assigned

ro work with a

si.c.
3. Extended

meeti sgs ae y,

by

their

3. Thece are options for


amcs ro ao un; a

communiry service pmjects


avidiia the SLCand the schools
vuiety

Day/ Tutoring.A
of

Youth- Driven Service I,e


Center( Y-DSI.C).

intesventions

and

tutoring modeis are


e.' tablished; student
recognitioa eventx aze

regviarly scheduled.

4. At least 4 speaker and

7 6dd trip per year ue scheduled for rising 7


graders and 8 grade
students to expose them

to various career paths

along with secondary and postsecondary


options.

6.

Seudeot data fmm


multiple sources

Accountability
Disttibuted Leadels llp
and

is

used

1. SLCe aeau SMART goats based


studen

SLCe will desigu a phn for


on

rcgulady

to

detecmine
SI.C.

ti

jmpzove

success of t6e

achievement

Manbers

are with

Goals w li be set for.


for
attrndance, grade
matriculatibn,

invo ving 9tudents in the SLCs Tern Cotut, Studmt Govemment Leadership infcastiuctuze,

vuious protocols

analyzing data and data is discussed at team


meetinB&

2. SLCs wilt devdop a


Qaw-chart" to 7tustrate their

eg.

srrte-mandated

assessmeats,

PSSA' e,

distributive leadecship.

PASA and intema(


assessmenC pass rate, and graduatioa rate.

2 SY.Cs will design an infraswcture that


assists with srdff

Nationat Education Partners, Inc. Professional Development Plan and Calendar Appendig" I"
10
NEPCS 198

aaounqblity and

dismbuted kadeiship
such as developing subcommittecs for varioa a,

7. Parent

and

COlntnurii tj
Enga
e ment

Pazrnts are involved in the SLC sdection


process

casks fveats:
1.

SLCs

est

blish

pactnas P s with
community membeis,
anPl Yers,
and

1.+ SLCs involve community Y


parmcss and parents in the review of sstudent work aad thanatic
projats.

wd

aze

provided

FP' tu i ti es participate in SL.0 hosted events such as

several

p ffi instimtions.
2

inFormational
assemblies,
and pazent

meetings,

2 Continued mgagement of
purnts through thdParent

orieatations, recognition

Pazrnts

wiit becane

fidd

mps,

eng ged ac d learn how


to assist their c. hild with

University.
3. NEP will also engage parents
thraugh our Pazrnt Scholar Progrung.' I7, t pm
to

conferencee:s.

Parrnts should be invited to atleast 5 SLC


evrnts per Year

Additional

pazrnts can

join the School Advi. cory Council to have a ve of


a

be provided weekly chrough our Pazrnt

P; ojects, aseignmrnts and homework at homa Thia iisining wiU

proactivdy

engage Puents

in

Univusity.

schoot pride, volunteaism and a chaace for parents to lxcome

integral membas of our,rtaff in


e

hands

on experience ro

in

helping

shapt there

only be affocded

child' s or ch ldm' s education.

compkce our! 0 week Pazeat


Scholar Program.

8. Professional

'

SLC Lead Teache. s and

'"

SLC I.eade and


membecs

Development

Dn"` t 1 t H` ad
receive

determinn

on:topics
team-

Inten ive aaining


such av

PD

SLC Leads 2nd manbers coarinqe co detnminc PD

rjecessary for

facHitadve
fiscal
master

desig ing and


implanentu g,
advisories and

necessuy for successfiil


implernrncaqon ofSLC attabuus. Tiaining wi71 include data analysis.

leadeiship, `

bw7ding strategies,
anagemrnt,

thematic

inoer- disciplireazY
projects, and

protocds, deve]oping cammuniry


pumeiships, scudent

scheduling,

and

conflicf resolution

internntioas, aad job


t.

researched- based
s

mtemships/ shadowing.

National Education Parmers, Inc. Professional Development Plan and Calendar Appendix" p'
11
NEPCS

199

Future Considerations

As the Professional Development Committee continues to meet and revise the three year plaq the
following are possible topics for discussion and planning.
SI.Cs and P.L.C.s

Leadership ttainiag for staffas more members step into leadership roles within

Professional development for parents( parent development)

P.LC. PD

leads are running SLC PD and the chairs are running the

Focusing on two or three classroom insttuctional strategies school wide (wait time, pair share, etc) as part of the whole school professional development focus Training on data analysis so staff can evaluate inteiventions-and work through objective meaas Determine who is responsible for the whole school group professional development- it is clear

Consideration of altemative or block scheduling and the implications for teacher pracdce

Staff development for staff about engaging parents

Through this process, NEP plans to provide differentiated professional deveiopment that will meet the changing needs of students and teachets as determined by achievement data, consistently implement, monitor, and adjust teaching practices in order to achieve student progress, ensute a
continued professional growth for all staff.

At the end of each academic year, the CEO, CAO, DCAOCl/ Prindpal and the Professional Development Committee will meet.in order to reflect on the previous year and determine fhe path for professional development for the upcoming yeais. This revision process will allow the school to consider new ideas and topics as needed and to provide appropriate professional denelopment.

student centered instructionaI program, develop an effective collaborative environment, and foster

National Education Partners, Inc. Professional Development PL1n and Catendar Appendia" I"
12
NEPCS

200

CENI'RAL OFFICE/

ADMINISTRATION
BOARD OF

Professional Develo ment Committee De artments and Ot ces COUNSELING ENGLISH


MA'I i

DEANS

ELI,'s

CJ

C,

ARTS

COMMISSIONERS
PD CHAIR.

FOREIGN
LANG.

HRAT'TH

T. A F.

BUSIN

MUSIC

LIFE

CO1vIP. ,

SKII.I.S
i

SCL
TAs _

P.E.

SCIENCE

SOCIAL STUDIES

SPECIAL
ED.

Creative

Wriring.

Small Learnin

Communi
and

Elementaiy Academy K-5

Success

s SLC' s
Future Leadess
Acad

Young SchoLzrs Academy 6' Grade

Intemational Diplomacp
Citizen ship

Academ 7 Grade

8` Grade

National Education Pazmers, Inc. Professional Development Plan and Calendar Appendix q>'
13
NEPCS 201

Professional Development Core Focus Areas


2014- 2017

Whole School
Data- driyen Instruction

drive instrucrion. As a result, staffwill be more awaze ofstudents' strengths and weaknesses and will take steps to enrich and remediate student.
Literacy& Expository Writing Across Curriculum

NEP's faculty will'leam how to understand, interpret, and use data to

enabling them to anaiyze, interpret, and evaluate a,written text Students will also demonstrate the
level.

through writing. In three yeazs, students will read for comprehension using grade level standazds

cnrriculum is de6ned by the student being able to access the discipline and express ideas effectively

Literacy and expository writing across the

abiIity to write in a clear, orgatuzed, and concise manner appropriate to the subject at or above grade

Technology

mazketable skills. In order to achieve this, staff inembers will receive training that is designed to improve both their operational and instructional use oftechnology.
De artment.
Data- dtiven Instruction

NEP's student FSLRs state that students will be competent technolog cally with

Through this data ana]ysis we will be able to idenrify students in need ofacademic intervention in a
courses.

To utilize data to assess, analyze, and itnplement instn2ctional practices.

timely, effective manner. In three years, students will have increased academic achievement in all

Di@'erentiated Instruction

modalities (kinesthetic, visual, auditory, etc.) to meet the diverse student poptilation( EI.I,,Sp. Ed., Gif[ed, etc.) as it pertains to each department.
Content Knowledge

Provide a variety ofteaching strategies that addresses all learning

English Language Arts, Soc,ial Studies, Science, Mathematics, Physical Education, Vocational and Fine Arts, Special Education, and English Langvage Leamers. Professional development provided to support individuals' knowledge and practice in respective content areas, support staffin small learnmg comtnunity integration efforts, and execute district, state, and federal mandates.
SLCs
Data- driven Insttuction
will

Content knowledge is defined as the subject matters that comprise of

drive their instnzction. As a result, SLCs will be more aware of their ittstruction. As a result, SLCs
be
more aware of their students' strengths&

SLCs at NEP wi]] learn how to interpret, understand, and use data to
deficiencies and will take steps to entich and

graduation rates and formulate inst ctional and budgetaty decisions to enhance the focus on student learning.

remecliate. SLCs avill collect, disaggregate, and analyze data to uaprove attendance, increase

Nationat Educarion Partners, Inc, professional Development Plan and Catendar Appendis" I"
14
NEPCS

202

Personalization
of

lower drop-out rates, and a sense ofbelonging to their Small leaming comtnunit,.
Interdisciplinary jn8trucdon-

The SLC environtnent is characteiized by mutually respectful bonds between staffmembers and students where every student is well known by a group of educators. Formation advisory facilitate personal bonds in incre
groups will

that resuit

S udent graduadon rates,

matter by structuring activities that require a deeper level of analysis,

leami ng which is har cterized by the integration ofthe SLC'svision and identity. SLCs wil develop emat culininating projects which allow students to extend the,it thinking beyond one subject

SLCs will work toward creating cross-curticular student-centered

NationaI Education Patmers, Inc. Professional Development plan and Calendar Appendix I"
15
NEPCS

203

Professional Development Calendar and Schedule


2014- 2015 School Yeaz
August 4` 8`August 11'-

New Teacher Orientation

Parent Orientation/ Back to School Nighf

August 18` - School Opens

September 5`

Whole School Professionai Development


26`-

September 12`, 29th and

SLC' s Professional Development


t,
i

October 3'- Whole School Professional Development ( U" hv..


a>''

7 und U" fiu

1.:iy 1 iu. T I,

October 10`, 17`, 24`


November 7'Stiidznt.)

and

31$`-

SLC's Professional Development

Whole School Professional Development ( S r e;n:.rjor_ 1 r.a.rfln. Speria/ F-' d


SLC's Professional DeveloP ment

November 14`-

December 5`h-

Outside Partnership Lead Professional Development

December 12`T. rnrc:)

Who1e School Professiona.l Development ( U'' or; in;, n h. S' ero id.Lurr$ f Qe
SLC's Professional Development
i

December 19`b-

January 9'January
I.)zr r.' j line)
16`

Whole School Professional Development (Rzrn;,


h-

iax Si r. r oj E,antion!'" I"r run,,)

SLC' s Professional Development

January 23`-

Whole School Professional Development (PoJiti t3 1.a , , n S pnrt:r[ o/. lcnid

January 30'- SLC' s Professional Development


February
th_

6`

h-

lns. n a:

Whole School Professional Development (Flefpin in.,l:tu>h- nn,r't Gr,.c" l'l,r,


National Education parmers, Inc. Professionat Development Plan and Calendar Appendix` I"
16

NEPCS

204

February

13''

SLC's Professional Deve1 opment

February 20`'
l'/Studer tr)

Whole School Professional Development (G',tla/,,,r,rr'on Thniyr e. Iv 13er!/ i1'

February 27'- SLC' s Professional Development


March 6`" Whole School Professional Development ( Dru1 n
Clu.rsroon. r)

ifb Pr g. r,,i,. r D>. r zpt r,r in

March 13`' Apri13'1- tef)


b-

SLC' s Professional Development

Whole School Professional Development (7f1e U"Rlin l ro esr anrl Ho u o C ii


SLC' s Professional Development
Whole School Professional Development ( 3r.ikJtr,;, Si rcz.r,r in n rr7 tl D,

Apri110` Apri117`
Pr iula ion)

b-

Apri124`-

SLC' s Professional Development


r; rt t,

May

1"-

Whole School Professional Development (P idc v rd.P,rprtr

ok. in_

1b a j

May 8`- SLC' s Professional Development


May
15'-

Whole School Professional Development(' C

rLrrologf

t, niyue.+ih,.

S p;l: i

May 22Officer

SLC' s Professional Development- Conducted By the ChiefAcademic

May 29`-

it Translates to Student Achievement)


June 26'- Whole School Professional

Whole School Professional Development (Teachers Development and How


Development (

End of Year Wrap-Up)

Please note that professional development may deviate from this specific plan.

National Education Partners, Inc. Professional Development Ptan and Calendar Appendix`I"
17
NEPCS

205

NATIONAL EDUCATION PAR'I'NERS, INC.


PROFESSIONAL DEVELOPMEIV'I' FRAMEWORI
CHEAT SHEET"
NEP' s Professio

Develo ment ESLRs

NEP will provide differentiated professional development that will ...


progress

2. Consistendy implement, monitor, and adjust educational practices ia order to achieve scudent

1. Meet the changing needs of students and teachexs as detertnined by achievernent data

3. Ensure a student centered instructional program 4. Develop an effective collaborative environment 5. Foster continued professionat growth for all staff

NEP's Student Achieveme t E LRs


1 Behave in
a

responsible, respectfiil

and mature

the future.
evaluate written text.

mannet

de

while at Bell and in

2. Read for comprehension using grade level standards enabling them to analyze, interpret and 3. Demonsttate thegrade abilityleveL to write in a clear, organized and concise manner appropriate to the subject at or above
4 Become ctitical, lo ical and independent thinkets,

5. Become competent academically and technologically with mazket ble skills.

Narional Educadon Pattners, Inc. Professional Development pian and Calendat Appendix q"
18 NEPCS

206

Single Plan for Student Achievement

1 TEP' s Goals
1.

By 2017- 18 the percentage of students

scoring proficilent or above on the states


Standazds Tests and the

Unit Assessment in Mathematics and Fi.A


will equal or exceed

75%.

2. The school

will achieve a

95%

artici ation rate for all state assessments.

NEF Strate '

1 Complete wall- towalF implementation through 8, set implementation

2. Revise the

the school and career path theme.

leaming communities on each tradc, each academy with its own campus location within
three- year professional
development
plan# o

es and Activities to Achieve Goals of a elementary academy and, for grades 6 schedule for three heterogeneously populated smatler
focus
on

collaborative instruction.

interdisciplinary

and

professional development plan.

3. Develop formative assessment procedures and incorporate assessment into the

5. Inccease availability of instructional technology to all students and teachers. 6. Conducttocomprehensive analysis ofstudent accordin artici ation in data intervention ro rams. achievement, disaggregated
NEP Critical Areas far Follow U
NEP pacing plans.
areas.

4. Study altemative scheduling for day-to-day instruction.

1 Alignment ofthe District Instructional Guides, District Periodic and quarterly assessments and

2 Implementation and monitoring ofa variety ofinstructional strategies learned through professional development that provide more challenging] eatning experience for all students in all

3. Schooj-wide assessment and accountability process that includes a data analysis protocol that allows data to drive instcuction and provides school-wide assessment of the ESLRs. 4. Provide professional development for the paraprofessionals who work direcdy with Studen
Narional Education Partners, Inc. Professional Devetopment Plan and Calendar Appendix" I"
19
NEPCS 207

N ationat Educanon Par ers, Inc.

Professional' Development Committee

Professional Development Attendance Request


Guidelines for Requests

Any request to attend a pmfessional development oppominity which requires NEP monies for fees,
Professional Development Committee for approval.

ttavel, substitute coverage, etc. needs to be submitted to the School Based Management's

with less time may be denied.

Requests.shouldbe made 5 weeks prio=to the professional development date. Requests made

Tuesday of the week you would like your request reviewed. Any requests put in after
Tnesday will be reviewed the follow,ing week, PD comtnittee members. It will meet every Friday.
submitted to the

Requests must be placed in the Professional Development Box in the Main Office by

The committee reviewing your request is made up ofan administtator, one PD cochair, and two

Ifyour request is denied, you will be given a reason as to why and may, if desired,:appeal the decision at the next Whole School Professional Development meeting. The appealmust be Chief Academic Officer
or

You will be informed of the committee's decision by the Mondap following the meeting.

Instrucrions Office by the Monday before the meeting.'


Possible Reasons for Denied Requests

Deputy Chief Academic Officer foi Curriculum and

The Professional Development Committee would like to approve all requests. However, there are
Incomplete request( see" Request Form'.

specific requirements that all'requests must meet. Below aze reasons a request may notbe appioved.
Not submitted earlp enough for atrangements to be made.
Shee

Does not address the focus of NEP Professional Development Framework( see attached" Cheat
or is not relevant to your position/ department/ SLC.

Costs are too high.

Dates conflict with school" blackout" dates( i.e. testing, freeze week, before CST, etc).

Location is unapproved (applies for out of state requests).

a previously approved professional development opportunity,

An unwillingness to or failure to collaborate with colleagues by shating out infoimation learned at

National Education ParCners, Inc. Professional Development Plan and Calendar Appendix" I"
20
NEPCS

208

NEP

Professional Development Committee Professional Developxnent Request Form

Date Subnutted:
Requested by:_
Self_

Administration_

Dep

q_

SLC Lead,_

District

Staff Member Name: ifmon than one, rtaf f'member uddr


Position: "

o,.

Employee#:

d onlhe back oftbufornr)


SLC:

DepartmenL

Name of Professional Development Opportunity: Location ofProfessional Development Opportunity:


Cost(s)
of

Ifout of state, please obtain the prin ipal's signature; Professional


Registration/ Other Fees per person$ Sub Coverage(# of subs needed
Travel Expenses ( transportation/ hote(

infomiadon in blanks provide:

Development Opportunity( please check apProp


approx.$______
x# x#

te

boxes&

provide

of

days

of peopie attendin g
total#

total$_

sub daps_______

Date(s) of Professionai Development Opportunit,; Con. je


encer

ronfltctfng wilh, rchoo!" blacknuP' date.r


ickk

e.

1e.rlin

firt1e

tt e,,

andAugu. ct

auan that brrdgetary con. r iona! De elopment np nrtunitie,r during the month.r of une ,u f'rtraintf mak Pmfe. befnre
d' r'
tn und A, rubmu rnn
tbe mnnth ofJune ir tcnmmend

etc) wi1! be denied A ro, plev.re be


d)

Please checic off the steps below to indicate completion of the task.
in this PD opportunity.
o

I have informed my Department Chait, SLC Lead Teacher, or immediate supervisor ofmyinterest
Dept. Chair/
SLC I, ead/

SupeYVisor signature:

I have attached information about the PD opportunity( flyer, brochure, etc).

an administrator's signature on this fortn as this will be taken care afafter you receive approval.
National Education partn

Ifsub covexage is needed, I have completed AND attached a Classroom Coverage Fortn(s) for each attending staffinember( avaiLable in the main office). You do not need

Inc. Professional Deve]opment Plan and Calendat Appendix" I"


21
NEPCS

209

PLEASE CONTINUE TO THE BACK OF THIS FORM


Identify and list the
specific
aspects of the

P.D. Framework(" Cheat Sheet'

that will be addressed

by attending this P.D. opportunity. Any request should address at least two of the four areas, ex:
PD FSLRs: # 2,# 4; Single Plan: BH Strategies# 4,# 5) PD ESLRs:

Student ESLRs.: Single Plan:


Other.

professional development opportunity includes the responsibility of bringing back infotmation/ ideas to Bell High School. Identify how you plan to share the information leamed at this PD opportunity with your colleagues. Indicate what group of colleagues pou will share the
infortnation with and when you eacpect to present this information
Who:

Explain how this PD oppomuiity addresses the areas you selected above. Part of attending a

When:

By

si.

gning below I

am

indicating I understand that I

am expected

to

share

information& om this PD

opportunity with my colleagues. I also understand that paid tirne is available for planning the implementation of new ideas and strategies into the classroom. Each person who attends this conference has the opportunity to arrange with their admuustratof to receive paid time to meet with
other staff inembers after school or off-track in ordex to plan how to put to use the information/ strategies gained at the confexence.

Signature:

OFFICE USE ONLY


RECIVED BY: TIME:

STAT'US:

Approved:
DATE RECIVED:
Denied:
x

Dept Chair/

SI.0 Lead/

Supervisor

signatiue

Clzief/ Deputy Academic Officer

PL1I1Cipal' s Signature

Deputy Chief OperatinE Officer for Talent Developmrnc nd Human Resources

Narional Education Parmers, Inc. Professional Development Plan and Calendar Appendix" I"
22

NEPCS

210

App:end x J
National Education Partners I nc.

Recrustment Plan

National Educaaon Partners, Inc. Recnutment P]an Appendix


1
NEPCS 211

Vision: National Education Parmers (NEP) seeks to establish an extraordinary elementary for d
and middle school o

p tion

tu ents currendy underserved b y the closuig of their

neighborhood schools. The new school will provide its students with an academic

environment that leads to rapid core- skill development and the internalizarion of important, positive lifelong values. The students, families, and staff inembers of NEP will work

together harmoniously to create a culture in which all constituents enthusiastically strive for
excellence and achievement in the short term. Students will graduate from the school with
achieve their full potential.

the knowledge, skills, and strength of character to succeed on the path to college and to

Mission: The mission of National Education Partners is to aeate a school environment

where students develop the academic skills, intellectual habits and character traits necessary
to maximize their potential in high school, college and the global matket We'll serve

students and families in most economically disadvantaged neighborhoods and wherever the
achievement gap currently persists. NEP will ensure that its students acquire the knowledge,

skills, and strength of character necessary to succeed on the path to middle school, high
school and college and to achieve their full potentiaL

Values That Are Relevatit to This Plan: We value open and honest communication.

physically, intellectually, emotionally and socially.

We value providing equal educational opportunities for all students to achieve

We value the health, safety and welfare of our students, parents, community and staff.

fitness and extracurricular activities in a technologically-enriched environmenL We value teachers who teach by example, principals who lead by example and
support staff who serve by example.

We value teaching and learning that integrate academics, fine arts, health, physical

leaming communities.

We value dedicated educators who mentor others to develop successful professional

We value professional development that direcdy impacts student achievement


community students,

We value the commitment and contributions of all members of our diverse school
patents, community and staff.

We value schools that are student-friendly, parent-friendly and community-friendly.

We value our community, which entrusts us to responsibly manage the fiscal


resources of the school

National Education Partners, Inc. Recruitrnent Plan AppendixJ"


2
NEPCS

212

Outcomes
1 0

Strategy/ Activity
Update and
maintain
a

Y ies )
ns'

Recruitment

ble

Accountabilih'
Measures
HaM copy of
nen recruitrnent
e

1. 1 NEP has

Timeline Start/ End Date


2013- Ongoing

implemented a
recruitrnent pian to
meet our

Human

recruitment plan

Resources
pe
nt

term

emP oYment needs both short- and bng

that reflects best

Pian

recruitment
practices.

Recruitment Committee

Minutes from Recruitrnent


Committee
n s

1. 2 NEP hosts and


attends recruitment events to promote

Continue to host
and attend'

Human
ources

b fairs

Event flyers

interest In
employment opportunities

to recruit

su p

staff and to market


NEP.

DePartment .

Registration
pe

Ongoing

Continue to visit instate colieges and

Recruitment Committee

Agendas
Referrals

indicated on

aPP

tions

other educationai

institutions to
recruit certified

teachers and
professionals and

to marfcetNEP:

Continue to attend
out-of-state events, as appropriate and

when flnances can


acxommodate, to
rec uit certified

teachers and
professionals and

to market IVEP.
1. 3 NEP uses
materiais
and

Continue to

resources to

develop
Pu

and/ or

ase

showcase the
school and

materials

and

displays that

Human Resources Department


R
ent

Materials Displays
Jab p stin 9 s

Ongoing

depict NEP as an
attractive place to
Wo

market it to prospective

effectively

Committee

em lo ees.
1. 4 NEP offers

intemship and
mentorshi P

Maintain
teacher

and

enhance student

Academic
S

Listing

of

programs

intemship

participants
nt

Ongoing

pepa

that are
program
pa

beneficial to
n

mutually

and mentorship
programs with

colleges.
a

Human Resources

Hiring tist
Referrals

Department

mentors alike and

Offer mentorship
p
em

indicated on
A
ns

that serve to attract

yrams to current

s aspirin

Feedback from

National Education Partners, Inc. Reciwtment Plan Appendix`J"


3
NEPCS

213

poten6af job
candidates to the

to pursue other
opportuni es w thm

partici p ants

schooL

NEP.
Offer the Step to Success

Agendas

UP

Membership lists Courtesy andlor


moc-interviews

mentorship
program to

teachers aspiring ta serve' in leadership


roles.

Offer the START

Mentorship
program to student teachers to promote NEP and

to demonstrate best practices and


methods for teacher
effectiveness.

1. 5 NEP
encourages
employee referrals

Provide employees .
a

list of current NEP job openings,


share

District Employees

Referrals

to

assist with

and encourage

indicated on Applications

August 2013- Ongoing

recruitment

them to
with

it

family
friends
to

Human Resources pepartment

members,
who
a

Survey results from newly


hired empbyees
HR Review

and acquaintances

may

wish

I.

6 NEP applies

pad'

ces

Successful

enhance and
maintain the

technology
methods to attract

Human Resources Department


NEP' s
.

Website

Ongoing

Referrals

School' s

and

indicated on
R

highly effective
employees.

Website
recruitrnent
sections in order to
market

itrnent

APP

tians

Ommittee

NEP

T Department
'

and

Skype( or related Web based

appeat to potential
applicants.

interview system)
Operations Department
q
emic s

Advertisements
Referrals indicated on

Develop

and

maintain social

networking
media to market NEP and to appeal
to patential
applicants.
.

Departrnent
e

Applications
E-mail
correspondence

Department

Promote job
openings and

Agendas

reasons to

Membership list

Narional Education Parcners, Inc. Recruitment PIan Appendix`)"


4

NEPCS

214

work at

NEP

via

television, radio and print media.

Minutes

aPP

Enhance online job bons to elicit

aPPlicant

information that is
relevant to the position and useful

to NR who reviews
apptications.

Enhance standard job postings to be


used by HR when
advertising
available positions.

1. 7 NEP builds
positive

Meet and have ongoing interaction


with

Human
R
OUrces
nt

Referrals

relationships with organizations that


support

representatives

indicated on App Ons


.
E_ orrespondence

Ongoing

NEP' s
efforts.

from colleges

and

recruiting

other eduqtional

institutions,
employment

Recruitment Committee

a encies, etc.

1. 8 NEP
establishes
an

active recruitrnent

Reconvene the NEP Recruitment Committee,


and

Human Resources
ent

Agendas

January 2014- Ongoing

committee to review
and update

schedule regular meetings of the

Membership list
.

recruitment plans,
needs and

Committee throughout the


year.

uitment mittee

Minutes

prac6ces, both

short and Iong_


term.

2. 0 Selection
2. 1 NEP utilizes effec4ve applicant

Continue to
screenin

perforrn

initial application
to
potential

screening

methods to

successfully identify
potential job
candidates.

determine

Human Re urces Depa nt

Determine active
and inactive
applications
esentation
materials

Ongoing

candidates and to

dismiss ineligible
candidates.

Executive
De p artment

Train supervisors in

Sign- in sheets
I

techniques to
when

identify

potential candidates

screening

Application screening form

applications.

Application
Revise
screenin

screening resutts

Nationai Education Parmers, Inc. Recruitment Plan Appendix`J"


S
NEPCS

215

aPPlication process far

school administrator

positions to reflect the


new schoof

2.2 NEP applies best

interview practices to
screen potential

administratorhiring rocedures. _ Attend interview sessions throughout


NEP to monitor the

Human Resources

Candidate rating

candidates.

Department
pepartrnent Heads

recap focm
Interview question
sheets in

2013- Ongoing

interview process for

consistency
Gontinue to develop and refine an interview
quesGon

the close- out files


.

database

from

Academy/ SLC
Leaders

Webpage pr

which .

interviev content

supervisors select questions for specific

IT Department
interview Panei

job posi on interviews.

Verify that each


question is legal and pertains to'the

essentiaf fur tions of the;particular job.


Ensure that

apprapriate response
criteria have been

identfied for each


question.

Generate a template for the interview


process to promote

consistenf interview
practices throughout
NEP.

Continue to document
appropriate interview
panel practices to

promote consistent

hiring procedures and


to ensure equal

opportunity for all


candidates.
2.3 NEP applies
or postpre-

testing
to assess

practices

Expand the application based testing( CBTj to


of camputer

Human

CBT samples

Resources
Deparbnent
.

2013- Ongoing

potentiai candidates'
skills and

assess skiil and

Microsoft Office test


mp

knowfedge

knowledge levels
candidates for

of

in

complex areas.

Executive
pe
rtment

designated

positions.

Writing assignment
samples

National Education Parcners, Inc. Recruitment Plan Appendix" J"


6
NEPCS

216

Ex pa nd t he applicatan

Presentation

of Microsoft Office testing to assess skiU


knowiedge Ieveis for posiaons that,require
and
of candidates

assignment samples
S
ning systems
research

information

the use of Microsoft Office applications.

Continue to administer writing assignments to


assess candidates for

positions that require


writing skills.

Continue to administer
presentation

assignments to assess
candidates for

posiGons that require presentadon skills.

Review and consider

teacher screening
systems

2.4 NEP performs reference checks to

Develop and
intemal reference check form and procedures for intemal hirinq.
an

further screen
candidates based their previous
on

implement

Numan

Resources
pa nt

Intemal reference
check form

Accomplished March 20I3

employment

itment

Extemal reference
check form

behaviors.

Committee
Review
e

current

extemal reference

check form and


P ocedures for

IT Departrnent

Reference checks
Web pages
R
P arched opdons

extemal hiring; devebp appropriate


revisions, and

implement the
form.

revised

Sample letters of Develop and


protocol for

recommendations

implement a train ing

supervisors that

address both providing


and obtaining
reference checks.

Monitor reference
check and separation

af em lo ment forms

National Education Parmers, Inc Recruitment Plan Appendia" J"


7
NEPCS

217

submitted by
supervisors.

Allow:applicants to
attach letters of
recommenda on to

their online
apPlicaUons.

2. 5 NEP pertorms background and drug


screentngs to ensure

Continue to request
criminal

history

on

the

NEP employment
aPPiication, and

Human Resources Department

Badcground check
invoices

Ongoing

newly hired
employees are

free of

perform criminal
background checks of
candidates for hire.
all

Fingerprint check
invoices

criminal convictions
and aloohol- and

selected

drug- free.

q{
S

9ement

Continue to
all

perfoRn

fingerprint checks of
newiy hired
employees who do not

Need to Hire forms

Drug screening
invoices

have a valid fingerprint


clea[ a ce card.

Acknowledgmenf
forms

Continue to perform

drug screening of all


newly hired
em b ees.
2. 6 NEP documents

ConUnue to
materials

require
and

the screening

and

that ail forms

Human Resources

Ciose- out files

Ongoing

selection process to ensure adherence to protocol and to


support possible

pertaining to

pepartrne t

the screening and


hiring process of each
posiUon be submitted

Equal Employment

Opportunity

inquiries.

to Human Resources by the approprate


hiri
su

isor.
a support

3.0 Orientation and Profeseional Develo ment


3. 1 NEP provides
orientations

Schedule

for newly

staff orientation
session once each
month

hired empbyees to

Human Resources
Department

Presentation
materials

Ongoing

facilitate their
successful

to orient
classified .

transition

into employment

newly hired
employees.

Agendas

peputy Chief
Academic Officer

Sign- in sheets

for Curriculum and


Continue to
provide an

Instruction

orientation for

newly hired certified


teachers priar to

the beginning of the


school ear, review

National Education Parmers, Inc. Recruitment Ptan Appendix" J"


8
NEPCS

218

and enhance the orientation annually, based on NEP needs.

Continue,to provide an

orienfation for newly


hired school

schod year, and


implement an
hired NEP
3. 2 NEP offers

administrators prior to the beginning of the

orientation for newly

administrators.

induction and ongoing

training programs
p oY
s.

Continue to offer BEGtN, the three-year


induction
program for

Innovation
epartment

and-

-.

BEGIt roster
Agendas

lune 2014-

for

mp ementation

Ongoing

newly hired teachers with no more than one


year of

teaching

Academic& Programs

Sign- in sheets

experience.

Department
Offer employees

Graduation lists
Rosters

tratning opportunities
to enhance their skills,

knowledge

and

Presenta6on
materials

productivity.
Continue to
provide

Handouts
Forms

updates

and

reminders to
employees

regarding

procedures, policies and other compliancerelated


rr attiers.

Training videos
Job descriptions
a

Continue to

provide

co11

on

mandated trainings to all employees to


ensure comptiance.

forms

Mobilize designated
NEP personnel to
coach empbyees

regarding best
practices and methods

to successtuny meet
their'
3. 3 NEP trains
ob ex

tations.
all .

Department
Heads/ Academy/ SLC

Continue to train

All

Leaders

and

NEP supervisors to effectively apply


approved employee
evaluation protocols.

Departments

Presentation
aterials

Ongoing

Handouts
FQ
s

supervisors to be
successful

leaders.

Sign- in sheets

Naaonal Education Partners, Inc. Rectvitment Plan Appendix"


9
NEPCS 219

Continue to train all NEP supervisors to effectively apply


approved employee

selection and hiring


Procedures.

Continue to train all NEP supervisors to effectivelY apPly approved employee discipline protocols.

Provide leadership_
training for all
NEP supervisors.

Continue to provide mandated, compliance


related trainings for all
4. 0 Refention
4. 1

NEP su ervisors.
Review
and revise

NEP

establishes

an evaluapon process for att employees to

NEp

current evaluation

rve

mmmee

agendas

Ongoing

promote expected

systems to remain
compliant, promote
growth and

Human
'

performance

and

behaviors.

expectations,
recognize employees
and ensure

Resources Department Evaluation Committee

Committee minutes
Goveming Board minutes indicating
approval of

that

effecGve personnel are

recommended

empioyed

by NEP.

aluation processes

Gareming' Board
of

Update employees regarding the


evaluation process.

Commissioners

Evaluation

instruments
Supervisors
Evaluation
NEP

Provide updated
evaluator

Empbyees

guidelines

training

to

supervisors.

Presentatian
materials

Ensure that
are

all

Handouts
Forms

employee evalua6ons
completed

according to protocol.

Review and consider


Web- based evaluation
systems

Sign- in sheets
Copies of
evaluations

Information sheets
regarding Web- based
s stems

National Educarion Parmets, Inc. Recnutmet t Plan Apper dix`<)


10
NEPCS

220

Examples of reporis generated by Web4. 2 NEP administers employee discipiine to change negative

Corrtinue to: provide em P b Y ee disci pl me

d s stems
, q NEp

Presentation
materials

behaviors

or,

if

training for all NEP


supervisors.

Departments
g peN1

Ongoing

necessary, to remove
s who do emptoyee. not meet the NEP' s

Handouts

Continue to

administer

Human

behavioral
expectabons.

app priate empbyee discipline when

Forms
S 9n-in sheets

Resources Department

necessary and
according to approved .
rotocol.:

Goveming
Human Resources

Board .

4. 3 NEP promotes

of Commissioners

Copies of discipline

safety in the
woricplace.

Develop
a

and maintain

Safety

Manual

safety

manual

Department
.

of procedures that
promote a safe work

Handouts
Materials

Accomplished March 2013

enviconment

Maintenance

Broaden the scope

Workptace
of

4.4 NEP endorses


wellness programs

training foremployees in the application of safety practices within the work environment
Continue
regular

injury/illness reports

W Ilness

meetings of

the NEP
.

Wellness Committee to oversee wellness


programs within

Committee
Human

Membership list
Agendas

Ongoing

NEP.

Resources Department

List of programs
Handouts

Devebp

and maintain

effective wetlness
programs for employees.

Materials
Workplace

Share informa tion

about wellness programs with em b ees.


4. 5 NEP establishes
and

injury/ illness
s

Communicate
productive cufture

promotes a

Human

Presentation
erials

productive culture,

Resources
Dep artment

Ongoing

expectations to
empbyees.

all

Interest- based

Negotiations
Request feedback
from
all

Survey resufts

Committee

employees

regarding workin9
conditions of their work lace.
4. 6 NEP provides competitive health

Administration Supervisors

Continue to

seek

NEP Executive

competitive health

Health benefits

plan

Ongoing

Nationat Education Pararers, Inc. Recruitment Plan Appendix")"


11

NEPCS

221

benefits to support the recruitrnent and retention of effective


empbyees.

benefits for
empbyees.

Human

Resources Department

Heafth benefrts
comparisons

Goveming

Board

Employee exit interviews

of Commissioners Health Insurance


4J NEP provides
competitive wages to
support the

Continue to
competitive

seek

Committee Executive
De

ompensation
mparisons

rtment

Ongoing

compensation
employees.

and

recruitment and
retention of effective

salary increases

for

Human

empbyees.

Resources Department.

Employee exit interviews

Goveming Board
of

Salary schedules
Board approvals

Commissioners .

4. 8 NEP recognizes
celebrates the contributions of
members of the NEP communit Y in an
and

Interest- Based Negotiations Committee


Continue to provide support and/ or
consultation to schools
.

Director Extemal

of

Notes

on requests

and fulfillmenk
.

Ongoing

for school- based


recognition.

Administrative

ongoing, consistent,
appropriate manner.

Leadership Team
support

Award nominations

Continue to

Principals

the recognition of sites and individuals for


their unique contributions to NEP and the communi .

5.0 Com liance


5. 1 NEP complies
with

employment

Review and revise NEP employment


procedures,
as

policies and

laws.

All De p artments

ReY1

pfOC

Ongoing
i

necessary, to maintain compliance with

Close- out files

federal and state


mandates.

Evaluation samples
Discipline samples

Continue

to provide

trainings to empbyees to ensure


mandated

Preserrtation
materials

NEP-wide compliance
with empbyment

Handouts
Forms

policies and laws.

6. 0 S

Si n- in sheets
Continue to track
and .

6. 1 NEP
operationalizes the

monitor employee

Human Resources

sting
r

of empbyee

uirements

Ongoing

Nationa! Edutation Partners, Inc. Recruitment Plan Appendix`"


12
NEPCS

222

equitable
of

distribution

staff to ensure the

certification,
other

highly

Departments
Supervisor Academic Services Departmer t

qualified status and

most

highly effective
are placed

pertinent

Certification listing

empbyees

into
positions/ beations
where the need is

empioyee credentials.

Encourage employees
to receive

greatest.

additional

tion that will


grant them more diverse employment
opportunities within NEP.

'

6.2 NEP executes

an

adopted reduction in

force

process, when needed, which


of

Establish and implement a reduction in foroe process for


teachers
that
of

qdministration

Reduction in force

and a

supports reten6on the most effective


em Pb Y ees.

layoff

RIF Committee
Human Re urces

listing
aYaff listing
Applicable rubrics

Ongoing

I
I

process for other staff


su p

retention

the rrwst effecfive

6. 3 NEP executes an adopted excess


proc
ss, when

em lo ees. Establish and implement an

Department

AdminisUation
excess

Excess listing

On g oin g

needed, which

facilitates
of

process that supports the equitable

Excess
mm

Staff listing per


school

placement

the

most effective

employees

into

disfibution of highly effective instructional


personnel

positions/ Iocations

where fhe need is


reatest.

Human Resources Department

Applicable rubrics

6. 4 NEP
an

administers

Implement

a protocol

employee transfer process to facilitate empbyee placements thaf best meet the needs of NEP

for voluntary employee

Administratlon
Human Resources
partmeM

Personnel Action
Request Form

Ongoing

transfers to promote
effective p acement of personnel.

Applications

Institute involuntary
employee transfers, as needed, to effeetuate appropriate placement
of

rsonnel.

National Education Parmers, Inc. Recnutment plau Appendix)"


13

NEPCS

223

NEPCS

224

Appendix K

School Safe
2014- 201 5
Committee

P1an

National Education Partners, Inc.

Comprehensive School Safety Planning


and

Emergency Response Team

Board of Commissioners
Dr. Kirk Gaddy, Chairperson
Sylvia P. Simms

Heather McCoy Kelly Siefker


Ivy Staten, Vice- Cha.irperson
Dyesha Hicks, Special Assistant&

Chief of Staff to the Board of Commissionezs

Johnny J. Patterson, II, MPA ChiefExecuxive O. f`' icer


Vernell Fields

Deputy ChiefExecutive
YusufJackson

cer

CfilefSchool&

StUdent Safety Of. ficet

National Educadon Partners, Inc. School Safety Plan Appendix" K"


1

NEPCS

225

Introduction

and

Statemen to f

Commitment
NEP recognizes the existence of the possibility of a hostile attack, sabotage, or other violent action, as well as disaster/ crisis resulting ftom 6re, nacutal causes, or acts of school violence. Because of the reality of such an event and the state of the world today, NEP's Faculty, Staff, Students, Parents, and community leaders are committed to providing the safest environment possible. We have prepazed the Plan& Procedure for Crisis Management/ Pte. wention to provide a framework in

which the school can plan for and perfomi its respective emergency functions during school crisis situations. It is further designed to assist the staff in following the procedure with the greatest
possible speed and safety. Regardless of the prescribed procedures, uaining, and instruction, we
management

acknowledge that the sound judgment of the administration and staff is an integral part of safety

School Floor Plans


NEP's School floor plan will be posted inside every classroom. The evacuation route is clearly labeled for each classroom.(A School Floor Plan is not included in this document for safety
purposes. If you are a stakeholder at the school, one is available for you in the Main Of6ce.)

School Crisis Team Members


NEP`s Central Office Staff

Chief Academic Officer

Deputy Chief Academic

Officer for Curriculum& Instruction


Principal

Chief School and Student Safety Offcer Dean(s) of Student Safety


Teachers/ School Emergenry Support Staff

National Education Parmers, Inc. School Safety Plan Appendix" K"


2

NEPCS

226

Em ergency

Supp

es and

Location

maybe useful

Emergeary supplies and first aid supplies are necessaty when a disaster ofany nature occurs. Supplies will be housed in a storage area in the main office. The following lists contain items that duting a crisis of varying types.

EMERGENCY Candles Blankets Matches Bottled Water Flashlights Paper Towels Batteries Wet Wipes

Emergenry Radio Cell phone-to be used outside the school area


FIRST AID

Tylenol Assorted Baad Aids Gauze Sterile Water( for bums)


Tape Scissors

Tweezers Bandages

Instant Ice Packs Ace Bandages

Package of Sewing Needles Slings


Disposable latex gloves

Anti-bacterial salve Steri-st ips or butterfly stitches

PR EVENTION AND CURRICULUM


School Climate

input into the school climate.

O The school provides parents with a yearly susvey in order for them to have

Results are used to evaluate and revise the existing safety plan. The school counselor affords students the opportunity to provide feedback regarding school clixnate.
Student/ Faculty/ Staff Records

at regular intervals, and specified on the school c lendar.

D Information on file is accurate, accessible on computer, current, updated

facts such as the following


Altergies

Student/ Facultq/ StaffRecords are complete with life-threatening medical


National Education Partners, Inc. School Safety Plan Appendix`K"
3

Ongoing or chronic medical conditions

NEPCS

227

1Cilt10IIS

There will be a current photo of each student in the school offce.


Individual student transportation ( to and from school either car ridexs or bus numbecs) is on the school computer and in the permanent record file.

0 Records clearly idenrify petsons authorized to pick up the student in the absence of
parent/ guardian. Copies of court ordezs relevant to the children are on file in the school offcce.

O Procedures requite that records and idenufication be checked prior to release of student to any
person (e.g., check photo identificarion upon check-out).

If computerized records are unavailable, records are alphabetized by grade level so that information can be located quickly. O Staff/ faculty records meet the satne qualificarions noted for student records. 0 Back-up copies of student/ staff records are kept at an alternate site off campus.
Discipline Plan

O The Code of Conduct booklet is disseminated to each child/ pazent each year. A signed nouce of
receipt is kept on,file in each child' s homeroom.

0 Training is,provided for facpltq and staff by the school principal.


O Students understand and tespond to the discipline plan.

O Parents are awaze of the discipline plan and their supporting role.
0 The plan is consistently and fairly enforced for all students.

O All faculty/ staff are visble throughout the school day to support the discipline plan.
Conflict Resolution/ Peer Mediation/ Mentoring Programs
0 The middle school students will provide our students with mentors.

The school counselor and teachers instcuct students on conflict resolution and problem solving.

Alcohol/ Drug/ Violence Programs Alcohol/ drug/ violence prevention progtams are integrated into subject azeas.

A" zero tolerance" poliry is in place. 0 Rules are enforced consistendy.


D Opportunities ate available for support gtoups as needed fox students/ staff.
Law-Related Education

Law-related education is implemented in content areas.


Health Education

0 Areas of safety have been identified and taught using the Health Course of Study.
0 A school nurse is employed to assist with the medical/ health needs of our students.
Visitor Access Control

All exterior doors aze monitoied with a camera system.

beside the office azea. Visitois are unmediately recognized and they are given a visitor's badge to

0 Procedures for visitor idenufication aze in place. All visitors enter the ftont doors to the building
National Education Partners, Inc. School Safety Plan Appendix" K"
4

NEPCS

228

R' earBadges are clearlp identifiable, comtnercially made, and cannot be duplicated. Visitors are not classes they have from 0 Procedures for school visitation are covered in the school handbook and in the teacher handbook. Signs are posted on all doors indicating the procedure that visitors must follow upon entering the buitding.
allowed to proceed to
unless

received prior approval

the office/ principal.

staff are notified immediately if change in procedure takes place


ground

O The visitar procedure is coasistendy and effciendp unplemented. Parents, students, faculty, and

0 Faculty andstaff are alert to identified and non-identified visitors. Faculty and staff follow a procedute in place for identifying strangers or unidentified visito=s in the building or on school Ifdisruption is anticipated, visitors are escorted out and away from the building and the local police department and/ or school resource officer are notified.
First Aid/ CPR/ Heimlich/ Blood Borne Pathogens Procedures and Equipment
fire department personnel.

Training for CPR/ Heimlich procedures is available:to all personnel by the school nurse or local

0 The school nurse provides gloves if thcy are needed.


The school is equipped with two AED units.
Personal Safety

0 Safety is part of the practices taught in the classroom.

on school safety and procedures is done annually.


communicated.

Memorandums, announcements, counselor and principal visits are ways that problems are
Bus/ Car rider Safety

Training for emergency evacuations occurs ftequendy throughout the year. Training the faculty O Staff and students are informed of current problems in and around the school as they occur.

w}uch to load and unload. The procedures are described at Orientation, beginning of school packets, and teacher handbook.
D Adult monitors ride on buses for extra assistance as needed.

O Arrival/ departure procedures are designated for each situation. Bus and car=iders each have a designated area to load and unload, a designated time to load and unload, and a speciftc manner in
A suffc,ient number of staff inembers supecvise loading/ unioading procedures. Staff inembers

have a schedule to follow that designates dates to monitor loading and unloading procedures. Nonhomeroom teachers have a designated area to monitor during loading and unloading prceedures daily.
Seats are assigned on the buses as needed.

School safety in-services aze provided by the school system.

and included in the School Safety Plan. Drivers aze equipped with cell phones. Home and celt
numbers of bus drivers aze readily available in the office.
Community Assistance

0 Procedures to recall bus drivers to transport students in the event ofan emergency are in place

0 Designated teachers have been trained to drive buses in the event of an emergency.
Narional Education Partners, Inc. School Safety Plan Appendix" K"
5

NEPCS

229

Community Assistance is available and documented in the School Safety Plan.`I'he lc>eal
community/ city/ countypolice and fire departments offer immediate assistance when notified.

Phone numbers aze readily available in the event of an emergency.


Student Identification lans/ procedurea : The classroom teacher identifies all students as roll is taken!before the da s activities begin::

0 Students, faculty, and other chaperones on field tdps all wear a specific badge and in most case
the same color/ style T-shirt.

Identification procedures are part of the crisis plan. Teachers have a student roster Tocated in the emergency folder.

D Picture identification is= equired for all students. Pictures are readily available through INOW
computer spstem.

Medical records for students who require medical attention/ medications are kept on file with
teacher, nurse, and administration. The school nurse or trained personnel are xequired to attend field

trips if any student needs medication.


LOCKDOWN PROCEDURES

Principal or Chief of School and Studeat Safety will announce LOCSDOWN RED.
LOCBDOWN RED- MEANS AN ITRUDER/ GLR IMAN IS BELIEVED TO BE IN THE BUILDING AND THERE IS EMINENT
DANGER!

Teachers should lock all'doors and windows. Teachers and students should move away

from the door/ window so they are not visible to the inttuder. If teacher has pertinent information regardiag perpetrator it would be helpful to text administrator ttus information. Everyone will remain in ttvis lockdown mode until an administrator or authorities instruct otherwise. THERE IS A LOCSDOWN CODE USED TO IDENTIFY PERSONNEL
LOCKDOWN YELLOW- There is danger in the immediate NEP School

AND/ OR AUTHURITIES.

campus azea. Thexe witl be a code announced for LOCRDOWN YELLOW by school
administration.

Examples: Uncaptured bank=obber at local bank. The Principal or Cluef of School and Student Safety will announce that on LOCKDOWN YEi.LOW all teachers aeed to close blinds, lock windows, and lock doors to secure classroom. The students can remain in desks as class continnes as normal within the classroom. Students need to stay away from windows and doors. Students must remain in locked/ secured classroom uatil administratot instructs
otherwise.

Lockdown Green- There is a danger in the distant surroundings of NEP School campus.

Past Example: An unarmed escape in the area of the school. There will be a code announced for LOCKDOWN GREEN bp school administration. The Principal or Chief of School and Student
and locked. A regular daily schedule will continue with the EXCEPTION OF NO OUTSIDE
ACTIVITIES. NO CLASS IS TO GO OUTSIDE FOR

Safety will announce that on LOCKDOWN GREEN all outer doors to the building will be secured
National Education Pattners, Inc. School Safety Plan Appendig" K"
6

NEPCS

230

I
I

SNACK OR RECESS. Physicai Education will be taught in the gym.


Lockdown procedures Continued

Portables have communicarion devices to report to the offce.

School administratian will announce when a situation has been neuttalized.

School employee will contact law enforcement agencies for assistance regarding any thre t.

Signs are posted for visitors to report to the office when entering the schoolbuilding.

B JILDINGS .

TD GROUI DS

SECURITY
s
t

0 Automated fire alatm system is utilized throughout the buildings that can be activated at given 0 e ere a'eather warning alarms are located in the school office to alert school officials in case of a waming.
locations throughout the buildings and can be heazd from all points on the school grounds.
O Intercom is used to alert staff to problems utilizing a specific code system. nly in the case of a power failure, is an air horn used to alert staff to an emergen .Y
dtivewaY s eParates
on

e used. playground driveway and barricades are


ParlQng Lot
students.

Playground and Playing Area A ro e P p rly maitit taed fence surrounds all p lay areas. A

itom the school. The P.E. teacher supervises crossing that

O The playgtound and equipment is inspected by the P.E. teacher on a monthly basis.
0 All pazking lots and school entrance are properly 2ighted to insure the safety of all visitots and

Visual Access Inside and Outside

All hallways axe monitored at all times by faculty, staff and closed circuit camera. O Each c]assroom is labeled outside the door of entry.
A secutity camera system is in place to monitor the school grounds.
Fxits

0 All exit doors are monitored by a security camera system.


Fire Extinguishers/ Fire Alarms

D All exit doors open to the outside with a panic baz and have a fire exit sign.

National Education Parmers, Inc. School Safety Plan Appendix" K"


7

NEPCS

231

O Fire extinguishers aze located as per local fire codes determiae and
maintained annually.

D Fire alarms are located in throughout building.


Electrical Safety and Appropriate Machinery/ Equipment Use O Occuparion Safery and Health Act( OSHA) guidelines are followed.

0 All science lab equipment and supplies are properly maintained ' O School lunchroom is free of hazards as outlined in local safety codes.
Signs/ Directions to Safety Areas

O All exit signs are regularly maintained.


Visitor entrance procedures are posted on all exit doo=s.
Hall Passes

O Student sign in/ out procedures are followed in all classrooms.

Security

are located on all exit doors.

All keys are secured in a locked cabinet easily accessible. 0 All recoids are maintained in a secure location daily. 0 Security cameras are used to monitor the school grounds, hallways, certain unidentified azeas and

COMMUNICATIONS
The existing intercom system permits communication to all roorns inside the school building and

one portable classroom.

D Fire/ severe weather alartn procedures are in place and cover all buildings and school areas.
Procedures and diagrams aze posted in all locations of the school.
Alarms can be heazd in all areas of the school.

backup if power failure occurs. If the electronic alarms will not sound, there is a manual system that
can be used.

O There is a back-up procedure for alarms due to power failure. Electronic aLznns use a battery

A private line other than the published school number(s) is available for emergencies and known
only to administrative personnel. Walkie-talkie will be available to personnel at all times.

O A sufficient number of computers, lap top computers, fax, and e-mail capabilities are available to
serve emergencies. Batteries are kept charged and on hand

O School personnel uses disttict automated messenger system to send paxents advanced notices
when school is to dismiss earlier than normal.

Batteries are kept charged and are available at all times.

0 Battery powered bullhoms are available to use inside and outside the building at any time.

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GENERAL SAFETY INFORMATION


Fire drill evacuation charts are updated, posted, and reviewed with all the staff.
O Fire dtills are praericed everq month.

O Severe weathet evacuation:charts are updated posted, and reviewed witli all the staff/ stadents.
Weather drills are pracriced on a regular basis.

0 There are distinctive codes for fire/ weather alarms and other designated emergencies.
comtnunity.

Early dismissal procedures are developed and distributed to students, staff, parents, and the

with limited English proficienry.

O Evacuation plans/ codes include methods for managiug students with disabilities and or students
Communication/ telephone charts for all staff developed/ communicated for all types of

emergencies are updated and distributed annually.


The comtnunity is aware that a plan is in place. 0 Adults adequately monitor all areas of the campus at all times.

Conununity evacuation plans that include the school/ students are shazed with all staff/ students.

SUPERVISION OF STUDENTS
written and distdbutcd through the Staff Handbook and revised on a yearly basis. When it becomes necessaxy for a teacher to leave the room, a neighbor teacher is consulted and
supervises uutil the classroom teacher returns. No students are left unattended.
restroom or on errands to office have an approved pass.
cameras.

Responsibilities are assigned to school personnel regazding the supervision of students. Rules are

D Teachers when going to PE/ library/ computer lab classes supervise classes. Students going to
Classes are monitored while moving from one area to another by school personnel and security
All areas ( hallways, play azeas, classrooms, labs, early dismissals, cafeterias, restroom, and

gymnasium) aze carefullp monitored.

to school and/ or their parents. Items included are nametags, medical records, and telephone
numbers of parents at work and/ or home.
emergencies.

There are specific rules goveming fieid trips that include permission slips and students returning

0 Teachers cazry emergenry student information and class lists when leaving the classmorn for

students including schedules, procedures and emergency information.


workroom.

A substitute folder is provided for each classroom/ teacher with all re]ate information regarding

D Written duty rosters are provided for all pessonnel and posted in the hallway outside teacher
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Trainin g for Staff, Students Parents and Others


The Principal or the Chief of School and Student Safetj shall meet not less than three times yearly
with the school staff at which time an orientation will take place. All concerned persons will be

faauliarized with the Crisis Plan at this time. Monthly drills are required in regatd to fire. Toznado
drills are mandated periodically throughout the school year. Students aze rrained in the correct

procedures for both of these potential dangezs. Bus drivers will conduct emergenry evacuation drills
twice yeaxly for students who ride the bus. Volunteers and parents are infortned that a Crisis Plan is
on file in the school office.

Crisis Management Piar


Important information will be gathered as quickly as possible.
Smdents' safety will be a priority.

The Chief Executive Officer and Chief Academic Officer will be notified immediately.
NEP' s Director
of

Communications&
Stud

External Affairs will hold an initial press briefing after

reviewing vital infom ation with the Chief Fxecutive Officer, Chief Academic Officer, Principal and
Chief of School
and

t Safety.

news media if needed.

1. The library media center or the ftont of the school building will be used as the designated azea for

2. The principal witl be the primary spokesperson for the media only after speaking with the Chief Executive Officer.

3. School personnel will emphasize to parents and staff that they have the right to refuse speaking to the media.
Extracurricular Activities
Venue
Venue Equipment or Supplies CJ Practice venue is equipped with an AED.

School buses used for extracurticulat evrnts aze equipped with two-way radios. Drivers or school
personnel requesting the use of the buses aze aLso requited to have a celtulu phone.

D Emergenry and communication equipment is observed to be available and operational before


departure of buses.

Each school bus is equipped with a basic first aid kit

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Safety Plans and Procedures

No organization is allowed to use the venue without prior appmval of the p=incipal and proof of access to the Safety plan thathas been developed by each individual or organization requesting nse of the practice venue.

imtnediate or access to the Emergency Medical Manual' that has been provided'by each individual organizarion requesting use of theTreatment practice venue.
accessindividual to the Emergency Procedurea foruse Miscellaneous Incidents each or organization requesting of the practice venue. that has been provided by
Emergency First-Aid/ Trauma Kit _

0 No organization is allowed to use the venue without prior approval of the principal and proofof

D No organizauon is allowed to use the venue without pxior approval of the principal and proofof

requesting use of the venue will provide evidence of adequate first-aid or trauma kits.
StaffTraining and CertiScation

immediate access to a well equipped{ tst azd or ttauma kit,provided by each individual or organizarion, is requued. 0 Before the principal grants approval of access to the practice venue, the iadividual or organizatio .

Before approval of access to the practice venue is granted by the principal, evidence of and

organization.

following an incident that involved violence and/ or injury to the school, central office, and their

Individuals or organizations requesting use of the venue are responsible fot acquiring first_aid Individuals or organizations requesting use of the venue aze responsible for acquiring CpR training and certification. 0 Individuals or organizations requesting use of the venue are responsible for reporting procedures
training and certification.

obtained from a certified physician is required.


Other Pertinent Informadon:
Field Trips

D Befo=e the use of invasive medical treahnent is administered, legally prescribed written orders

personal cellular phones and a listing of applicable phone numbers. The school keeps a listing of students assigned to bus. Each student is required to weaz identification while on the trip. Safety procedures ofeach the venue will be followed.
SAC

Student information is cazried by teachers on any trips away from school on any trips away from school campus. This includes medical information, pazental contact numbers, etc. Teachers catry

principal or designee will be responsible for implementing the safety the safety plan during these
Management/ Prevention, will be followed. Parents will be informed yeatly ofour plan and encouraged to follow in event of a crisis.
Extended Day

School Advisory Council/ Organization meetings are held periodically on the school campus. The

meetings. The plan for that azea of the campus, as listed in the Plan and Procedure for Crisis

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Students attending Extended Day will follow the Crisis Prevention Plan designed for that area of the

school. The Chief Innovation Officerwill be responsible for knowing,practicing and implementing
the plan with these students. The Chief Innovation Officer has emergenry information on every

student The Chief Innovation Officer has phone access and emergenry information on every
student

Special Activides

Field Day, Fall Festival, Spring Fling, etc.) Specaal activities aze sometimes held on school campus outside of school hours. The Community
the priticipal.

Engagement coordinator will be responsible for implementation of the safety plan in the absence of
Community Activitiea

Any community member reserving a porcion of the school campus for activities will be responsible

for becoming familiar with the safety plan for that designated area. At the time of ieserving the facility, the princ,ipal or Community Engagement coordinator will piovide the safety plan.

Recovery
After the Crisis: The Role of the Principal, Counselor, and
Teachers

Principal

D Support response efforts and be available for media. 0 Be visible, available, and supportive to empower staff.

postponement is necessaty. 0 Communicate with central office admirustration and other affected schools
arrangements.

O Provide direction for teachers to alter the curriculum. Specifically, consider testing, if

0 When appropriate, contact family of the deceased and inform staff and students about funeral

Consider an area on campus to land an emergency helicopter.


School Counselor's Role

D Be available by canceling other activities.

Locate counseling assistance by checking community resources, and system" Crisis Plan." Provide individual and group counseling. 0 Coordinate and teet support staff inembers and then take them to their assigned location. Contact pazents of affected students with suggestions for support and further referrals. 0 When appropriate, follow the schedule of the deceased and visit classrooms of close friends. Support the faculty and provide counseling as needed.

Keep records of affected students and provide follow-up services.


D Fstablish a self-refemal pmcedure. Make refemal forms available.

O Review and distribute open-ended questions to assist teacheis with classroom discussion.
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schedule for the remainder of the day.

0 When applicable, assign a counselor or responsible adult to follow the deceased student's

Artange routine for the masses ofpazents who will pick up their children eaxly. O Ensure that students who are closest to the victitns are picked up by parents at schooL
student emorions.
the crisis.

0 Monitor grounds for students leaving the building v lthout permission.

When appropriate, norify bus drivers of the victims in order for them to adjust and be aware of

When appropriate, notify feeder school so they can prepare siblings and other students regard'uig

Teacher's Role

0 Provide accurate information to students, which maq dispel rumors,


Answer questions without providing urmecessary details.

0 Identify students who need counseling and refer to building support personnel. O Provide acrivities to reduce trauma, such as attwork, music, and writing. 0 Alter the cutriculutn as needed
O Discuss funeral procedures when appropriate.

D Be cazeful ofthe use ofTV broadcasts ia the cL ssroom. Live newscasts can be trautnati2ing.

0 Be understanding and receptive to students' expressions of various emotions.

Lead classroom discussions, when wazranted, that focus on helping students to cope-with losr Recognize and honor the various religious beliefs that may help the students to cope.

D Know how to get assistance from other professionals should the need arise.

Prioritized Procedures
Fire

The fire drill shall requi=e complete evacuation of the main building and portable classrooms. The fire alarm will sound to notify occupants in the building that an evacuation is needed. In event of a power failure, a bullhorn will be used.
A fire drill evacuation plan is posted in all rooms.

At least one fire drill will be held at the school each month that school is in session.

All exit doors will remain uniocked from the inside and clear of obstrucrions at all times.
Fire Drill Procedure:

1. A fire drill alarm has a series of three short rings.

2. Students will be instructed by teachers to quickly and quiedy leave the building in an orderly 3. Teacheis will class to rollthe once students aze in a safeatarea to ensure all are present. Any missing student must be take reported school's administration once.
manner.

4. The emergenry response team will check all areas of the building to ensure all students aze in the 5. The receptionist designated areas. and bookkeeper will take the hard copy of the student information sheets to the
designated azeas.

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6. No one will be allowed to re-enter the building or portables uatil the all clear signal is given by the
administtation.

Fire in the Building Procedure: 1. The Chicago Fire Department will be called immediatelq by office personneL 2. Students will be evacuated immediately with the use of the fire alattn.
3. The Chief Execurive Officer's office will be notified.

4. Teachers will quickly gather emergency folder.


5. Teachers:will supetvise all students and exit to designateci area.

6. Teachezs will call roll to ensure all students aze accounted for and alert administration if any
student is missing.

7. Teachers will reassure students of their safety and keep them out of harm's way.

8. If a parent, friend, or relarive axuves and wants to check out a child, the teacher will refer to the

early dismissal form for each student in emergency folder.' The form states who is allowed to check
about who is allowed to pick up a child, the teacher or a team member will call home. Once approved, the person checking out the child will sign the check out form in the teacher's emergenry
folder.

the child out in case of emergency. The Emergencq Team will assist teachers. If there is any question

Enrichment classes during a fire:

Students who are in the lunchroom, libraty, ar 2-4 computer lab will be taken by the persontiel in
chazge aaci evacuated out the back doors to the football field azea. Resource personnel will assist in getting kids to their homeroom teacher.
homeroom teacher.

Students in P.E. will be taken by the P.E. teachers to the playground azea and aze to be met by the

Fire Drill Plan

Severe Weather

Agenry to pass along infornnation to our school through email, phone calls and fax. Severe weather is monitored bq our school with television updates and the Internet site
accuweather.com.

In case of potential severe weather, NEP will remain in contact with the Emergenry Management

approaching our azea.

All students and faculty are moved inside the main building when possible bad weather is
A severe weather drill is done periodically throughout the school year and documented.
Severe weather drills aze posted in all azeas of the schooL

failed

Severe weather dnills will be announced over the intercom system or bullhom if the power has

Severe Weather Drill-School Building:


1. Severe Weather Bell will ring over intercom. 2. Teachers will get emergenry folders and take with them.

3. Students will fozm a single file line quickIy and quieting and leave the classroom in an orderly fashion.
4. Students will assutne the severe weather dtill position by facing the wall in the designated azea and
covering their head

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5. Teachers

will ensure

that all students are accounted

for

and will repo rt

admui strarion.

an y missing

child to the

administtation has given the all-cleat to reenter the classrooms.

6. Teachers will remain with their ciass until the threat ofbad weather has passed and the

pick up a child, the teacher or a team member will call home.

7. Ifa pazent, ftiend, or relative anives and wants to check out a child, the teacher will refer to the early dismissal fortn for each student This fortn states who is allowed to check the child out in case of emergency. Emergenc,' Teatn will assist teachers. If there is any question about who is allowed to

Entichment classes during a severe weather threa charge and evacuated to a secure location. Homeroom teachers must meet students at that location
and call mll as soon as possible.

Students who aze in the lunchroom, library, or 2-4 computer labs will be taken by the personnel in

be met by the homeroom teacher as soon as possible.


Bus Driver will follow evacuation procedures.

Students in P.E. will be taken by the P.E. teachexs to a secure azea near the gymnasium and are to

SEVERE WEATHER AFTER BUSES HAVE BEEN LOADED FOR DISMISSAL:

Teachers will take roll to account for all students. Teachers wiIl notify administration ofany Students their head. will assutne severe weather position by facing the wall in the designated azea and coveting
student unaccounted for.

Teachers will be at severe atea drill location with emergency folder.

Resource Personnel will assist students in getting to their severe weather location.

administration has gXven the all-clear to re-enter the classrooms.

Teachers will rema,in with theiz class until the threat of bad weather has passed and the

If a paren friend, or relative artives and wants to check out a chiid, the teacher will refer to the early dismissal form for each student. This form states who is allowed to

question about who is allowed to pick up a child, the teacher or a team member will call home.
emergency folder.

check the child out in case of emergenry. Emergency Team will assist teachers. If there is any

Once approved, the person checking out the child will sign the check out form in the teachei's

Needs Unit).

Severe Weather Plan Considerations for those with special needs( Multi-

advance by using loud buzzers to mock alarm warnings,

sound( loud warning alerts) might be a concern for some. Thus, teacher will prepaze students in

The teacher will help prepare students in advance for safety drills recognizing that sensitivity to

Spec,ial Education Teacher and Aides will assist in helping students to evacuate the classroom.
Severe Weather Plan

Utility Emergency In case of a utiliry emergenry( electrical power failure, gas leakage, or water main break), the
following procedure will be put into action.
Power Failure:
I

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Power failure in a classroom or one azea of the building will be reported immediately to the
adminisnation.

The Power Company will be notified of the outage.,

All equipment that might be damaged by a power su=ge when the electxicity is restored mast be
tumed off or unplugged

Administtation will gaive notice to employees of the next steps that aze to be taken.
Gas Leak: '

A gas leak must be considered a top-priority emergencq situation. An administtator must be norified immediately. The build'uig wt71 be evacuated using the fire dtill plan. The administrarion will contact the uti ity company. ,
NEP' s Chief Executive Officer and Chief Academic Officer will be notified.
Water Main Brealc

An adtninistrator will be contacted immediately.


Teachers will move students in the area to a safe place. The Water Companp will be notified
NEP's Chief Executive Officer and Ghief Academic Officer wt71 be notified. Administtation will give norice to employee of the next steps that aze to be taken.

Bomb Threat
Should a bomb threat be made over the telephone, the individual who answered the call must keep
the caller on the line as long as possible and write down as much information as they can. The
exact time; d'escription of the caller's voice, and axiy details about the actual bomb should be
documented. '

Once the caller hangs up the receiver, the individual who answered the call should immediately dial
k69 to see if they can retrieve the phone number& om which the call was xnade. Administtation

should be notified immedia.tely of the call.


Bomb Threat Procedure:

KSweep In Place"

NEP' s Chief Executive Officer and Chief Academic Offcer` s office will be notified of the situation.

After the call has been made, the administration will call 911 to report the incident and then norify
Office staff will make sure call tracing method* 69 is implemented.

Administrator will announce LOCKDOWN YELLOW for SWEEP of Building. Resource Personnel may be asked to assist authorities in sweeping the building foi suspicious
packages/ situation.

Teachers and students will remain in locked classroom until further instructed.

Bomb Threat" Sweep and Evacuate" If Administrator announces" Sweep and Evacuate" that means teachers and students will leave
according to fire exit plans.

Teachexs will gather etnergency folders and take it with them.

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missing student

Teachers must call roll to ensure all students aze accounted for and norify offrce personnel of any
Principal and the Chief of School and Student Safety may remain with authorities and assist in
In order for a child to be checked out by anpone duting a bomb threat, the authorities will fitst

searching the building if asked to do so.

have to give permission. Once permission is granted, refer to the early dismissal form for each student This form states who is allowed to check the child out in case of emergenry. The

Emergency Team will assist teachess. If there is any question about who is allowed to pick up a the teacher
child,"
or a team member will call

home.

I
I

Intruder

Signs aze posted at the school entrance requesting that all visitors stop at the front office to receive a
visitor's pass. Teachess aze asked to monitor hallways as they aze moving from azea to area and
escort anpone without a pass to the office.
Irate person:

If the irate person is in the office or hallway, the administration will attempt to calm the pexson or
ask them to move outside the building.

If the irate person refuses to calrn down, local police will be called by the office staff to assist
administration.

Should the irate parent enter the building through the middle school or lunchroom and cause a
Armed Individual( with or without hostages)
RED.

scene in the classmom, the teacher must alert the adaiinisttation by using emergenry ca11 button.
Teachers will be alerted over the intercom system that our building be placed in LOCKDOWN
Teachers should lock classroom doors and windows( close blinds). If possible, bazricade door.

Move students away from the door and windows so they are not visible to the inttuder. Make sure all students aze accounted fo=in your classroom. If you have regarding the perpettator
call 911 with the information. If a child is out of yout room( bathtoom break,etc.) text the child's

name and location to administration( if possible) once help has auived.


Teachers and students will remain in this LOCKDOWN RED Mode until an administrator or safety official instructs them otheravise.
The goal is to remain " tight" untit officers arrive. Remember there is a Code Word for persons to enter your classroom.

You would immediately go into LOCKDOWN RED.


Lock your dooi, barricade it if possible.

Police Officezs will have conuol over when pazents can pick children up. Senerio: What if you wimess a hostile enteting the classroom across from your room and he starts shooting?

Press Emergency Office Button for help as you aze securing the childreq hiding them away from
window and doors. Depending on the situation, it might be safez to call on your cell as you have the
ability to whisper or use text

The office will call 911. However, it may be that you have more infoanation on the gunman's activity, and physical description. In this case, keep the police or dispatcher on the line until first responders artives. This allows you to provide any additional inforniation.
Remain in LOCKDOWN RED until administration or police state that the atea is secure.

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Should gunshots be directed toward the school's campus from a moving vehicle or aa individual
outside the building.
Procedure when outdoors:

Shooting/ Weapo

Lie flat on the ground and do not move.

Remain still until you aze positive the perpetrator is gone or you aze directed to move.
including:

After the incadent, teachers and students must write dawn all details that can be rcmembered
Make of vehicle Color of vehicle

Direction in which the vehicle traveled Number of persons seen in the vehicle
License

Specific characteristics of the people seen in the vehicle such as race, sex, and approximate age the
number of
vehicle

Chemical/ Hazardous Waste Spill


Procedure:
weather drill.

The pnncipal will announce that teachers aze to take students to the azea in the hallway for severe

Teachers will shut classroam doors

Teachers will be instructed to tum off all air conditioners or heaters and close all vents.

The janitor will be instructed to close off aIl main vents, air, etc.
building.

Any students and personnel on the playground or in portables will be brought inside the maui

All entrance doors and windows will be closed isnmediately. Authorities and the NEP's Chief Fxecutive Officer and Chief Academic Officer will be notified.
Procedure for stopping a Sght:
call button.

Fighting

or

Riots

If the fight begins inside the classroom and the teacher needs assistance, she will use emergency Personnel will be speak loudly and let the patticipants know that the behavior should stop unmediately.
they see and demand that they step away.

Other teachers should assist if they hear or see an incident occurting, If students began to gather at the scene, personnel should specifically ca11 the names of students

Teachers should yell for help if they the fight persists and especially ifweapons are iavolved.
accusations towazd those who were fighting.

Once students aze separated, teachers should not use further confrantational behavior bp making
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Students should be removed from the azea and taken as quickly as possible to the office.

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242

Students should be given an opportunity to cool down in a calm setting.


Procedure for handling a rio

A11 persoanel are encouraged to be sensitive to the emotional climate of the campus and attempt In the event of a riot inside the building, the fire evacuarion p]an will be followed to rexnove students from the building Students will retnain outside until the ptincipal directs them that it is safe In the event ofa riot outside of the building, the lockdown procedures will be put into place to keep students safe from ha.un.
to diffuse any possible eruption of problems.
to retum.

I'rincipal ar Cluef of School and Student Safety at a predetermined site for information.
Office staff will norify NEP's ChiefAcademic Officer.

Iaw enforcement will be norified of the disturbance and meet with the

Vandalism

IfDo a break-in or vandalisin is discovered in the building, the following steps should be taken: not touch anything.
Alext
administtation

immediately. If the discovery is made outside of regulat school hours

Weekends), adminisuation must be called immediately.


clean up are completed.

Administration will ditect faculty as to where c.lasses should be moved until an investigation and Personnel must provide administration and police with a detailed list ofinventoty. Administration will review data collected by the camera system and relay information to police. Complete police forms.
Air Disas ters

Norify NEP's Chief Executive Officer and ChiefAcademic Officer's office.

followed:

In the event of an air disaster in close proximity of the school the following procedutes will be
The school will go in to lockdown mode.

playground will be brought in immediately.


hand.

All students/ teachers in portables arill be brought in to the main building and any students on the

The NEP's Chief Executive Officer and Chief Academic Officer's office will be notified.

Principals at all schools will work together to keep students from hum by discussing options at
Ifnecessary, an evacuation of all students and personnel will be conducted In this case,

administtation would be responsible for alerting the uansportation department or the schools ttansportation provider.

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Lost/

Runaway Students

If it is suspected that a child is lost or has iunaway ftom school, the following procedures will be followed:
The teacher should notify the administration immediately of the situation.

with the,bus driver, through attendance records, and by checking the sign out shee
checking records.

Administration will detertnine if the student came to school for any part ofthe ciay by checking
Office personnel will make an all-call on the intercom for the child while administration is

computer labs, etc.

A designee will be assigned to check all azeas of the school such as resttooms, gymnasium, libraty,
Security camera film will be used if teacher verifies that the student was on campus.

Appropriate law enforcement will be norified of the situarion.

An attempt to nodfy parents or guardians will be made if the child is not fouad on campus.

Appropriate disciplinaty acrion will be taken according to due process if necessary.


Explosion

A follow-up conference will be conducted the following day with parents,

followed:

If sudden ciamage to the school's structure occurs, the following steps should be
Administration should be notified.

affected portion of the building.

If conditions pose a threat to students or personnel, occupants must be evacuated from the

Administtation will contact necessary assistance: police, fire departtnent, parainedics, etc.

The superintendent will be contacted in order to make a decision about closing the schooL
REMOTE EVACUATION and FAMILY REUIVIFICATION

remote site for reunification with family members.


Central Office will notify bus transportation.
Principal
will announce

This type of evacuation is used for any situation in which students and staff need to be moved to a
Principal and Chief Academic Officer will decide if remote evacuation plan is to be activated.
that
we evacuate

to

remote evacuation site.

Principal will request that law enforcement officials dispatch uniformed personnel if necessazy. Principal or designee will norify Crisis Team Members.
Administration will make an announcement by Automated SchoolCast System, Public Address System, Email, Text Messages and other practical means to notify families. All faculty and staff will assist students in loading the buses for evacuation.

Teacher will take emergenry notebook and call roll prior to buses departing.
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I

il

Hostage/

Bidnapping:

If a hostage situation occuts, the following procedures will be followed:


The school will be placed in Lockdown Red Mode.:
All personnel Shoula remain caltn.
the vicrim.

Any insttuctions given by the person holding the hostage will be followed to ensure the safety of
The situation should not be resolved using any type of force.

All personnel should be cooperative.

The captor should be informed ofinedical needs of the hostage if there are any,
Administration will be responsible for the following
Law enforcement should be notified immediately.

11ll pexsonnel involved should be observant and Cry to remember everpttung that is done or heard.

The principal will norify the ChiefAcademic Officer. Keep evexyone as calm as possible.
enforcement arrives.

Administrators will attempt to communicate calmly with the indiviauals for demands untii law

Tum the situation and any details rhat have been document over to authorities. If a kidnapping takes place on school property:

Administration should be notified immediately. Police


and pare. nts/ guardtans a,]]

be notified.

abductor, the car, license number, etc.

Wimesses will provide anp information that can be remembered, including a description of the
Sexual Assault/ Neglect

school counselo=, admiaistratioq police, and the Department of Public Welfare Resources( DpV.

Reporting of any form of sexual assault or neglect is mandatory. Any suspected or known student neglect, physical abuse, or sexual abuse must be reported to the

Reports to DPW will require the following:

1. Student' s natne, birth date, address, phone number, parent/ guazdian's natne 2. Name of anyone suspected of abusing the child
3. Nature and extent of the abuse

Anp school personnel reporting suspected assault or neglect of a child in good faith is provided with
civil and criminal itnmunity.

Railway Dera. ilment


National Education Partners, Inc. Sch

l Safety Plan Appendix" K"


21

NEPCS

245

In the event of a rail crisis that affects the school, the Chief Executive Officer will have the final

local authorities to keep students safe. In a case where the school must be closed, the process will be
the same as for inclement weather. In case of a rail crisis that affects our transpoxtation, the princ, ipal will contact the Chief Executive Officer and transportation supervisor in order to reroute our buses.

decision on whether the school will stay in session. The Chief Executive Officer will be advised by

Altexnate routes can be mapped out to ensure safery of all students and personnel.

Suicide/ Death of a Student or Staff Member


Suicide:

The school community will do everything possible to prevent this most tragic form of death.

Personnel will be alert to any student who appears tabe severely troubled or depressed.
Any personnel that is aware a student has threatened or hinted at suicide must get that infotmation
to the counselor or administrarion at once.
student through this difficult time.

The counselo=or adtninistration will contact pazents/ guardians and outside assistance to help the

Recommendations regarding a suicide:


Do give students facts and emphasize prevention.
situation.

Do provide individual and gtoup counseling to assist students and personnel in coping with the

If counselors from azea school aze not enough, the administration will seek further assistance ftom
outside agencies.

Death:

School administration and personnel should contact the family and offer the school's support.

what has hap ened. Response to the psychological needs of both staff and students as soon as
possible is the best prevention for the development of posttraumatic stress.

Should this tragic event occur, the administration and counselor must meet iaimediately to review

Support should be extended to the family of the deceased. Family members must be asked pemvssion to share information with the students and staff.Allow the family to provide the information they want shared with others.
the student's or family' s privary.

Ask family members if they object to students and staff attending the funeral sezvices. Relay infortnation to the students in factual way, careful to avoid breaching

ask questions or state their feelings.


needed.

Students should be told of the death in a small group setting, not in an assembly. Allow students to

Let students know that there aze individual counselors who will talk with them one on one if

Allow attendance for the funeral ifit is during the school day.

Monitor students following the incident and be alert for depression.

Serious Accidents On/ Off Campus


On Campus Accidents:

National Education Pazmexs, Inc School Safety Plan Appendix" K"


22

NEPCS

246

the injury and to decide if the parent needs to check the chitd out of schooL
Development& Huxnau Resources.

Each student and staffinember has an eemergencp informahon sheet with emergencg contacts listed. All the in{ormation is listed in STI on the computer and the office and teacher have a hard copy of the form. Ifthe injury is not life threatening to the student, the parent will be called by the nurse to discuss

the extent of the injuty and make the decision on whether paramedics are called,

The school nurse will see students o=staff who are injured on catnPus.' The nurse will d

eterm ne

forms for the doctor to fiIl out and norify NEp's Deputy.GhiefOperating Officer for Talent

If the injury is sustained by a staffinember, tlze administrator will provide On TheJob Injury

Off Campus Accidents:


parent or guardian.

Students are only allowed to attend offcampus ttips if they have a'permission slip signed by a

given permission.

I'eachers must provide the office with a list of students and adults on each bus before departure. Students and adults must ride their pa.rticular bus to and itom the event Students may not switch buses or ride home with parents unless there are extenuating circumstances and the principal has

In the event of a crisis while away from campus, a teacher wi11 notify the school and the administration itnmediately.
If needed, the administtation will leave campus and go to the scene.

Students will wear identificarion stickers and school uniforms for the duration ofthe trip.
Drug Prevention/ Distribution of Medications
Drugs:

Use, possession, and/ or sate of tobacco products is violarion-and will result in an out of school suspension or alternative school placement. The sale, purchase, use ofprescribed/ non-prescribed drugs, rllegal drugs, or alcohol is a Violation and law enforcement must be noti6ed. The Student Code of Conduct Disciplinary Sanctions list siac specific steps that must be taken in the event that a Violation is committed. The decision to initiate disciplinars, action and/ or criminal charges against a student shall include a review and consideration of the student's exceptional status, if applicable.
Medications:

NEP prohibits all persons (students, staff,visitors) from using tobacco products on school property.

iegulations:

If circumstances require that a child must take medications during the school day, the school nurse or trained medication assistant shall admiuister the medication in compliance with the following
Written instructions, signed by the parent/ guardian and physician will be required and shall include
Prescription medications MUST be authorized by a physician and have physician's orders for the

the child's name, name of inedication, purpose of inedication, time to administer, dosage, and possible side effects.
nurse to follow.

provided by the pazent.

Over the counter medications must have parent authorization and the medication must be
National Educat on Parmers, Inc. School Safety pian Appendia' I{
23

NEPCS

247

Medications

must

be in

their o

inal container and appmpriately Iabeled.

Medication will be stored in a double locked cabinet in the nutse' s office.

The nurse will keep a record of inedicines that are administered with date, time, and name of
medicine. The nuxse or trained medical assistant will initial that the medication was given.

The parent/ guardian of the child must assume responsibility for infor riing the nurse ofany
changes in the cluld's health or change in medication. Any changes in medication will require a new
doctor' s order.

Students should never transport medication to schooL It is the responsibility of the parent. If the
parent/ guardian is unable to deliver the medication to the school, a bus driver can deliver the

medicarion as a last resort. The nurse will count and receipt any narcotics brought in by a bus driver.
Students will never be sent home from school with medications. An adult must come to the school

to retrieve medications. All medications leEt at the school during the summer months will be destroyed by the nurse and witnessed by an administrator. No medications will be held until the next
school year.

In the event of an emergency, the school nurse will keep emergency medication( insulin, diastat,
glucagons, inhalers, etc.) on her person until the crisis has been resolved shoulda studenLbe in need.

Catastrophic/ Coxnmunicable Illness


The Chief Academic Officer, Deputy Chief Academic Officer for Curriculum and Insttuction, and

Principal shall have the authority to exclude any student or staff inember with a communicable disease or parasite known to spread by any fortn of casual contact from school for a period of time
as may be presaibed by the Deparnnent of Public Health. In all cases, a statement of clearance from the Deparmnent of Public Health or a physician shall be

required before the st dent or staff inember may re- enter the school. All persons privileged with any medicai information that pertains to students or staff inembers shall be requited to tteat all proceedings, discussions, and documents as confidenriai information.
Irtespective of the disease presence, routine procedures shall be used and adequate sanitation

facilities will be available for handling blood or body fluids within the school setting.

National Education Partners, Inc. School Safety Plan Appenc3ix" K"


24

NEPCS

248

Appendix L

National Education Paxtners, Inc, Staffing Plan & Organizational Chart

National Education Partners, Inc. Staffing Plan&

Organizational Chart Appendi c ` I,"


1

NEPCS

249

Rofa
Chlei Executive Olflcer

201415
1
t

2015- 16
1 1
1

2018- 17
1
1

2017- 18
1
1
1 1

2018- 19
1
1

Deputy

Chie} Executiva Offlc


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1
1 1

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oi Govt

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Deputy Chiei Academ


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far

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tor

Talent

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_
. .. 1

Deputy

Chiet Innovatlon Oiflcer for


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tnstltutlon
Direcbr
oi

0
and

1
1

1
1

Director

of

Special Educatlon

Supportive Servicea

MaFlcetlng,

Promotlons 8 Recniitrnent

Coordlnator-(Part-time)
Ri

iPa
Chief InnovaUon OMcer

1 1

1 1

Deputy

Technology and An ysis


Chief
of

School 8 Student

Sefety

1 1

1 1 4

Corporatlon Counsei

1
2

1
2 43 1

1
2

T
Teachers

3
43 2

43
1

43
1

43 2

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of

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7

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5 7

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ty-(

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Pe

sonnel

3
3

3
3

3
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1

3 3 1

3
3

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of

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University

Community Engagement Coordinator for


Student
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1
1

t
1

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of

fhe Student Success Center

8 School Advisory Couna'I


Schoot Total Stait
rM... Noe.:

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g5

gg

Ya

bd bn d

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lan+

n.

nd 11Ka1 twl6Nqy.

National Education Parmcss, Inc.

Staffing Plan& Organizational Chart Appendix " L"


2

NEPCS

250

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National Education Partners, Inc

Staffing Plan& Organizational Chart Appendix " I,"


3

NEPCS

251

NEPCS

252

Appendix M

Na.tional Education Partners, Inc.


Start- Up Plan & Time Table

School Design Team Members:

Dr. Kirk P. Gaddy- Bomr! Cbair.


Commissioner Sylvia Simms- Vice Chair. Heather McCoy Kelly Siekefer Ivy Staten Dr. D. June Brown-Probono Consultant Professor Chad D. Lassiter- Pro-bono Consultant

Walter D. Palmer, J.D., PhD. -Pro-bono Consultant


Johnny J.
Patterson, II- P rident&

CbiefExecutive O' icer


Ticne Table Appendix" M"
1

Narional Education Parmers, Inc. StartUp Plan&

NEPCS

253

Start Up Plan & Time Table

Initial School Design

and

Planning-

8/ 12 - 3/ 13

Develop

Formal Plan

and

Charter Application- 4/ 13 - 8/ 13 4

Recruit Students

and

Sta.ff- 10/ 13 - 7/

Complete School Design- 1/ 14


Refine Plan- 9/ 13 - 1/ 14

Facility Inspections-

8/ 13 - 4/ 14

Procure Educarional Materials- 3/ 14 - 7/ 14 Install Furnishings

and

Equipment- 3/ 14 - 7/ 14

Appoint

Faculty

and

Administration- 5/ 14 - 7/ 14

Parent/ Student Orientation- 8/ 11/ 14 - 8/ 15/ 14


Staff Professional Development- 8/ 4 - 8/ 8/ 14 Pre- Service Staff Tra. ining- 8/ 15/ 14

Classes Commence- 8/ 18/ 14

National Education Partners, Inc. StartUp Plan& Time Table Appendix` 2vI"
2

NEPCS

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ao

NEPCS

259

a.

a
a

a
o

o
r

a
W
n

D
W
a

a
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w

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0
a

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NEPCS

260

General
a

SP

Nic

Advanced

Advanced Proftdent

GomPetenql
Ablli tY to Analyze '
e"

.
Teacheranahries
clasuoom and
u

Profldent

Unacceptable, Imp
M

Assessmeht

Teacheranalyzes
classroom and schoo
assessrr ent results! n ways that are

Teacheranatyzes
c

Teacher

assroom and school

inconsisiently
thorou g h N
a

ae
as

her

Y never u_

Results-

assessment results that

assessment
results in ways

sment

increase

exem P la Y in the

es

resut s to
understand

that are

undentandingof
siudent

assessmentrewits

understanding of
and

mnovaUve
tn the

leamirtg

to understand
student progress
and

student

learnin B
in

student progre

eeds almost all of

highly effective
understanding
student
of

needs and

the time.

and learning
needs.

accordar ce with

best

learning

needs.

practices almost aA

Iearning

of the time.

needs all the


e: .:;:. .._..:;._...

time__

Assessment

Analysls of

Teacher provides

Teacher provides
fair, accurate,
constructive,
and

Auessment

falr, accurate,
construcUve, and

7eacher provtdes
fatr, accurate,
constructive,
and

Teacher

Teacher rarely
never provides

inconsfstently
provtdes fair,
accurate construtt( ve, and/
or

timely feedback
to students on their progress all

timely feedback to
students on tbelr progress! n accordance with

timely feedback

Umely, faFr,
a urate, and

to

students on their

constructive

progress aimost ali of

the tlme.

Umely feedback

best

feedback to

the time.

to studer ts on
their progress.

practices almost all

n dents on th
progress.

of the time.

Assessmenf

Approprlateness
of

Teacher takes

7eacher takes
responsibility for
student
w orks

Response tc

Teacher takes

respons3bility for
siudent
all
Wa

Teacher

Assessment
Resuhs

failure
and

failure

and

responsibility for student failure and


works to respond to students'

Teacher rarelyi
never takes ful

inconsistently
takes fuN
res Po nslbii

the tlme

to res Po nd to

responsibility b
rtY for student failure.

the students'

innovatively to
respond to ihe

Iearning

student

failure,

learning

needs

in

allowing large
numbers of

needs almost al! of

allowing large
numbers of
students to fall.

accordance wtth best


prectkes almost aN

the time.

students'

students to faii

learning needs.

of the time.

and/ or lowerin
expettations tc

let studeM pas


AssessmeM

Checking for

Teacher adeptly,

Teacher

uses a

easily.

Understanding

7eacher
checWn 8

uses

Teacher

efficienily,

and

samplfng of checktng
for understanding
techniques to
monitor siudent

for

Teacher rarely
never employs

frequently uses a
varie tY of

inconsistently uses
checWn g for

understanding
techniques to
monRor student

techniques to check for

checking for

understandirtg
techniques to
monitor student

undersianding
techniques to

Iearning in
accordance with

leaming
best

understanding
and moves

almost all of

the ttme.

innovative h
monitor student

learnin B .

practices almost all

forward witho
monitoring
student

of the time.

learning
Ltme.

all

the

understanding.
Classroom
assessments are

Assessment

Gassroom

Classroom
assessments are inr
vatfve

Auessmenu

Classroom
assessments cover
skili and content

Classroom
assessments

Classroom
asseuments

exempiary; they
cover al! sktlf and

models

for

Inconsisten uY
cover

rarely/ never a

material as outlined

the

skill and

measuring

conteM materia! as

Iinked to the sM
and content

in the curriculum

content materia!

National Education Partners, Inc. Teacher Evaluation Plan Appendix


NEPCS 261

student
all the

leaming

outltned

in the
almost a8

almost all

of the

as outl3ned

in the

material

Lime

currkulum
of the

t{me.

cuMculum.

outlined in th
cuMculum.

time.

g;

I
National Education Parmets, Inc. Teacher Evaluation Plan Appe

NEPCS

262

General Area

Advancedaroflcient'
Advanoed Hk Coinpetency.: .

ProfldeM

SI
r

Needs

Unacceptable

lmprovemeM
Teacher
uses

Assessment .

QuesUoning

Teacher

higher

Teacher

uses

Teacher

innovatively
uses

orderthinking
questions to

higher order

Teacher rarely/
never uses higher

higher

inconsistently
uses

thinking
:

questbns

higher

order

thinking
push

effettNety push
student

order thinking
questions to push

to push student

questtons to

order thinkin 8
questions to

thinking in
with best
aN of

rigorously
student

accordance

thinktng aimost aH of the tlme.

student thinking.

push student

practices almost
the

thinkfng all
time.

thlnking.

the time.

Classroom ,
Managementw

A6ilfty

to

Teacher

Teacher recognizes
the need to refocus
ciass and
a

Teacher
recognizes the
need

Refocus a
Classroomz'
w,.

7eacher
(
a

inravatively,
efficienty, and
posltively_
refocuses
a

Teacher rarely/
never recognixes
when a class

nconsistenily
recognizes the

works to do
with.

to refocus

saiaaccordance

class and

does

sa

need ta .
refacus a class

best prattices almost


all of

needs to be
refocused.

almost all of the

class when

the time.

time.

siudents move
off

and may allow


problems to

task

or

lose

escalate.

concentretion

all the time.

lassroom.

Classroom>
Cuhure,:

Schoo!

rules,

School

rules, values, are ar

Schoot

rules,

Management ,

School

rules,

values, and

and behaviors

Teacher rarely/
never enforces
nor emphasizes
school rules,

valuer,and

values, and

behaviors

are

clearly enforced
emphasized in

behaviors

are

behaviors

are

innovatively
enforced and emphastxed ail

enforced and

enforced and
empbasked

acwrdance

wfth

best

emphasized
almost all of the

values, and

practices almost ail of

the time. Clauroom

inconsistently.
Classroom
routlnes are

behaviors.

the time. The dassroom runs

time. The classroom


runs

qass

oom

The ctasuoom
runs

Managemer t

Procedures

Itke

Routines are

efficiently

and irt

efffciently

clockwork and
all

rare N/ never

accordance with best


practkes; students
seem routinized to all

and studenu seem routinized

inconsistently
efficlent,

students

executed, causing
a lack of flow in
the class.

seem

to procedures
almost aN of the

routinized to
a11 procedures

causing

lack

procedures almost ali


of

of flow in the
classroom.

the time.

tfine.

all the time.

qassroom
Management

Classroom
Tone

The tone

of

The tone

of

the
efficien,

The tone

of

the

The tone

of

the

clasxoom is

The tone of
classroom is

classroom

is

classroom is

cbssroom is

innovatively
effkient,

respectful, and
positive

efficlent,

inconsistently
efflcient,
respectful, and positive,

in

rarely/ never
efficient,

respectfi l, and
positive almost atl
of

respettful, artd positive


all

accordance with best


prattices almost all of

respectful, and
po; t,

the

the ttme.

tlme.

the tlme.

Classroom

Dealing with
Challenging,
Sltuatlons
and

Teacher deals
aPProP atery
and

Teacher deais in

an

Teacher deals in
an

Management

Teacher

appropriate way with

Teacher rarely/
never deals with
an

Innovativeiy

appropriate

with chaUen g in g

hallen g i

inconsfstently
deals in
a ppropriate

situatbns

wa Y with
challenB in B

and students

Students

situationsand

in

chaNenging
situationsand
students

u wkhout

accordartce with

best

situations and
students atmost
ali of

way

with

d,,,

st
proceas

pract3ces almost a! I of

challenging
siivatlons and students.

kamfng
all

the time.

appropriatery.

the time.

the Ume.

National Education Parmers, Inc Teacher Evaluation Plan Appendix

NEPCS

263

GeneralArea ' SPedflc_- _

Advsncad: '
a

Advanced ..,.
Profldent

PtofklerK

Neeeb. .
y

Unaccepqbte
M

Compete
Classroom
ManagemeM

11

Relatlonships

Teacher

Teacher

with5tud` ents

9nnovatively creates a
cGmate
of

addresses
studerKs

Teacher addresses
a :

VTeacher
inconsistently
a

Teacher rarely/
neveraddresses

in

students

in

addresses
students

siudents in a
a

respectful
and

respectFul

and

in

professbnal
manner.

pring in the

professional
manneralmost

professional

classrao,m, by
K: ;:

professbnal
manner

manner.

addreuing
studentsl in a

tn

aA of the tlme.

aaordance

respettfu! and
positive way

wfth best
practices

aU the Gme.

ahnost ail of
the time.

Classroom
anageme

Student.

In

a lesson,
bsk and

a! i

In

alesson,
are-

In a

lesson,

In a lesson,
students
are-

'

In a lesson,

Engagement--,

students
on

are

students
on

almost a11students are on

students are
rarely/ never consistently on

task in

inconsistently
on

there are
slde

no

accordance

task;at all Umes.

task.

wfth best
practtces
almost aN of

conversations
at

al! Umes.

the time.

Classroom

Student.:'`

If a student
moves

If

studeM

If a student

The teacher

7he teacher
rarely/ never
notkes off-task

RAanagemeM= . Engagement

off

moves off

moves off task,


the teacher
works to
address the probtem almost

task, teacher

task, teacher

tnconsistenUy r otices and/


or addresses

immediatey
and

Immediately '
addresses

behavior.

the

off-task

innovativey
addresses

student

in

behavior.

the

accordance

a! I of the time.

student a4

with' best
practkes

ihe time,

always using
the least

almost all of the time.

invasive form
of

interventbn
and without
major

adjustments
to the pace of

irutruttion.
Classroom ,

Transltlons

Hailway
transitions
are an

Hallway
transltbns
are smooth,

HalMrey
transitions
are
qufet, smooth,

Hallway
transitions
are

Hallway transitions
are rarely/ never
silent and effkient.

ManagemeM

innovative
model of silent

silent, efficlent, and

and effklent

Mconsistently
silent and
eff' rcient.

almost a! I of the

in accordarxe
aN

Ume.

efficiency
the time.

with best
practkes
almost all of

the time.

National Education Partners, Inc. Teacher Evaluation Plan Appen

NEPCS

264

unkulum ,.

Oifferendating.
instnicdon:=

Teacher

Teacher
makes

Teacher makes necessary


currkuium

Teacher

innovatively
makes

Teacher rerety/
never makes

lnconslstenUy
makes

necessary
cunkulum

necessary
curriculum

necessary
currkulum

modlflcations

curriculum

modifkations

forstudents
wiih specfal

modifications
for studenis
with speciai

modificaUons for
students with

modifkatbns

for students

for students
4

with special
needslrt

needs almost all '

special needs.

with speciai needs ail the

of the tfine.

needs.

accordance
with best
practices
aimost all of

time.

the tlme.

National Education Partners, Inc. Teacher Evaluation Plan Appendia

NEPCS

265

General
Area

SP

Advanced

Adranced
ProfldeM

Profldent

N eds.:

UnaccepqWe.. ,

Campete cy ..;

improirement '

Currlculum.

Lesson Designa

Mastery
objectives are
studentceMered,

Mastery
objectives are :
student-

Masiery
objectives a
student-

Mastery e
' objectives are:

Mastery objecWes
are:rarey/ never

M.

centered,

'

centered,

studer

inconsistently : student-centered, tmeasurabie,


attainable, and

measurable,
attainabie,
and

meawrable,
attafnabie,
and

measurable,

centered,

attalnable,

and"

meawrable,
attainabie, and

chalienging.

chailenging almost
ail of

chalienging
the time.

all

chailenging in
accordance

the time.

challenging.
w . ,_ ..

with best
practices_ _._ .

almost ail ot

the time.
Curriculum

lesson MateHals

Student
maierials are

Student
materials are rigorous,

StudeM
materiak are

Student
matenals are

Student materials
are rarely/, never
igorous,
attractive, error-

innovatively
rtgorous,
attract(ve, error-free,

rigorous,
attractive,

inconslstentiy
rlgorous, attractive,

attractive,
error free, and conducive

error-free, and

free, and conducive to highquaNtywork.

conducive to

error-free,
and

andconduclve
to high- quality
work ail the

tohigh-

higtrquality
work almosi ali of

quality

work

conducive to

tn accordance
wtth

the time.

high-quality
work.

time.

best

practices almost all of

the time.

CuRkulum

Lesson

Leuons
cleariy
with

are

Lessons are
aligned with

Leuons

are

Lessons are

Planning

aiigned

Lessons are rarely/


never aligned with
the co Kent and
skiil obJectives that

aligned with

the

inconsistentiy
aligned

the content
and skill

the content
and skfll

wiih

obJectives

tbe content
and skill

that are
outiined in the

obJectives

objecNves in

are outiined in the


curriculum.

that are
outiined in

the cvrriculum
aimost ail of

objettives

cuMculum ail

that are
outiined in
the
currkulum.

the Ume.

the

the time.

curricutum in

accordance

with best
practices aimost ail of

the time.

Instruction

Clas; room

Teacher
creates and
updates

Teacher
creaies and
updates

TeacF

er

Teacher

Environment

Teacher rarely/
never aeates and

creates artd
updates

inconsistenty
creates and
updates

updates bulleth

innovaUve

bulletin board boards


and

builetin board
boards and
visuai

builetin boards
and

board boards and visual displays to


wpport student

bulletin board boards


visual

visual

displays

dispiays

and

instructional

to support

to wpport

displays

leamfng.

Nationa! Education Partners, Inc. Teacher Evaluation Plan Appen

NEPCS

266

and

student

'

student

to wpport
student

V''
q:

irupirailonal
signage

leaming irt '


aaorcclance

learning
almost ail of

that

leaming.

wPPort;

wRh best

the time.

student' leaming.
Jnstructionf:

practices almosi ail'of


the Urr e.
Teacherhas

DifferentlaUng,:
instroction "'

Teacher has

Teacher has
developed
system of
a

Teacherbas
developed
a

Teacher has devebped a

developed

an

devebped a
consistent

innovative
rystem

system that

system that rarey/


never

of

system

of

differenUattng
instruction to
reach students

inconsistentiy
differeMiates
instruction

differentiatlng
instruction to
J,_ .... ,
V

differeniiating
instrucUon to
reacFi '_

differentiates
instructbn for
studenu. - ` _

a;.;..,...

reach

alt'

aimost

all of" '

for students:"

studenu.

students in accordance

the tlme.

with best
practices

alnwst ail of

the tlme.

Nadonal Education Partners, Inc. Teacher EvalUation Plan Appendix

NEPCS

267

General Area.

Speciflc
P

Advanced
l

Advanced ProfldeM'

Profk}ent

Needs

Unacceptabk. ;

ImprovemeM
Teacher
estabilshes,

instructbm

E tablishing lea ning.

Teacher
servesasan

7eacher
esbbtishes,
communkaies,
and

Teacber

Teacher rarely/
neversuaeedsin
estabiishing, communkating,

Expectatlons;

innovative
modei in

inconsistenty
establishes,
communkates,
and

communtcates,
and

demands high

demands

estabiishing
a

expectaUons for
student

high
expectations

demands

learning,
and

and/ or demanding ,,
high expecWtions
fw student

high
expectatlons

demanding
high
e cpectations

behavior,
qualhy

for
in

student

of work

Iearning,
bebavior, and
quality of

work

for siudent learning,


behavlor, and
qualit}r

leaming, behavfor,
andqualityofwork.

accordancewith

for

siudent

best

practices

learnin&

aimostaltof the
and

aimost ail of

behavior,
quality of
work in a

time.

the time.

variety of

ways.
Instrudbn

Pace

oF

Pace of

Pace

of

Pace

of

Pace of

Instructlon-

Pace of irutructton

instruction is

instruction fs
effkient,

instrocUon ts
efficient,

instruction is

is rarety/ never
efficient, engaging, or urgent.

innovativety
efficient,

inconsistently
and

engaging,
and urgent

and

engaging,

efficient,

engaging,

in

urgent almost
ail of the

engaging, and
urgeM.

urgent ail the

accordance with

tlme.

Ume.

best pracUces
aimost ali of the
time.

Instructiorr

StudeM '

Teacher has

Teacber has

Teacher has
devebped
ciassroom
culture where students are

Teacher has

Teacher has

EngagemeM

developed
classroom

developed

developed
classroom

deveioped a
ciassroom cuhure
where studenu are

ciassroom cuhure where students are engaged

cuhure where students are engaged

cuiture where students are

in

rarely/ never engaged in the

in

the

learning

engaged in the

inconsistendy
engaged in the

ihe

learning
as

actNiry in
accordance with

learning
activity aimost
all of the

leaming activity,

activity,

leaming
activity.

demonstrated

best practices
almost all of the

time.

by their
attentiveness
and

time.

partidpation,

all the time.

InstnKtion-

Studeni

Teacher
ensures that
all students

Teacher ensures
that studenu
compiete and tum

Teacher
ensures that studenu

Teacher

Woric

Teacher rarey/
never ensures that

inconsistendy
ensures that
students tum

stude rts compiete

compiete and

in

work,

includirtg
with (

complete and

homework and
dasswork
assigrtments.

tum in a i
work,

homework, in
accordance

tum in

work,

in

work.

nduding

including
homework,

best

practices

homewori5,
almost afl of

aimost ail of the

Nationat Education Parmers, Inc. Teacher Evaluation Plan Appen

NEPCS

268

and thai

ail

ttme.

the Ume.

work is of

high quality.

Professlonal
Development

Opennessio'

7eacher

Teacher

reflects

Feedback';,
3f::

Yy=

irtnovativey
refiects upon

upon and '

7eacher ' reflects upon


and resppnds

Teacher

Teact er rarely/
never reflects upon

responds

w.

to:
wfth

Incoruistently reflects upon


and

nor re` sponds to


feedback with
openness.

and responds
f

feedback
openness

tofeed6ack
with

responds

to feedback
whh

in

openness

to

feedback

accordance with
and

aimost

all of

with openness.

openness
V. . , _:_.-.,...

best

practices

the time.

a" good to
great"

almost all of the

tlme.

attitude aU
the time.

National Education Partners, Inc. Teacher Evaluation Plan Appendix

NEPCS

269

General Area .

Sl

ecifk "

Advan

ed. .

Advanced

Proflclent

Needs

Competency;
Professbnalism

Unaccepbbie .

PrOfldeM
Teacher
meets

Improvement
Teacher
meets

F,

Ability to Meet Deadlines .:

Teacher meets

Teacher

deadiines for lesson


plans,

deadNnes for
iesson
piaru,

deadifnes for
lesscn
plans,

Teacher rarely/
never meets

inconsistenily
meets

progress reports,
and/ or report

deadUnes for
iesson pians,
progress reports,
pians,

progress reports,
and/ or repon
cards

progress reports,
and/ or report
cards aimost all of

deddlines for
lesson

cards ail the time.

in
with

progress

and/ or re P ort
cards.

accordance

the time.

reports, and/ or

best

practkes

report cards.

aimost all of the


Ume.

Professbnalism-

Attitude -

Teacher' srelaGonships with


colieagues are

Teacher' s
relationships with coileagues are
positive and
collaborative in

7eache' s
relatfonships wfth colleagues are
positive and

TeachePs'
relaUonships
with

`"

Teacher' s
relatfonsh)ps with
coileagues are

extremely
posltive,

ooiieagues are

rareiy/ never
positive and

collaborative
almost ail of the

coilaborative, and
generous ail the

inconsistently
positive and
coliaborative.

aaordance with

best practices
almost all of the time.

coileborative.

time.

t n' e

Professionalism

Attitude "

Teacher' s
attitude is
posiWe and

Teacher' s
attitude is
respectfui of studenu,

Teacher' s attitude
k respectfui of
students,

Teacher' s
atthude Is

Teacher's

attitude is rarely/
never respectfui

families,

respectful of
studenu,

inconsatently
respectful to

coiieagues, and schoolleaders


almost ail of the

to gudenu

families,
colleagues, and
schooi

students,

famiUes,
coileagues, and school

families, ,
coileagues, and

famiiies,
mlieagues,
and/ or schooi

leaders in

time.

leaders

schoei leaders.

ail

accordance with

the time.

besi practices
almost ali of the

ieaders.

t(me.

Professionalism

Relatlonships
Wnb :

Teacber assumes

Teacher engages
in professional
exchange with
colleagues in accordance wRh

Teacher engages in
professionai

Teacher

innovative

Teacher rarely/
never engages in
profeutonal

Colieagues/
x

leadership among
coileagues,

Inconsistentiy
engages in

exchange

with

colleagues aimost
all of

professbnal
exchange with colleagues.

exchange with
coileagues.

wpporting tbem
and

the time.

engaging in

best

pract; ces

professional

aimost all of the


time.
a

exchange.

Professionalism

Relatlonships
with

7eacher exerts
positive
on
ail

Teacber
positive
on

exerts a

Teacher exeru
positive

Teacher

influence

influence

Teacher rarely/
never exerts a

influence

Colleagues/

the enUre staff the time.

inconsistently
exerts a
positive

the erttire

on the entire staff

khoo

positive influence
on tbe entire
staff ali the time.

staff

in

almost all of the

accordance whh

time.

influence on
the entire

best practices
almost ail of the

ff.

time.

Nationat Education Partners, Inc. Teacher Evatuation Plan Appen

NEPCS

270

National Education Partners, Inc. Teacher Evaluadon Plan Appendix

NEPCS

271

Genenl Area

Adv'+nced-

ldvanced
ProfldeM

ProNdent

Needa.

Unaaeptable

lmprovemeM
Teacher communfcaies
with

Professionalism

RelaUonshlps'
with

Teacher

Teacher
communkates
with

Famliles '

Teacher

innovatively
communkates'
witb

Teacher rarely/ rtever

inconsistently
communicates

families

communicates with
fam8ies to inform

famUles to
of

famities

to' inform ihem of the

inform them

with

familtes to
of

tolnform
them of the

them of the
instructionaP program
and share

the instructfonai
program and
share

inform them

insuuctional program
share
and

the instructionai
program and
share

insiructiona)
program and share

information about
the emottonai and

information
about the emotionai and
social

information

information

about the
emotional and
soclal
of

information
about

about

sociai development of
their students.

the

the_.

emotlonal and
sociai

emotbnai and
e1

development

devebpment of
their students.

deveiopment
of

iheir students

development
of

their

almost all of the

their

students

in

Ume.

students.

accordance

with best
practices

almost all of

the time.

Professionallsm `

Aelatbnshtps
wtthfamilies

Teacher
returns phone
cails

Teacher
returns phone

Teacher returns
phone calls

Teacher

Teacher rarely/ never


returns phone calis to

from
wiihin

inconsistentiy
returns phone calls

calis

from
within

from famiifes
within

families

families within 24
hours.

families

24 hours

from families

24 hours

all

24 hours in
accordance

aimost ail of the

within 24 hours.

the time.

time.

with best
prattices
aimost all of

the time.

Professfonelism

Tlmeilrtess

Teacher is
punctual

Teacher is
punctuai

Teacher is
punctual
school

Teacher is

for

Teacher is rorely/
never punctual for

for

for the

inconsistently
punctual
school

the

school

the

school

day,

for the

day,
scheduled

the school day,


scheduled

day,
scheduled

scheduled ciasses/ pick- up

day,

scheduled

classes/ pick-up times,


and/ ormeetings.

classes/ pick-

dasses/ pkkup times,


and/ or meetings

times,

and/ or

classes/ pick- up

up times,
and/ or

meetings most
of

times, and/ or
meetings.

the time

meetings aii the time.

in

aimost all of tbe

accordance

Ume.

wlth best
practkes

almost ali of

the time.

Narional Educarion Parmers, Inc. Teacher Evaluation Plan Appen

NEPCS

272

AdvanCed.

Ad

ranted

ProikleM

Needs;;

Proflder t

P ble

improvement

Overaq Scores:

National Education Parmers, Inc. Teacher Evaluation Plan Appendiz

NEPCS

273

Overall Strengths and Weaknesses:

NationaI Education Partners, Inc. Teacher Evaluation Plan Appen

NEPCS

274

Acknowied ge men

t of Receipt and Completlon( p ior to add tlon of Goals/ PIP)

I s teacher has received a satisfactory evaluation

17iis teachec has received an unsatisfactory evaluation.

Deputy Chief Academic Officer for Curriculum and Instruction

Date

Principa! Date

my formal evaluation withtn 10 calendar days.

1 acknowledge receipt of my compiete, formal evaluation at NEP. I understand that 1 pn submit a written response

Employee Name
Date

National Education Partners, Inc. Teacher Evaluation Plan Apprndi2c


NEPCS

275

Goals andJor Performance ImprovemeM Plan:

National Education Parmers, Inc. Teacher Evaluation Plan Appen

NEPCS

276

Adcnowledgement of Recefpt and Completion( after addition of Goals PIP

This teacher has received a satisfactory evaluation.


This teacher has received an unsatisfactory evaluadon.

Deputy Chief Academic Officer for Curriculum

and

Instruction

Date

Principal
Date

1 acknowled 8e recei t
Improvement Pian.

p of my complete, formal evaluation at NEP, including fotiow-up goals and/ or my Performance

Employee Name
Date

Nationat Education Partners, Inc. Teacher Evaluation Plan Appendix

NEPCS

277

NEPCS

278

Appendix O

National Education Pa.rtners, Inc.


Student Transportation Plan

National Education Partners, Inc. Student Transportadon Plan Appendix" O"


1
NEPCS

279

The primary means of transporting students to and from the NEP school campus will be via

busses contracted by the local school district or outside transportation provider. NEP' s Deputy Chief Executive Officer and the Director of the Student Success Center and School Advisory Council will work closely with the school district to ensure that necessary modifications to existing bus routes, if any, will be made in a manner that considers both student safety and
efficiency.

For our extended- day or extended-year program at NEP school campus, attempts will be made to maximize the use' of district-provided transportation. Additional transportation needs will be

satisfied by contracting for services with the district or with one or more of the bussing
contractors in the local azea.

Transportation for_ sporting.events, field.trips, etc. will be performed in a manner that ensures ,--

student safety and may include contracting of services.


Students living outside the local district who attend NEP school campus will be provided
transportation pursuant to applicable statutes and regulations.

National Education Parmers, Inc. Student Transportation Plan Appendix" O"


2

NEPCS

280

Appendix P

National Education Partners Inc.

OPERA'I'ING BUDGET: Projected Revenues and Expenditures

OPER ITING BUDGET PROJECTED REVE1ViJES ll iD EXpENDTTU1tES APPENDIX" p"


1

NEPCS

281

Appendix V ( 1 of 5)

Dr. D. June Brown Charter Schools Operatin$ re-Operationa/

F erat..etmdin
Start-', Up Grant

.-...

s:
m

a,

mv. .., ..,,._

z:,

.::

, ...,.__.... ,.

F ..:.:

0.00

Other( sP

Y)

3'

Ih

Other( specify)
QCaf 4` _ I r-*
a

r, w.

a .._<.:,.

r..

w:,:.:

w _-,::>,<.:,>.<

x:,.

Fundraising
ContribuUons
Local Foundation su rt
s.,,.,, .,...,.,

10,000.

0.00
and

Grant
F.,

0
R.

oa

r-

sorr ea

4 .,.

,_

P ..

r. ,

Lines of Credit

p,pp

Loans Other( specifY)

0.00

50.00
a70, 000.

Total Revenue

Legal Fees

6, 800.
and

Flat Fee
Flat Fee
Flat Fee

Accounting
Fees

Consulta6on
2,gOp

Fundraising
rintin

Fees

1, 500.

Marketing( including postage,


Recruitment-Students
Recruitment- Staff
CuRiculum Development
Staff/Board Development

Flat Fee
1, 200.
3,500.

Flat Fee

Flat Fee
Flat Fee

15,000. 2,500.

Staff Stipends

5, 000.00
Supplies
4, 200.0

Equipment
Information

and

Technology

gg,ppp,

Rent Capital
lJtilities

gp,pp
O. pp
0.
5,

Telephone/ Fax
Travel

p,

3,750.6

Other( specify)
Total Revenues

3,500.00 Non-Profit Pa
s71, 750.6

rwork

NEPCS

282

Dr. D. June Brown Charter Schools

Operating

op

ndix V( 2 of 5) ted Revenues

Ma or.
Stud ent

: ,. ,,

_
u.F,
,, - ;

cg

Eriroilment

650 127 000 .

Facility Size( square boiage)


Average

650

650

50

TeacherSalary
Ratro

127, 000
42, 520 ,

127,000
43,045. 20 :
15. 1. .,

S2udeM/ Teacher

42, 000
15. 1

t27,000

43,575.65'
t5.1:

15. 1

Revequel iom

. ySourres ,..,"

s"""`

'
w.

Per Pupil Tuition( FY14=$ 10,804.34)

md

aw...+ ma.....,: arx.

^'

fi

f+ .

s.

C,:- -

isya

State Grants( Local Disbid Rev.)


R_ . ,,,,

la. a

r+ sC3E

w,...,,

$ 7, 022, 821. 00 $ 7,022, 821. 00 $

7, 022, 821. 00
0. 00

7, 022, 821. 00
$

Federal

EntiUemerrts

0. 00 0.00
0. 00

Federal Direct Grarrts

$ 300,000.00

Federai Revenue Pass through


the State

$ 98, 5p0.pp

265,000.00
80,000.00 0.00
0.00

$ 102,

0. 00

145, 0.

00

$ 72, 000, 00

Federal Revenue Pass through


another

agency(

spec,

ify)

0. 00
y ,.,

i!ii

0.00
$ 111, OOOAO $ 350 000. 00
0. 00 0.00

0. 00
R., ,<,

.,.,.

.,^_, ._. ... . .

Private Grant ReYenue


Fundraising
Investmerrt Incame

50, 000.00

143 000. 00
0.00

175, 000. 00
0. 00 0. 00
f.,
w,

$ 245,000.00
$

502, 000.00
0.00
0.00

Program Fees
Facil+ ties Rental
Ofh

0. 00

R"-,,,. e renue

910, 000. 00
x.
e,-

$ 910, 000. 00
m...,._ _:,

r,

...

$ 910, 000. 0p
a,,

$ 910, 0p0.00

8, 157, 821. 00 $ 8, 93T,321. 00 $ 8, 843, g21, 00 $

9, 024,821. 00

NEPCS

283

National Education Partners Inc.

Budget App

Operating

Budget

Five-YearRev

Local '

S
Federal
Other

0. 00 0. 00 0:00 7, 022, 821. 00 $ 7, 022, 821. 00 -,$ 7;02. 2,821. 00


450, 000. 00 850,000: 00 $ 325, 0OO. OQ $

275,000.00:

$ 850, 000. 00

$ 912, 000:00

58, 322,821. 00 $ 8, 197, 821. 00

a8, 209,821. 00

We do not anticipate any major changes in the revenue source expected during th _
A contingency plans has been made if revenues are not received or are lower than budgeted.

Although we nave attempted m exount br aN ot theme unloreseen expenses bY win9 coneerveYve budget estknates, we M tend co
granl

fwidYg

to enw e Ihat we have the

caMingenry

and surplus

he da avaMable b meet anY

addftlo

al

cP

ea ttiet e

rnx acadeifAc misefon. We have also been coneervaUve In ax eatlmate d how much Privara grant fimdkg we wW be able to sewn pdvate Ioena and lnes af crecNt to enawa that we an meet our Nnandal obllgaNa s. Our Board o( Commissonere Commktee an Ft
conJunctlon wiUi the CFO wW devebD e a9reeeeive debt reGBYman Plan to enswe we oDerete aut ot U e ed.

NEPCS

284

endix: 1 of 3)

nue Detail

o.00 .

7,o22 s21. 0o 200,000.00


930, 000.00

a8,15Z, 821. 00

s five year perioc


budgeted.

ise,

a w rut w

3. NEP w91 eecure


inance 4

NEPCS

285

dg.:

Nafional Educat on Partners,lnc. Operating BudgetProjectedEzpenditures- 1


ot3

ne

nd X r2 of 3

ScfioWA

;.

Salaries and Wages-

CEO

230,OU0 00 `` $
m:$

4," flti,)

$ 263,327. 00

Salaries and W

281, 759.89 '

a9es-

Supervisors
Clerical Staff

1,

2,tT $
1? 0,00t? Ot#` $

1,'[

Salaries and WagesFringe Beriefds-

4,54U,Q- $
175; i00

1, 513, 557: 80 ,": "$'},

6,

x- $

Fringe Benefita- Heakh fnsurance


Retirement
Ber

p.U00 0 ' $"#1 1k4Q(:. 0. 0.


$
2

$ 118, 976.00
192, 610.00

506:85'' 123,735.04

fits

$'

305,Ot' $

434, 570.25

$ 138, 148. 76. .


$
$ 66, 150. 00

UnemploymenWVorkers Compensation " . $

$ 202 240.50: $. 145, 056.20

60, OE. flO


1 000: 00, '

63 Opb: t
$ 22;OOt3:Q0

Off'ce Suppl(es :
EqutpmeM
ir formaGon
and

69,457.50
$

32:OOC?: QO .
30, 000.00
23, 929.20
Q. OQ ..

42;000.00'

Fumiture

O, flOb. O
23 00?, 00

40,OQO. QO $
$ 23, 460: OU'
U. 00'

' $ 2U;QOO: OQ

Technology _

'$

Purchased ManagemeM Services :

24,407.78
0:00'

Q, O
a:: >_ ..

.:

Subtota/- Schod AdmlMsbat/on


Insbn :
r.. .. _ ,

2, 102, 30:

00 $ 2, 230, i7035! 52;378,598.7fr

Z,52, 163.76'
a.

s,.
.

-.

Salaries

and

Wages

Fu I- Time Teache $ 1, 848, 000. 00 $ 1,

940,400.00: $ 2, 037,420. 00
0.00

Salaries

and Wages- Part-Ttme

$ 2, 139,291. 00
0. 00 40, b16.88

7each

0. 00

0: 00
$ 38, 587. 50

Salaries and Wages- Substitutes

35, 000. 00
168, 000.00
$

36, 750. 00

fringeBenefits-

Heaithlnsurance
$

$ 173, 040.00
$ 141, 750. 00 $

$ t90, 344. 00
$ 148, 837.50

$
$

Frin9e

Benefits- Retirement 8enefits

199, 861. 20

135, 000. 00

Unemployment/ Woricers Compensation


Subtotal- lnsbuctJonalStaH

156,279.38

80, 000. 00

84, 000.00

88, 200.00

92,610.00

a2, 266, 000. 00

52 375,940.00 $ 2 503, 389.00

a2,628,558.45

MshltCt/or a
Contract
Consuitants

Y. ..., ..

M.

Labor- Inst ucdonal

0. 00`
100,000. 00
50 000.00

0.00
50 000.00

0.00

Purchased Management Services

50,000.00

0. 00
35 000. 00
50, 000.00

0.00
36,

0.00
37, 131. 50
52, 020.00

Professional Development
Special Education

Q, pp
38 245.45

0.00

a51, 000.00
26,000. 00
13, 200.00

Student Assessment/ Testing

53, 060.40
29, 500.00

24,000.00
6, 000. 00 175, 000.00 0.00

27,000.00 15,400.00
50,000.00 p.pp
97,200. 00

SuppliesRNaterials- Instructional
Classroom Fumiture
Equ ment- Instnicxional T
OO

17,400.Q0
50,000.00

50,000.00

0.00 $ 121, 000.00


0. 00

p. p

110, 000. 00

Informapon

Technology
and

99.2pp.pp
0.00

14, 000. 00
Repairs

5, 000.00

Computer Suppiies
u

12,000.00 17, 000. 543, 000. 00

13, 200. 00

14, 520.00

15,972.00
18,576.36
371, 954.20

ry

17, 51d.00
S3T7,960. 00

18,035.30
s366,306. 80

Subtotal Instruct/onal

National Education Partners, Inc. Operating Budget

NEPCS

286

ProjeCted Experld% tures- 2 ors


o` ,;
p
0_

Axoun ng;
Advert+ sing
Pubiic Relation, glMlariceting ,

4,25000

4.46250
8 670,00
12, 444. 00'

4 551. 75
8 843.40

8,500. 00
12,200.00
5,000. 00

4 642.79
9 020.27 __ $

lnsurance- Genera! L+ ability

12, 692. 88
10,404. 00

12,946.74
35,462. 10
10,612.08

lnsuranc8-

Vehide

5 250.00
10, 200.00

10, 000. 00

Insurance- Other(

speciry)

_
Membershi
s

90,000.00

OHice Expenses. ._ ' ..


Fees,

94,500.00
10, 20Q. 00,

99,225. 00

10,000.00
4, 5pp.pp 50,000. 00

104, i86.25
1fT; 612.Q8 -

Llcensing,

pues, and

10,404.00
52,020.00

Purchased Management Servic


PayroA Servlces

4,590.00
51, 000.00

34,000.00
30, 000. 00 7,500.00
15 000. 00

5. 53,060.40
359.25

Postage anci Shipping


PriMing

35, 700. 00

3Z,485. 00
8, 652.8(}

58,320. 00
31, 200. 00

8,998.91

Telephone
Travel

32,448.00
8,268.75

7, 875,00
i5,750.00
= 300, 161. 50
5. ..

33,745.92
8,682.19' 17,364.38
_

Subtotal- Bus/ness Seivlces


OPera iwis

16, 537.50
5311,569.88
x

s288, 950. 00

nterrance: Corttact Labor- Non-Ir stnictional

5323,468.78.
S, OOO. UO
54, 636.35

Custodial Serv(ces

0. 00._.,__- $ 65,000. 00

65 000.00
53,045.00

a50,000.00
10,0OO. OQ

MaiMenance- Vehicle Maintenance- Facitity

51, 500. 00 10,300.00


0.00

0. 00
23, Wp. pp
8,000.00

10,927.27
0. 00
25

Maintenance- Office Equipme

0.00

SuppileslMaterials- Maintenance
Subtota/- Operatlons
a..

24, 150.00
8, 240.00

26,625.38
8,741. 82
65,93 1

8 487.20

and MalMenanc
Am .,.,:.

s91 000. 00
r ..

Phys/cs! P a
r ..

s, s, so.00
s $ yy.

a, s, asa. o
946,764 00 '
0.00
$ 275,625.00

r 4-$

Rent
a9e

91Q000.00.~.
0. 00 2,. $

928 200. 00

965,699.28

RenovatioNConstructfon
Capital Debt Service
ud ities

0.00

262, 500.00
p.pp
0.00

15, Op0. OQ 0.00


1, 175,000. 00
4wee,
n_...

289,406.25
0.00

0.00
0.00 :
e

Subtotal Phys/cal P/ant


Studeni SeiWces
e.. r. x,r. ,.,. ......

0.00

1, 190, 70Q. 00
:

1, 2Z2,38g,00
sm:.

s1 255,105.53
M""" 8i

'.

Hge.

..

Yx.:: 0y:
sr'

X..

d .'

s2 _.

rz ........-

Mamx'..,

Health

ime msma--:.^ i( r^6o ` "

a..-..,

42, 000.00 8,000. 00

Transportat(on
Food

42,420.00
8, 240.00

2,.

43,272.64
8,741. 82

8 487.20
$
108, 160.00
52,020.00

Recreation

1,. 50, OOd. 00

00

112,486.40
53,060.40

51 000. 00

Subtotat- Shident Servlces

5200, 000. 00

205, 660. 00

2' 11, 511. 40

5217,561. Z6

NEPCS

287

Nat onal Education Partners, lnc. Operatin

Budget Projected Fa panditures-3


a
0

0:_.

000.00:;
na

r, 5jaoo
3c. c
1 03(I.00 ""
3 8t 1. 0U. . $

a; o

s e, rs.ss'
o;oo
o.00

o.00

Dues and SubscripUons

1, OOA. 00

1, 060.

Workshops ar Conferences

1, 092.73

3,500.00
3 500.00

Fundraising
Coritingency- Fund
Subtotal-

4, 100.OQ
3,71315

34,400.00
3 824.54

3,fi 5.00...
15,450.00

'$

15, 000.00
25Q, 000.00
gp ppp. 00

'$

15, 913.50
a255, 025.00
297,84T: 85

16,390.91

252, 500:00 `
s293,895.Q0

257,575. 25
S3D1, 859.79

Mlscellaneous

6, g56, 255.0 .

aT, 133, 676. 7 $ 7 454,211. 3

$ 7, 792,602.

e ow s an

exp ainabon

ow

ecte

schooPs mission statemenk

per-pup

expen

res are a

gn,

vin

to succeed on3he path to mfddle school, high school and coBege and to achieve their ful( potentiaL Our budget
administrators and executive staff to execute its misslon.

NEP's Mission Is to ensure that its students acquire the knowledge, skills, and strength ofcharacter necessary

refelects to the dollar amount used to educate o ur students and recruit and retafn excellent teachers,

NEPCS

288

A
r

b
t e..+

S
5,} '
ti,.. '

7;
aj

y
A'

Y'(. iYG
4
5

:
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k
aa

C:',

iT

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,,

f
4'"`, '
3< t1S
Y

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.}

a
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R.

3>:'

3. , +''
i"
t m
v

v$ m
r

Ct

` k:.
a

it
i

gf..

j..

v A \.

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z`r
d:
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t01$

r
m

z`

e, p.

...

i,
s

n c o `> >'

cn
m

v, r ` .
oi
oi '

o:
.

OD

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3
40

> t > - .
3

c n > >. .

u
mO/

mm o', --m
3.

eo

m ` `'
c

3 ` ` '. : $ ` . . ..
uom

m m m m 7. 7. 7. .

m m m cncnv m m m
Ol O/

cnmw'
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a
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m
Ol a.

ncnmmsn
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Appendix Q

National Education Partners, Inc.

By-Laws

NEPCS

299

By-I. aws of NATIONAL EDUCATION PARTNERS,'INC. CHARTER SCHUOL


Public Charter School

SECI'ION 1 General Provisions


1. 1
e

Status.' This organization is a public school chartered by the State of Pennsylvania putsuant to

considered public officia. ls.


1. 2
the"

Pennsylvania Charter School Laws tlie Board ofDirectors is a public enrity aad the members Fiereof are
School'

Iame and Pumose. The name of the oxganization is National Education Parmers Charter School or will be known as NEP Chatter SchooL As set forth its the Chatter, the mission of the

School is to place its students on a successful path to college and instill them with the strength of chatacter
needed to achieve their full life potential.

1. 3 Charter. The name and purposes of the School shall be as set forth in its Charter, as amended from tune to time. The Charter is hereby made a part of these By-Iaws, and the powers of the School and of its Directors and officers, and all matteLS conceming the conduct and regulation of the affairs of the School,

shall be subject to such provisions in regard thereto, if any, as aze set forth in the Charter. In the event of any inconsistency between the Charter and these By-Iaws, the Charter shall be.conttolling. All references in these
By-Iaws to the Charter shall be consttued to mean the Charter as from tune to time amended
1. 4
c ' change

may

the

n. The prindpal office of the School shall be in Haxrisburg, PA: The Chief Eaecurive Officer
location
of

the principal of6ce

in The State

of

Pennsylvania; provide/

wwerner, that all changes

will be reported to the Pennsylvania State Deparnnent of Education and The Harrisburg School Distria
establish other offices and places of business in Pennsylvania orelsewhere.
1. 5

specifying the street address of the new principal office of the SchooL The ChiefExecutive afficer may
'

year of the School shall begin on theust day ofJuly in each year and end on the last day ofJuae in the
following year.

al Year. Eacept as from time to time otherwise detecnuned by the Boatd of the School, the fiscal

Directors shall be, an impression upon paper beacing the name of the School, the date" 2014" and such other

1. 6 Sor orate Seal. The common seal is, and until otherwise ordered and directed by the Boazd of
SECTION 2: Board of Trustees

device or inscription as the Board of Directors may deter nine_


2.1

Eacept as otherwise prohilrited by law, the Charter or these By-Laws, and subject to the additional approval of the local school committee or the superintendent where applicable, the eaclusive powers of the Board of

all the powers of the School, except as otherwise provided by law, by the Chartet or by these By-Laws.

Powers. A Board of Directors shall manage the affairs of the School and shall have and may eaercise

create liens on or secuuty iaterests in the t+ ea1 or personal property of the School,( lu) establish or modify investment
polides,

D'uectors shall include but not be limited to the power to:( i)putchase or sell real property,( u) pledge, assign,
v) appoint or remove the Prindpai,( v) hir from time to time, a Prinapal and/ or a

School Management Organization( SMO), only when presented by the Chief Executive Officer, the Board
responsibilities under the Charter or by law, iacluding without limitation the Board' s responsibilities,(vi)

Corporation Counsel and Chief Financial Officer, nor shall the Boazd assign to any person or party any ofits

shall not delegate its legal or 6d ciary responsibilities to any other person or party with the eaception of the

determine the general polides of the School in accordance with the school's charter and state and federal law, and to see their faithful execation, and( vit) manage the ftnancial affairs of the School in conjunction with the
programs, including the power to borrow and incur indebtedness for the purposes of the School when

Chief Finandal Officer to ensure the School's financial stabilitp and the continued integ ity of its academic

presented with this option by both the CEO and CFO, and to approve its annual operating and capital budgets.
BYI.AWS.' IPPENDIX" Q"
1

NEPCS

300

22 Resnonsibilities Since the Boazd holds the charter from the:state, members of the Baa=d of Directots shall: n comply with all applicaMe laws and reg ilations,( a) ensute that the School is an academic
five. The Ditectots shall be elected in accordance with Section 2.6.
24 Tenn of Office
of '++-

success, organizarionallq viable, faithful to the terms of its chartet, and earns charter renewal. 23 Number of i+ r+, The$ oazd of Director shall consist of no fewer than three and no more than
r rs. A]I Directors shall hold office for five years from the time of their

election or appoiahnent and thereaher untii theit respective successors are chosen and qualified,pmvided that the initiat Board was eiected to and shall serve terms of ftve years to allow for the rotation or retention of of the Directors every five:year. A]so temporaiy board members may be placed on the Board to fill or replace a membei' s seat
Section Z6.

consecvtive five-year terms,provided chat each Director shall be duly elected for each term in accordance with

25 Term I.imits. Directors may be elected to successive terms. Directors may setve up to five

quonun is presen A Dira;tor elected to 6ll an unezpired tecro shall have tenure only to the end of such term. The Boazd of Directors may egercise all their powers notwithstanding the esistence of one or more vacancies in to thethe Board. Vacanaes in any of$ce may be 6lled by the Chief Eaecutive Officer by fortnal nominarion Board.
2.7 ,
nation and

26 Election ofDirector. Director shall be elected or appointed by the CEO at any meeting of the Board of llirector's by the affi:mative vote oftwo-thirds{ 2/ 3) of the Directors present at a meeting aiwhich a

Remov

1. p yD

the Chait of the Boazd or to the CEO's of6ce. Such resignarion shall be effecrive upon receipt uciless it is speci6ed io be effective at some later time. To facilitate the election ofnew Director, the School formally encourages Directors intending to resign or to decline nomination to provide notice of the Directors' intent as much in advance of the annual meeting as possible. Any Director may be removed from office with or without cause by an affixmative vote of twothirds( 2/ 3) of the Director then in office or by the CEO with
opportututy to be heard by the Boazd of Director.
28
O
en

tor may resign at any time by delivering a written resignation to

three addidonal Board votes. A Director may be removed for cause only a& er reasonable nouce and an
Meeting-.

be given of the time, date and locarion ofeach meeting and a lisring ofthe topicx the Chait reasonably
time,
or

A1l meetings of the Board, whether regiilar, spedal or annuai, require that notice
as otherwise,(

attticipates will be discussed at the meeting, in accordance with Open Meeting I.aw, as amended& om time to any successor Eacept
statute.

usual or

speciai meeting in place thereof, and any business transacted or elections held at such meeting shall have the same force and effect as iftransacted or held at the annual meeting. Notice of the annual meeting setting forth thelast date, time, and place of any such meeting shall be mailed or emailed to all Tivstees at the Trustees' known business home
or

shall not be a legal holiday. If the annual meeting is not held in the spedfied month, the Directors may hold a
address or email address not

putpose of the executive session, stating all subjects that may be revealed without compromising the purpose for which the executive session was called, and shall have stated whether or not the Board of Director shall reconvene after the egecutive session. Executive sessions may be held only for putposes permitted by law. 29 Ann* a Meetin . The Directors shall meet annually in the month ofJune at the CEO's office of the School, or at such place and at such time as the Board ofDirectors shall determine, except that such date

entered into the minutes, and( d} the Chair( or other person presiding over the meeting shall have dted the

respect to any matter within che Board's jutisdiction shall be open to the public and( u) no executive session shall be held tu til( a) the Board of Director shall have fust convened in an open session for which notice shall have been gaven in accordance with law,( b) a majority of the Directors at such meeting shall have voted to go into eaecutive session,( c) the vote of each Diredor shall have been recorded on a roll call vote and

communication through anp medium, including email) between or among a quorum of the Directors with

i)any deliberadon( which iticludes any orat or written

less

than seven(

of the annual meeting.

days prior to the date

BYLAWS 11PPFNDLX<Q>,
2

NEPCS

301

2.10 Reeular Meetings. Regtilar meetings of the Director may be held without call or notice to the
Directors
Director
at such places and times as the

Directors may from

time to time

who

is

determine; p

absent when such detP++*+

der bower er, that any

inarion of a future meeting is made shall be g ven notice as

provided in Section 2.12 of these By-Laws. The Directors shall hold no fewer than four reg ilar meetings
annually.

in Section 2.12 of these By-Laws.

the Chair of the Board or by two or more Ditectots. Notice of any special meeting shall be g ven as provided

211 S eaal_Meerin s. Special meetings of the D'uectots may be held at any time and place when called.bp

Chair or the Special Assistant to the Board or, in case of the death, absence, ittcapacity or refusal of the Chair or the Special Assistant to the Board, by the officer or one of the Directots calling the meeting. Such notice
shall be givrn to each Director in person or by telephone, felegr.m, facsimile ttansmission or email sent to

2.12 Notice of Meeting, Public notice of such meetings shall be given as required by law Notice ofthe date, time and place of all regiilar and special meetings of the Directots shall be given to each Director by the

such Director's usual or last lu own business or homeaddress at least twenty-four( 24) hours in advance of the meeting, or by mail addressed to such business ar home'address and postmarked at least forty-eight( 48) hours in advance of the meeting. Eacept as required by law, noricc of any meeting of Directors need not be
given:( i) to any Director who, either before or after the meeting; delivers a written waiver of notice, esecuted

by the Director which is filed with the records of the meetinb, or( n)::to any Director who attends the meeting
and who, either prior to the meeting or at its commencement, fai}s to protest the lack of such notice. Eacept
Directors

as otheravise required by law, the Charter, or these By-Laws, a notice to Directors or waivet of notice by need
not

speafq

the purpose

of

any

regular or

speciai meeting

unless such purpose

is

the

amendment or repeal of any provision of the Charter or these By-Laws ot('u) the removal of a Director or an
officer.

2. 13

The Board will maintain a record of every meeting including the date, time and location of

the meeting, the members present or absen a summary of the discussions on each subject, a list of

including votes taken. These records shall comply with the Open Meeting.
who will

documents and other eahibits used at the meeting, and the decisions made and actions taken at the meeting,

214 Board Attendance Policv. The School formallp encourages Directors to attend every meeting of the Boazd ofDirectors. In the event a D'uector cannot attend a meeting he is encouraged to notiCy the pexson be the
running
m. on the

p.

day

of

the

meeting( usually the Chair or Vice Chair of the Boar' of his intended absence by meeting( a" Notified Absence'. A Director will be deemed to have an attendauce

12

proi em if any of the following conditions occur: A) two consecurive un-notified absences; B) Three consecative Notified Absences; or G) Absences of any character which together constitute absence from one-

manners described above, the Chair will bring the matter to the Board for discussion and vote on possible
removal of the Director in accordance with Section 2.7 above.
215 Action at Meetings Recus
2. 15. 1 Quo,

third of the Board meetings in a single fiscal year. If a Director does violate the policy in any one of the three

Votin, g. A majority of the Directors then in office shall constitute a quorum, but a

lesser number may, without further notic adjourn the meeting to any other titne. At any meeting of Directors at which a quorum is present, the vote of a majority of those Directors present shall decide any matter unless the Charter, these By-I.aws or any applicable law requires a different vote. A special majority
2/ 3 vote) is required in, but not limited to, the following circumstances:( i) the election or removal of
By-Laws.

Directors,( u) the alteration of, amendment to or repeal of these By-Laws, and('ut) the adoption of new

BYI. IWS dPPENDIX" Q"


3

NEPCS

302

2.15. 2 Recusal, A

Directots

the

any discussion of the merits of the transaction '


Director may
under

e contract or ttacisaction only wheri the CEO makes contractual re ommen ti o ns to the Board. However,;any common arinterested petson shall recuse himself or herself from an vote regarding
Y

interested Directors may be counted in detet niaing thepresettce ofa quorum at a meeting of the
or of a

relationship,that Ehe Director may have with othet parties iavolved in the transaction. oaunn or
committee thereof which

tertns ofany proposed transaction iavolving the:School with respect to which such Director ma have a confl ict of ofithe nteresL The scltransaction, osure shall inthe cluinterest deall mateti al facts regardi ng the terms of the transaction, the iaterest School in di the oftheDirector in the transacti
authorizes,
approve
or

tor shall prompdy disc]ose to the Board of Directors and the CEO material

the transaction and shall not partidpate in


to

answer

factual

Directors

questions

this

Section 2. 15. 2.

y metting of the Board of Directors, mvrded that tt


OSed to the Board of

Directors; and solely Director. There shall iaitially be a governance committee and a fir ance/ ittnovation

they may deem advisable; fimyider how delegated: shall consist of

2.16 ComcnitrPe. The Directots may elect orappoint such cotncnittees( which mayinclude individuals whaarenot Directors of[he School) as to timgy_ determine necessazy or advisable, and perinitted by they map from time these
may delegate,
to the estent

law,

the

Charter

or

yer

that

La

anyher committee to which the powers of the Directors aze


co

such powers and duries thereto as

uru

that all committees shall be chaired by a


go

committee.

ofall busiaess properly before the meeting shall consist ofa majority of the elected members of such committee. Any commi ttee may, subject to the appraval of he Board ofDirectors, make further ru]es for business. vote of the Board ofDirectors or by rules established by the Boatd of Directors. The members ofaed any by commi ttee shall serve on such comrnittee at
the mnduct of its

At anp mee

am

om

a o

action

However, unless
of

oth

vise P

the pleasure of the

Directors. Meetings

any

committees

shall comply with

the

ppe

W.

SECTION 3: O cers
3. 1

Officers
a

a.,

t '

Vice Chair,

Z' r

asurer

a Spedal

member, and such other officers as the

have

such agenis,

if any

eAssistant& officers of the School shall consist of a Chait of the Board of Directors, a Chief of determine{ Staff to the Board of Directors whic6 isn't.a votin Directors
may
rom time to

as

3.2

e Directors may appoint with recommendations ftom the CEO.


of

ume. The School may

also

Directors

at the

unless a shorter term

and Treasurer becomes vacan the Direaors shall elect a successor,ifany other office becomes vacant, the Di rthe ectots may electChai a successor. Each such successor shalisl hol d of6ce for the unexpi red term anduntil in the case of Chai r , Vice r , and Treasurer untii a successor chosen and qual i 6 ed, or in each case the officer sooner dies, resigns, is removed or becomes disquali6ed,
33
the case

speciai meeting held in lieu thereof, and thereafter zustiI theit respective successors are chosen and qualified, electing
is
speciged

y othe of6cers deemed necessaty or desirable bp the Di r ectors may be el e cted by theD' u ectors atany ti m e. Eacept as otherwise provided by law,the Charter or these Bp-Laws, all officets shall hold office until the ne t anttua] meeting ofthe Directors or the
in
e vote or appoin

lection and Tmeeting u e ye Chair, Vice Chair, Treasurer and C]erk shall be elected annuall Board Dire o n
annual
the
of
ct

rs,

em. If the office of Chair, Vice Chair,

Resignation
of

and

Removal.
the

fg

resignation

of

Chair,

to the

office.An officer may be removed for cause only after reasonable notice and an opportunity to be heard by
the Board of Directors.

Directors map remove anp officer with or without cause by a vote ofa majority of the Directors then in

resignation shall be effective upon receip uniess it is spedfied to be effective at some later time. The

ce Chair) or to the School at its prindpal office and such

y resign y delivering a written resignation to the Chair( ln

3.4 C air ofthe Board The Dimctors shall elect a Chair ofthe Board ofDirectors. Except as otherwise provi ded by laor w,the thespeaal Chartermeeti or these By-Laws, Chair shalthereafter l hold officunt e unti next annua( meetiand ng of the Directors ng hel d in lieu the thereof,and hisl the successori s chosen
BYL IWS. 1PPENDIX`Q,>
4

NEPCS

303

qualified, unless a shorter term is specified in the vote electing or appointing them. The Chair shall establish
the agenda for all meetir gs of the Board of Directozs in consultation with the CEO and Corporarion Counsel

and, as appropriate in the discretion of the Chair, other members of the Board of Directors. The Chair shall
preside over all meetings of the Board of Directors and shall ha e such other powets as the Board of

Directors shall determine. In the absence of the Chair at any meetings of the Board, the Vice Ghair shall
exercise the rights and perform the function of the Chair.

3S Vice Chair. The Vice Ghair shall assist the Chair in oversee.ing the functions of the Boatd, and shall have such othet powers as the Board of Directors shall determine. In the absence of the Chair af any
meepngs of the Board, the Vice Chair shall egercise the rights and perform' the function of the Ghair.`The

Vice Chair shall have such other poweis and duties as are usually incident to that office and as may be vested in that office by these By-Laws or by the Directors.
3.6 Treasurer. The Treasurer shall oversee the general financial affairs of the School, subject to the

direction and control of the Boazd of Directoxs. The Treasurer shall have such other powers and duties as are

usually incident to that of6ce and as may be vested in that office by these By-Laws or by the Directots.
3.7
series of

Clerk. The Clerk shall record and maintain records of all proceedings of the Directors in a book or

oks kept for that pucpose and shall give such notices of ineetings of Directoxs as are required by

the Charter, these By-l. aws or by law. The Clerk shall have such other powers and duties as aze usually inddent to that office and as may be vested in that office by, these By-I. aws or by the Directots. In the

absence of the'Clerk from any meeting of Directors, a temporary Clerk designated by the person presiding at
the meeting shall perform the duties of the Clerk which is the Special Assistant to the Board
3. 8 Other Officers. Other officers shall have such duties and powers as may be designated from time to time by the Trustees. SECTION 4: Compensation and Personal Liability
41

Com ensation. No Director or officer shall receive any compensation for services rendered as a

Director or officer. Except for reasonable and minimal compensarion for travel and'Board related vwork.

4.2 IVo Personat Liabili p. No Directors or officers of the School shall be petsonally liable for any debt, liability or obligation of the SchooL All persons, corporations or other entities egtending credit to, contracting with, or having any claim against, the School, may look oaly to the funds and property of the School for the payment of any such conbract or claim, or for the payment of any debt, damages, judgment or decree, or of
any money that may otherwise become due or payable to them from the SchooL
SECTION 5: State Conflicts of Iaterest Requirements

5. 1 State ConElicts of Interest Requirements. Directors aze special state employees and must comply
with the requirements of the State Conflicts of Interest Law. Directors shall file annual disclosure statements

and all other disclosures required by law.


SECTION 6: Miscellaneous Provisions

6.1 Eaecution of Instnunents. Except as the Directors may generally or in particular cases authorize the
execution thereof ia some other manner, all deeds, leases, transfers, contracts, bonds, notes, checks, drafts

and other obligations made, accepted or endorsed by the School shall be signed by the Chair or by the
Treasurer or by the Clerk and the CEO and CFO of the school.
6.2 Corporate Records. The records of all meetings of Directars, the names and addtesses of the

Directors and officers of the School, and the originals or attested copies of the Charter and the By-Iaws of
the School shall be kept at the principal office of the School, but such corporate records need not all be kept
in the same office.

BYLAWS 1PPENDIX" Q"


5

NEPCS

304

'

SECTION 7: Indemnification
1
or who

l The School
any time

shall, to the eatent

has

setved at

as a

le Duectots, Chair, Vice Cph,

ssibl
e

ittvolved

by

civil, criminal, a:"inproceeding' in which an Indemnified Officer may become by administrative setvingar investigative( having a rapaatg( ril,
reason of
or

judgments, fines, eacise taaes, penalties and setdement payments, reasonably incuned by ar imposed upon such person in connection with any threatened, pending or completed action, suit or proceeding whether
served

ified Officer' inIndeau a capaci ty wi th respect to any employee benefit plan( collectively," Indemnified Of$cers" orindividually, enses and liabihties, including, withoutlimitation, attorneys' fees,
au i

employee or other agent of another organizahon, and each person who map serve orhas served at its request
against all

School, each person who may serve or who has secved at the request of the School as a CEO, officer,

Treasurer, Clerk oroth er of6cer of

such

such

person

other than

unless a

majority
shall

of the

fiill Board

have acted in good faith in the reasonable beliefthat his ar her action was in the besi inierests ofsuch other organization or in the in best interests ofthe or bene6daries ofsuch employee benefit plan shall be deemed to have acted such mannet withparticipants resPect to the Sc600L
72

pr d below for authorization of indemnification. Anyperson who at the request of the School may setve or has secved aqother organization or aa employee bene6t plan in one or more of the foregoing capacities and who shall
shall

settlement papment

that no Indemni$ indemnificarion shall tiehave provided finally to s`uch Indeiniii6ed Officer witlirespect to any matter as to which proceeding. fo.have breached the Indernnified Of$cer's duty of loyalty xo the School,( u) notto have acted in good faith in the reasonable belief that such Indemnified Officer's action was in the bestinterest of the School,('iit) to have engaged in intendonal misconduct a knowing violation of]aw, or( v) to have engaged in any transaction from which Indemnified Officeror derived improper her
such

of Directots authorized the

proceeding noiun
proceedin;

myider however,

ed

Of6cer

been

adjudicated

in any

the

an

personal(

ne6t;

and

be approved

by

the

School in

the same manner a s

e or

ovid

the

ldvance_ Reoa

of the School, include payment by the School ofexpenses, including attorneys' fees, reasonably incurred in defending a upon civil or criminal action or proceeding in ac, ance of Of6cer the final disposition of such action or proceeding, undertaking by
to

en Such indemnification may, to the eatent authorizeid by the Board of Directors


to
r

indemni6cation
of such

ability
7. 3

the Indemniged Section wMch undertaking may be acc Indemnified Officer to make repaymenL
under this

receipt

of an

such

pa

ted without r

ent if not entided d to the financial

1uth, orizatio,

authorized by be thewholly Schoolprotected, undet thisif Section, and each Director and officer of the School approving such payment shall
i)

The payment of any indemrufication or advance shall be conclusiveiy deemed


or(

that time parties to

the paymeat has been theapproned or ratified( 1) by a majority vote of the Directors who are not at proceeding
by a majority vote of a committee of two or more
e

n) the action is taken in reliance upon the opinion of independent legal counsel( who may be
counsel to the Schoon appointed for the purpose by vote of the Directots in the manner
a majority of the Duedors then in office; ot

Trustees who aze C not at that time parties to the proceeding and are selected for this purpose by b selection Directors w6o are parties may pazticipate); or
B

speafied in clauses( 1) or( 2) of subparagraph( i)or, if that manner is not possible, appointed by
and

iii) the Directors have otherwise acted in accordance with the standard of conducc applied to
v) a courc having jucisdiction shall have approved the payment,
7. 4

Trustees under Maryland State Laws, as amended from time to time; or


Admini
to,'

Heirs. Executort

hereunder.

beneflt of the heirs, executors and administrators of any Inde:nnified Officet entided to indemrufication

e indemnification provided hereunder shall inure to the

BYLdWS r1PpENDIX" Q"


6

NEPCS

305

affect any rights to indemnification to which School employees, agenis, Directors, officers and other persons may be entided by contract or othecwise under law.

7.5 Non-Eaclusive Riohts. The right of indemnification undet this Section shall be in addition to and not eaclusive of all other rights to which any person may be entided Nothing contained in this Section shall

affects the right of an Indemnified Officer under this Section shall apply to that Indeinnified Of6cer with respect to the acts or omissions of such Indemnified Officet that occurted at any tune prior to such
amendment or repeal, unless such amendment or repeal was voted forby ot was made with the writoen
consent of such Indemnified Oficer.

7.6 Adverse 1lmendments. No amendment or repeal of the provisions of this Section which adversely

7. 7

Em

yees and

gg.

the Directors entitled to vote. The foregoing provisions of this Section 7 shall apply to any indemni6cation of any employee or agent under this Section 7.7. With the eaception of the founding CE0 his heirs and
execuhve appointee( s):
m _ _

agent of the:School to the estent authorized by the Board of Directors by an affiimative vote of a majority of

To the eatent legally permissible, the School may indemnifq.any employee or

Poliry to provide for coverage iri the case of personal liability of an Indemnified Officer.
SECTION 8: Staff

7.8 Insurance. The School shall purchase and mainLain a Directors and Officers Liability Insurance

8.1 Staff. Subject to the additional approval of the lceal school committee or the CEO where applicable. the Board shall hire, and have the abi7ity to remove, a Prindpal, who shall oversee the instructional

operations of the SchooL The Principal shall have the duties assigned to them in their employment contract.
SEG"TION 9: Ameadments

9.1 Amendments. These By-Laws may be altered, amended or repealed, or new By-Laws may be adopted, by an affirmative vote of two-thirds( 2/ 3) of all Directors then in office, at any annual meering oF
the meeting that an alteraaon, amendment or repeal of the By-Laws, or that new By-Laws may be' adopted,
SECTION 10: Non-diacriminatioa
sections with the eaception of section 7 tided: Indemnification.

the Directors or special meeting of the Directors; provide howernr, that notice shall be given in the notice of

will be proposed. Amendments to these By-Laws shall become effective immediately on their adoption. All
10. 1

Non-Discrimination In the employment of persons, in the enrollment of students and the condact of its programs, in the appointment of Boazd members, and in the administration of public assemblies,
performances, eahibits and events, the School will not discriminate on the basis of race, color, national origin,

creed, ses, ethnicity, sexual oriencation, mental or physical disability, age, ancestrp, athletic performance, speaal need, or proFiarnry in the English language or a foreign language, and academic achievement

BYL 1W5 1PPENDIX" Q,


7

NEPCS

306

Appendix R
E.

National Education Partners, Inc.

Application for Admissions

NEPCS

307

U C1

7fri C
W'

U U' Ir
S

c,_ l-` 2J Cy

7{ j
J

W
3

fi'C]P WC= C:
QO es

ilf"rJ y

0..

INSTRUCTIONS FOR C MPLETING FORMS


The packet must be completed and retumed as soon as possible.
Page 2
Page 3

Other items- These are other items you wil! need to submit.

Application for Admission Please complete this whole section.

Page

4- 5

Charter School Student'Enroliment Notification Fonn( 2 pages)


ensures that rour child is officially transferisd to NEP Charter Schools.

Compief@ fhis ey. e if you. child was not encnl/ed.in a Baltimore public school or charter schooL This form

Page 6

Parental Registratbn Statement

Requires all parentsRegal guaniians to provide informaGon to the admitting school r garding any expulsions the child may have had with offenses invoiving a weapon, alcohol or drugs, or for any injury to another person or schoof property.
Page 9

Studerrt Informatlon Form

thaf your ch 7d requires medical assistance wh 1e under our care.


Page 10

This form is used fo establish emergency contact informapon and identi/y students who have received special education services in the past Additior apy, we must keep health insurance informatia in the event
This form allows us to request records from yow child's school. "Name of sending school" refers to the ! a
e

Request for Student Records

school your child attended. "Grade" refers fo the grade they are in now.
Page 11

Requsst for MedicalMealth Informatlon and Parent's Medical Permission Form

This/ orm must be completed even ifyour child has no serious medicat o health conditions.
Page 12.

Permission to Conduct Viston and Hearing Screening Permission


Home Language Survey

Please provide all infonnation tests during cenain grades. requested. Under state law your child is required to get hearing and screening
Page 13

AfEP and the Stafe r quir s that we collect this information so that we can provide English as a Second
Language programs to any eligible student.
Page 14

YVhatever It Takes Pledge

These forms must be signed by both par ntAegal guardian and student.
Page 15

Media Waiver and Release

This must be signed by the parent orlegal guaidian.


Page""

Confidential Famity) ncome IMortnatfon


To Be Distribufed

Separately.

federal, and private grants based on income status of our enrolled students and fo pre-qualify for reduced lunches.

This form is used to co!lect information that wilf aDow us to apply for state,

lpplication for ldaussions dppendix" R

NEPCS

308

lpplication for ldmissions lppendix" R"

NEPCS

309

PRE- ENROLLMENT INSTRUCTIONS

To he completed by National Education Partners Charter


School

To be considered-for enrollment we will need:


1) Completed

enrollment packet ( Pages 1- 15)

2)

electric biil, telephone bill)


3)
4)

Proof of residency (i. e. photo copy of adriver's_license with current address and/ or gas bill,

Proof of child' S birth ( photo copy of birth certificate)


Copy of Social Security card
Current Immunization records

5)
6)

Specia) Education Records (photo copy if appiicable)

application.

If you are no longer interested in enrolling at NEP, please call ( 2s7)9os-3990. We will remove your

pplication foz. dmissions 1 ppendix" R"

NEPCS

310

Applfcation for Admission, 20142015 School Year

Student Information
M /
F

Student Last Name

Flrst Name

MI

6ender, Qrde one)

Grade student

In 2012:

Daba ot Blrtfi( mm/ dd/ yyyy)


Str'eet Address

Clty

State

ilp

Cun'ent Sdtool

School Phone Number

Sdtooi Address

QtY
lete both p.

State

Zp

Race/ Ethnicity Informatton


Please
Part Onee
mt

This informatlon Is required for statie reporting.


2 NOT Hlspanic or Latlno

Please select oneof the foliowing;


1 Hispanic
or

Latlno

Part hvo:

Please select a// that aPPh


1

American Indian

or

Alaska Native

Asian

4 Native Hawaiian or Otf er pacifc Islaoder


5

3 Black or African Amerkan


Dces the
If
student

have

a sister or

brother who has

or

is attending our school

now?

Yes Grade

No

so, what

is the name of the student?

ow did you t ear about our Informatlon Session? Parent/ Guardian Information

wtn whom dces tne applicant currently rive?( cneuc au a at may apply)
Both Parents _ Both Parents Aitematety_ Special Custodian Cou t Instructions: Yes Mother
No

ly _

Fatl

er

ONy _

ardian _

Foster Parer ts _

pther Adult

Name of Parent(s) or Legal Guardlan( s)

Address

Home Phone Number

Worf[ phone Number

Ce11/ Altecnative phone Number

E- mail
I

Signature
I cerpfy that
aB

of

Parent/ Guardlan

and

Appiicant

fnfortnatl

any informatbn is founcf to be inoomplete or inaoauate.


Parent/ Guardlan Slgnatwe

provfded in thfs appifqtlon is aaura e. I understand tfiat NEP Charter Scliools pn deny or revoke admission or enroqment if
p

StudeM Signad+ re

Date

lpplication foz Admissions lppendia" R"

NEPCS

311

Charter Schooi Student Enroliment Notification Form


For School Year 20'14-2015
NEP Charter Schoois: Address:

National Education Partners, Inc.

Charter School
Contact

Person:

Miranda Pridgen, Student Success Center Coordinator


EmaiL

Telephone:

( 267) 908-3990

mpridgen

nep.edu

I. Student Information:
Last

First

__

_ _..

.,

..

Name:
Home

Name:

Mi:

Address:

City:

State:
Telephone:

Zip Code:

County: Mailing Address


If Different From
Home Address)

City:
Date Of Birth:

State:
Age:

Zip Code:

II.

School District of Residence and Former School Information


Public

School District of
Residence:

Former School Information ( Other Than Pre- School):


School

Charter School

Home School

Nonpubfic School

Student Not Enrolled in School Preceding Enrollment in Charter School Because:


Entering
Kinderga ten
Re- Enrolling Dropout Other

Name of Former School:


Address of Former
School: Previous Grade:
on an

Withdrawal Date From Former School: Was your child receiving special education services
based
IEP?

Yes

No

If yes, do you have the child' s special education records


IEP, NORA
or

CER)?
5

Yes

No

Application foz ldmissions lppendix" It"

NEPCS

312

lii.

Parent/Guardian Information:
Both Parents Legai Both Parents Mother Father

Child Lives With:

Altemately
Foster Parents

Only
Other Adult

Only

Guardian

Special Custodial Court lnstructions:

If yes, please provide a copy of court


order.)
Yes
No

Complete Parent Guardian Name and Address Information As Applicable


Father's Name Address:
C' Home Telephon: , State:

Zip Code:

Work Tetephone

Mother's
Address:
C

Name-----------------------------------------------------------------------------------------------------------------------

Home Telephone:

State:

Work Telephone:

Zip Code:

If The Student Is

Not Living. VNith Parents, Please Complete


Or

This Section. Other Adult Name

Guardian' s Name
Name: Address: C'

Foster ParenYs Name

Or

State:

Zip Code:

page 1 of this form and signifles my request that appropriate school records be forwarded from the school district to the charter school.
Signature of Parent/Guardian:
Date:

My signature on this form indicates my decision to have my child attend the charter school named on

IV. To Be Completed By Charter School:


Verification
Proof
of of

Date

of

Birth:

Driver' s License Residency Official Enrollment Date:

Birth Certificate Gas Bill

Other

Electric
Bill

Other

Grade Student Is Entering: Signature of Charter School


Representative:

Anticipated Date of Attendance:

NEPCS

313

PARENTAL REGISTRATION STATEMENT


Student Name
Date
of

Birth

Grade

Parent or Guardian Name

Address
Telephone Number Please comalete the followinq:
i

hereby swear or
is not

affirm

that my child

was

was not

previousiy suspended or expelled, or

is

presently suspended or expelled from any public or private school of this State or

any other state for an ad or offense involving weapons, aicohol or drugs, or for the willful infliction of

injury# o another person or for any act of violence committed on school property. I make this statement
subject to the penalties of any applicable State Law, relating#o unswom falsification to authorities,'and the facts contained herein are true and correct to the best of my knowledge, information and belief.
comalete

If this student has been or is presentiv susuended or exaelled from school, alease
Name of the school from which student was suspended or expelled:
Dates
of sus pe nsi on

or expulsion:

Please provide addiUonal schools and dates of expulsion or suspension on badc of this sheet)
Reason for suspension/expulsion:

Parent/Guardia n Signature

Date

POLICIES AND PROCEDURES REGARDING STUDENT EDUCATION RECORDS AND THE RIGHTS OF PARENTS AND
lpplication for fldmissions lppendix` R"

NEPCS

314

STUDENTS UNDERxFEDERAL LAW CONCERNING


CONFIDENTtALITY
National Education Partners Schools ( NEP)

information:regarding its exceptional and protected handicappec! students in accordance with the family Educational Rights and PrivacyAct of.1974( FERPA) and other disability Federal and stateJaws.
are not limited ta Personallv IdeM

protects the cor dentiality of personally identifiable

NEP or by an entity acting for NEP. For all studer ts, NEP requires educational records that include, but
w

Educa4onal records mean those records that are directly,related to the student that are maintained by
confidential information that includes, but is not limited to, the student's name, name: of parents and other family members, the address of the student or the student's family and able.. other information or :personal characteristics that would make the student's idendty easil} ident :. . . _ . _
considered
able

lnformation

Director Information harmful or an invasion

information of in an education record of a student which would not be


privacy if disclosed.

student's name, address, telephone number, date and place of bi th, major fields of study, participation in officially recognized activities and sports, weight and height of inembers of atMetic teams, datesattended. of attendance, degrees and awarcJs received, and the most recent previous school or institution

1t includes, but is not limited to, the

not entitled

Directory information may be released without parent orstudent consent. Parerrts or students have the right to ask the agency to designate any or aU of the studenYs information as directory information. However, NEP parent or student consent before disclosing ident able information to anyone to itmust obtain law. (
under

student is eighteen years old or

Note: a student can take the place of a parent to release information if the
attending
a

secondary institution.)

communication. They understand and agree in writing to the activity and they understand that consent is mandatory before NEP may disclose identifiable ir formation to anyone not entitled to it under law and may be revoked at any time.
Parents have the right to inspect
due
process and review

has been fully informed regarding the actual required consent, in their native language or normal mode of

Consent means the parent or student

the studenYs educational records.


after

have the right to requires copies

request to inspect andbut review educational records without unnecessary delayhas regarding an IEP or any in hearing, than thirty days the
no case more

NEP will comply with a


been
made.

request

of

the records.

Parents

exercising their right to inspect and review the records. representative to inspect and review their child' s records.
child.

records, it may charge a copying fee as long as it does not effectively prevent the parents from
Parents have the right to appoint a

While NEP cannot charge a fee to search for the


If any educational record contains information

on more than one child, parents have the right only to inspect and review information relating to their

other rights of

If parents thinktheir information in an education record is inaccurate, misleading, or violates the privacy or they may the
child, request amendment of

record.

amend the record and will notify the parent in writing of the eledion. If NEP refuses to amend the record, it will inform the parents of their right to a hearing to challenge the disputed information.
conducted by any individual, including a NEP official, who does not have a direct interest in the outcome
tlppl ation for Admissions dppendix" R"

NEP will decide whether or not to

Such record hearings will be held within a reasonable amount of time after a parenYs request and the parent shall be entitled to the date, time, and place a reasonable time in advance. The hearing may be

NEPCS

315

of

The parent will have a full and fair opportunity to present evidence at the hearing and may be assisted or represented by one or more individuals induding an attomey.

the

hearing.

NEP will make its deasion in writ+ng in a reasonable time after the hearing. The decision isbased solely
decision.

of the privacy or other rights of the child, NEP will amend the infoRnation and inform the parent in writing. lf the hearing decision is that theforth information will not be amended, the parents have the right to place in the educational record
setting
reasons

on the evidence presented at the hearing and includes a summary of the evidence and reasons for its If the hearing decision is that the information is inacxurate, misleading or othervvise in violation
for

disagreeing

with

maintained and will be disclosed whenever the record is disdosed to any party. NEP wi( I inform the to parent when generally identiflable information is no longer needed to provide educational child. Such information must be destroyed at the request of the. parents. Moreover, a permanent record of student's name, address and phone number, his or her grades,
services
a without

explanation located in the records of a child will be maintained as long- as the records of the child are

the hearing decision.

Any such

attendance records,-classes-attended; grade level- completed and year-completed, must be maintained time limitations. "

identifiers from information so that the information:is no longer personally identifiable.


able

Destruction" of records means physical destruction or removal or personal

date access was given; and the purpose for which the party is authorized to use the records:
NEP
will

school officials responsible for these records, and the schoolir sfruction personnel authorized to see personally ident information. Such recei training regarding confidentiality: :NEP keeps a record or those obtaining access to educational records, inGuding: the name of the, party, the
personnel
e

NEP will provide, upon request, a listing of the types and locations of educational recordsmairrtained, the
and

provide

copy

of its confidentiality policy

upon request.

Family and Educationa! Rights and Privacy Act Office, U.S. Department of Education, in Washington, D. C.

Complaints may be filed with the

9 pplication for ldmissions Appendix" R"

NEPCS

316

STUDENT 1NF4RMATION { CONFIDENTIAL)


Student Name:
Address:

Home Phone:

SSN: ,

DOB: ' :

Medical AssistancelACCESS Number:


Health insurance PlarrName: ..

'

Heaith Insurance ID Number:

Primary Care Physician' s Name:


Primary Care Physician' s Number.
Does
student

currently have

Special Education IEP? ( Circle):

YES

NO

if YES, please include a copy of the IEP with this form)


Does
your child

have

504 Plan? ( Circle):

YES

NO

Emergency Contact Information:


Name: Name:
Name: Mother' s Work Phone:

Relationship:

Phone:

Relationship: Relationship:
Email Address:

Phone:
Phone:

Mother's Cell Phone:


Father' s Work Phone:

Email Address:

Father's Cell Phone:

Additional Information:

10
dpplication for tldmissions Appendix" R"

NEPCS

317

REQUEST FOR STUDENT RECORDS


Date:
To:
Name ofPrevious School

Dear Admit/Dismiss Secretary:


We
admitted

to our school for the 2014-2015


Name of Student
of

SChool year.

His/ her date

birth is:

He/she is in grade:

Please forward a copy of his/her packet( and all special education records and IEP's, including
educational, psychological, psychiatric, and neurological reports, as applicable) to the following
address:

NEP Charter School Dr. D. June Brown Campus Attn: Miranda Pridgen

Authority from parents to release student records:


Please
release

my

child' s packet

to the NEP Charter School Dr.

D. June Brown Campus.

Name of Child ( Please print)

Signature

of

Parent/ Legal Guardian

Date

11
lpplicarion for ldmissions Appendix" R"

NEPCS

318

REQUEST FOR MEDICAL/HEALTH INFORMATION AND


PARENTAL MEDICQL RERMISSION RECORD
STUDENT NAME:
1. Is
your child

currently

being

treated

by

doctor?

If YES, for what condition(s) is your child being treated?


2. Is
your child

YES

NO

currently

taking

medication?

If YES, which medica6on(s) tloesyourchild fake? ""


3.

YES

NO

Do we

need to administer medication

to

your child

If YES, when should the medication be administered?


4. Does
your child

during

the

day?

YES

NO

have any allergies?

If YES, what is your child allergic to?

YES

NO

5. Do we have blanket permission to administer pain relievers such as aspirin or Tylenol for a minor ailment( i. headaches)?
e.-

YES

Np

6. Please indicate any other medical or health related issues we need to know about:

medical procedures

Because your child is a minor, the law requires that parental permission be obtained before be performed
may
on

him

or

her.

Therefore, we ask that a parent or

carried out on your child, and that no unnecessary delays will occur in getting your child necessary medical procedures.
without medical consultation with you, the parents or guardians.
1

guardian sign this permission form so that, if necessary, medical procedures may be promptly
However. no major operation will be performed on yaur child
DIAGNOSTIC,
G1VE

PERMISSION

FOR

SUCH

PROCEDURES AS DEEMED NECESSARY FOR MY CHILD.


Parent/ Guardian Name ( Print)

THERAPEUTIC,

AND

OPERATfVE

Relationship

Date

Parent/Guardian Signature

1lpplication for ldmissions lppeadix" R"

NEPCS

319

PERMISSION T

CONDUCT

VISION AND HEARING SCREENINGS


he or she is in good health - and this includes his or her vision and health service to the students, we will arrange #or vision and

In order to provide your child with the best education possible, it is important that we know that
hearing. In the fall, as a hearing screenings. You will
i

recei e the resu s of the screenings, along with any recommendations for followup care.
Because your child is a minor; we need your permission to
conduct

these screenings.

MY CHILD.

1 G1VE PERMISSION FOR VISION AND HEARING SCREENINGS TO BE CONDUCTED ON

Student's Name ( Print)

ParenUGuardian Name( Print)

Relationship
Date

ParenUGuardian Signature

Check to the feft if you DO NOT want your child to receive the above senrices.

lpplication for ldmissions Appendia" R"

NEPCS

320

HOME LANGUAGE SURVEY


districts/charter

The Civil Rights Act of 1964identify Title Vi, Language Minority Compliance Procedures requires school English
schools to

limited

the Home Language Survey as the method for the identificatian.


Date: _.
w

proficient ( LEP) students.

NEP has selected

School Name:

NEP Charter Schools

StudenYs Name:

What was the studenYs first language?

Does the student speak a language other than English?


If yes, specify language:

or

Do not include languages leamed in school)

What language(s) is/are spoken in your home?

Parent lGuardian' s Signatu

Date

The schooi district/charter school has the responsibility under the federal law to serve students who are instructional Given this responsibility, the school districUcharter school has the right to ask for the information it needs to identify English Language Leamers
limited English
proficient and
need

English

services.

lpplication for ldmissions rlppeadia" R"

NEPCS

321

ELLs).

well as from students who enroll in the school district/charter school in the future.

conduct screenings or ask for related infomiation about students who are already enrolled in the district as

As part of the responsibility to locate and idenfify ELLs, the schooi district/cha ter school may

lpplicatioa for ldmissions flppendix` R"

NEPCS

322

WHATEVER IT TAKES PLEDGE

NEP Charter believes that parents, students, and the school must work together to ensure each studenYs success. NEP pledges to do whatever is necessary to support student achievement, ln tum, we expect students and their famtiexpecta6ons ies to committhat to whatever effort and timthey e is necessary to succeed. and famDies accept when enroll at NEP Charter. This agreement describes the responsibiliqes
I WILL SUPPORT MY CHILD:
o o

remains focused on his/ her academtc achievement.


informaiion changes.

I wiU do whatever it takes to suppon my chiid's success. ,I wili ensure that s/ he works hard, follows the rules and

parent-teacher conferences. I agree to notify NEP Charter when my address, telephone, or email contact
will

I agree to support my child'secademic work by communicating regularly with my child's teachers and attending
ensure that my
chtld attends school

3TTENDANCE
I

ery day,my prepared to learn and on time. 1 understand that attendance, promptness and preparedness significantly impact child' s success.
HOMEWORK

time, supervision and supportto ensure thathomework time is successful.


ACADEMIC SUPPORT:
o

I will ensure my child completes all homework assignmeMs. '1 wiU provide a suitable environment, structured

duri ng the school day or before or aftersupport school programs. or on Saturdays. I wiil support and ensure that my child actively participates in all mandated academic
CODE OF CONDUCT:
o

I understand that NEP provides additional academtc supports when needed. These supports may be provided

detention, ln-school or out ofschool suspension, restorative consequences, exclusion from school activittes I will come to school for a reinstatement meeting if my child is suspended and I understand that my child will not be allowed to return to class until this reinstatement meeting occurs.
and/ or expulsion may result.

I agree to leam and review the Code of Conduct and schooi rules with my child. 1 understand that if my child fails to follow the Code of Conduct and community rules, consequences such as

NON-VIOLENCE
v

I agree to support and encourage my chiid in using productive, non-violent strategies to resolve conflicts.

STUDENT DRESS CODE 8 PERSONAL ELECTRONICS:


0

1uniform will ensure that my chiid abides by all parts ofthe dress code daily. I understand that students must be in full to participate in al( school events.
Confiscated items will only be returned to a parent or guardian during scheduled appointments.
Parent signature Date

I understand that dlsplayed personal electronic devices including phones, iPods, MP3s, etc... may be confiscation.

Student

signature

Date

rlppication for 1dmi6ons ippendix" R"

NEPCS

323

Waiver

and

Re{ease Parents for Students Under 18

I hereby give my permission, as the parent/legal guardian of for the use and reproduction by NEP Charter Schools of the video footage, photographs, voice recorclings, or printed material in which my,image, voice, or statements appear. I understand that the use of the participant's image, voice, or words will

be primarily for#he following pucposes:


The NEP Teacher

Effectiveness Project- videos and teaching guides used and viewed

as a learning tool for NEP and other instructional faculty or school leaders; NEP's website and marketing materials; and Media purposes approved by NEP leadership including, but notlimited to, te vision,
newspaper or radia pieces' published or produced about NEP Charter Schools. I hereby waive any right that I may' have to inspect or approve the finishedvideo or ptiofographic product that may be used in connection herein.

By signing this media release ftom, as my StudenYs ParenULegal Guardian, t herebyassign,


transfer, or otherwise convey all rights, titles and interests in and to the vedeo, photographs, or media pieces created, including without limitation all copyrights and other

intellectual property rights therein. There is no time-limit on the validity of this release nor is there any geographic specification,of where these materials may be distributed.

In signing this form I hereby release any and all actions and claims which I, my family
members, our heirs, executors or administrators may have against NEP Charter School, its

Board of Commissioners and any:and each of its members, and NEP Charter School Campus, its Board of Directors and any and each of its members and their
employees, representatives, agents, successors and assigns, arising for any reason whatsoever

from the use, publication, distribution, or republication of words and/or images gathered during
this activity.

read and understand this Waiver and Release Form.

I warrant that I am at least eighteen ( 18) years of age and acknowledge that 1 have thoroughly

ParenULegal Guardian ( p{ease print name)


ParenUlegal Guardian Signature
Student( please print name) Student Signature ( please print name)
Address

Phone

Date

rlpplication for Admissions Appendix" R"

NEPCS

324

Appendix S

National Education Partners, Inc.

LETTERS OF SUPPORT FOR NATION.AL


EDUCATION PAR'I" NERS

NEPCS

325

PBI COMMUNICATION GROUP, INC.


512 SEVEIVTt AvElvuE, 53

OFF'1GE OF THE CHAIRMAN F1. 00R NEW YORK, NY 10018 9 i 7) 727 0502

RICHARD KOZLOSKI

PRS/DENT R CH/EF OPERAT/NG OFF/CER

To Whom It May Concern:


Re: Letter of Support of In Kind Services

Please let the record show PBI Communication Group, Inc., supports the efforts of National
Education Partners, Inc., its staff and the community with the development of its charter school. PBI will donate$ 16,200.00 for start-up cost We' re pleased to support NEP in its endeavor to educate children from diverse populations. Ifyou should need any additional information please
don' t hesitate to contact us

In Service,

Richazd Kozloski

President/Chief Operating Officer

NEPCS

326

THE CO IISSION Q URBA T LE DERSHIP,LLC


ftOM TH Q f1C Uf Ti l

XECUTIY 1CYC

SIDBN'1'

Roberl Yo kshire

School Board Members Harrisburg School District 2101 N. Front Street- BLDG.#2 Harrisburg, pa 17110- 1081
November 5, 2013

ATTN: Superintentdent&

RE: Letter of Support for Nationat Education Partners, Inc.

support this endeavor financially leaders, consumers and producers.but, holistically because this is a direct investment in our new
opportunity to reform and transform the way our children aze leaming.
Sincerely,

education reform, civil rights and fair and adequate funding for schools. We decided to not only
I hope that this honorable body gives this application and organization a viable

accomplishments ofits ChiefExecutive Officer in the areas or government administration,

At the request of Deputy Commissioner Johnny Patterson, The Commission on Urban Leadership endorses and supports the creation ofa National Education Partners Charter School. When presented with the vision for a charter school and recognizing the work and

obert"

Bob

Yorkshire

Executive Vice PresidendInterim Chief Corporate Relations Officer

Bridging The Educational Divide In Urban America"


infocommissionul@ginail. com
NEPCS

327

NEPCS

328

F,
E

A THE HIP-HOP EDUCATION ENTEgT,A Il TMENT AND ACTIVIgM TOUR OFPICE OF PIJBLIC. C pyEgNME1V
M
p

619 F' IF'1 H AvE, 25rH I'I, NEW YORK, NY 10020


212- 868- 1490

J. R.AYNA SMITH
ChiejojPubli Goveritment&

MedlaAJJ'airs

Harrisburg School District 2101 N. Front Street- BLDG.#2 Harrisburg, Pa 17110- 1081
October 13, 2013

Superintendent Kuight-Burney, School Board president Smallavood aad Board Members

RE: Charter School lpplication Support I.etter

the

Educati on Partners) proposal for sponsorship by the HarrisburgSchool Distac I am a resident ofDauphin County, in the state of Pennsylvania and I believe that the Dr. D.Juae Brown lcadany Charter School wt11 be a valuabie asset to
City of Harrisburg and
Dauphin

We'rewriting to express our support for the approval ofthe D D.June Brown Academy( National
Couaty and
be
of great

the following reasons:


traditional public educatioa.

benefit

to the children,

families

and( ocal,

for

The Dr. D.June Brown cademy Charter School will fiIl a long-staading need in our community for an altemative to
quite some
a

cooperadve education choice and/ or magnet schools miles& om home, ot opted for some blend of for groups, dziven time.m There is strong
these approaches
commim

Many families have abandoned Harrisburg Schoo]s and sought other altematives including joining home-schoolingand
ent

children's educario and to create an educational altemative for their ch7dren,

among p

to be actively involved ia d eir

The Dr.D.) une Brown cademy Charter School avi11 provide every child access to a quality education th ough m reased learning opportuniries, programs designed to help each child succeed, and a leaming environment designed to
meet each child's needs.

The Dr.D.June Brown 1 cademy Charter School mission wilj provide a safe and exceptional environment that cultivates independeat leaming, character auichment, and regionai awareness whi]e devebping accouatable leaders, community stewards, and divezse thinkers throup,h project-based experieaces.
I/
we support

the approval of the

Dr. D. June Bmwa

in our communit r,

endorse the Dr.D.June Brown lcademy Charter School mission and agree thac a pub&c school ofchoice is needed

lcademy Charter School

to xrve students

in

our communi,

Sincerely,

J. Rayna Smith
Chief of Public, Govemment& Media

ffairs

Hip-Hop tnspiring Change One Student and One Vote at a Time"


NEPCS

329

NEPCS

330

Appendix T

National Education Partners, Inc.

Resumes

of Executive Team Members and

Proposed Commissioners

National Education Parcners, Inc Eaecuri e Team Members and Proposed Commissioners Appendix'"'
1
NEPCS

331

DR. KIRK P. GADDY

Dr..Kirk P.. Gaddy is a parishioner of Historic St. Francis Xavier Roman Catholic Church in East Balrimore. Dr. Gaddy attended Catholic Schools from Pre- Kindergarten through Graduate School at

Loyola University in Maryland.. Dr. Gaddy attributes his success to the Oblate Sisters ofPcovidence, the School 5isters of Notre Dame and to the Society of Jesus, who educated him to become a
contributing and participatory member of our society. Dr. Gaddy is a 1983 graduate of the Oblate

received a Bachelor of Arts Degree in Psychology with minors in HistorylTheology from Loyola
27 year in educatioq ofwhich 23 are in Catholic Education.

Sisters of Providence' s St. Frances Academy, where he was graduated valedictorian. Dr. Gaddy

University in Maryland. Dr. Gaddy obtained a Master of Education in Curriculum and Instruction in 1989 from Loyola University in Maryland. Dr. Gaddy earned a doctorate from Nova- Southeastern

University in Educationat Leadership and in Curriculum Development in 2004. Dr. Gaddy has over

Cwrently, Dr. Gaddy serves as Middle School Coordinator at St. Francis International School in

of Religion and Mathematics. Dr. Gaddy is a member of the Niama Ministry that writes and produces
Archdiocese of Baltimore.

Catholic Studies at Xavier Universiry of New Orleans and serves as Core Faculry at Sojourner Douglass College in Maryland. Dr. Gaddy is a consultant to Sadlier Publishing Company in the areas

in Baltimore. Dr. Gaddy is an adjunct Assistant Professor of Education at the Institute for Black

Silver Spring, Maryland. Dr. Gaddy is the cofounder ofthe Bluford Drew Jemison STEM Academy

the Keep on Teaching Resources Manual for African` American Catholic Catechist in the

Dr. Gaddy is a member of Alpha Phi Alpha Fraternity Incorporated. He is married to Crystalyn M. Gaddy and they a e the proud parents of Courtney, Kirby, and Kirk, Jr.

NEPCS

332

dedicated her life to helping Philadelphia' s children through sustained pareMal


advocacy,
voic;ng c r ab

Appointed by the Mayor on January 28, 2013, Syivia P. Simms has


g
on
a

equity and volunteer service. In 2009, she founded ` PARENT family driven organization
POWER,'

passionate parental s Mayor' Office of

long-lasting commitmeM to Philadelphia' s youth and championing for


invotvement at every IeveL She has sat on the
Community
Service

this position, she senred as a bus attendant for students with disabilities for more ihan 15 years as a School Dfstrid employee. Ms. Sfmms has been fionored by oca community organizations for her
Advisory Board,
has

Pfoject Coordinator for Broadband Adoption which seeks to expand digital access b underserved communities in Philadelphia. Prior to

rights of young people and eliminating the academic achievement gap in Philadelphia's sdwols. PresenNy, Ms. Simms works for the Gomcast Corporation and the Urban Affairs Coalition as Outreach

focused

on

protedi

Advisory Counal and most recently served on the Superintendent Task Force that selected Dr. William R. Hite, Jr. as the new leader for Philadelphia' s schoo s. Ms. Simms is the proud mother of iwo adult daughters and one granddaughter.

represented the School Distrid on the PA State.and: National Parent

Nationai Education Partners, Inc Ezecutive Team Members and Proposed Commissioners Appendix`T"
2
NEPCS 333

Heather M. McCoy
EDUCATlON

Master of Educadon

Cabrini Coliege

' '

May 2013

Bachelor of Science: Special Education


CERTIFICATIONS HELD
K- 12 Administrative I Cectification

West Chester,University

May 2Q09

2013
2009
w

N- 12 Special Education
o. ., ,

ADMINSTRATIVE IN ERNSHIP
Frankfocd Hlgh School, Philadelphia, PA'
Member
of the

2011

Ciimate& Safety Team

Memberof the Instructional leadershtp Team


ProfesSional Learning Community Leader
Assisted with RTII procedures and meetings

Facilitated programs for Frankford' s 9"' Grade Summer Bridge Program Designed brothure for Frankford' s alternative academic program

Facifitated literacy institute with Intemational Center for Leadership in Education


Assisted in developing Frankford' s incentive program
Thurgood Marshall

Elementary

School, Philadelphia, PA

2012

Assisted in Walkthroughs

Conducted informal and formal ctassroom observations


Facilitated parent and administrator meetings

Member of the Instructional Leadership Team


PROFESSIONAL TEACHING D(PERIENCES
SPECIAL EDUCATION TEACHER( aontratted)

September 2009- Present

Frankford High( 9`"- 12`") of Phitadelphia School District

Math Intervention Teacher for Algebra, Statistics, and Corrective Math


Classroom Teacher for student with multiple disabilities

Special Education Case Manager for high incidence and Iow incidence students
Head Special Education Proctor for PSSA and Keystone test Summer Schoo! Teacher- 9"' grade Bridge Program
Dean of Students

Roster Chair Assistant


Alternative Academic TeacheSPANISH TEACHER(

Facititator of S. M.A.R.T.( Stimulating Maturity through Accelerated Readiness Training)


Educational Options Program
September 2006lune 2007

long term

sub)

National Education Parmers, Inc Executive Team Members and Proposed Commissioners Appendia` I"
3

NEPCS

334

Monument

Elementary School( Pre- K- 8`") of Trenton School District

Spanish Teacher- Pre-K- 8'"

Assisted in administecing TERRA-NOVA and N1ASK test Specialist Teacher for Boys and Gi is Gub
PROFESSIONAL MEMBERSHIPS

Correspond and maintained open communication with parents and colleagues

Member of Fredrick Dougtass Society for Higher Education at West Chester Universiiy Memberlack and Jill of America, Inc.
CONTRIBUTIONS TO THE COMMUNITIf

Volunteer at Union Industrial Home for Chitdren Family Partners

Volunteer and Tutor at American Red Cross Shelter in Lower Bucks County Vofunteer at Anchor House, a multi-service agency for hometess and at-risk youth

National Education Pazmers, Inc Execvtive Team Members aad Proposed Commissioners Appendix` i"
4

NEPCS

335

Keily J. Siefker

i offer a proven track record of commended performance teaching inclusive dassrooms for grades I-5, with a
passion for education and an unwavering commitmentto opttmizing student and school success.
Work Exuerlence
2011- Present

Sthool DisMct of Philadelphia

Phila R PA

imagination and breed suctess: -

Display accommodating and versattle talent to develop hands on lessons that captured stt denYs

Taught wtde range ofsubjects to as many as 30+ students per class.

Created classroom environment that was stimulating, encouraging, and adaptive to students needs.
Effedively resolved personallty conflicts in order to maintain high levels of student dtscipline
activities.

Created IEP's for students, which outlined the goals that he/ she will work toward and associated
Family Support Services
Phila, PA

2030- 2011

Utilized after school tutoring to provide one-on-one attention to improve student performance.

Assisted in the completion of initial! EP's with Elwyn SEEDS' servtce coordinator as required by law in
order to provlde early intervention serv(ce for children ages 3-5 years. Provided group special instruction servites to children with IEP' s.
documenWtion of services delivered.

Professionally maintained written records including progress notes, weekly logs, and other

Summarv of Qualtfications:

academic growth and development of every student.


addressed.

Dedicated, resourteful, and goal-driven professional educator with a solid commitment to the social and

Demonstrate the aptitude to remain flexible, ensuring that every child's learning style and abilittes are

meeting tight deadline schedules.

Well disciplined with proven ability to manage multiple assignments efflciently under pressure, while

Communiqtes with children and parents warmly and diplomatically.


Deeply committed to high quality education for children. diverse socio-emnomic and cultural background.
Additiona I Informatton

Comfortable and experienced developing rapport with and lending support to children/ people from

disabilities

Worked closely with children diagnosed with Autism Spectrum Disorder,ADHD and other learning

Handled behavioral problems and taught alternative positive behaviors, ABA and DTT. Participate in monthly professional development training to enhance educational knowledge.
plans, and instrudional materlals used in teaching diverse subjects.

Earned high marks during teacher observations for the quality and creativity of classroom teaching, lesson
5

National Education Parmers, Inc Executive Team Members and Proposed Commissioners Appendis`" T"
NEPCS
336

Educa o :
2011- PreseM

Mo ly Fa mily ' Umversity

Phila PA

Masters in Special EducaYpn

Autism Endorsement cert cation


2007- 2010
Temple

University '

Phila PA.

Dual certified in Elementary and Special Education


GPA: 3J

6achelors of Science in Elementary and 5pecial Education( May 2010)

References and clearances upon request

National Education Parmers, Inc Esecurive Team Members and Proposed Commissioners AppendisI"'
6

NEPCS

337

Courmey Gaddy

Proposed Deputy Chief Operating Officer


QUALIFICATION

Influential Manager, Strategist, with si$ years ofmanagement eapetience and record of achievement, including success in employee growth. Nine solid years' of customer service bacicgxound with recognized
strengths iri exemplary service, trouble-shooting skills, andstaff support/ development
Maintains adequate computer knowledge

Ability to tr in, motivates, and supeivises customer service employees.

Efficient attalptical skills will p]ace me in a position to increase responsil ilities in any venue.
EDUCATION CREDENTIALS
Tesst College

Certificate: Computer En ineering, 2005


Bachelor of Science: Business Management, ZOpg

American IntecContinental University

American InterContinental University

Bachelor of Science Criminal Justice, 2012


PROFESSIONAL EXPERIENCE District Manager, New York City- Metropolitan Area

2008- Present

Manage seven NYC metro locations; second best market in the Northeast Region.
Maintained key metric goals.

Spearheaded initiatives to procure and sustain performance eacellence.


Formulated action plans for employee specific development,

Protected companp assets by proactive inventory control and loss prevention practices. Ensured top quality customer sernice standards by all employees.
Responsible for recruiting, hiring and sepatations.
Meticulously developed and outlined plans to drive the business
Device Services Manager
2

08

Lead top store in Customer service, Metric results, and Audit scores.

Effectively maaaged, impletnented, and maintained store inventory.


Analyzed business to eapand customer base growth.

I.ead parcners thru tcaining and mentoring on all company directives and responsibilities.
Coordinated and supported the opening of 13 new stores in the Northeast Zone.

National Education Partners, Inc Eaecutive Team Members and Proposed Cominissioners Appendig` T"
7

NEPCS

338

ned and supervised fuli staffto provide ideal customer service results.
2005

Secutity O cer, Mall Security

Ensured customer and merchant safety.

Oversaw camera surve7lance unit throughout the entire facility. .


Provided foot and caz patroL
Best

Buy
the

Cuetomer Service Rep/ WireMas sales/ Finance Deparcment


Monitored

11/ 2003 to 3/ 2005

public p oliry environment, analyzing and

tbe organization and its partners, developing approptiate responses where necessary.
Completed customer service orders, and returns.

reporting on events and issues of importance to

Responsible for new and eaisting credit card accounts:


Sold wireless and landline phones.

Educated cvstomers on devices and MP3 units.


REFERENCES:

Available Upon Request

National Education Partners, Inc Eaecutive Team Members and proposed Commissioners Appendix` T"
g
NEPCS

339

Vernell Fields

Proposed Deputy Chief Eaecutive Officer


SUMMARY

Vernell is a sawy, results-oriented leader with proven success in managing supplement educational services for a variety of educattonal providers. Her background includes being and account partner, tutoring and self su cienty
coach. Vernell is also a critical thinker and adept youth and communiry advocate for education and educational
policy.

EDUCATION
The Pennsylvania State University, Abington, PA Bachelor oj Irts inAdminfstration ojJustice Minor: Sociology

May 2007

Certified

Literacy Corp

Tntor{ LITCORP, PA)

Apri12006 EXPERIENCE

Innovative Educational Program, Philadelphia, PA

2013

August, 2010 to'May

SES Director( Supplement Education Services)

D'uects and Manages a 25 member staff. Assist and monitor teacher and tutor recruitrnent.
US Msintenance, Norristown, PA Account Partner

Develops faculty or staff to assist in implementing regional educadonal programs. Directs and Manages educational programs at three sites which has I SO pupils.

Develops, coordinates, and monitors regional educational programs in conjunction with other coordinators.

July to August 2010

may prove profitable for the company.

Responsible for building, maintaining, and retaining corporate relationships with business entities which

get into contract with our company, which in tum boost sales and rev ues.
Intellectusl Pursuit, lnc, Philadelphia, PA

Securing relationship with potential clients, also take the necessary steps that would induce businesses to

Work with marketing to develop new leave-behind product(s), newsletter, advertising materials, etc.
Supplement Education Service Coordinator/ Tutor
2008- Present

personalized lesson plans for students based on the students' individual needs. Supervise a staff' of nine tutors and develop tutor guide lines procedures.

Tutor students within the Philadelphia School District from Kindergarten to 12' grade, and develop

company.

Assist the director on various SES contracts, and serve as a point of contact between the school district and the
Education Partners, Philadelphia, PA
2007-2008

Recruit, train and assign students to tutors based on their academic needs and personalities. Manage online data system that houses the students and tutors files and attendance records.

Coromunity

Selj-Su ciency Coach

Accelerated Learning Academy- Credit Recovery Drop- Out Prevention


they could obtain their high schooi diploma in a stress free environment

Supported up to 300 students in life skills counseling, and maintained a positive relationship with students, so Implemented and coordinated programs that would help student graduate high school and further their National Educadon Parcners, Inc Eaecutive Team Members and Proposed Commissioners Appendix`" T"
9

NEPCS

340

other students.

Obtained handle with care training to bener serve the students in any emergency case that coulc harm them or
INTERNSHIP EXPERIENCE

education inciuding progran s that could assist student in their dai]y lives.

Assisted the case manager in interv ewing po ible candidates and their families for the schooL
Commonwealth Consuking Group, Jenkintown, PA
ce

Assistam

2 06- 2007
office

Supported

up to six

individuals by performing general

duties, such

as

Assist in audidepartments ting flexble spending accoonts to ensure documents and checks are processed in a timely manner. by and other information on Excel.
Helped
other

mailings, providing the c sultants more time to assist customers and process claims efficiently
manage client

filing, data entry,

data

organizing

address

IndoC6inese American Council, Philadelphia, PA Tutor

20Q6- 2007

Taught English as a Second Language to individuals from a variety ofcultures. Tutored adults on the GED to help them reach their goal ofpassing the examina6on.
Home Health Aid

Homemaker healt6 services, philadelphia, PA

2004- 2007

Cared for patient her home by distributing medication and syringes, bathing her, performing light housekeeping, andinbookkeeping and providing companionship.
institutional help.
Clerico! Associate STEP

Helped patient with activities ofdaily living so she could maintain her independence instead ofseeking
2005- 2006

Social Security Administration, Philadelphia, PA

Helped to for coordinate and distn' bute the overload ofCa tinuing Disability Review Forms(for indivdual on disability review by main office.
so they could put more time into their case loads instead of the filing and other o ce duties.
Penn State Abington, Abington, PA
Work Study Sludent Lares

assistant, and Assisted 30 other employees in their office work, which helped made it easier caseworkers,
Lobby
and

Performed office duties, light data entry, File and pull folder, sorting and delivering mail, Disability care
Bookstore
2

2006

Assisted at the information desk, by helping students, answering questions about events and meetings on and off campus, answering thecould telephone, and delivering their activities so they have asorting successful tum out. mail, completing light data entrj+,and assisting clubs in Performed cashiering and helped people fmd their text books in a fast paced book store during rush period.
Junior Leader

Philadelphia Freedom Schools, Philadelphia, PA

2000-2002

graznmaz, and encouraged students to read 8 books within a six week period

Read to different grade levels mainly 6m t}w g' Tutored vocabulary reading comprehension, spelling and

African American Museum

Took students to varioos educational trips such as the Philadelphia Airport, the, Wildlife Reservoir, and the
EXTRACURRICULAR

Improved reading level for two students by setting up an agenda to follow

Penn State Abington Black Student Union President( 2005-2007)/ Yice President( 2004-2005)

2 04-200

National Education Partners, Inc Eaecutive Team Members and Proposed Comaussioners Appendix`I"
10
NEPCS

341

Led group members in organizing events to increase cultural awareness, with an average attendance of 150

students at each event The program" Lest we ForgeY' was selected by the student body as Best Cultural Event
of[he Yearfor 2 6-2007.

Reviewed contracts for each event to ensure compliance with University policies. AwardedBest Organizatton ofthe year 2006-200? by the student body.
Eamed 2006-2007 Leaving Leader ojthe Year for" outstanding service to her organiza6on." Key member of studentgroup seleeted to attend the 2006 APCA Conference.
VOLUNTEER

Penn State Abington" Ivtaztin Luther King Day of Service" Participated on a" Teen SummiY' panel, for the Frankford Gommunity in Philadelphia
Penn State Abington" Kurios Kids Festival"

National Education Parmers, Inc Executive Team Members and Proposed Commissioners Appendig`"'
11

NEPCS

342

JOHNNY J. PAT"TERSON
PROPOSED PRESIDENT&
E

CHIEF EXECUTIVE OFFICER

ATION c FD NTLai a

Ceitificate, Intemational Govemment Relations and Management, CU United Nations Security Council
Columbia Universit., Global Business

Certificate, Public ldministration, CU/ SIP 1


and

Public

Princeton/ Columbia Club Member


PROFESSIONAI EXPFRiFr

Busi aess ldministrarion, Healthcare Manageme t and Poliry Management/ Masters ofPublic 1ldministrationDevry University( pnWie D al Degree). Eapected Graduation: May 2014
J II ry 17, 2011 to Ptesent Philadelphia, Pemisytvania

Policy( political Science)$ achelors, May 2pp8

Tho Commisaioa on Urbaa Leadership, LLC Consultant


on

Diversity, Externai y'air


c

a.

Lead

strat

diversi t9 P

Coonlinate and develop ciiversit training in wllaboc tion witl other offices and departments.
these ba iers.

Work direcdy with the president, other Vice Presidents and Dimtors on implementation oFpolides and initiatives. Develop strategic parmerships allian e$ and coll: borations vith key consdtuencies.
with the

nB efforts, induding assessment, evalu-dtion and accountabiiitp.

Collaborate

Identifv bamers to reciuiQUent and reteadon of iwderrepresented popiilations asid support suategies to overrome
Of6ce
of

Equal ppportunit,

issues,

including search and

selection

City of Nea York, New York


Asaistant Deput* Mayor&

Of' ice of the Mayot


Directed
the

DepoqCommisaioner ofPublic Pofiry, Go ernment Relauoae and Adminiatration


of

January 4, 2010 to Jauuaiy 7, 2011


Depury Commissioners, Chief of

da 1y administration

the

Departmrnt, with

subordinate

and staff, advocate with

Drafts

Developed relationships with key City Council, State lsrsembl y, State Senate, Coagressionai and Senatoriai member evant and emergjng] egis]ation,
them,
and a,ork

Staff and Division Supe: visors. I direcdy supervised and managed a team of24 staffmanbecs,
the

lssistant

Mayor' s

position statements and comments

in

co]

on vital issues of public poliry ir itiatives.

Iaboraaon

wit

yors Press/ City Couacil Office

Stayed abreast ofemerg develoability pmentstoinaccomplish le slation proposed and pendipolices ng] egisaad Lltioregiilations, n and also irack developing policy trends that inIIuence theng l fayoi's
City of Mount Vernon, Nrw York
Speciat Assistant
to the

Mayor fot Intet Governmentai Af' airs/ Deput, Chief of Staff

rldvisor to the Mayor onagenaes pivotal isfor sues; assisted with dwe]opiag the City's budget of$130 miUion and generac d funds from govemment Capital Pmjects.
effectiveness of govemment servi es,

i,2010 J u Office of the Mayor

Responsible for deve]oping policies/ pioceduces to help foster the public's understanding, awareness and the
the

Overseeing constituent services and community outreach.

Stayed abreast ofemerging developments in legislation and pending leg siation and also uack develop ng ] influence ability
trends that

Mayor' s

to accomplish proposed polices and regulations.

City of Mount Vemon, New York


Iateam Commissioner
of

Parks&

Re

eatioa

JWY
functions;
anddeveloP"'

to August 30, 2pp9


a

delivery of programs and services.

Overseeing and coordinaring a1] operational and adrninistrative and pzograms focused on improving the efficiency
a

Recreation
P
8 Policies

and

b ty of the depaztment' s staff to provide for successfuI

National Edvcation Partners, Inc Executive Team Members and Proposed Commissioners Apperidix" 1"
12
NEPCS 34

Manage and maintain public buildings, faalities and grounds manag,ements for thirteen bailding/ recreation centers. Worked with staffto make daly operational decisions and forecast long-renge planning needs to meet requirements of the approved comprehensive p1an.
PBI

Managed a budget of; i2 m7lion doDais and a direct staff of 87 aad a seasonai and part-time staff of283 peisons.
Communicatioa Gsoup, Iac

CLief of Public

Policy/ Governmeat Affaire& Commuaicationa

Januaty, 20Q9 to] uae 28, 20(}9


Office
of the

Chairman& CEO

Crafted the otgaaization' s public PoluY agenda and strategy for achieving the organizations agenda, workingdosely with PBI's leadership, experts and the PBI legislative counsel.
Represented PBI in worlting with Washington, D.C. policysna ess, Congressmen, and other orguiiaations to PBPs rities..
achieve

policy,p

Ibionitoied the public poliry:euvironment, analyying and reporting on eveats and issues of itnportance to the

organization and its pumecs, develoP B aPP Priate responses where necessary.

Developed and implemmted plans foi educatiag and activating PBI's constituents and partnets on priority issues
that affect theirspecific interest, and ensure that public poliry efforts were tightly integrzted with other PBI's suategicPrioaties...,. ._ _.

1 dvisor to 36 member direct staff and b7 members of the executive staff nationally and intemationally.
University of Pennaylvania
policy& Practice, Inc.( BMAP)

Executive Director/ Vice President of Government and Community Affairs Black Mea At Penn School of Social
Track kgislation aad court cases of concem to the urriversity and BM 1P.

Juae, 2008 to December, 2008

mrntoring, social seivices, regentri6cation, and other issnes of importance ro the university,

Itepresent tlse BMr1P before Congress, the Wbite House and the Cousts on issues of post secondary education,

1ldvised seniot executives on action5 to take on isnportant socia) justice issues.

Community and goveaimeat liaison between the university and community/ avic organizations.
The

Hip-Hop

Ghief

September 2005 to January, 2pQ7 Operaqng Officer& Executive Vice Ptesident of Government A}'airs

Education Entertainment

and

Activism Tour

Designed and managed efforts to secuce; 5 million dollars from private investors to support the Global Green
uut ative.

hianaged daq-to-day operaCOns and dimcted a staff of 24 and a volunteer staffof 63 members. Developed mazketing strategy for Ex-Offender voter tum-out and puticipation in elections. Collaboration with the legal department to negotiate contracts and employee compensation packages.
Parkside Mortgage

Compaay

Loan and Moctgage Ptocessor

June, 2Q03 to August 2005

VeriSed, compiles, aad types applicarion information for mortgage loans.


Completed applicants initial intake process

Subraits mortgage loan application file fot undeiwriting approval


sing computer.

Revieavs residential loan application file to verify that applicarion data is complete and meets establishment standuds, including type and amount of mortgage, borrowet assets, liabilities, and length oE employment

C ds data on status of loans, includ'u g number of new applications and loans approved, canceled, or denied,

PROFESSIONAL REFERENCES Available Upon Request

National Education Pattners, Inc Executive Team Members at d Proposed Commissioners Appendix` I"'
13

NEPCS

344

National Fducation Parmers, Inc Esecutive Team Members and Proposed Commissiotters Appendix` I"'
14

I
NEPCS 34 i
I

NEPCS

346

Appendix U ,

National Education Partners, Inc.


School Curriculum
and V

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Students entering
Math -

indergal-ten should be able to .. .

Count up to ten objects in meaningfu) context with'emerging one-to-one correspondence Begin to use language to compare numbers'ofohjects with terms such as more,' less, greater
than, fewer, equa! to

Use ordinal number words to describe the position ofobjects( first, second, third)
Use fingers to represent numbers when counting
Identify the numbers 0. 10

Count to 20( rote counting)


Group objects into equal groups

Identify some coins( e.g, penny, nickel, dime)

Sort, categorize, classify, and order objects by more thari one attribute Order objects by properties( e.g, from sma11 to large, lightest to darkest)
Explain why and how objects aze organized
Recognize, descxebe, and extendpatterns

Recognize two-dimensional shapes( circle, square, triangle, and rectang(e)


Build with geometric shaped concrete objects in play
Make shapes using concrete objects

Recognize common geometric shapes in real life

Follow directions that use positional words( e.g., in, on, under, over, next tq between,
beside, above, front, back)
words

Use posirional

in play(

e. g.,"

My truck is under the table.")

Select non-standazd items to measure objects( e.g., hands, shce lengths, yarn, blocks)
Identify clocks for telling time, thermometers for telling the temperature

Use height standazd measuring items to explore measurement( e.g., ruler,ya+dstick, measuring tape, charts)
Describe the daily routine

Use measuring cups and spoons during cooking activities


Label times of day as morning and nighttime

Look at the organization ofdata on a graph they helped to create and discuss what they here
observe( e. g.,"' I'
were more cars

than trucks." "

Tommy has the biggest family.")

Find more than one solution to a problem, task, or question


Ask questions to clazefy problems(
e g,"

Wilt the new cage be big enough for the puppy?")


t

National Education Partners, Inc. What Every Child Should I{aow lppendiu" U>

NEPCS

357''

Lari ua eCopy or write letters

Identify letters in ovm name or names of classmates :

Use,spacing and punctuation marks orsimelarapproximateons '


Write own name with capital and lower case letters

Use letters to write first name and other meaningfut words Listen responsively to directions, stories and conversations

Respond appropriately to books and stories with facial and body gestures( e.g., smiling,
laughing).

Follow simple and muhiple-step directions


Repeat an instruction to a friend

Demonstrate increasing understanding ofnew vocabulary introduced in conversations,


activities, stories, or.books
Ask questions that
extend own

understanding(

e.

g.," why")

Answer simple

questions( e. g.," who"," what"," where")

Practice and play with words and language


Make up rhymes or songs

Retell a story using words props and gestures Engage in discussions about books and events

Share and talk about own experiences, products, and writing


Communicate personal needs, preferences, and feelings
Participate in back and forth conversations
Use language to resolve conflicts

Speak in a varieiy ofclassroom activities such as cir le time, retelling or acting out a story
Request information

Explain how someihing works


Use an" inside" or" outside voice"

Play games invoiving a moderation of volume

Use voice and tone to portray characters, actions, and events in stories
State emportant facts from informational text

Identify and tailc about characters in books and stories


Identify the

tting, events, problem, and solution of a story

Nationai Edncation Partsers, Inc. What Every Child Should Know. ppendix" U
2

NEPCS

358

Lan utt_ ge (continued)Name major events of a story


Compare new and familiaz books 8c stories

Draw or paint pictures about a character or eveni from one oftheir favorite stories Listen to a variety of literature genre( e.g., fairy tales, poetry, fiction, and nonfiction)
Create the'v own books based on familiaz stories

Participate in shazed reading of repetitious or predictable text


Differentiate between real and make-beleeve

Make predictions from what is read, heard, or seen in iliustration


Tell the topic
of a selection read aloud( e. g.,"

T'his book is about.....'

Recognize that a child' s name begins with the same sound as another child' s name
Recognize rhyming using nursery rhymes

Recognizc own name or names ofother children or familiar adufts

Pretend to read by moving eyes and/or pointing with finger from left to right, top to bottom,
front to back
Recognize familiar logos(
e. g.,

McDonalds, Wal-mart, K-Mart)

Point to classroom labels and" read the word"

Identify author, illustrator, and title of books


Read fitnctiona)
print( e.

g.," exit, stop, on, off)

Social Behavior and Motor DevelonmentShow independence in a wide range of activities

Participate in self care activities( e.g., putting on clothes, pouring milk, zipping jacket)
Separate easily from parents when in familiar setting
Begin to tell others how he/she feets
Separate feelengs from actions

Complete activities that she/ he has started

Respond to an adult request or enter into conversation about the request


Ask for help when needed

Seek out companionship from another child Begin to be able to share materials with other children

Refrain from grabbing toys without asking


Begin to negotiate conflicts that arise

Re- establish a relationship with others after a conflict


National Education Paztners, Inc. What

Every

Qn7d Shonld Know

ppendix"[

1"

NEPCS

35 9

Social Behavior:and Motor Development (contin` :


Use multiple sUategies for gettin g what he/she needs
Take tuins and wait for a turn

Use scissors to snip

Holdpencils>crayons, cmd markers in afunctional grcrsp

Cover nose and/or mouth when coughing or sneezing, use tissue,to wipe nose, wash hands
after using the restroom

Nationa! Education partners Ia, What Evez,]

d Should Know Agpendia`U"


4

NEPCS

360

Students entering 1 st grade should be able to . . .


Math Count, read, and write numbers to 100
Count to I 00 by 1' s and 10' s
Count backward from 10 to 1

Count, represent, name, order number ofobjects up to 30


Solve probletns using(+)

a(_) sums to 10 with concrete objects

Recognize reasonable estimation

Compare 2 or more sets ofobjects and identify equal to, less than, greater than Identify, sort, classify particular groups ofobjects by shape, color, size
Compare length, width, capacity by direct comparisons

Identify and describe a circle, rectang(e, triangle, square, cube, sphere, and cone
Identify, describe, extend simple patterns

Use maniputatives to set up and solve problems

Read and explain simple addition and subtraction number sentences

Check and explain the resuhs ofa problem with concrete or pictoria) representations
Compaze
the

tength,

weight and

capacity

of objects

by making direct

comparisons with

reference objects( e.g., note which object is shorter, longer, taller, lighter, heavier or
holds more)

Narne the days ofthe week


Tell time to the hour

Identify the time( to the nearest hour) ofeveryday events( e.g, lunch time is 12 o'clock, bed
time is 8 o'clock at night)

Demonstrate an understanding ofconcepts ofteme( e.g., morning, afternoon, evening,


yesterday, tomorrow, week, year) and tools that measure time( e.g., ciock, calendar)
Detennine if a figure has been devided into halves

Identify and name coins( penny, nickel, dime, quarter, and halfdollar) and their valaes
Use the language of ordinal numbers up to tenth. Solve simple word problems involving whote numbers 0- 10

National Education Partaers, Inc. What Every Child Shodd Know lpprndix" U>,
5

NEPCS

361

Re

Read 200 words by sight


Distinguesh lettets from words

Understand that a phoneme is one distinct sound Use letter-sound matches to decode simple words
Use Use
sound
sound
o/,/

stretching

of one syllable words

to

identify each

phoneme( e. g, cat,/ c/,/ a/,/ t/}


rn/,

blending

of each

sepatately

spoken phoneme

to make meaningfitl words( e, g,,/

m/ to mom)

Segment one-syllable_words into individua! sounds and blend the sounds into whole words Recognize and produce rhyming words

Recognize words that have same beginning and ending sounds

Recognize and name all upper and lowercase letters ofthe alphabet( in sequence and random
order)

Identefy initial, final, and medial sounds in words.


Match uppercase and lowercase letter pairs

Recognize and say the common sounds of letters

Use a picture dictionary to determine word meaning


Speak in complete sentences

Understand and follow one and twostep directions


Give simple twostep oral directions
Find tetle, author, illustrator

Use pictures/context to predict


Retell familiar stories

Destinguesh fantasy from reality


Identify chaz cters, settings, events

Describe people, places, things, locations, actions


Use p ictures t o discuss the mam dea

Participate in ihe creation ofgraphic organizers( e.g., KWL, charts)


Recite short poems, rhymes, songs

Identify labels, logos, and signs in the environment( e.g.,job instructeons, room Iabels,
poeson, and danger signs/ labels)

National Education partneis, In, W at Every Chitd Should Know lppendix" U


b
NEPCS

362

Wri-n=
Wr.te legibly
Write words

Write fiill name

Write address and phone number


Write le8 to right

Participate in shared writing

Represent spoken language with il ustrations and temporary and/or conventiona! spelling
W

Write to acquire and exhibit knowledge( e.g., own namo-first and last, letters, and numbers) Write to entertain and inform( e.g., experience stories, pictutes, and shared writing)

Illustrate and/or write injournals( e.g., temporary/vonventional spelling, series ofpictures,


and recognezable print)

Draw pictures to generate ideas Add descriptive words artd details

Dectate a new ending to a story


Li, stenin

Express thoughts, feelings, and experiences through iliustrations, dictation, or writing


and S eakin -

Understand and follow one step directions

Follow classroom routines( sign-in, putting backpack in appropriate place, placing homework
in basket, selecting snack and lunch items)
Say full name

Recite home address and phone number


Speak in complete sentences

Describe people, ptaces, things, and action

Natioaal Education Partners, Inc. What Every Child Should Know lppendix" U

NEPCS

36

Students entering 2 d
Math -

ade should be abl.e to . ..

Read, count, and write whole numbers to 100

Count subsets of whole numbers from 0 through 100 both forward and backwards
Write in words whole numbers from 0 through 10

Identify the place value ofthe digits in whole numbers from 0 through 100
Identify any whole number from 0 through 30 as even or odd Make decisions about how to set up a problem

Describe the relative position ofobjects by using two references Compaze and order whole numbers to 100 using<,_,>
Solve problems/ justify reasoning
Follow one-step written directions

Know addition facts and subtra