Berthabwilliams Application

The Bertha B.
Williams Academy Charter

School Proposal Application

Bertha B. Williams
" A Museum Learning School
The
Smithsonian

The Bertha B. Williams Academy Charter
School Proposal Application
January 2011

Bertha B. Williams
Academy
" A Museum Learning School"
Newseum
Interactive
Museum
Corcoran
Gallery of
Art

Corcoran
Gallery of
Art

Bertha B. Williams Academy Public Charter School Application, Page 2
Before release of this document permission from the Board of Directors is required.
Bertha B. Williams Academy Charter School Application

TABLE OF CONTENTS

Applicant Information Sheet page 3

Executive Summary page 4

A. Educational Plan page 7
1. Mission and Purposes of Proposed Public Charter School
2. Curriculum of Proposed Public Charter School
3. Student Performance
4. Support for Learning

B. Business Plan page 67
1. Planning and Establishment
2. Governance and Management
3. Finance
4. Facilities
5. Recruiting and Marketing

C. Plan of Operation page 90
1. Student Policies and Procedures
2. Human Resource Information
3. Arrangements for Meeting District and Federal Requirements
4. Implementation of the Charter

D. Public Charter School Mission Accomplishment Plan page 113
Forms and Required Documents
E. Certifications (Assurances Form) page 134
F. Budget page 135
G. Rsums, Board Member Agreements, Statements of Interest and Qualifications page 136
H. Conflict of Interest Forms page 137
I. Demographic Analysis Form page 138
J. Required Documents page 139
Charter School Board of Directors Job Description
Charter School Individual Director Performance Expectations
Conversion Endorsement Certification (if applicable)
Articles of Incorporation
By-laws
Code of Ethics
Board Conflict of Interest Statement
Management Agreement and Related Documents (if applicable)
Letter of Intent for Facility (if applicable)
Description of Curriculum
K. Optional Documents page 140
L. Appendices page 141

APPLICANT INFORMATION SHEET

Request for Approval
This application is a request to establish and operate a Public Charter School as provided in the District of Columbia
School Reform Act of 1995, as amended.

Name of Proposed Charter School: Bertha B. Williams Academy Charter School

Name of Entity Applying for Charter Status: Bertha B. Williams Academy Charter School

Contact Person: Dr. Lois S. Williams

Address: 2305 New York Avenue NE Suite 402, Wash. DC 20002

Daytime Telephone: 202-320-0423 E-mail: drlwilliams1@cox.net

Name of Person Authorized to Negotiate: Dr. Lois S. Williams
(Must be member of local founding group and not serving as a consultant or affiliated with an educational service provider.)

Authorized Signature_______________________________________________

Proposed Start Date: August 2012 Proposed Year 1 Budget: $3,978,140.00

Start Up Information

First-Year Enrollment: Age 4/Pre-Kindergarten to Age 7/3
nd
grade Number of students 200

Year Five Enrollment: Age 4/Pre-Kindergarten to Age 11/6th grade Number of students 400

Location of school (address or area of city): Location to be determined

Names of Organizations Involved in Planning (if applicable): None

Name of Educational Service Provider (if applicable): None

Type of Application (Check One)

_ Conversion of Existing Public School _ Conversion of Existing Private School X New School
If conversion, name the school being converted: None
Do you wish to retain the existing school site? _ Yes _ No X N/A
LEA Status: Will the school elect to be treated as a Local Education Agency (LEA) for purposes of Part B of
the IDEA and Section 504 of the Rehabilitation Act of 1973? X Yes ___ No

EXECUTIVE SUMMARY

The Bertha B. Williams Academy (Williams Academy) was established by a group of
community leaders and parents who are concerned about changing the academic trajectory of
impacting the children in the 8
th
Ward of the District of Columbia. Although the District of
Columbia Public Schools have shown some academic successes, many historical problems
continue to persist, including academic failure, student violence, and the lack of student
motivation for education. The founders of The Williams Academy are concerned with these
issues and their impact on the children in Southeast Washington, D.C.

The Academy believes that by implementing its unique museum program of study in Southeast
Washington, D.C., inner-city youth will achieve the essential academic and life skills needed for
success in college and the global economy. The museum learning model creates an innovation
that blends formal and informal teaching and learning. The model is expanded using the
Smithsonian as the national resource in making the curriculum relevant and experiential. The
model also embeds core curriculum goals into long-term projects that require students to create
presentations, objects, and exhibits.

The Mission of the Williams Academy

Our mission is to inspire and give the children in Southeast Washington, D.C., a comprehensive,
high-quality, 21
st
Century standard-based museum learning experience that will prepare students
for acceptance and success in college and beyond.

The philosophy of The Williams Academy is based on the belief that all students can learn in
accordance with effective schools research conducted by Ron Edmonds et al. This belief is
driven through responsive teaching and student learning. All children are recognized as
distinguished learners whose individual interests, abilities, and needs are enriched through a
culture of learning that prepares both the student and the family for success as critical-thinkers,
problem-solvers, and effective communicators in a diverse and global society.

Educational Approach

The Academys educational framework is deeply grounded in the Constructivist Theory of
Learning. The Constructivist Theory of Learning is profound for teaching and learning. This
theory of learning suggests a more involved role for students as active learners, creating a critical
thinking and problem-solving environment, where in student-centered instruction is highly
visible and experienced. The teacher is the facilitator of learning, encouraging students to
discover their own meaning instead of using traditional methods of instruction and controlling all
classroom activities. The Constructivist revolution is rooted in the work of educational
psychologists Piaget and Vygosky. The social concept presented in this theory of learning will
support museum learning and provide innovation in teaching and learning through discovery,
cooperative inquiry, technology integration, one-to-one technology, and project-based learning.


Museum learning seeks to go beyond the basics by teaching children how to learn and opening
opportunities to understand why they are learning through project-based learning and one-to-one
technology (iPad or laptop).

The strength of museum learning shifts the ownership of learning activities from teachers to
students. The process of developing knowledge-building communities focuses on solving
problems and exploring phenomena. These knowledge-building communities offer students a
chance to ask questions, make observations, reflect on experiences and draw their own
conclusions.

Teacher-directed instruction is focused on each students individual learning style, readiness, and
prior understandings and experiences. Museum learning encourages the use of different and
innovative teaching methods by empowering teachers and staff to support the diverse learning
needs of all students. Teachers and the curriculum specialists collaborate through professional
learning to fully implement the museum learning framework. Teachers are trained to evaluate
each childs skills and needs and to tailor curriculum accordingly to accelerate student learning
and achievement. Museum educators from D.C. area museums, i.e. The Smithsonian, will
reinforce and enhance students learning and will directly contribute to the teachers
understanding of content and materials.

Museum learning brings a true understanding of subjects rather than merely asking students to
memorize facts. The opportunity to operate as a new charter school will allow us to implement
this unique and proven model in a public charter school arena. We believe museum learning will
lead to a deeper understanding of material and higher student achievement.

The Academy will serve two hundred (200) students in pre-kindergarten through third grade in
its first year of operation. The school will add an additional grade each year until grade six.
The school will operate on a year-round calendar. The school hours are inclusive of an extended
day model. The hours of operations are 8:00 a.m. to 4:30 p.m.

We believe that our year round program will:

accelerate student mastery of curriculum
eliminate summer academic loss
reduce students being subjected to violence and crime
enhance teaching and learning
increase student achievement

The Academy recognizes that parents are the primary educators of their children and considers
parent involvement the essential factor in increasing student achievement. The key expectations
are defined in a parent-school compact and include maintaining consistent dialogue between
parents and teachers. The parents will be attending a series of workshops focused on resources in
which parents can support the development and achievement of their children. Parent
involvement in academic and non-academic activities are supported by the School Site Council,

which reviews program effectiveness in student achievement and the Parent-Teacher Advisory
Council (PTAC), which sustains the schools activities.

The school will also house a Parent/Family Enrichment and Wellness Center that focuses on the
needs of the parents based on parent focus-group meetings and surveys. Possible opportunities
offered in the Parent/Family Enrichment and Wellness Center include parenting and family
development, career/college readiness, health literacy, health services, financial literacy, and
entrepreneurship. Parents and students will also have access to schools Wellness Center. One
of our partners, The Howard University School of Medicine, has agreed to provide health and
wellness services and programs to our parents and students and the surrounding school
community.

The Academy will develop strong collaborative partnerships with other schools, community-
based organizations, universities, and businesses to initiate and maintain the sharing of research-
based teaching and learning practices, comprehensive after-school offerings and other resources.
The schools website will also serve as a vital resource for publicizing our successes and sharing
information with students, parents, and the community.


A. Educational Plan
1. Mission and Purposes of the Proposed Public Charter School

a. Educational Needs of the Target Student Population: Discuss the grade or age levels of the student population
your school plans to serve. Describe the characteristics of your prospective students, including those likely to have
special needs. Briefly discuss the educational needs of these students and describe what is special and promising
about the way your school will address these needs. Explain the relationship between the student population to be
served and the geographic area of the city where you intend to locate your school. In the context of the needs of the
target student population, explain your rationale for the proposed enrollment level in 2012-2013, and discuss your
expectations for the development of the school to its full capacity and potential. Based on the Demographic Analysis
Form included in Appendix C, describe the impact of your proposed school on the existing community and
neighborhood schools and provide a rationale for your chosen location.

The Academy will target students in Pre-Kindergarten through Sixth grade in Ward 8 and other
communities throughout the District of Columbia. It is anticipated that 85% of the students will
qualify for free or reduced lunch and 10% will qualify for Special Education services. The
academy does not anticipate more than 5% to be identified as English Language Learners (ELL).
However, we do anticipate the number of ELL students will increase as we reach out to a broader
population of students affected by poor health and impeding challenges that serve as barriers to
their academic success.

The state scores on the DC Comprehensive Assessment System (DC-CAS) in the charts below
indicate approximately 58.65% (2009) and 60.46% (2008) of the elementary students were not
proficient on the DC-CAS End of Year of Reading Assessment. Student DC-CAS End of Year
Math Assessment Results show 66.88% (2009) and 70% (2008) were not proficient. These data
reveal an urgent need to accelerate the achievement of our students with high quality, effective,
and proven research-based school reform teaching practices that increase student reading and
mathematics achievement.

State Elementary School Reading Scores: 2009
Year # In Group # Tested % Tested % Below Basic % Basic %Prof % Adv
2009 18,654 18,348 98.36% 13.16% 39.33% 41.35% 6.16%
2008 19,035 18,580 97.61% 14.41% 40.34% 39.54% 5.71%
DC Kids Count, 2008 Report, P. 58, referencing June 2008 data.

State Elementary School Math Scores, 2009
Year # In Group # Tested % Tested % Below Basic %
Basic
% Prof %Adv
2009 18,654 18,446 98.88% 18.00% 36.36% 33.12% 12.52%
2008 19,035 18,574 97.58% 21.68% 37.83% 30.01% 10.48%
http://www.nclb.osse.dc.gov/dccas_reportcards.asp

Approximately 35% percent of the District of Columbias children live in poverty; such children
generally enter school with basic skills lagging two or more years behind those of other children.
Rates are higher among African American children, with 41% living in poverty. Further, almost
500,000 DC residents 16 years or older (an estimated 36%) function at the lowest level of
literacy. According to The State of Adult Literacy Report, the adults with the lowest levels of
literacy live in Wards 5, 7 and 8. The children of Ward 8 are routinely categorized as unlikely to
excel academically. This is because of a comparative view by analysts who believe that Ward 8
children cannot achieve on par with students in other Wards due to environmental and family
deprivation factors.

Existing data and the statistical future that is currently outlined for the youth of Ward 8 are
disturbing. With only 12% of the citys total population, Ward 8 has the highest rate of teen
mothers under the age of 18 years (29%); the highest rate of children receiving welfare (29%);
the largest number of children receiving food stamps (28%); and the greatest number of children
receiving Medicaid (20%).
(
National Association to Restore Pride in Americas Capital,
http://www.narpac.org/PEILLITER.HTM)

The Academy believes the Constructivists Theory of Learning (project-based, one-to-one
learning (iPod-Touch or laptops) through museum learning and exploration will make district,
state, and national curriculum standards relevant and experiential in maximizing student learning
and achievement.

The Academy is deliberate in its mission to improve student achievement by engaging students
in best teaching practices that yield high academic growth. Student learning is personalized.
Standards-based curricula are customized to each students prior knowledge. Teachers use
disaggregated formal and informal assessments results to accelerate student learning through a
variety of instructional strategies. Students are also provided a Personal Education Plan (PEP) to
ensure curriculum objectives are mastered and to inform parents/guardians of their students
academic progress. The PEP is a portfolio similar to the structure of an Individualized
Educational Plan (IEP) which contains the student learning plan, assessment data, and a
sampling of student work, communications from school to home, and a signed parent-teacher
academic agreement.

In some states, PEPs have become part of a growing trend to increase student achievement.
Everyone from policy experts, such as Stanford education Professor Linda Darling-Hammond to
U.S. President Barack Obama, have pushed states to use Personal Education Plans to make
educators more responsive to the varied needs of students. Research shows that individualized
learning plans are particularly effective in improving achievement for new English-language
learners, low-income students, and students with disabilities. The founders of The Academy are
confident that by combining high academic standards within the museum learning framework
and the utilization of the PEP, students will build self-confidence; become independent thinkers
and learners; learn across content areas; attain grade-level proficiency; model and use the goal-
setting process; meet goals on time; develop communication skills; discover their strengths and
weaknesses; and thrive through each of their individual learning modalities.


Student Enrollment Projection

The academy has outlined its five year Enrollment Projection in the following chart. Each year
the school will add an additional grade until enrollment reaches a total enrollment of 400
students.

Grade Year 1 Year 2 Year 3 Year 4 Year 5
Pre-K 40 40 40 40 50
Kindergarten 40 40 40 40 50
1 40 40 40 40 50
2 40 40 40 40 50
3 40 40 40 40 50
4 36 36 40 50
5 36 40 50
6 40 50
Total 200 236 272 320 400

Research shows that parents are looking for schools that provide increased educational options
within the school system. In recent years, many parents, educators, students, researchers, and
observers have reached the same conclusion: Some traditional schools do not work for all
students (Finn et al., 2000; B. Nelson et al., 2000). The impact of The Academys proposed
school in Ward 8 will prove to be vital in closing the achievement gap. Currently, there is only
one other Primary School (PS) in Ward 8.
With the unemployment rate in the District of Columbia for April 2010 reporting at 11.0%,
compared to the national unemployment rate of 9.9%, it is unlikely that parents are financially
able to pay for early childhood education. The academy will provide the children of the District
of Columbia access to quality early literacy, child development, and educational services, laying
the foundation for academic success.
The Academy will have a strong literacy and numeracy focus in its museum learning model. The
foundations of literacy and numeracy skills and development in the early grades will prepare the
student for academic success. The Academy has selected The Creative Curriculum as its early
childhood curriculum. The Creative Curriculum provides an excellent content knowledge base
and skills in language, literacy, and numeracy. Pre-K teachers are also provided additional
observations, checklists and portfolios for ongoing assessment in meeting student learning needs.

The new Common Core Curriculum Standards will be aligned and integrated throughout the
museum learning model. The Common Core Curriculum standards focus on core conceptual
understandings and procedures beginning in the early grades. These standards will help students
and parents by setting clear and realistic goals for success as 21
st
Century college and career
ready learners.

With students, parents, teacher, and school leaders sharing a common vision and goals, we can
ensure that students make adequate yearly growth and are prepared to succeed and build a strong

future for themselves and the country. Student progress will be measured through the use of
quarterly formative, summative assessments (DC-BAS, DC-CAS, and DIEBELS) and project
and inquiry-based learning activities.

b. Mission and Philosophy: Provide a one-sentence statement of the mission of the proposed public charter
school. Also, briefly state the philosophy upon which the program of this school is based.

The Mission of The Williams Academy

Our mission is to inspire and give the children in Southeast Washington, D.C., a comprehensive
high-quality, 21
st
Century standards-based museum learning experience that will prepare
students for acceptance and success in college and beyond.

The philosophy of The Williams Academy is founded on the belief that all students can learn.
This belief is driven through responsive teaching and student learning. All children are
recognized as distinguished learners who individual interests, abilities, and needs are enriched
through a culture of learning that prepares both the student and family for success as critical-
thinkers, problem-solvers, and effective communicators in a diverse and global society

c. Educational Focus: Describe any areas of concentration (e.g., mathematics, science, the arts); student needs
(e.g., early childhood, special needs students, bilingual/multicultural, adult education); grade levels, age levels, or
other instructional groupings; or themes (e.g., technology, sports and health, international studies) on which this
school intends to focus.

The Academy will use the Museum Learning model as its conceptual framework. Museum
learning is deeply rooted in the Constructivist Theory of Learning. Museum Learning is an
integrated and interdisciplinary approach to the core subjects of literacy, math, social studies,
science, physical education and health will provide all students a variety of 21
st
Century learning
skills inclusive of visual learning, creative thinking and problem solving, technology,
cooperative learning, oral, written, and analytical skills. Museum learning brings a true
understanding of subjects rather than merely asking students to memorize facts. The opportunity
to operate as a new charter school will allow us to implement this unique and proven model in a
public charter school arena. We believe museum learning will lead to a deeper understanding of
material and higher student achievement

The strength of museum learning shifts the ownership of learning activities from teachers to
students. The process of developing knowledge-building communities focuses on solving
problems and exploring phenomena. These knowledge-building communities offer students a
chance to ask questions, make observations, reflect on experiences and draw their own
conclusions.

Teacher-directed instruction is focused on each students individual learning style, readiness, and
prior understandings and experiences. Museum learning encourages the use of different and
innovative teaching methods by empowering teachers and staff to support the learning needs of
all students. Teachers and curriculum specialists collaborate through professional learning to
fully implement the museum learning model. Teachers are trained to evaluate each childs skills

and needs and to tailor curriculum accordingly to accelerate student learning and achievement.
Museum educators from D.C. area museums, i.e. The Smithsonian, will reinforce and enhance
students learning and will directly contribute to the teachers understanding of content and
materials.

The Williams Academy Approach to Learning

Teachers use exhibits in D.C. area museums as primary and secondary teaching and
learning resources in making learning relevant.
Teachers and students develop habits of teaching and learning which are project and
inquiry-based.
Students plan, create, and display museum exhibits of their work throughout the
school which are organized, have clear relevant learning goals, objectives, and
visual appeal.
Students employ 21
st
century learning tools using Smart technologies in developing
museum presentations and exhibits.

d. Goals: List and discuss the goals this school will seek to achieve and against which you wish to have the school's
performance measured. Link this discussion to the proposed Mission Accomplishment Plan. See Appendix B for
more information about the Mission Accomplishment Plan. In defining the goals for your school, please include
student academic performance goals related to the school's unique mission.

Factors for student achievement are statistically based, which means some children will be
academically successful despite being at high risk for academic failure. The Academy strives to
ensure the success of every student by increasing the number of proficient students in both
reading and math by a minimum of 10% annually. Monthly written progress reports will be
accumulated by the teacher and shared with parents and students to communicate each students
academic achievement and attainment of (his or her) individual goals and objectives.

The Academy uses both formative and summative evaluation assessments to inform and redirect
our approach to learning to ensure the school achieves its targeted goals. We have chosen to
adopt the District of Columbia Standards (DCS). The DCS provides clear examples of the
performance desired for every academic standard.

The Academy has established the following academic and non-academic goals.

Academic Goals:

Goal 1: Increase our students reading outcomes by 5% as determined by the Brigance,
Terra Nova, and DC-CAS.

Success Factor: Substantial progress of student mastery and proficiency of curriculum standards.
In addition, if 90% of the students gain one or nearly one year of academic growth in core
content as measured by the pre- and post-test of the DC-BAS, then substantial progress toward
this goal would be achieved.

To ensure the success of all students, instructional methods will focus on differentiated
instruction and small group instruction. Interactive Read-Alouds, vocabulary development and
word-study, mini-lessons, hands-on math and math puzzles, and daily modeling of skills and
strategies will be used to reinforce and enhance daily instruction. Teachers will collaboratively
meet as a professional learning community on a weekly basis to analyze student work, identify
strengths and weaknesses, and make informative decisions to drive instruction. Students
progress will be formally assessed weekly and results analyzed during the weekly data utilization
meetings. The composition of formal reading groups will be reviewed regularly and appropriate
grouping adjustments will be made to address student needs. Teachers will use student data to
identify leveled small groups and appropriate materials for instruction. For grades K-1 and at-
risk students, Developmental Reading Assessments 2 (DRA 2) is administered three times a year
to regroup and modify the reading instruction.

Goal 2: 100% of students will have a Personal Education Plan within the first quarter of
the school year identifying detailed academic and non-academic learning goals specific to
the students goals and desired outcomes.

Success Factor: The Personal Education Plan will be developed collaboratively with the
teachers, parents, and student as part of the enrollment process. Parents and the student will be
scheduled to meet with an assessment provider at school during the summer so the assessment
results can be analyzed before the start of the school year, ensuring maximum instructional time.
Student progress is monitored steadily, with a written summary entered weekly by the teacher in
each students PEP. At the end of each quarter, students will assess their current progress and
discuss with the teacher, identify the next steps.

Goal 3: 85% of students taking the DC-CAS assessments will perform at either the
Proficient or Advanced level and subgroup performance for Adequate Yearly Progress
(AYP) will meet or exceed the annual benchmarks.

Success Factor: Student mastery of curriculum standards will be assessed will using formative
benchmark assessments (DC-BAS). The final analysis will be comprised of the DC-CAS
assessment and a thorough growth analysis of students.

Goal 4: All English Language Learner students will master English within two years and
be able to speak English fluently within three years of entering the school.

Success Factor: The same standards will apply to this group of students, but the percentage of
students achieving those standards is lower, at 70%. Any student who has been in the school
three consecutive years will be expected to achieve the same standards as the regular education
students. If 90% of these two groups achieve at that rate, then we will have achieved substantial
progress toward the goal of 100%. Success will also be measured by scores on the WIDA
assessment and DC-CAS assessment in Language Arts being in the proficient or advanced
ranges. Teacher evaluation of students academic performance using formative assessments will
complete the holistic evaluation process.

Non-Academic Goals:

Goal 1: The attendance rate of all students will exceed 90%.

Success Factor: A weekly monitoring system will be implemented to alert staff about students
who display excessive tardiness and continuous, habitual absences. Parents will be contacted
through a phone call, an email or text message. A formal letter will be mailed home to notify
parents of the severity of unexcused absences, and a home visitation will be made by a member
of the school leadership team. A school-wide program will be employed to promote and increase
student attendance. A monthly attendance chart will be created and displayed in the main
hallway to recognize the classes that have perfect daily attendance. Individual students will be
recognized and rewarded for perfect attendance on a quarterly basis during the Student
Recognition Assemblies. An incentive program will be introduced to the staff and students
during the first quarter of the school year.

Goal 2: All staff will participate on school-based teams and share in the decision-making of
The Academy.

Success Factor: The indicators for achieving this goal will be measured using teacher surveys,
leadership team meetings with sign-in sheets and minutes, professional learning communities
agendas and minutes, and sign-in sheets, and general faculty meetings with sign-in sheets,
agendas, and minutes of meetings.

Goal 3: All students will demonstrate positive character and ethical behavior.

Success Factor: The indicators for substantial progress will be measured by the number of
incidents reported in violation to the Student Code of Conduct. Ethical progress will be
anecdotally recorded for individual and group behavior. Each teacher will provide a monthly
report to the principal describing ethical development in the teachers class. A quarterly
summary will be provided to the Board of Directors.

Goal 4: All students will develop habits of the mind to support their educational growth.

Success Factor: One indicator of substantial progress will be 90% of students submitting 98% of
their homework on-time. Another indicator will be 90% participation of all students in every
class. The success of achieving this goal can be confirmed through the classroom observation
records and report cards indicating participation. Student work habits will be recorded by the
teacher. Progress will also be recorded on the PEP and will be tabulated using quantitative and
qualitative data.

Goal 5: The school will partner with parents to increase student achievement.

Success Factor: We value the role of a childs first and most influential teacher the parent.
The school will provide a safe, nurturing, and highly structured environment to promote student
learning and achievement. Parents are the key to their childs academic success. Parents have

the opportunity to volunteer, participate on school-based teams, and serve on the Parent-Teacher
Advisory Council.

A Parent/Student Handbook is given to every parent outlining volunteer hours and in what
capacity parents can support the students, including recruitment of other parents and organizing
parent help. Teachers will be required to provide parents with their e-mail address and are
required to return telephone calls within 24 hours, except on weekends or vacation dates. The
level of achievement will be reported through parent surveys.

The schools parent liaison will plan quarterly parent workshops. During these workshops,
parents will learn grade-level curriculum content in reading, mathematics, and science and
instructional strategies to use when working with their children on school assignments. Other
parent activities include the implementation of Museum Nights, Weekends at Local Museums,
Literacy, Math, and Science Family Nights, which are strategies proven to promote parental
involvement, curriculum information sharing, and student skill building.

2. Charter School Curriculum

With the passage of the No Child Left Behind (NCLB) legislation in January 2002, student
achievement has become a national goal. The primary purpose of the Academy is to provide
students with the essential learning tools that enable them to think critically, analyze and use
information, communicate effectively, collaborate with others, and employ creative problem-
solving skills in a 21
st
global economy.

Our curriculum is designed to engage students in museum learning through project-based, one-
to-one technology, and interactive learning that will prepare students as 21
st
Century Learners.
The PEP, which serves as the student mastery portfolio, is also used to support and meet student
learning needs. The PEP is developed using the Pre-Assessment Reading/Math Results as
baseline data in determining student learning goals.

a. Student Learning Standards: Provide a description of Student Learning Standards that the school has adopted
or developed. Include in your discussion why the school has chosen to adopt or develop these standards and explain
how the standards will cover both academic and non-academic areas within the curriculum. (Non-academic areas
of the schools design might include such things as problem solving skills and techniques, the ability to work
constructively with others, character development, and personal responsibility.) The description should also explain
how these standards will equip all students, including Limited English Proficient Students and those with Students
with Exceptional Needs, to meet or exceed any standards established by the Office of the State Superintendent of
Education. The narrative should also discuss how the standards will provide all students with the knowledge
(content) and skills needed for postsecondary education and the future workplace, especially if proposing to
establish a charter school serving secondary or adult populations. Examples of Student Learning Standards may be
included as an appendix to the application.

Description of the Student Learning Standards:

The Academy adopted the District of Columbia Public Schools (DCPS) Learning Standards.
These standards have demonstrated academic success for improving academics and non-
academics. The standards documents specify what teachers must teach by precisely defining the
grade level learning objectives.


We will also use the DCPS standards in Reading/English/Language Arts, Mathematics, Science,
Social Studies, Arts, Health and Physical Education. We believe the DCPS learning standards,
together with our selected curriculum and the individual students PEP will help our students
achieve excellence by meeting [his or her] educational objectives. By adopting the DCPS
standards, our students will be held to high expectations and will learn the same challenging
skills as other students in the best performing public and private schools in the Washington DC
area. The DCPS standards will help our teachers understand the skills students must learn for
successful results on the DC-CAS assessments.

The DCPS standards serve as rigorous goals for teaching and learning. Setting high standards,
which will be incorporated into every students PEP enables students, parents, educators, and
citizens to know what students should learn by a given time.

The DCPS standards are designed to address the learning needs of all students, including limited
English proficient students and those with disabilities. By using the DCPS standards, teachers
can plan lessons in a variety of ways including differentiated instruction, whole-group
instruction, collaborative learning environment, or individualized/small group instruction.

Selection Process:

The DCPS standards were chosen after evaluating a variety of educational publications, literature
reviews, state and national standards, and curriculum documents from other districts around the
nation. The process for choosing these standards entailed an active course of action involving
educators, parents, board members, and business and industry people who believe in the
academys mission, and value the schools philosophy. After reviewing, studying, and debating
over several state academic standards in Reading/English/Language Arts, Mathematics, Science,
and Social Studies, we chose to adopt the District of Columbias academic standards. The
founders believe that the DCPS standards are among the best in the nation. These standards are
the cornerstone of the Academys commitment to providing an excellent education to our
students.

In addition, blends of two ideologies sponsored significant discussions among the board and
leadership staff in choosing a curriculum: constructivism and developmentalism. The
constructivist view is that all students come to learning tasks already well supplied with their
own sets of knowledge, conceptions, and misconceptions. Developmentalism is a belief that
rather than fitting the child to the curriculum, students are better served if the curriculum is fitted
to the child's stage of development. The developmental approach to curriculum pays attention to
the ways children grow and learn.

A critical element of the Academys mission is to create a strong partnership between the home
and school to ensure that all students acquire the skills they need to succeed as lifelong learners,
productive workers, and caring citizens. We want our students to personally identify with our
mission by experiencing an applied and integrated curriculum and understanding the connection
between academic and vocational learning. This curriculum concept, supported by the PEP,

appropriate instruction, and assessment is designed to increase student achievement. It enables
students to develop meaningful, engaged learning by acquiring a broader, more in-depth
understanding of academic material and apply what they learn to real-life situations, better
preparing them to succeed in whatever endeavor they choose after high school.

During the 2005-2006 school year, the District of Columbia Public Schools introduced revised,
more challenging learning standards throughout the system. These standards serve as the
foundation and focal point for providing all children with the knowledge and skills needed for
postsecondary education and the future workplace. The DCPS academic standards encourage
teaching and learning in the context of real-life applications. We believe these academic
standards also support the PEP which support students learning. Career development is infused
throughout the curriculum as academic and technical curricula are integrated across all subject
areas and grade levels.

CURRICULUM, GRADES PRE-KINDERGARTEN TO GRADE 2
The following pages provide an overview of the course of study (Reading/English/Language
Arts, Mathematics, Science, Social Studies, Visual and Performing Arts, Physical Education,
Health, Foreign Language, Library Media, and Technology) for students in grades pre-
kindergarten through grade 6. Each students PEP will track skill and knowledge acquisition,
indicating challenges met and challenges forthcoming.

Reading/ENGLISH/Language Arts Curriculum
The Academy master teachers will use scientific based reading research strategies (SBRR) daily
to teach the five essential components of reading in grades K-5:
1. PHONEMIC AWARENESSThe knowledge and manipulation of sounds in spoken
words.
2. PHONICSThe relationship between written and spoken letters and sounds.
3. READING FLUENCY, INCLUDING ORAL READING SKILLSThe ability to
read with accuracy, and with appropriate rate, expression, and phrasing.
4. VOCABULARY DEVELOPMENTThe knowledge of words, their definitions, and
context.
5. READING COMPREHENSION STRATEGIESThe understanding of meaning in
text.
To ensure that there is high fidelity in the implementation of the five essential reading
components, the Academy teachers will engage students daily in 150 minutes of reading
instruction. As part of daily practice, teachers will model for students, work with students in
small groups, and then provide additional opportunities for students to practice the skills learned
in literacy centers.

The reading/English/language arts curriculum provides a framework for developing literate,
thoughtful, and self-sufficient young members of society. The PEP documents the development
of processes that support literacy such as reading, writing, speaking, and, listening. These
processes are embedded in experiences using a wide-range of rich literature and a variety of
genres. Students are engaged with a balance of classics and current texts, and by immersion in
the production of original work. Students demonstrate their understanding through performance,
discussion, writing and technology using a one-to-one learning tool such as an iPad or laptop.
True understanding of literate behavior crosses over to every content area students are expected
to master.

Students will speak and write effectively using proper grammar, mechanics, and tone; listen
skillfully and identify key information, issues, and concerns; edit and revise written works by
pre-writing, drafting, editing, and publication; read and interpret a myriad of works from an
array of cultures, eras, and genres; collect data, facts, and ideas and use this information to
construct fact-based theories and draw conclusions; use knowledge generated from oral, written,
and electronically produced texts; relate texts and performances to their own lives; and develop
an understanding of the diverse social, historical, and cultural dimensions the texts and
performances represent.

This curriculum is designed so students gain a deeper understanding of the components and
structure of the English language; strengthen reading comprehension and fluency skills across
multiple genres of literature; achieve greater mastery of language tools, and develop effective
written and oral communication.

Pre-Kindergarten Reading/English/Language Arts Curriculum Overview: The pre-
kindergarten level studies are to improve language development through oral language and
communication skills by focusing on comprehension, spoken language, and building vocabulary.

Kindergarten Reading/English/Language Arts Curriculum Overview: During the
kindergarten year, students will experience the enjoyment of reading while they learn the
foundational strategies and skills that will enable them to read independently. Students learn
these enabling skills of phonemic awareness, letter names, sound-letter correspondences,
decoding skills, high frequency vocabulary, and comprehension skills as they listen and respond
to a variety of texts. Kindergarten students will: 1) engage in word play; 2) listen and respond to
childrens literature; and 3) build reading and writing concepts, skills, and strategies.

First Grade Reading/English/Language Arts Curriculum Overview: First grade students
will extend their understanding of the enabling skills of phonemic awareness, decoding, and
word recognition while they extend their comprehension and use of conventions for written
language. They read a variety of texts, listen to literature, and respond to books, poetry, plays,
age-appropriate expository texts, environmental print, and self-selected reading materials. First
grade students also will: 1) read a variety of texts in different settings; 2) respond to texts in
different ways; 3) use conversational and literary language to express themselves; and 4) begin to
develop effective listening and speaking skills.


Second Grade Reading/English/Language Arts Curriculum Overview: Second grade
students use the listening, speaking, and reading foundational skills they have developed to
extend their understanding of written language and their skills in using written language. They
will read a wider variety of texts that require strategies and skills with more complex vocabulary
and ideas. Second grade students will: 1) use acquired concepts and meta-cognitive skills to read
and write more independently; 2) comprehend and respond to texts using multiple skills and
strategies; 3) extend vocabulary skills to use oral and written communication effectively; 4) use
reading and listening, speaking and writing, and media and technology resources to accomplish a
purpose.

Third Grade Reading/English/Language Arts Curriculum Overview: Students in the third
grade will apply the foundational skills learned earlier automatically to decode and comprehend
fiction, nonfiction, poetry, and drama. The use critical thinking skills will be applied strategically
across the disciplines to comprehend and clarify information and ideas. They compose fiction,
nonfiction, poetry, and drama for a variety of purposes and audiences. Third graders will: 1)
read with fluency and comprehension fiction, nonfiction, poetry, and drama; 2) apply strategies
flexibly and strategically for recognizing words, learning new words, and constructing meaning
from text(s); 3) expand vocabulary through wide reading, word study, and discussion; 4) write
for a variety of audiences and purposes using appropriate formats; 5) use active listening and
effective oral communication; 6) use media, a variety of information sources, and technological
resources as tools for learning; 7) apply grammar and language conventions to access and
communicate information and ideas; 8) reflect upon and make connections among language,
texts, and personal experience; and 9) apply comprehension strategies and skills to a wide variety
of genres.

Fourth Grade Reading/English/Language Arts Curriculum Overview: Students in fourth
grade apply reading strategies and skills automatically, flexibly, and strategically to comprehend
fiction, nonfiction, poetry, and drama. They read for literary experience, to gain information, and
to perform a task. They use a variety of strategies and writing process elements to compose
fiction, nonfiction, poetry, and drama. They become increasingly proficient in active listening,
speaking, and using media and technology. They deepen and extend their understanding and use
of English language conventions in oral presentations and written products. The fourth graders
will: 1) explore a wide range of texts and their distinguishing features; 2) expand vocabulary
through wide reading, word study, exposure to content area words, and discussion; 3) routinely
spell high frequency words and use resources to check spelling; 4) write for a variety of purposes
and audiences and use writing as a tool for learning; 5) communicate effectively with different
audiences through spoken, written, and visual formats; 6) use media and technological resources
for research and as tools for learning; 7) use increasingly sophisticated knowledge of grammar
and language conventions in oral and written products and presentations; 8) apply
comprehension strategies critically, creatively, and strategically.

Fifth Grade Reading/English/Language Arts Curriculum Overview: Students in fifth grade
expand and deepen concepts, skills, and strategies learned at earlier grades. They make new
connections as they experience more sophisticated ideas and begin to study subjects in more
formal ways. They read and write a variety of texts with greater breadth and depth, critically

analyzing and evaluating information and ideas. Fifth graders revisit and refine concepts and
their knowledge of reading/English/language arts conventions as they become more
sophisticated, independent learners .The fifth grader will: 1) use reading and writing to learn
about and understand their world and other cultures; 2) evaluate text to determine the author's
purpose and point of view; 3) increase vocabulary knowledge through wide reading, word study,
discussion, and content area study. Use print and non-print media to persuade an audience; 4) use
meta-cognitive skills to accomplish a task independently or as a group member; 5) research
multiple sources to deepen understanding and integrate information and ideas across varied
sources and content areas; 6) apply comprehension strategies critically, creatively, and
strategically; and 7) use media and technology as resources for extended research and as tools for
learning.

Sixth Grade Reading/English/Language Arts Curriculum Overview: Sixth grade students
use oral language, written language, and media and technology for expressive, informational,
argumentative, critical, and literary purposes. Students also explore the structure of language and
study grammatical rules speak and write effectively. While emphasis in sixth grade is placed on
personal expression, students also: 1) interpret and synthesize information; 2) develop an
understanding of the foundations of argument; 3) critically analyze print and non-print
communication; 4) use effective sentence construction and edit for improvements in sentence
formation, usage, mechanics, and spelling; and 5) interpret and evaluate a wide range of
literature.

MATHEMATICS CURRICULUM

The Mathematics Curriculum is designed to engage students in making sense of mathematical
ideas. The curriculum will support students to make sense of mathematics and learn that they
can be mathematical thinkers; focus on computational fluency with whole numbers as a major
goal of the elementary grades; provide substantive work in important areas of mathematics
rational numbers, geometry, measurement, data, and early algebra and connections among them;
emphasize reasoning about mathematical ideas; communicate mathematics content and
pedagogy to teachers; and engage the range of learners in understanding mathematics.
The Academy is committed to providing students with a highly-quality and engaging math
program. Students will learn in an environment that stresses making sense of mathematics 75
minutes a day in grades K-3; and 45 minutes in Pre-K. Students will also learn they capable of
having mathematical ideas, applying what they know to new situations, and thinking and
reasoning about unfamiliar problems. Teachers facilitate the curriculum through mini lessons
(whole group instruction), guided math groups, math centers (hands-on), and using 1 to 1
technology (iPod Touch or Laptop). Teachers also use the curriculum to maintain a clear,
focused, and coherent agenda for mathematics teaching.

Pre-Kindergarten Mathematics Curriculum

Our math curriculum is built upon the childs natural curiosity and desire to touch, examine and
manipulate the objects they find around [him or herself]. Experiences are provided using
concrete objects and pictures for the child to recognize similarities and differences, classify

objects and shapes, recognize and create patterns in sequence of objects, and make comparisons
of objects using simple measurement skills. Children are given small groups of objects to
quantify, to count and to demonstrate a basic understanding of addition and subtraction as
putting together and taking away. Children are moved from the concrete to the symbolic stage
of representing the concepts using mathematical language such as more than, less than,
longer, shorter, number words and last numerical symbols.

Mathematics Curriculum: Kindergarten to Grade 2

Numbers and Operations: Children learn about place value, how to add and subtract, and are
exposed to the concepts of decimals and fractions. Students look for patterns; learn about number
lines, graphs, charts, and simple word problems.

Measurement: Students in the early grades begin to understand the concepts of measurement by
using a variety of materials. As they learn about different tools for measuring, they describe,
estimate, and measure length and temperature using non-standard and standard units. Students
use the calendar to follow the days of the week and months of the year. Clocks are used to
explore and tell time at the five-minute intervals.

Geometry: Students learn the names and basic properties of simple geometric shapes. They learn
how shapes can be cut or arranged to form new shapes. Students look for the shapes in the
environment, and practice drawing and using the shapes. They learn the meaning of basic
directional and positional relationships.

Data Analysis and Probability: Students are introduced to the process of statistical
investigation. They collect data by counting, measuring, and conducting simple surveys and
experiments. They organize, describe, and display data. Simple probability experiments are
conducted and the results interpreted.

Algebra: Children in the early grades learn about patterns and describe objects by their
attributes. They compare, sort, and order things by one or more characteristics. Their
understanding is extended by finding and creating patterns, correcting errors in patterns, and
translating patterns into different forms. Students gather data pertaining to interests, family, and
other things around them. They begin to understand that a number is a symbol for how much of
something there is and begin to explore the use of a variable or placeholder and write open
sentences to express relationships. Students begin to use patterns as a problem-solving strategy.

Kindergarten Mathematics Curriculum Overview: By the end of kindergarten, students
understand small numbers, quantities, and simple shapes in their everyday environment. They
count, compare, describe and sort objects and develop a sense of properties and patterns.

Grade 1 Mathematics Curriculum Overview: By the end of grade one, students understand
and use the concept of ones and tens in the place value number system. Students add and subtract
small numbers with ease. They measure with simple units and locate objects in space. They
describe data and analyze and solve simple problems.


Grade 2 Mathematics Curriculum Overview: By the end of grade two, students understand
place value and number relationships in addition and subtraction; and they use simple concepts
of multiplication. They measure quantities with appropriate units. They classify shapes and see
relationships among them by paying attention to their geometric attributes. They collect and
analyze data and verify the answers.

Mathematics Curriculum: Grade 3 To 5

Numbers and Operations: Students in the intermediate grades represent whole numbers,
fractions, and decimals with concrete objects, pictures, and symbols in a variety of contexts. A
firm understanding and use of the place value system and various properties of numbers is
developed. Students recognize equivalent rational numbers and explain the basis for the
equivalence. Fractions and decimals are compared and ordered.

A variety of tools are used to model operations with whole numbers and fractions, develop and
apply different methods of computing, and relate models to standard symbolic expressions and
algorithms. Students learn the order of operations, explore various properties of operations, and
can estimate reasonable answers to computations. Students become fluent operating with whole
numbers.

Measurement: Students estimate and measure temperature, length, mass, and capacity in both
customary and metric units. They solve problems involving perimeter of plane figures and area
of rectangles and develop the basic formulas for computing these quantities.

Geometry: In the intermediate grades, students compare, describe, classify, and analyze two-
and three- dimensional figures. They investigate basic geometric relationships, such as
parallelism, perpendicularity, congruence, and similarity, and recognize geometric
transformations. Students plot points and read graphs on a rectangular grid.

Data Analysis and Probability: Students continue working with the process of statistical
investigation, as the techniques for data collection become more sophisticated. The nature and
kinds of representations used include tables, bar and circle graphs, and stem-and-leaf plots. Data
are described and compared using median, mode, and range. Students design experiments and
list all possible outcomes and probabilities.

Algebra: Students in the intermediate grades continue to identify and describe patterns in many
situations. Tools, such as calculators and computers, are used to investigate and discover
patterns. Patterns are used in geometry and other mathematics to develop new concepts. Tables
and graphs are made to show relationships and then students verbally describe the patterns.
Patterns are used to extend student data, suggest rules for relationships, and make predictions.
Students begin to use symbols to represent unknown quantities. They use the symbols in
expressions and open sentences when describing relationships and solving problems. Students
begin to identify, describe, and analyze situations with constant or varying rates of change, and
compare them.


Grade 3 Mathematics Curriculum Overview: By the end of grade three, students deepen their
understanding of place value and their understanding of and skill with addition, subtraction,
multiplication, and division of whole numbers. Students estimate, measure, and describe objects
in space. They use patterns to help solve problems. They represent number relationships and
conduct simple probability experiments.

Grade 4 Mathematics Curriculum Overview: By the end of grade four, students understand
large numbers and addition, subtraction, multiplication, and division of whole numbers. They
describe and compare simple fractions and decimals. They understand the properties of, and the
relationships between, plane geometric figures. They collect, represent, and analyze data to
answer questions.

Grade 5 Mathematics Curriculum Overview: By the end of grade five, students increase their
competency with the four basic arithmetic operations applied to fractions and decimals and learn
to add and subtract positive and negative numbers. They know and use common measuring units
to determine length and area and know and use formulas to determine the volume of simple
geometric figures. Students know the concept of angle measurement and use a protractor and
compass to solve problems. They use grids, tables, graphs, and charts to record and analyze data.

Mathematics Curriculum: Grade 6 Numbers and Operations: Students in the middle grades
represent real numbers using manipulatives, pictures, number lines, and symbols in a variety of
contexts. Relationships among rational numbers are explored and equivalence among fractions,
decimals, and percents is recognized and explained. Students extend their understanding of
place value to decimal and scientific notation and use the properties of real numbers, including
zero, one, and inverses. Numerical comparisons are expressed as ratios and rates and problems
are solved using ratio, proportion, and percent.

Students develop fluency in computation with rational numbers as well as with relationships
among numbers, including primes, composites, factors, and multiples. They explain exponents
and square and cube roots of numbers, develop facility with estimation and mental computation,
and use calculators appropriately.

Measurement: In the middle grades, the study of perimeter and area is expanded to include
surface area and volume of prisms and cylinders and formulas are developed for computing these
quantities. Relationships among length, perimeter, area, and volume are studied. Students draw
objects to scale and use scale drawings to solve problems.

Geometry: Students use the properties and relationships among geometric figures to solve
problems. Congruence, similarity using ratio and proportion, and the Pythagorean theorems are
studied. Students continue to study symmetries and transformations and become proficient at
visualizing and recognizing transformed figures in the coordinate plane. Three-dimensional
figures are drawn and built using different views.

Data Analysis and Probability: Students investigate increasingly complex data sets and with the
appropriate statistical measures, solve problems involving multiple data sets. More sophisticated
representations, such as histograms, box plots, and scatter plots, highlight an increased
understanding of the spread and grouping of data and the relationships between variables.
Students identify basic patterns and trends in tables and charts and use them to make predictions.
They describe the distribution of data using measures of central tendency. Students explore
extremes in data and the misuse of representations to communicate information.

With data, students learn to recognize relationships, estimate, and make predictions. In
particular, linear relationships are identified and used to investigate data. Students conduct
experiments and simulations to investigate basic probability, including dependent and
independent events. Experimental results are compared with theoretical probabilities and
students learn that the level of agreement between the two often depends on the number of times
an experiment is repeated. Students learn to make inferences and predictions based on the
outcomes of their experiments and simulations.

Algebra: Students in the middle grades begin to use the language of function, identifying
patterns and relationships in context and expressing them algebraically. Variables are used to
describe the interdependence of quantities and build an understanding of slope as the rate of
change between quantities. In order solve problems, ordered pairs of data are generated and used
to identify a linear relationship between quantities graphically and algebraically. From tables
and graphs students recognize nonlinear relationships and functions. Linear equations and
inequalities are solved using multiple strategies, including manipulatives, tables, guess-and-test,
working backward and algebraic methods. Students simplify algebraic expressions involving
real numbers and variables and apply algebraic methods to solve a variety of problems.

Grade 6 Mathematics Curriculum Overview: By the end of grade six, students have mastered
the four arithmetic operations with whole numbers, positive fractions, positive decimals, and
positive and negative integers; they accurately compute and solve problems. They apply their
knowledge to statistics and probability. Students understand the concepts of mean, median, and
mode of data sets and how to calculate the range. They analyze data and sampling processes for
possible bias and misleading conclusions; they use addition and multiplication of fractions
routinely to calculate the probabilities for compound events.
SCIENCE CURRICULUM
Our goal is to help students understand the unifying concepts of science and how they relate to
their environment. By becoming competent in the unifying concepts of science (i.e., systems,
order and organization; evidence, models, and explanation; constancy, change, and
measurement; evolution and equilibrium; and form and function), we believe students will gain a
more in-depth understanding of science content and will be better able to apply these concepts to
other areas of the curriculum.
Pre-Kindergarten Science Curriculum Overview: Our preschool science curriculum is a
concrete approach to learning the fundamental concepts of science. Children are given many
opportunities for systematic observation and hands-on investigation of both the living and
physical world. The focus for pre-kindergarten students is to ask the students to describe key

physical characteristics, needs and basic life cycle of plants and animals, including man. The
focus is also to ask students to demonstrate how to use a variety of everyday tools.

Kindergarten Science Curriculum Overview: Students in kindergarten begin their science
studies using their five senses to observe animals, earth materials, weather, and other objects.
The class setting should provide a stimulating atmosphere in which students are intellectually
challenged to explore the physical world around them. Young students' natural curiosity leads
them to investigate the world by observing and manipulating common objects and materials in
their environment. Students learn to interpret their observations by collecting data on which they
base their scientific explanations. Student learning of all four goals is guided by the unifying
concepts of evidence, exploration, and measurement.

The focus for kindergarten students is on using the five senses to make observations of events in
both indoor and outdoor settings that make up their world. The observations that students make
provide evidence and data on which to base their scientific explanations. Guide student learning
of all goals on the unifying concepts of evidence, explanation, and measurement. The strands
provide a context for teaching the content throughout all goals.
First Grade Science Curriculum: Science education in first grade extends the foundation that
began in kindergarten with the unifying concepts of evidence, explanation and measurement and
begins to add order and organization as students devise their own rules to classify living and
nonliving objects. Teachers build on students' natural inclination to ask questions and investigate
common objects in the natural world. Students engage in active construction of ideas and
explanations as they observe, collect data, and classify, to provide types and levels of order and
organization to their ideas about science concepts. The focus for first grade is on students using
their senses to make observations and using their own rules to classify living and nonliving
objects. Identifying types and levels of organization helps students find useful ways of describing
objects and organisms. Guide student learning to continue to emphasize the unifying concepts
introduced in kindergarten, including evidence, explanation and measurement as well as the
introduction at grade one of order and organization. The strands provide a context for teaching
the content goals.
Second Grade Science Curriculum Overview: Science education in the second grade builds
on the unifying concepts previously introduced in kindergarten and first grade including the use
of evidence, explanation, measurement, and order organization. Second graders are introduced to
changes through the study of animal life cycles, weather, properties of materials, and sound.
Changes vary in rate, scale, and pattern. The focus for second grade students is on analyzing
collected data over time to make predictions and understand changes. Changes vary in rate,
scale, and pattern, including trends and cycles. Changes in systems can be measured. Guide
student learning to continue to emphasize the unifying concepts previously introduced, including
evidence, explanation, measurement, order, and organization as well as the introduction at grade
two of change. The strands provide a context for teaching the content goals.

Third Grade Science Curriculum Overview: Third grade continues to use the unifying
concepts taught in grades K-2 including evidence, explanation, measurement, order and
organization, and change. Students at third grade focus on the study of systems as their unit of

investigation. They learn that a system is an interrelated group of objects or components that
form a functioning unit. The natural and human designed world is complex; it is too large and
complicated for students to investigate and comprehend all at once. The third grade program
allows students to identify small components of a system for in-depth investigation. Each
investigational unit addresses a particular system. Plants, soils, earth/moon/sun, and the human
body are each investigated as systems. The focus for third grade students is on identifying
systems and patterns in systems. Systems are the units of investigations. A system is an
interrelated group of objects or components that form a functioning unit. Students learn to
identify portions of a system to facilitate investigation. Systems have boundaries, components,
resources, flow and feedback. Guide student learning to continue to emphasize the unifying
concepts previously introduced including evidence, explanation, measurement, order,
organization, and change as well as the introduction at grade three of systems.

Fourth Grade Science Curriculum Overview: Students in grade four will learn to design and
build simple electrical circuits and experiment with components such as wires, batteries, and
bulbs. They will learn how to make a simple electromagnet and how electromagnets work in
simple devices. They will observe that electrically charged objects may either attract or repel one
another and that electrical energy can be converted into heat, light, and motion. The focus for the
fourth grade student is on analyzing systems and learning how they work. Thinking about and
analyzing systems helps students understand the relationships of mass, energy, object, and
organization. They learn that systems consist of combinations of organisms, machines, objects,
ideas, and numbers. Systems have boundaries, components, resources flow and feedback. The
focus for fourth grade students is on analyzing systems and learning how systems work.
Thinking about and analyzing systems help students understand the relationships of mass,
energy, object, and organisms. Students learn that systems may be made up of subsystems and
that systems have structure and function, feedback, equilibrium, and that there are both open and
closed systems. Guide student learning to continue to emphasize the unifying concepts
previously introduced (including evidence, explanation, measurement, order, organization and
change, and systems) as well as the introduction at grade four of form and function. The strands
provide a context for teaching the content throughout all goals.

Fifth Grade Science Curriculum Overview: Fifth grade students focus on using evidence,
models, and reasoning to form scientific explanations. Evidence consists of observations and
data on which scientific explanations are based. Using evidence to understand interactions allows
students to predict changes in natural and human-designed systems. Models are tentative
schemes or structures constructed to represent real objects or processes. Models help students
understand how objects work. Explanations incorporate prior knowledge and new evidence from
observations, experiments, or models into consistent, logical statements. As students come to
understand science concepts and processes, their explanations should become more accurate and
logical. Activities and other experiences for fifth grade students continue to emphasize the
unifying concepts previously learned as well as the introduction of models at grade five. The
Science Content Standards and EnglishLanguage Arts Content Standards are complementary so
that the writing strategies will lay a foundation for good writing on science reports and
informative oral science presentations. The Science Content Standards and the Mathematics
Content Standards also reinforce each other as students analyze, strategize, and solve problems,
finding solutions to apply to new circumstances. Students in grade five will also develop testable

questions and learn to plan their own investigations, selecting appropriate tools to make
quantitative observations.

Sixth Grade Science Curriculum Overview: Sixth grade science builds on the concepts and
skills acquired in kindergarten through fifth grade. Instructional design should provide
opportunities for understanding: the unifying concepts of science, the strands, conceptual goals
and objectives. Connections to mathematics, technology, social science, and communication
skills should be considered for instructional design. To assist teachers with instruction, materials
explaining the Unifying Concepts, Strands, Goals, and Objectives with specific
recommendations for classroom, laboratory, and/or field experiences are available through the
Department of Public Instruction. It is important that the nature of the adolescent be at the core
of all curricula. Middle school students are undergoing extensive psychological, physiological,
and social changes, which make them curious, energetic, and egocentric. Middle school science
provides opportunities to channel the interests and concerns of adolescents, provided it
maximizes their exposure to high interest topics. Middle school learners need to see a direct
relationship between science education and daily life. Investigations designed to help students
learn about themselves and their world motivates them.

SOCIAL STUDIES CURRICULUM
Social studies education provides students with opportunities to acquire facts and concepts drawn
from the chronology of our nation's heritage and the heritage of the District of Columbia; the
powerful ideas and experiences found in the history of the world; the disciplined perspectives of
the historian, geographer, economist, and other social scientists; and the complexities of
contemporary life. It also provides students with an understanding of the democratic principles
and ideals upon which good citizenship is founded; familiarity and facility with the processes of
inquiry and application used by social scientists; and the ability to use the knowledge, skills,
principles, and ideals they have learned to make informed and reasoned decisions both as
individuals and as citizens of the community, state, nation, and the world. Furthermore, social
studies education encompasses instruction in the privileges, duties, and responsibilities of
citizenship and instruction in the history, government, and constitutions of the United States and
the District of Columbia, including the organization and operation of the Districts government
and of the federal government.
Pre-Kindergarten Social Studies Curriculum Overview: Pre-Kindergarten social studies
curriculum focuses on the awareness of the child as an individual, as a member of a family unit,
as a member of [his or her] school and of a wider community through a variety of units of study.
Our pre-kindergarten students will have hands-on experiences using puppets, books, puzzles,
games, costumes and activities to become aware of differences and similarities in our culture and
the culture of others around the world.

Kindergarten Social Studies Curriculum Overview: Students begin a global approach to
Social Studies with a study of themselves, their families, and other families around the world.
They learn how individuals and families grow and change and compare how they are alike and
different. Students approach the understanding of self and family while developing and defining
concepts about themselves and the family structure. They acquire the concept that all families
worldwide have basic common needs, yet meet these needs in a variety of ways. Goals in

kindergarten focus on developing positive attitudes about themselves, their families, and families
of diverse cultures.

First Grade Social Studies Curriculum Overview: Students continue to develop concepts,
generalizations, and skills introduced in kindergarten as they learn about their neighborhood and
community, and extend their knowledge of others throughout the world. They examine a variety
of neighborhoods and recognize the multiple roles of individuals and families. Students explore
characteristics of the local government while expanding their understanding of justice, authority,
and responsibility. They analyze and evaluate the effects of change and become more aware of
diversity and cultural traditions throughout communities.

Second Grade Social Studies Curriculum Overview: The second grade study emphasizes
community life in a variety of contexts with a major focus on geography. Students examine how
communities may be linked to form larger political units, and how there are cultural, geographic,
and economic ties. Through their study of various patterns of community living, the students
begin to understand that people's activities are influenced not only by their geographic location
but also by how they use the earth's materials, the physical environment, and human traditions.
By looking at communities from a geographic perspective, students become aware of some of
the cultural, political, geographic, and economic factors that help bind communities together
through both time and space.

Third Grade Social Studies Curriculum Overview: The third grade study is designed to
expand the students' concept of "leaders" in relationship to their communities. Students study
people of diverse groups, their cultures, religions, traditions, and contributions to the community.
Students compare aspects of familiar communities with those of other cultures and other times.
They are introduced to problems that "leaders" and communities confront and how conflicts are
resolved. Third graders discover how literature is integrated in the social studies discipline by
reading about local, state, national, and global leaders (fictional and non-fictional). They
investigate the contributions that these individuals have made to society. Students make
connections between deeds leaders perform and the character traits each hero possesses such as
courage, self-discipline, perseverance, integrity, respect, responsibility, kindness, and good
judgment.

Fourth Grade Social Studies Curriculum Overview: Fourth grade students proceed from the
study of individuals who make a difference in their communities and the world to a study of
Washington, D.C. Students explore geographic regions, landforms, climate, and resources of the
state. They learn about the Districts social, economic, and political institutions and how these
institutions respond to the needs of Washingtonians. Students build a base of knowledge about
economic principles and technological developments, about experiences in the state and about
present day practices. They study the land and its people analyzing the diverse groups that have
contributed to the development of Washington, DC beginning with the American Indians up to
the revolutionary period. Additionally, students have the opportunity to draw parallels between
contemporary issues and their historical origins.

Fifth Grade Social Studies Curriculum Overview: The fifth grade study extends the focus to
geographic regions of the United States, Canada, Mexico, and Central America. Students learn

about the people of these nations and the physical environments in which they live. As they
examine social, economic, and political institutions, students analyze similarities and differences
among societies. Concepts for this study are drawn from history and the social sciences, but the
primary discipline is cultural geography. Given the swiftness of change and our global
information systems, students' examinations of these concepts must require continuous reference
to current events and trends.

Sixth Grade Social Studies Curriculum Overview: The focus for sixth grade is on the
continued development of knowledge and skills acquired in the fourth and fifth grade studies of
North Carolina and the United States by considering, comparing, and connecting those studies to
the study of South America and Europe, including Russia. As students examine social,
economic, and political institutions they analyze similarities and differences among societies.
While concepts are drawn from history and the social sciences, the primary discipline is
geography, especially cultural geography. This focus provides students with a framework for
studying local, regional, national, and global issues that concern them, for understanding the
interdependence of the world in which they live, and for making informed judgments as active
citizens.

VISUAL AND PERFORMING ARTS CURRICULUM

The Visual and Performing Arts Curriculum engages students in a variety of visual and
performing arts experiences. Students are instructed by arts specialists, such as the instrumental
and vocal teachers, who help students increase their ability to read, write, and perform music. In
the interactive setting of a theatre class, students study, create, and perform literary works,
thereby gaining additional connections with the language arts curriculum. Dance instruction
provides students with opportunities for increased expression through movement and spatial
awareness, and in the visual arts students might create a project in the tradition of the
civilizations they are studying in ancient history.

Through all of these rich, interrelated arts studies, students discover a greater sense of self-
confidence and a deeper knowledge of their place in history and society. Focused practice in
applying the elements of the arts and thoughtful descriptions of their use in artwork help students
in both creative expression and artistic valuing. In all of the arts, students are developing ideas,
moods, and themes in increasingly complex dance studies, musical performances, scenes and
plays, and original works of visual art. Through their studies in history social science and their
performance and research in the arts, they are learning more about the role the arts have played
in varied cultures and time periods. Across the curriculum in each of the arts, students are
increasing their ability to apply appropriate criteria to evaluate artwork. Doing so helps them
improve their own work and become more discriminating members of the audience and viewers
of the arts.

Pre-Kindergarten Visual and Performing Arts Curriculum: The pre-kindergarten visual arts
curriculum focuses on producing art as well as examining and appreciating examples of various
art forms. The use of various media and techniques provides rich opportunities for sensory
exploration and manipulation as well as the development of fine motor skills. In addition,

through painting and drawing children make their first attempts at graphic representation, a
precursor to writing. The guided examination of works of art provides practice in focusing
attention on visual detail, important for developing skill in discriminating visual differences in
objects, images, print, and letters as well as appreciating the basic elements of art. Examination
and discussion of art also enriches language development.

Kindergarten Visual and Performing Arts Curriculum: Kindergarten students dance, sing,
act, and paint, exploring their world through their senses and improving their perceptual skills, so
important to learning and performing in the arts. They can act like cats; move to music, rhythm,
and sounds, and turn every day movements such as walking and jumping into dance. Listening to
music, they repeat the tempo with rhythm sticks and pretend and act out the stories they hear and
the pictures they see by performing group pantomimes and improvisations. They will discuss
what they see in pictures and use glue and scissors with enthusiasm while learning about line,
color, shape, texture, value, and space in the world around them and in works of art. While
learning vocabulary in each of the arts disciplines, they see, listen, and respond to dance, music,
theatre, and the visual arts from various cultures and time periods. For kindergarten students the
arts are among their first exciting adventures in learning. They are beginning to develop the
vocabulary and skills unique to the arts.

First Grade Visual and Performing Arts Curriculum: First-grade students learn to work with
others, know where they live, and recognize that other people live far away. They also learn to
listen when others speak, and they begin to understand the role of school in their lives. Students
have much to learn in art classes. They are expected to begin to develop the focus needed to
succeed in creating and performing art. As they sing, play music, do dramatics, draw, and paint,
their purpose and intent become apparent. They learn how artists in the past performed the same
activities that contemporary artists continue today. By connecting the arts with other content
areas, students build their vocabulary and pre-reading skills, such as defining the plot, predicting,
summarizing, and recognizing the sequence of events in a story.

Second Grade Visual and Performing Arts Curriculum Overview: Second-grade students
have learned a lot. They become excited when they can connect their previous learning with
something new or when they can demonstrate their expanding skills. On their own and in small
groups, they are working to experiment and solve problems. Among their accomplishments may
appear brightly colored bits of modeling clay fashioned into tree frogs representing a new
species from a study of the diversity of life in the rainforest; use of chants and clapping to
mathematical rhythms and use of rap music to memorize mathematical facts; a journal entry
about a childs picture that includes the following sentence: The diagonal lines show my legs are
moving. Clearly, students are demonstrating acquired knowledge through artistic self-expression.

Third Grade Visual and Performing Arts Curriculum Overview: The doors of knowledge
open wide for third-grade students, offering them new possibilities through the arts. As they start
thinking abstractly and their levels of perception become more sophisticated, they can describe
their thoughts orally and in writing. Their increased fine motor skills help them learn all kinds of
things, from cursive writing to classroom instruments. As they begin to learn about their

community, they become more curious about themselves and about others. Their study of the arts
leads them to gain knowledge about many subjects. For example, excited by a walking trip
through the community, they draw pictures representing landmark buildings. They also learn to
dance and sing to music from their communitys many cultural heritages and use their theatrical
skills to explore what they imagine and to portray a character.

Fourth Grade Visual and Performing Arts Curriculum Overview: Excitement rises when
fourth-grade students recognize the artist within them and the importance of the arts in learning.
In their study of California history, they learn that the arts can help them discover the rich
cultural heritage of their state as reflected in dance, music, theatre, and the visual arts. Building
on previous experiences, they discover their own ability to communicate through the arts and can
use music notation, knowledge of structure and style, and advanced technical skill to create
works of art. At this age they understand that the arts are more than lines, spaces, colors,
movements, or notes on a page. Rather, these elements can be combined to create meaning.

Fifth Grade Visual and Performing Arts Curriculum Overview: Fifth-grade students bring
to the classroom a strong sense of what they like and dislike and can tell why they hold their
opinions. At this age they are growing in ability to discuss, describe, and evaluate the arts, using
specific criteria, and understand and work with complex concepts in the arts. Inventing new
possibilities for dance sequences, composing music, developing plots in theatre, and using
perspective in the visual arts are within their grasp. With this new level of sophistication,
students can explore the rich history of the arts in this country, working to gain a deep
understanding of the vast array of artists and works of art this nation has to offer. By integrating
dance, music, theatre, and the visual arts in the classroom can provide students with a broad
background in the arts and with experiences to support learning throughout the curriculum.
Using their increased knowledge and skills, students can improvise, create, and perform in all the
arts.
Sixth Grade Visual and Performing Arts Curriculum Overview: Sixth-grade students are
beginning to find their way in a wider setting. Starting the process of defining their point of view
through the arts, they are also bringing together basic concepts they have learned throughout
elementary school, learning more rigorous skills and determining how to apply those skills.
Further, they are learning to link particular art forms to the communication of meaning.
Becoming more responsible for their aesthetic choices, they want to learn the skills needed to
express their individuality effectively because they are constantly comparing themselves to
others. They continue to acquire skills that improve their self-confidence and increase their arts
vocabulary and begin to understand how culture and the arts interact. The students are learning to
be responsible to themselves and their classmates through participation in creative groups and
ensembles. Through the arts students achieve a balance leading to a healthy, creative transition to
the increasingly complex academic life to come.

PHYSICAL EDUCATION CURRICULUM

The physical education curriculum seeks to help young people achieve their fullest potential by
accepting responsibility for personal health decisions and practices, by adopting healthy

behaviors, by working with others to improve the health of their school and community, and by
becoming discriminating consumers of health information, services and products. The DCPS
curriculum teaches fundamental health concepts, promotes habits and conduct that enhance
health, wellness and learning, and guides efforts to build healthy families, relationships, schools
and communities. We believe that healthy students succeed academically. The curriculum
focuses on anti-drug use and teaches personal safety and responsibility.

Pre-Kindergarten Physical Education Curriculum Overview: The pre-kindergarten physical
education curriculum is based on developing perceptual motor skills. Perceptual motor and
coordination skills, and related movement activities extend and refine motions of body image
and the bodys capabilities. It also provides opportunities for enhancing time, space, and
language concepts as well as social development when activities are carried out with others.
The child is given activities to stop and start movement according to a signal, maintain balance,
move through space with or without obstacles, in a variety of ways, throw and kick objects, and
move cooperatively with others, through a variety of tasks or traditional childhood games. Our
pre-kindergarten students also have opportunities to use the body to interpret music and perform
pantomimes.

Kindergarten Physical Education Curriculum Overview: Kindergarten students are
embarking on a journey of formal physical education and a lifetime of movement. Some students
come to kindergarten using the proper form for loco motor and non-loco motor movements,
while most are still learning these skills. Hand-eye coordination is showing steady improvement,
but reaction time is still slow. Students enjoy moving to music. This rhythmic activity is an ideal
lesson for practicing loco-motor and non-loco motor skills.

First Grade Physical Education Curriculum Overview: First-graders continue a moderate
and steady growth in height and weight. Many students at this grade can demonstrate the proper
form for jumping, hopping, galloping, sliding, walking, running, leaping, and skipping.
Additional practice opportunities and instruction should be provided for students experiencing
difficulties with these skills. Hand-eye coordination and reaction time are improving, making the
manipulation of objects easier. Static and dynamic balances are also improving and permit the
learning of more advanced tumbling and dancing skills.

Second Grade Physical Education Curriculum Overview: Second-graders continue to
maintain a high level of flexibility and a moderate but steady growth in muscular strength and
endurance. They exhibit relatively high heart and breathing rates and are typically active
intermittently, showing vigorous bursts of energy followed by periods of rest or recovery
(Siedentop, 2004). Loco motor and manipulative skills continue to improve, and students
demonstrate a keen interest in practicing activities that they know how to perform. Static and
dynamic balance skills also show steady improvement, and rhythmic skills show an increase in
quality and complexity of movement.

Third Grade Physical Education Curriculum Overview: Third grade is a pivotal time in the
development of students movement skills. Third-graders who demonstrate and understand the

proper form for loco motor and non-loco motor skills now shift their focus to combining those
skills into new movement sequences. Students who cannot perform the skills using the proper
technique are provided with additional learning and practice opportunities to improve these
skills.

Fourth Grade Physical Education Curriculum Overview: Fourth-grade students are at a
transitional stage between childhood and youth. Still, there is very little difference in motor skill
performance between boys and girls, and there should be equal expectations for both in terms of
physical performance. Eye-hand coordination is improving, fine-motor activities are performed
with more skill, and the greatest gain in strength begins at this stage. In kindergarten through
third grade, students should have mastered the proper form for loco motor and non-loco motor
skills and learned to manipulate objects in a variety of ways. The focus now shifts to using the
proper form for manipulating (e.g., kicking, throwing, striking) objects.

Fifth Grade Physical Education Curriculum Overview: Fifth-grade students are entering
early adolescence and are beginning to experience many physical changes. At this age, it is not
uncommon for girls to be taller than boys. Differences in strength and motor skill performance
may be attributed to experience and students practice opportunities. Flexibility continues to
decrease, especially in boys, presenting the need for more stretching exercises during physical
education. Students continue to manipulate a variety of objects using eye-hand and eye-foot
coordination. However, the emphasis now shifts to improving accuracy and distance while
efficiently manipulating objects using body parts (e.g., hand, foot) or implements (e.g., racket,
bat).

Sixth Grade Physical Education Curriculum Overview: The physical education program in
grade six provides the opportunity to expand a students performance and understanding of
fundamental movement and motor skills to more specialized movement and motor skills used in
a variety of content areas (individual and dual activities, team activities, adventure/outdoor
activities, and rhythms and dance.

HEALTH EDUCATION CURRICULUM

The academy health education program promotes the physical, social, and emotional health and
safety of every student now and throughout [his or her] life. Our health program covers nutrition
and eating disorders; human body system and puberty; sex education; drug and alcohol abuse;
personal hygiene; peer pressure; emergency procedures; and personal safety rules. Physical
education is designed to assist the student in attaining optimal wellness physically, mentally,
emotionally, and socially. The program offers activities, which incorporate the five components
of fitness: cardiovascular endurance, muscle strength, muscle endurance, flexibility, and body
composition.

Pre-Kindergarten Health Education Curriculum: Pre-kindergarten students will learn about
personal hygiene, including dental care, and disease prevention. They will be taught to
understand how to reduce their health risks through the practice of healthy behaviors. Our
students will demonstrate the skills to promote health and reduce the spread of germs (e.g.,
proper hand washing, proper tooth brushing techniques. Pre-kindergarten students will also learn

how to recognize the signs and symptoms of common illnesses (e.g., fever, rashes, coughs,
congestions, and wheezing).

Kindergarten Health Education Curriculum: Kindergarten students will learn about fire and
water safety; first aid prevention and care for injuries, pedestrian, bicycle, and vehicle safety, use
of protective equipment, including seat belt, personal safety and violence prevention, including
bullying, hazing, and harassment. Our kindergarten students will also be taught how to
differentiate between safe and risky behaviors; identify safety practices for home and school
(e.g., rules for pedestrian and traffic safety, fire, weather, water, recreation safety); identify
safety hazards that may exist in home/school (e.g., medicines, household products, unknown
substances) and potentially dangerous objects/weapons (e.g., matches, broken glass, knives,
guns); identify safe behaviors around strangers (e.g., not getting in cars or taking treats from
strangers); and distinguishing between appropriate and inappropriate touch.

First Grade Health Education Curriculum: The student will identify the basic components
and functions of the systems of the human body. Key concepts/skills include body structures
(e.g., abdomen, chest, head) and organs (e.g., heart, brain, lungs, stomach); the principles of
correct posture; the interconnection of all body systems (e.g., cardiovascular, digestive, immune,
muscular, nervous, skeletal, respiratory). Our first graders also learn how to follow in
emergency situations (e.g., fire, lockdown drills, calling 911); and learn to explain the difference
between tattling and reporting bullying or aggression.
Second Grade Health Education Curriculum Overview: Students in grade two continue to
learn about the basic structure and functions of the human body systems. Focusing on preventing
illness and disease, the students begin to understand the relationship between health behaviors,
choices, and consequences. They learn about the factors that influence health decisions, the
harmful effects of drugs, and how to communicate consideration and respect for others.
Third Grade Health Education Curriculum Overview: Students in grade three learn about
how health habits impact growth and development. They learn to compare and contrast healthy
and unhealthy practices. Skill building continues as students learn to apply the knowledge of
health-risk reduction to the promotion of health. Our second graders will also be taught how
culture, media, peers, family, and other factors influence healthy behaviors; and how to access
valid information and/or resources about health issues, services, and products.
Fourth Grade Health Education Curriculum Overview: Students in grade four learn and
apply health skills to the following health areas: disease prevention, nutrition, healthy
relationships, use of tobacco, and use/abuse of alcohol. Students begin to recognize the existence
of myths related to health information, distinguish fact from fiction, and set simple goals for
promoting personal health and preventing disease. Students assume personal responsibility for
helping promote health at school and in the community.
Fifth Grade Health Education Curriculum Overview: The student will demonstrate the
interpersonal skills necessary to build healthy relationships. Key concepts/skills include the
development of positive social skills; the use of refusal and conflict resolution skills; effective
verbal and nonverbal communication skills that convey care, consideration, and respect for self
and others.
Sixth Grade Health Education Curriculum Overview: The student will apply critical
thinking skills and personal management strategies to address issues and concerns related to

personal health and wellness. Key concepts/skills include the importance of significant friends or
adult mentors; the relationship between self-image and gang-related behaviors; the effects of
environmental influences on personal health; refusal strategies related to alcohol, tobacco, and
other drugs; prevention of communicable and non-communicable diseases.
Foreign Language Curriculum
The academy students enter the world of foreign language at the pre-kindergarten level. Pre-K
through sixth grade students will have Spanish three times a week, of varying duration
depending on age. With each consecutive year, the students Spanish language skills increase
cumulatively in a dynamic, interactive, and meaningful way. At all levels, careful attention is
given to practicing all five skills identified by the American Council on the Teaching of Foreign
Languages as essential to learning a foreign language: speaking, listening, reading, writing, and
cultural awareness.
Our core curriculum, Teach Them Spanish, provides a coherent framework of vocabulary and
grammatical structures from pre-K through sixth grade. Teach Them Spanish! is for the
teacher who has a little knowledge of Spanish and a lot of enthusiasm. This book guides you
through practical lessons in beginning Spanish. Students with little or no previous Spanish will
experience the thrill of success with a second language. Lessons appropriate for fifth grade are
organized by topics familiar to the student, such as colors, clothing, food, family, and animals.
Each lesson includes a simple-to-follow teacher lesson plan, a practice page, and activity pages.
Lessons also include games, puzzles, songs, chants, and writing activities.
Our youngest students sing and dance to music by Neraida Smith and Jos Luis Orozco. Story
collections by award-winning author Alma Flor Ada and other notable picture books enhance the
language experience of all elementary learners, providing new sources of vocabulary and
thought-provoking concepts. Schlessinger Media videos on Hispanic heritage and culture are
often presented to learners of all ages to bring geography, history, and prominent historical
figures to life. Projects assigned to upper-level students awaken their curiosity and reinforce their
reading, research, and keyboarding skills.
ESL CURRICULUM
The chosen curriculum builds on students previous education and language knowledge to
introduce basic literacy skills and help students adjust to their new cultural environment.
Students will develop the ability to use oral and written English for daily needs, acquire basic
conversation skills and vocabulary, and use simple sentence patterns. Students will also acquire
basic orientation information related to their needs. Students will: participate in oral learning
tasks and engage in social interaction in the classroom; use high-frequency words and simple
sentence patterns to communicate meaning; demonstrate some awareness of different levels of
formality in social interaction; obtain key information from media works. Furthermore, students
will: read and respond to short passages from fiction and nonfiction texts designed or adapted
for beginning learners of English, with teacher guidance; use some reading strategies to acquire
key English vocabulary from simple texts for classroom studies, with teacher guidance; use some
key reading strategies for decoding and comprehension, with teacher guidance; find specific
information in straightforward reference materials, with teacher guidance.
LIBRARY MEDIA CURRICULUM
The library program emphasizes expanding students' opportunities for guided or independent
reading of quality literature and nonfiction (especially award-winning authors and illustrators).

Students have access to the library for small group and individual use, through flexible
scheduling. To engage students and support frameworks and classroom instructional goals for
reading, writing, and thinking in content areas, library projects are co-planned and taught by
teachers, librarians, and technology specialists. Using a formal research process, students
improve information literacy, study, and presentation skills in shorter or longer units. Citing
others' work and other ethical uses of information are introduced and reinforced. Instruction and
resources in more advanced reference materials in print, audiovisual, and online formats provide
a foundation for using libraries and information resources in lifelong learning.
Library Media Curriculum Overview: Grades Pre-K to Second Grade: Library media specialists
offer instruction and resources in print, audiovisual, and online formats to provide a foundation
for using libraries and information resources in lifelong learning. The library program supports
beginning reading, listening, communication, and technology skills through regularly scheduled
story-times. Additional class, group, and individual visits are flexibly scheduled. Activities
include read-aloud sessions and literacy events related to school-based literacy goals, beginning
investigations, and guidance for book selection based on personal interests. To support
home/school connections for literacy, families are welcome to borrow library materials for
sharing with their children.
Students learn how to locate and borrow materials as well as how to select books and other
resources based on their own interests and suitable for assignments and reading growth. Many
authors and illustrators, classic and new, are introduced to pass on the rich body of multicultural
children's literature. By second grade, students apply one or more models for doing
beginning research projects planned collaboratively by the library media specialist and other
teachers, specialists, and staff.
Library Media Curriculum Overview: Grades Three through Six: The library program in grades
3 to 6 emphasizes expanding students' opportunities for independent reading of quality literature
and nonfiction (especially award-winning authors and illustrators). Students have access to the
library for small group and individual use, through flexible scheduling. To engage students and
support frameworks and classroom instructional goals for reading, writing, and thinking in
content areas, library projects are co-planned and taught by teachers, librarians, and technology
specialists. Using a formal research process, students improve information literacy, study, and
presentation skills in shorter or longer units. Citing others' work and other ethical uses of
information are introduced and reinforced. Instruction and resources in more advanced reference
materials in print, audiovisual, and online formats provide a foundation for using libraries and
information resources in lifelong learning.

TECHNOLOGY CURRICULUM

The DCPS and International Society for Technology Standards (ISTE) will be integrated within
the core curriculum to maximize student use of 21
st
Century Learning Technology Standards. To
ensure students are skilled as 21
st
Century Learners, the 1 to 1 Technology (IPod Touch or
Laptop) will be use to expand student mastery of curriculum. In every core subjects, students
analyze the information for relevance and accuracy, and to synthesize and present it in a
professional manner using technology.

Extra-Curricular Activities:

Many great student organizations will be available at the academy. The following is a list of
activities open to students in Pre-K through Sixth Grade, as appropriate for the grade-level: 1)
Chess Club: 2) Creative Writing Club; 3) Debate Team; 4) Environmental Action Club: 5)
Future Teachers Club; 6) Hip Hop Club; 7) African-American Heritage Club; 8) Spanish-
American Heritage Club; 9) Young Man To Man/ Young Woman To Woman; 10) Math Club;
11) Mock Trial Team: 12) Model United Nations Club; 13) Music Production Club; 14) National
Honor Society; 15) Register Forum (School Newspaper); 16) Science Olympics Team; 17) Math
Olympics Team; 18) Student Government/Student Council; 19) Yearbook Team; 20) Mandering
Club.

CHARACTER DEVELOPMENT EDUCATION AND PERSONAL RESPONSIBILITY

Social skills affect every aspect of our lives. We use social skills to foster relationships at home,
at work, in the homes of our friends and coworkers and in our neighborhoods. Many children
may desire to have social connections, but lack the necessary skills to interact appropriately with
others. Learning to cooperate with others, developing friendships, and resolving conflict is as
significant to the development of a healthy holistically balanced child as academics. Students
without social skills development experience rejection from classmates and learn to avoid social
situations. Feelings of hurt and disappointment are the outcome and affect the child's ability to
think positive about school, peers, and life in general.

Because social skills are an important component for successful living, the academy has
incorporated its importance into the curriculum to make sure that our children acquire these skills
and learn appropriate social rules. To accomplish our goal, we embrace the research-based
Comer School Development Program. This program is a "systems approach" to school
management, based on principles of child/adolescent growth and development and interpersonal
relationships. Nine components are systematically used to address the areas of academic, social,
and staff development. A School Planning and Management Team (SPMT), a Student and Staff
Support Team (SSST), and a Parent's Team (PTO) are the three major teams that address school-
wide issues and oversee the development of the School Improvement Plan. The teams operate
under three guiding principles, collaboration, no-fault problem solving, and decision-making by
consensus. Students learn and assimilate the essential character traits, which are compassion,
cooperation, friendship, honesty, perseverance, respect, responsibility, self-discipline, sharing
and caring, and volunteering.

Our faculty and parent/community volunteers will receive Comer training in helping our students
develop social skills at school. They will then become facilitators for training incoming teachers,
staff, and parents. All individuals will be encouraged to sit on the leadership team or become
part of sub-committees handling positive outcomes and behaviors.

Safe and Orderly Environment: To achieve our academic goals for the academy, measures are in
place to ensure a safe, orderly environment in a school climate supportive of teaching and
learning. Initiatives as well as reliable best practices will be blended to make our school a
positive learning community. At the beginning of the school year, all personnel and students are

informed of the schools Student Code of Conduct, and consistent, diligent monitoring of the
code and student behavior will occur throughout the school year. The School Emergency Plan
will be regularly reviewed, assessed, and activated as required. Through the leadership of our
schools Conflict Resolution Team, the academy will maintain an environment that encourages
learning as well as emotional and social well-being. Our emphasis for the school year will be to
encourage an environment that is safe for all students and conducive to learning. With the
continuation of a school-wide discipline plan and character education program, we will
emphasize self-respect, self-control, and self-pride. A focus for the program will begin with staff
and the building of relationships. We will implement the use of Second-Step in the early
childhood program through grade 3 to teach students the skills of empathy, impulse control, and
anger management. A peer mediation program will be implemented in grades 4 5 to assist
students in making appropriate behavioral choices in and out of school. In an effort to assist
students displaying negative behavior, a guidance counselor and the crisis intervention teacher
will meet with disruptive students to design a behavior plan that targets areas of improvement.
This plan will be added to the students PEP.

Strategies to Attract (and Retain) Highly Qualified Teachers: To attract and retain highly
qualified teachers, the executive director and principal will attend job fairs to interview potential
teachers for the academy. New teachers to the academy will participate in the New Teachers
Orientation Program. A mentor teacher will be assigned to all first and second year teachers. In
order for an individual to qualify to be a mentor teacher, the individual will have significant
teaching and leadership experiences throughout their profession career. The mentor coordinator
and currently hired teachers will participate in the Mentor Orientation Program, meet with new
teachers monthly (or as needed) to discuss planning, instruction, classroom management, and
other issues during the school year. While new teachers will be assigned mentors, the entire
teaching staff of the academy will provide support and guidance. Intrinsic to teacher support will
be daily opportunities for collaboration and guidance within disciplines and across the
curriculum. Teachers at all levels will meet in friendly collegiate grouping to create and
encourage a Professional Learning Community. This community of Life Long Learners will
continuously seek to improve upon the opportunities for the instructors and parents to collaborate
and provide support for each other.
Plans for Assisting Children in Transition: By focusing our attention on the transition of early
childhood to pre-kindergarten, kindergarten to first grade, and sixth grade to middle school, the
staff of the academy will build a more continuous educational experience for the students and
their parents. The guidance counselor and teachers will assist with and support the pre-
kindergarten and kindergarten students transition and orientation into the school community.
Transitional activities will be implemented to facilitate a smooth transition to kindergarten:
invitations to visit the kindergarten classrooms in the spring; facilitate early registration for
kindergarten to prepare students for new settings in the kindergarten program; and family
meetings prior to kindergarten to discuss specific school information about registration
guidelines and health issues. Additionally, sixth grade teachers will assist our sixth grade
students transition to middle school during spring articulation meetings and school visits.
Measures to Include Teachers in Decisions Regarding the Analysis and Use of Academic
Assessments: Annual data from the District assessments only gives schools a snapshot of where
students are at a single point in time. Subsequently, teachers at the academy will provide daily
instruction based on the times between when the tests are given and when the results are returned

to schools. Teachers will be provided professional development to learn how to assess on a day-
to-day basis where their students are in relation to the content standards to have the necessary
information to inform instruction. This ongoing monitoring is also the way teachers determine
whether their instructional strategies are working for all students and which students need
instructional interventions. Regular examinations of student performance on assignments and
assessments enable teachers to make informed instructional decisions regarding teaching and re-
teaching specific indicators/objectives. The teachers will also align classroom instruction and
assessment with the Districts content standards so that every child is reaching the standards and
the school is meeting our AYP target.
It is also vitally important to mention that the assessments and development of each PEP is
centered on teacher input. Once the assessment data is gathered and analyzed, teachers must
develop the goals/objectives and strategies of the PEP for each of their students.
b. Resources and Instructional Materials: For each core subject area, unique focus area, and performance level
(grade level, age grouping, etc.) for the first five years of operation, discuss the resources and instructional
materials to be used to aid in the transference of information (trade books, multimedia aids, science kits, etc.) and
that are aligned with the mission and philosophy of the school and the proposed learning standards. Describe the
types of content materials, skill development activities, and formative and summative assessments found in the
resources and instructional materials the school will use to benchmark student progress across all grades and for
all students. In addition, discuss how the resources and instructional materials will lead to the accomplishment of
the school's goals, in particular, how they inform instructional decisions and assist teachers in meeting the needs of
all students, including English Language Learners and Students with Exceptional Needs.

The Academy will use effective and proven research-based instructional methodologies and a
variety of instructional materials and resources to support teaching and learning and meet the
learning outcomes as identified in the personal education plan. The academy will also use the
DCPS curriculum standards to facilitate teaching and learning in all core and non-core academic
subjects. The DCPS curriculum standards are sequential, created in such a way that the degree
of curriculum mastery required for each grade is achieved.

Grades Pre-K Reading/English/Language Arts Resources Instructional Materials: The
academy will use the Real Math Early Learning Pre-K to teach reading/language arts during the
early stages of learning. This curriculum is research-based to succeed from the start. The Open
Court Learning Pre-K curriculum incorporates key content areas essential for young learners,
including literacy, science, mathematics, and social studies. Developed using nationally
recognized early childhood curriculum guidelines, including NAEYC it is an easy-to-teach core
program that is a comprehensive, fully integrated curriculum. By using this program, we are
ensuring that our Pre-K learners are prepared for school. The curriculum consists of 36 weeks of
classroom instruction comprised of daily lessons with teacher-guided dialogue. Students will
also have access to flexible center time activities.

Grades Kindergarten through Fifth Grades Reading/English/Language Arts Instructional
Materials: To ensure that students will become fluent reader, we have chosen to use Harcourt
Trophies Reading Program. This reading program is endorsed by the Florida Center for Reading
Research and is a research-based, developmental reading/language arts program. It consists of
five hardback student books. Each student is provided opportunities to develop and expand
reading skills through phonics instruction, guided reading strategies, shared reading, intervention

strategies, integrated language arts components, and regular assessments. We believe our
students will be successful using this curriculum because of its explicit instruction in critical
foundational skills such as: high-frequency words; phonics and phonemic awareness; spelling,
alphabetizing, and handwriting; fluency instruction and fluency readers. Students will also
strengthen their ability to apply concepts consistently.

Response to Intervention (RTI): To assist students struggling and needing additional
assistance in identified areas of the curriculum, we have chosen to use a common and effective
structure recommended by researchers using a three-tier system. Research also reveals this
program works well for English Language Learners. Harcourt Trophies places a strong
emphasis on independence and responsibility shows students how to develop initiative and good
work habits. Guided writing activities teach students to write clear, concise, correctly spelled
paragraphs using legible handwriting setting them up for success in all subject areas. Specific
strategies for working collaboratively or independently teach students to share knowledge and
accept responsibility for their learning. Following is an overview of how Harcourt Phonics and
Spelling corresponds to the common three-tier model for reading RTI. A Reading
Interventionist Specialist, with a strong background and proven track-record in literacy
development, will be hired to provide reading intervention and skill development to struggling
readers as identified by Reading Assessment Data.

Tier 1: Core Classroom Reading Instruction (80% of students are expected to be in Tier I)
Reading instruction provided by the teacher from a scientific, research-based program
Frequent and cumulative assessments provide ongoing data
Formative assessments will be a required part of each lesson plan so that gaps in
learning and retention are identified quickly and reinforcement/ re-teaching applied
immediately
May include differentiation within the core program
Ongoing professional development for teachers
Benchmark assessments are given at least three times per year (the implementation of
short-cycle assessments should also be used in order to appropriately evaluate student
comprehensive of previously covered chapter material this promotes easier re-
teaching moments)
Teacher implements the program as detailed in teacher manuals, using the average level
fluency readers for grade-level reading
Teachers follow the professional development tips in the teacher manuals
Recommended instructional time: 30-60 minutes daily
Tier 2: Strategic Intervention (15% of students are expected to be in Tier 2)
Reading Intervention Specialist provides strategic intervention to students through small
group instruction read additional levels of fluency readers, beginning at easy level

Additional 30 minutes of targeted instruction is provided in small groups
Progress monitoring at least every two weeks
AssessmentThe reading specialist evaluates the literacy program in general, and can
assess the reading strengths and needs of students and communicate these to classroom
teachers, parents, and specialized personnel such as psychologists, special educators, or
speech teachers
Recommended additional instructional time: 20-30 minutes
http://www.reading.org/General/AboutIRA/PositionStatements/ReadingSpecialistPosition.aspx

Tier 3: Intensive Intervention (5% of students are expected to be in Tier 3)

Intervention provider by teacher or intervention specialist
Additional 60 minutes of targeted instruction is provided in small groups
May be used in special education (inclusion and/or pull-out)
Weekly progress monitoring

To further strengthen the students learning and understanding, we will use Harcourt Trophies
Reading Program in Tiers 1 and 2. Instruction is provided by a teacher or intervention specialist.
The teacher or specialists will work with students in small groups or individually, using Kid
Cards to provide review and remediation as detailed in teacher manuals, while small groups or
individuals complete the back of the lesson worksheets. We know that even after the best
instruction has been given, some students will continue to struggle. To help close the
achievement gap, we will use the Harcourt Reading Curriculum which incorporates multi-
sensory exercises for re-teaching and remediation outlined in individualized remediation. The
recommended additional instructional time: up to 60 minutes.
Grades Four and Five Reading/English/Language Arts Instructional Materials: The academy
will continue to use the Harcourt Trophies Reading Program for consistency. Since students in
these grade are reading to learn, students will further apply reading strategies and skills
automatically, flexibly, and strategically to comprehend fiction, nonfiction, poetry, and drama.
Students read for literary experience, to gain information, and to perform a task. Students will
use a variety of strategies and writing process elements to compose fiction, nonfiction, poetry,
and drama. Students will become increasingly proficient in active listening, speaking, and using
media and technology. Students deepen and extend their understanding and use of English
language conventions in oral presentations and written products.
Grade Six Reading/English/Language Arts Instructional Materials: Open Court Literature
Program is the chosen text book for students in Grade 6. We believe this book personalizes
instruction and integrate interactive technology. Students will discover how Big and Essential
Questions deepen their understanding of the literature and universal themes. Further, teachers are

provided the teaching support, teaching resources, and program materials that help meet the
needs of all students.
Math Resources and Instructional Materials for Pre-K through Second Grade: The SRA Real
Mathematics Program is the adopted program for grades Pre-K through Second grade. Teachers
are encouraged to use supplementary materials and make adaptations as necessary. All new
concepts are developed through hands-on activities and rich mathematical conversations that
actively engage students in the learning process. Concepts are developed, reviewed, and
practiced over time. Students move from the concrete to the pictorial to the abstract. We chose
this supporting textbook because it provides daily mixed practice, frequent, cumulative
assessment, and opportunities for connections, communication, and justification.
Math Resources and Instructional Materials for Third through Fifth Grade: The SRA Real Math
Mathematics Program is the adopted program for grades 3 through 5. Teachers are encouraged to
use supplementary materials and make adaptations as necessary. This curriculum provides daily
lesson structure with continual practice and assessment; builds foundational concepts and critical
thinking skills; provides real world problem solving and applications; and students communicate
mathematically. The flexible curriculum design meets the 3-tier RTI model and can be integrated
into inclusion classrooms, pullout programs, or resource classrooms. This curriculum ensures
struggling students can keep pace with the core curriculum, and this program also works well for
students with learning disabilities and special needs.

Math Resources and Instructional Materials for Grade Six: The SRA Real Math Mathematics
Program is the adopted program for grade 6. Teachers are encouraged to use supplementary
materials and make adaptations as necessary. The program will help students master the grade-
level standards by giving students time to learn and practice skills throughout the year;
developing higher order thinking; helping students to become more confident problem solvers;
focusing directly on math and eliminating distracters; and integrating manipulative for hands-on
learning experiences. We believe the SRA Real Math adaptations provide a complete and
parallel support for special education students. Its adapted lessons give students with learning
difficulties the help they need; it supports integration into mainstream classroom activities; and it
can be integrated into inclusion classrooms, pullout programs, or self-contained resource
classrooms. The programs instruction includes unique lesson ideas, the latest technology, and
engaging games that stimulate critical thinking as students formulate strategies and solve realistic
problems. The program offers an all-inclusive lesson structure that begins with a mental math
activity for incremental review, followed by a four-step lesson plan that reduces prep time and
eliminates guesswork. The program provides explicit, systematic instruction, including field-
tested teaching tips to develop concepts. Shows teachers when students should practice core
concepts on their own. Develops critical thinking skills by encouraging students to draw
conclusions, summarize, and analyze lesson concepts and responses. Provides specific rubrics to
quickly evaluate student performance, summarize observations, and differentiate instruction
based on assessments.

The Science Resources and Instructional Materials for Pre-K through Grade Six: The school will
use Harcourt Science as it primary resource for science instruction. Teachers are encouraged to
use supplementary materials and make adaptations as necessary.

Health Resources and Instructional Materials: Harcourt Educational Resources will be used.

Spanish Curriculum and Instructional Materials: Researched based Educational Resources will
be used; however, we will supplement this with Rosetta Stone software.

c. Methods of Instruction: Describe the instructional methods to be used, including any distinctive
instructional approaches to be employed, such as reading across content areas, multi-sensory learning, team or
problem-based learning, computer-assistive instruction, or peer-assistive learning strategies. Describe any special
models of instruction, adaptations of classroom management techniques, or service delivery strategies that will be
used to accommodate Students with Exceptional Needs and Limited English Proficient Students. Discuss how the
pedagogies proposed will provide students with the knowledge, proficiency, and skills needed to perform at high
levels and how these pedagogies will help produce the educational outcomes anticipated in the schools goals. If the
school proposes a particular curriculum focus (e.g., mathematics and science, the arts, the humanities, career
exploration), explain how the focus will be implemented or, if applicable, how the curriculum focus will be
integrated across all content areas.

To accomplish our mission of providing a rigorous education, we will use the didactic approach
to instruction. The didactic instruction engages the students mind and makes the student an
active learner.

When a teacher engages in didactic instruction, they present models to the students for mutual
contemplation. For example, if the teacher wants students to understand Renaissance Art, then
some Renaissance works of art are placed in front of the students and both the teacher and the
students contemplate these works, together. The same is true if a teacher wants students to learn
a proof in geometry, or understand a poetic device, a noble soul, or a musical idea. Note that in
this approach to didactic instruction the teacher and the student are engaged in a mutual
contemplation. Both are actively thinking about the models placed before them. As a result, both
move toward a more accurate understanding of the ideas contained in the object.
Formative and Summative Assessments: Assessment is an extremely critical activity for the
academy for two primary reasons: (1) To provide student mastery of curriculum and to drive
instructional decisions, and (2)the Personalized Education Program requires regular assessments
to determine appropriateness of goals (child readiness) and to track each childs progress toward
achieving those individual goals. For both reasons, an ongoing structured assessment program is
essential to adjusting learning plans to ensure student success. Intense training in assessment
systems and data analyzes will be provided for both teachers and administrators. Support for the
implementation of ongoing assessment tools will be provided and monitored with appropriate
feedback given.
Based on assessment results, teachers will develop the students Personalized Education Program
(PEP) and share the results with all the teachers who will instruct the child. The principal will
review and approve all PEPs. During PLCs, teachers will review, analyze, discuss student
assessment and develop and implement instructional strategies to support the students PEP.
Teachers will also meet at least three times a year or as needed with parents to update and
discuss their childs academic progress and preview further learning expectations.

Parents will have daily online access to some of the assessment data through a special password-
protected section on the schools website. Parents who do not have access to the Internet at home

can use the computers in the Family Center, or receive a printed report (in English or Spanish)
once a week by mail or personal pick-up in the school office. Such reporting will be provided to
parents as part of an ongoing monitoring of student achievement. Cumulative test results will be
reported to DCPS as required and as appropriate be available to the public as part of the
Academys accountability obligation.

d. Students with Exceptional Needs: Describe how the school will identify Students with Exceptional Needs. Once
identified, explain how exceptional students will be evaluated and identify staff responsible for making decisions
about all special education services. Explain how special needs students aptitude will be assessed and how will
their progress be measured in the core subject areas with particular attention to English Language Arts and
mathematics. Include in the description, the model(s) to be used to provide instructional to this student population
(e.g., inclusion, resource center, pull-out services, or differentiation within a classroom). In addition, describe the
schools plan for providing the delivery of related services. Identify the responsible entities for deliverance of
services, and if possible, their qualifications to do so.

In keeping with our mission of educating all students, we will use the following strategies to
identify students with special needs: identification through parents, teachers, educational
assessments and most importantly prior Determination of Disability documentation. A
discussion with a parent might lead to a formal evaluation that may confirm that the child is
eligible for special education services. Even without input from a parent, the teacher may
recognize that the child is having learning or behavioral difficulties and request a formal
evaluation. If this occurs, we will notify the parents and ask their consent to allow the evaluation
process to begin.

Resource teachers will provide both pull-out and co-teaching for those students who have been
identified with an IEP in our regular education classrooms. Both the classroom teacher and the
special education resource teacher will provide accommodations and modifications. The special
education teacher will co-plan with classroom teachers during grade level meetings. Special
education and regular education teachers will review students accommodations, which may
include additional time to work on a task, verbatim reading, flexible grouping, and peer tutoring.
All teachers will strictly adhere to regulations and guidelines related to services provided to
special needs students. The implementation of services is effective in promoting academic
growth as well as self-confidence for this particular group of students.

IEP Development and Implementation Components
Component
Characteristics
Present Levels of Academic Achievement is the method
that students needs are identified and prioritized and
establishes baseline performance in order to develop
individualized and meaningful goals & objectives for
students.
Must contain a description of students current
performance.
Must contain a description of students performance in the
general curriculum including how the students
exceptionality affects the involvement and progress in the
general education curriculum including functional
performance.
Provides baseline data for each identified need addressed
by a goal.

Measurable Annual Goals: Describe the anticipated
progress that will result from specially designed
instruction that a student will receive.
Is based on data contained in the PLEP.
Has four components:
Behavior
Condition
Criteria

Timeframe
Short-Term Objectives and Benchmarks: Specify
intermediate progress toward Measurable Annual Goal
that allows you to determine whether the students
progress is sufficient to meet the Measurable Annual
Goal.
Short-Term Objective
Sequential, progress, intermediate measure of progress
toward the annual goal.
A restatement of the goal with a different criterion.
Benchmarks
Are milestones that describe the skills to be learned
Are distinct skills that are often independent of each other
but must be combined to meet the goal
Are used when progress is not easily quantified and is
based on task analysis.
Progress Report: Allows you to judge progress achieved
by the student and to inform the parents of their childs
progress toward meeting the annual goals.
Must report progress using the same
measurement method used in the Goal and
Short-Term Objectives/Benchmarks, if used.
Will provide baseline data for next years IEP.
Amendments: Changes to the IEP after an annual review
can be made by the entire IEP team or as allowed by your
local education agency in accordance with IEP team
attendance and excusal requirements within IDEA 04.
Reasons for changes between annual IEP meetings
include:
1. Lack of expected progress toward the annual goals
and in the general education curriculum
2. Results of reevaluation
3. Information provided by the parents
4. Childs anticipated needs
5. Other matters

During each IEP team meeting, the following questions will be discussed in order to determine
appropriate educational level and placement:

1. What are the strengths of the child?
2. How have the childs strengths been utilized to address the childs needs on the IEP?
3. What are the parents concerns, if any, for enhancing the education of their child?
4. How are the parents concerns for the education of their child addressed on the IEP?
5. Are there any potential harmful effects of the recommended placement on the student
and/or the quality of services for the student? (Do the positive effects of the placement
outweigh the potential harmful effects?)
6. Will the child participate in regular physical education or does the child require specially
designed adapted physical education? (Children with disabilities only.)
7. Are extended school year services necessary since the benefits accrued to the child during
the regular school term will be significantly jeopardized as a result of a break in
educational programming? (Children with disabilities only.)

Depending on the needs of the child, various services may need to be acquired. These might
include hearing or vision specialists, behavior modification, physical therapy, occupational
therapy, etc. The Academy will enter into various partnerships with organizations that specialize
in the implementation of these services. Also, parents will be informed if additional testing will
be given by these organizations. Most importantly, all services will be provided during
instructional time within the course of the school day. In all instances, the Individual Education
Plan will be periodically reviewed by a licensed school specialist as required by law for
appropriate technique and possible improvement to support the childs academic performance.
The program is discussed in depth below.

In all cases, the students progress is monitored and reviewed on a weekly basis through progress
reports. Students who are showing significant academic decline will be referred for consultation
with the Special Education Coordinator to determine if additional services will be better suited
for the students academic development. If they are not successful, additional or different support
is provided in the general education program and their progress continues to be monitored. If
they still do not succeed, they may be evaluated for special education services or assigned to
receive these services. If a student is evaluated and the results reveal that he or she is a student
requiring special education services, we will provide those services as stipulated under district
and federal laws.
e. English Language Learners: Describe how the proposed school will identify English Language Learners and
explain the support services to be offered to both the students and their families, if applicable. Explain how English
proficiency will be assessed and who will be responsible for delivering the services. Provide details on how services
will be modeled (e.g. push-in, pull-out, sheltered instruction) and how the proposed school will ensure effective
communication with families who are English speakers.

The DCPS curriculum standards take into consideration critical elements for successful learning
for students with English Limited Learning (ELL). The DCPS curriculum standards include an
ELL standards-based curriculum emphasizing social and academic language proficiency. The
curriculum is based on the integration of the World-Class Instructional Design and Assessment
(WIDA) and is aligned with the DCPS Learning Standards. This integration will enable ELL
students to use English to communicate and demonstrate academic, social, and cultural
proficiency. It is critical that instructional approaches, both in ELL and general education
classes, accommodate the needs of the academys ELL students. To the extent practicable, we
will use the home language as a means of facilitating instruction for English Language Learners
and parental notification. This is important for both the student and the teacher.

Content-based ESL instruction is a method that integrates English-as-a-second-language
instruction with subject matter instruction. The technique focuses not only on learning a second
language, but using that language as a medium to learn mathematics, science, social studies, or
other academic subjects. Although this approach has been used for many years in adult,
professional, and university education programs for foreign students, content-based ESL
programs at the elementary and secondary school levels are just emerging. One of the reasons for
the increasing interest among educators in developing content-based language instruction is the
theory that language acquisition is based on input that is meaningful and understandable to the
learner (Krashen, 1981, 1982). Parallels drawn between first and second language acquisition
suggest that the input children get from their caretakers should serve as a model for teachers in
the input they provide to second language learners, regardless of age. Input must be
comprehensible to the learner and be offered in such a way as to allow multiple opportunities to
understand and use the language. If comprehensible input is provided and the student feels little
anxiety, then acquisition will take place.

ELL teachers will provide both pull-out services and co-teaching to meet the needs of our ELL
students. Our ELL and classroom teachers will plan collaboratively to provide instructional
strategies to assist ELL learners with reading and math skills. Additionally, the ELL teacher will
meet with the classroom teacher during planning times and data utilization meetings to review
accommodations and strategies to implement in the classroom setting that will benefit and meet
the needs of the ELL students. Classroom teachers will participate in ongoing workshops and

professional development opportunities to develop additional strategies to work with all ELL
learners. Accommodations will be provided based on the needs of the individual students ELL
plan. To assist ELL students with the acquisition of oral and written language, some first grade
ELL students will be provided additional reading/language arts support through the reading
resource teacher and the Reading Recovery Program.

The model used will be comprised of eight essential elements that help make academic content
more comprehensible for ELLs:
Preparation: incorporating language development and content into each lesson
Building background knowledge: using students knowledge and prior experience to
connect to new content
Comprehensible input: ensuring that ELLs understand classroom dialogue and texts (for
example, adjusting speech, modeling tasks, or using visuals, manipulatives, and other
methods to deliver academic content)
Strategies: teaching strategies explicitly to help students learn how to access and remember
information, scaffolding strategy use, and promoting higher order thinking skills
Interaction: encouraging the use of elaborated speech and appropriate student grouping for
language development
Practice and application: using classroom activities that build on and extend language and
content development
Lesson delivery
Review and assessment: evaluating whether the teacher reviewed key concepts, assessed
student learning, and provided students with feedback

Additionally, because of the emphasis on the teaching and learning of Spanish as part of the core
curriculum, all students will be expected to practice his or her less dominant language within the
course of the day as real word help to others.

Gifted and Talented: The Academy understands that gifted and talented students, like other
special groups in the school population, possess unique abilities, interests, and needs that can be
addressed only through differentiating the regular curriculum and designing specialized
programs and services. The DC standards/curriculum provides major program components for
identifying the students, instructional programs, professional development, program
management, and evaluation. By adhering to these standards, we provide this special group of
students the educational opportunities appropriate to their individual abilities, which will enable
them [him or her] to reach their [his or her] maximum potential.

f. Strategies for Providing Intensive Academic Support: Describe the strategies you intend to use if students that
enroll in your school come with reading and other basic skills that are substantially below grade level.

Students who enroll in the Academy and are significantly below grade level in core areas will be
assisted in ameliorating those skills following the same curriculum already in place but at an
accelerated pace. Assessments given to all new students will establish the current talents of the
student. The students educational plan will be created as it would for any entering student, but
modified to allow the student as much time with his peer group as is possible so as not to
segregate or disadvantage the student. Additional support will also be provided to the family of
the child so that lessons can be reinforced in the home.


g. Curriculum Materials: Examples of curriculum materials or additional information that may be helpful to the
Board in understanding the proposed schools curriculum may be included as an appendix to the application. No
applicant will receive final approval until a full curriculum, consistent with the school's mission, philosophy, and
goals has been adopted or developed or until a timeline and plan for the Year One curriculum are provided to
convince the Board that such a curriculum will be in place prior to the opening of the charter school. If the
proposed charter school will add grades after the first five years of operation, include in the appendices a
description of the learning standards, content expectations, instructional materials and resources, strategies, and
assessments to be used.

For children eligible under the Individuals with Disability Act (IDEA), and whose behavior
interferes with their learning or the learning of others, the IEP team must consider, if appropriate,
positive behavioral interventions, strategies, and supports to address that behavior. These
interventions, strategies, and supports must be incorporated into the student's behavior support
plan. It is also important to indicate that the positive behavioral interventions, strategies, and
supports available under IDEA are not limited to students with emotional disturbance. Such
interventions can help any student whose behavior interferes with his or her social and emotional
development and learning.
1. The use of school-based case management. Case managers help determine needs; identify
goals, resources, and activities; link children and families to other services; monitor
services to ensure that they are being delivered appropriately; and advocate for change
when necessary.
2. The provision of school-wide prevention and early intervention programs. Prevention
helps those students with or at risk of developing emotional and behavioral problems to
learn the skills and behaviors that help in following school rules and enjoying positive
academic and social outcomes. Early intervention allows schools to provide students with
the support and training they need to be more successful in managing their behavior.
3. The creation of centers within the school to support children and youths with emotional
and behavioral needs as well as their families. Students in the centers interact with caring
staff members who can help students and their families connect with the entire system of
care to help meet their needs.
Grouping and Cooperative Learning Techniques: Students will work together in small mixed
ability groups to accomplish shared learning goals. These techniques will enable students to
develop interpersonal and teamwork skills by teaching them to become active listeners, deliver
and accept feedback, dissent constructively, reach group consensuses, coach and tutor their [his
or her] peers.

Interdisciplinary Instruction: Students link discrete pieces of knowledge and enhance their ability
to recognize and apply prior knowledge to new and unrelated learning situations. In an
educational era where tremendous emphasis is placed on specialized knowledge, the segregated
clustering of subject area instruction often prevents students from identifying important
interconnections among the subjects they study and the issues they confront in the world today.

Differentiated Instruction: Differentiated Instruction offers an array of learning options designed
to tap into different student readiness levels, interests, and learning profiles. For example,
teachers may use tiered activities through which all learners work with the same important

understandings and skills, but proceed with different levels of support, challenge and complexity,
or teachers may develop personal task lists written jointly with the student to be completed when
the student finishes other work early.

Reading Interventions through the RTI model will be provided by Reading Specialists/Literacy
Coaches who will be: Open to change in how students are identified for intervention; how
interventions are selected, designed, and implemented; how student performance is measured
and evaluated; how evaluations are conducted; and how decisions are made. Members of the
observation team when the childs learning problems involve reading; Service providers in the
RTI process; Share their expertise with the other professionals on the team; Suggesting
interventions that are integrally connected with the core reading program used in the classroom.
Lastly, their willingness to adapt a more systemic approach to serving the academy, including a
workload that reflects less traditional service delivery and more consultation and collaboration in
general education classrooms.

Professional Development for Reading Interventions: All teachers will be equipped with
techniques to promote a positive and effective learning environment. Through the
implementation of various professional developments, teachers will be granted the opportunity to
develop their repertoire of differentiated instruction skills in order to provide reading
interventions across the curriculum. These strategies will be used in all classrooms regardless of
subject focus. Teachers will be encouraged to scaffold educational material in the following
manner:
Before-
Develop or retrieve background knowledge related to the text
Make a prediction
Preview the text
Present key vocabulary; concepts
Motivatehook them!
Set purpose for reading
During-
Read with excitement, expression, and verve!
Talk aloud; teach students to:
Monitor their comprehension
Make connections between the text and their lives, or to other books
Retrieve background knowledge related to the text
Retell/summarize
Develop lacking background knowledge
After-
Retell/Summarize
Synthesize (taking information and re-creating it into a new form)
Reflect

The fundamental purpose of these professional developments is to integrate a model of reading
development; implement efficient instructional strategies; and the cyclical progression of
assessment, diagnosis and instruction. There will be three (3) main objectives for these
professional developments: (1) Rapid acceleration of struggling learners reading level; (2)

Teachers enhanced understanding of early reading development; and (3) Teachers daily use of
diagnostic thinking about reading development and instruction.

3. Student Performance
a. Progress and Achievement: Describe the proposed methods and plans for assessing student progress and
achievement against the academic goals you have set or will be setting. Please include the baseline standards of
achievement, the outcomes to be achieved, and the method(s) of measurement to be used. In addition, describe the
manner in which the school will participate in District-wide Assessments. All public charter schools are required to
participate in any District-wide Assessments mandated by the Office of State Superintendent of Education. Describe
how assessments will be used to tailor instruction to student needs, as well as how the proposed assessment methods
align to the proposed curriculum (learning standards, objectives, related content, instructional methods, and
materials and resources).

As part of the enrollment process but not as criteria for admission, students will be given a grade-
level assessment. This initial assessment will be used to determine the proficiencies and
deficiencies of each child in all academic and social areas so the school can create the childs
individual Personalized Education Program (PEP). The PEP is the childs educational roadmap,
identifying the goals and objectives the child is reasonably expected to achieve. Inherent in each
childs PEP is the intention that each child will achieve a minimum of one years growth in both
reading and math. Once the PEP has been formulated in concert with the parents/guardians, the
school will work with the child and family in achieving the learning objectives.

Teachers will assess student progress on a regular and ongoing basis to determine student
mastery of content and provide feedback to parents. Students will also be given formal
assessments every two weeks, such as Small Goal Assessments (Assessments for Learning).

Baseline scores are defined as individual assessed ability in all core subject and personal areas at
the start of the school year. The outcomes are based on the PEPs assessment of reasonable
expectations for each child. The measurements that will be employed have been described
previously in the Section: 1. Formative and Summative Assessments.

1. District Assessments: The school will participate in any district assessments conducted by the
District of Columbia Public Schools; including the DC-BAS and DC-CAS for students in grades
3 through 5. Students in grades1 and 2 will be assessed using Terra Nova. The Terra Nova
Assessment is a series of standardized achievement tests designed to assess student achievement
in reading, language arts, mathematics, science, social studies, vocabulary, spelling, and other
areas.

2. Assessments Tailored to Student Needs: We believe that by implementing the PEP, we will
be able to pinpoint the proficiencies and deficiencies of each childs academic abilities. Once the
childs academic social skills and abilities are identified as well as those areas in his or her
education that need concept introduction or strengthening, the teacher will establish the precise
learning goals and objectives for each child in the childs individual PEP. Therefore, it is clear
that the assessment process tailors instruction to the exact learning needs of each child. The
assessment methods align with the curriculum because the school is adopting the DCPS learning
standards, and selecting assessment tools that measure student achievement using those
standards.

3. Policies and Standards for Promotion: Our promotion policy is an integral component of our
educational policy. Promotion to the next grade or retention in the same grade will follow the
procedures established in the schools accountability plan. Essentially, in order for a student to
advance to the next level, in conjunction with meeting his or her PEP achievement goals, a
student much meet the performance standards as determined by the DC standards/curriculum.

4. Pre-Kindergarten and Kindergarten: Students in these grades shall be promoted to the next
grade level based on the childs ability to satisfactorily engage, at varying levels, in most of the
following activities:
listen to stories without interrupting
pay attention for short periods of time to adult-directed tasks
understand actions have both causes and effects
begin to share with others, start to follow rules
be able to recognize authority
manage bathroom needs,
begin to control oneself,
separate from parents without being upset
speak understandably
talk in complete sentences of five to six words
look at pictures and then tell stories
identify rhyming words and the beginning sound of some words
identify alphabet letters, sort similar objects by color, size, and shape
count numbers one to ten

5. Grades One to Six: Students will be promoted based on successful completion of grade level
reading and math skills or significant improvement in reading and math of at least one grade
level based on objective measures.

In addition to meeting the DC criteria for reading and mathematics in grades one to six, a student
must also pass at least two of the three academic courses (language arts, science, and social
studies. The promotion or retention of a student in grades one through five should be determined
on a case-by-case basis with input from teachers, parents, principal and appropriate school
personnel in accordance with the school accountability plan. Written documentation must be
provided when other factors override academic standards. When a student is administratively
assigned and has not met standards appropriate for his/her grade level, a document will be signed
and dated by the parent/guardian and the principal, and made a part of the students cumulative
record. The Student Assessment Team will evaluate data for any student who is not meeting
promotion requirements. During the school year, when a student is identified as functioning
below the level required for promotion, remediation will begin immediately. Remediation
measures for students not promoted will be addressed in the Personalized Education Program.
The school principal and other appropriate school personnel will jointly make the
recommendation for retention.

6. Students with Disabilities: The Individualized Education Program (IEP) will govern
promotion or retention of identified students with disabilities. If objectives in the IEP are not
met, the student will be considered for retention. The IEP team will make retention decisions.

b. Gateway Measures/Instruments to Determine Promotion: Describe the schools policies and standards for
promoting students to the next grade, achievement level, or grouping level. If applicable, describe the standards a
student must meet to be eligible for graduation from the school and include courses that must be completed at each
grade level to receive a high school diploma. If the school will offer an alternative Certificate of Completion,
indicate the requirements a student must meet to receive the certificate. If the schools gateway measures are linked
to career certifications, language acquisition, etc. describe the proficiency level(s) that a student must attain in
order to be promoted to the next level or to successfully exit the program. In addition, discuss assessment
instruments to be used to determine readiness for promotion of students to the next grade, achievement or grouping
level or exit from a program.

Completion of the pre-kindergarten and kindergarten program will be based on an evaluation as
indicated by formal and informal instruments, with input from the teachers, principal, parents,
and other appropriate school personnel. The criteria for promotion for students in grades one
through six is reading and math proficiency as determined by the DC-CAS, the Iowa Test of
Basic Skills, DCPS curriculum/standards tests, teacher-made tests, and samples of assigned
work. In addition, other objective measures may be used. Other factors may also be considered
with regard to the childs ability to succeed at the next higher grade. These factors may be health,
social and emotional maturity, chronological age, physical development, and mental maturity.

c. Leading Indicators: Describe how you will work with students and families to promote high school-wide
attendance levels. In addition, explain the process the school will implement to re-enroll or retain eligible students
and families.

The school will form the "A-Team" (A for attendance). We will recruit community volunteers
to serve as mentors for students with significant attendance concerns. Based upon teacher referral
and review of attendance records, staff will identify students with chronic attendance concerns,
including excessive tardiness, 10 or more days absent in a year, and 3 or more absences in a
month (not related to legitimate illness). The schools Coordinator for Student Support will
work closely with the Department of Social Services and Truancy to reduce student absences.

An average A-Team will have 15-20 students. Some children will remain in the program for the
entire year, and others will graduate when attendance concerns are resolved. The dean of
students will sends a letter to parents to explain the A-Team goals and why their child has been
selected for the program and then meets with the children. Students will have lunch with the
dean once a week. The dean will meet with students in grade-level groups. Students with perfect
attendance during the week (no absences, tardiness, or early dismissals) receive a treat along
with significant praise. At the end of each month, students with perfect attendance earn a pizza
lunch.

During the weekly meetings, the dean and students also discuss the importance of school. The
participants with perfect attendance share how their week went and the benefits of being in
school each day. The students will receive support, caring, and encouragement from the dean,
but also from one another. The dean has daily contact with the A-Team members who have the
greatest attendance concerns. This may include a morning check-in, visit to the classroom, or a

call to the home if the child is absent. What matters most is a making a positive connection with
the child.

Students will be eligible for reenrollment into the school each year. A letter will go home to
parents at the end of the school year asking them to make a commitment to return to the school
the following year. Parents, who do not return the form, will be called to determine their
intention on returning to the school.

The school will establish an attendance policy with the input from the attendance officer on
procedures that promote high school-wide student attendance. The following strategies and
activities will have a positive effect in encouraging students to regularly attend. The school will:

Clarify school standards related to attendance
Publicize the consequences of absenteeism
Monitor student attendance and absence
Keep accurate attendance records
Make phone calls to parents/guardians at work to verify absences
Bilingual aides will contact parents with limited English-speaking ability and send out
school attendance notification letters in the language appropriate to the family
Make home visits concerning student absences if parents /guardians cannot be reached
by telephone the morning of the students absence
Install a telephone-recording unit to record absence excuses before school opens and to
reduce the workload of the office staff in the morning
Advertise the importance of attendance at school gatherings, and in the school
newsletter to all parents
Refer students with frequent absences to a counselor, administrator, guardian, or school
social worker to diagnose the problem and recommend solutions to alleviate the
circumstances contributing to the truancy. Parent conferences will be held to discuss the
absences
Post the names of perfect attendees in a highly visible place, possibly on a school
Attendance Wall, and in the classroom
Display positive banners in the main activity room promoting attendance.
Give commendation letters/certificate to students and parents for perfect attendance and
for improved attendance at assembly
Spin a prize wheel for students with perfect attendance to be rewarded with prizes
during the assembly
Hold a drawing for special prizes donated by local businesses. Perfect attendance will
be the eligibility requirement for the drawing
Financial incentives from the business community will be awarded to the classroom
with the best attendance record. Teachers may spend these awards for any purpose
selected by the class members or the teacher
Other awards might include lining up first for lunch or at class dismissal; receiving
token rewards like pencils, stickers, posters; lunch with the principal; an ice
cream/pizza party for the class with the highest attendance average; or a traveling
trophy for each grade level homeroom with the highest attendance each month include

large incentive items for an entire semesters perfect attendance such as a bicycle, iPod,
or Wii player. These incentive items will be on display in the school's main activity
area for all to see and admire.

Students with persistent attendance problems will be referred to a Student Success Team (SST)
or a School Attendance Review Team (SART), which will include teachers, administrators,
counselors, and a school psychologist. The parent/guardian and the student must both attend the
SST or SART meeting.

The best way for the school to retain eligible students and families is when the school does what
it promises to do. Specifically, our school will meet its goals of having each student achieve a
minimum of one years growth in reading and math, establish an effective Personalized
Education Program, require a high degree of faculty collaboration, develop and maintain strong
parent and community communication and involvement, and contribute to building a socially
responsible community through student interaction. When parents choose to enroll their children
in a school that promises to be a servant and advocate for their children, and when the school
produces the results promise and grows more effective in serving children, families, and the
community, parents/guardians will gladly place their continuing trust in the school and keep their
children enrolled.

4. Support for Learning

a. Parent Involvement and Building Family-School Partnerships: Describe how you will build family-school
partnerships that focus on strengthening support for learning, improving communication, and encouraging parental
involvement in school operations. Describe how school leaders will work with parents/families so they have the
information and training they need to better support and become more involved in the learning process. Describe
the role teachers, administrators, and other school staff will play in making sure that all parents/families are
welcomed to the school and are encouraged to participate in decisions about their family members education.
Describe how you will make parents/families aware of 1) your proposed schools performance in meeting
adequately yearly progress, if applicable, and 2) the qualifications of your teachers, as required by the No Child
Left Behind Act.

Family involvement is a powerful influence on children. When parents recognize the success of
their child in school and are actively involved in their childrens education, children achieve
more readily. Our school will welcome parents and community involvement, and will develop
family-school partnerships through three main strategies.

First, our school will let parents/guardians know they are an important and welcome part of our
school community. We will invite parents to observe and assist in the school at every
opportunity. Parents will know that our school exists to serve their children and families in every
way we possibly can. Parents will be surveyed twice each year about school performance and
program needs. This information will be reviewed by the School Site Council, and provided to
the school board for review and consideration in a timely way for possible action in the
following school year.

Second, parents are an important factor in the development of their childs Personal Education
Program, contributing important information about their child that will further the schools
understanding of how best to work with each individual student.


Third, parents will be invited to contribute to the schools instructional program through elective
classes, contributing 30 minutes or more several times a week to teach high-interest activity
lessons with small groups of children in such areas as chess, baking, gardening, computers, etc.
Parents will be asked to support the school by attending school functions (Open House, student
award programs, assembly presentations, chaperoning field trips, and other activities), serving on
school committees focused on pertinent school issues such as curriculum review and school
facilities, attending and contributing to board meetings, establishing a Parent Teacher
Organization, and serving as volunteers in the office, library, hallway, or field trip aides. Of
course, family and community members will be encouraged to assist in the classroom by reading
to students, listening to students read, reviewing math facts, and other assistant duties as
designed by the teachers. Two parents at a time will be invited to serve for one week each week
of the year to welcome students in the morning and direct them to their classrooms or the library.
When parents become involved in the life of their childrens school and see the joyous effort that
creates positive change in the lives of their children, successes such as parent support for
learning, improved communication, and parental involvement will increase.

Parent/Family Information and Training: Parents must support the on-site learning experience by
providing a continuum of intellectual inquiry in the home. The school will provide educational
activities that support parents in making their child(ren) educational journey a success

A Saturday School will be held once a month. Parents will receive information on the schools
teaching philosophy and taught how best to work with their children at home. Classes will
address homework and its importance for successful learning. Parents will be advised on the best
ways to structure their childrens time and learning spaces in the home to assist in homework
preparation. Topics for discussion will be the best ways to read with your child, math practice,
vocabulary acquisition, doing homework, assessments, decision making, educational play,
building character, and developing interests and good study habits. A book list of suggested
readings, both for parents and students will be compiled and supplied to parents. Many of these
books will be available in the Family Enrichment and Wellness Center. An education center with
age appropriate activities and a healthy snack will be available for children who accompany their
parents to the monthly Saturday School.

Another strategy to support the development of parent support in the learning process is the
family center. A family center will be established to provide a comfortable space for parents to
meet and greet parents; to access a library of books about parenting and family and use
technology; and to attend parent activities. .

Other strategies for developing parent understanding and support of the learning process include:
publishing articles in the school newsletter about student success and documenting tips to help
parents help their children succeed academically. In addition, individual report cards will include
detailed explanations of each childs performance in achieving the learning goals established by
the childs Personal Education Program as well as DC Public Schools grade level expectations.
The report card will clearly indicate the childs next steps for further improving achievement in
all curricular areas. Finally, parent surveys on student academic learning will be reviewed by the
School Site Council and considered for improving both the curriculum and the facultys

professional development program. The Saturday Academy Program will be used as vehicle in
facility in the Parent Academy. Survey data results will be published in the academys newsletter
and the academys website (www.bbwacademy.org), in parent classes/meetings, and in the
schools annual reports.

Welcoming Parents in the Decision-Making Process: All members of the faculty and staff
understand that our school exists to serve our enrolled children and their families. We are
customer-service oriented, realizing that without our parents satisfaction, our schools charter
will be revoked. We have indicated previously that parents will attend the Personal Education
Program meetings, and are invited to the Saturday Academy. Parents know they can be seated as
members on school committees like the School Site Council, the Facilities Committee, and the
Curriculum Committee. Parents are welcomed to run for election to school board seats reserved
for parents. Parent comments and suggestions are encouraged, and the results of parent surveys
will be seriously considered. Teachers understand they must constantly network with their
childrens parents, keeping them informed of class activities, homework assignments, and child
performance. Parent conferences are encouraged and other conferences can be scheduled by a
parent/guardian to address additional concerns. The administrators recognize that effective
communications with parents and the community leads to increased parent/community support
and commitment. Parents and community members are welcome to participate as volunteers,
mentors, and tutors in helping students succeed in school.

Communicating AYP and Teacher Qualifications to Parents: Every year, upon the publication of
the Adequate Yearly Progress report, the school will conduct a parent and community meeting
dedicated to an explanation of the AYP report, our schools progress in achieving higher scores,
and our plans for continued AYP improvement. A summary of this information will be
transmitted to all parents by the school newsletter, and will be posted on the parent bulletin board
and the academys website. In addition, the qualifications of the academys teachers, per the
requirements of the No Child Left Behind Act, will be presented in this meeting, and published
as indicated above so parents are informed of the professional quality of the teachers educating
their children.

Parental involvement in school matters is a paramount importance in the school achieving its
mission. The Academy regards parents as partners in the education of the students. As the
ultimate caregivers, parents are uniquely positioned to assist the school to abide by its
philosophy and in achieving its mission as a priority of the school to espouse policies and
implement programs (PTA EESAC, etc.) encouraging parents to become actively involved in
school matters.

The Academy believes that business and political community members at large will act in
supportive roles when the mission of the school is clearly defined and the success of the school is
tied to community and business interests. For these reasons, the school will take aggressive
action aimed at engaging parents and the community in the governance of the school as follows:

Parents will be encouraged to participate on all committees, including the Educational
Excellence School Advisory Council (EESAC).

The school will provide guidance and support toward establishing booster clubs and
parent support organizations for the various programs throughout the school.

The Academy will communicate with students families frequently to encourage their
participation in governance and ongoing activities. The academy will also use written
communication via letters/flyers, classroom newsletters, weekly school wide newsletters, school
calendar, and parent handbook. This will be one method to make parents aware of our schools
performance in meeting adequately yearly progress and to share the qualifications of your
teachers, as required by the No Child Left Behind Act.

Other communication methods will include progress reports, report cards and parent
conferences. Other concrete methods will consist of written Educational Plans, Personal Student
Educational Plans (PSEP) and Limited English Proficiency Plans wherever applicable.

The School will conduct formal parent/teacher conferences three times per year during the
months of October, January, and April. These conferences will keep parents informed of their
childs progress. In addition, teachers will also be expected to conduct informal conferences
with parents by letters, phone calls, and in person.

A Parent Academy will be instituted. This will teach parents about the various entities of the
school and will instill a sense of ownership in the educational process of their child. To this end,
parents will be trained as volunteers. A parent liaison will serve on the Board of Trustees. The
Williams Academy Leadership Institute will send home a survey for parents to indicate if they
want to volunteer full time or part time at the school, and how they are interested in helping.
Parents would be able to indicate if they have expertise in a skill that they would want to teach to
the students. Parents will be encouraged to be class parents, trip escorts, special event workers,
and fundraising participants. Monthly parent meetings will be conducted by the PTA.

Parent involvement will be further encouraged via a required volunteer commitment that reflects
the parents ongoing commitment to their childs schooling. Parents will be provided the
opportunity to meet a minimum 10 hour commitment based on the belief that parents should be
able to dedicate one hour per month (September to June) to in-school or out-of-school activities
in direct support of their childs School.

The Academy will ensure parental and staff involvement in school governance and
administration through the establishment of a parent-teacher organization in addition to
appointment of a parent member to the Board of Trustees. The school is committed to
communicating with and involving the community in the school. The school will adopt the
Johns Hopkins University Partnership Schools model. Established by researchers, The
Partnership Schools brings together schools, districts, and states committed to developing and
maintaining comprehensive programs of school-family-community partnerships and enabling
families and communities to become more informed about the education of their of the children.

Over the past decade, researchers, educators, parents, students, community members, and others
have worked together to learn how to help all elementary, middle, and high schools develop and
maintain programs of partnership. Epsteins framework of six types of involvement and the

action team approach are essential for a comprehensive program. Planning and evaluating
partnership practices help schools reach their goals for improvement and student success. District
and state leadership can facilitate the work of Action Teams by conducting workshops and end-
of-year celebrations, by assisting with budgets and funding, and in many other ways. In using the
following ten stages, all schools can design and conduct school, home, and community
connections in ways that improve schools, strengthen families, and increase student success.

Six Types of Involvement:

The framework of six types of involvement helps educators develop more comprehensive
programs of school-family-community partnerships.

Each type of involvement includes many different practices of partnership. Each type has
particular challenges that must be met to involve all families, and each type requires redefinition
of some fundamental principles of involvement. Finally, each type leads to different results for
students, families, and teachers. Although all schools may use the framework of six types of
involvement as a guide, each school must choose practices that will help achieve important goals
and meet the needs of its students and families.

TYPE 1--PARENTING: Assist families with parenting and child-rearing skills,
understanding child and adolescent development, and setting home conditions that support
children as students at each age and grade level. Assist schools in understanding families.
TYPE 2COMMUNICATING: Communicate with families about school programs and
student progress through effective school-to-home and home-to-school communications.
TYPE 3--VOLUNTEERING: Improve recruitment, training, work, and schedules to
involve families as volunteers and audiences at the school or in other locations to support
students and school programs.
TYPE 4--LEARNING AT HOME: Involve families with their children in learning
activities at home, including homework and other curriculum-linked activities and
decisions.
TYPE 5--DECISION-MAKING: Include families as participants in school decisions,
governance, and advocacy through PTSO, school councils, committees, and other parent
organizations.
TYPE 6--COLLABORATING WITH THE COMMUNITY: Coordinate resources and
services for families, students, and the school with businesses, agencies, and other groups,
and provide services to the community.

Action Team Development:

The Action Team for School, Family, and Community Partnerships can be the action arm of a
school improvement team, if one exists. The Action Team takes responsibility for assessing
present practices, organizing options for new partnerships, implementing selected activities,
evaluating next steps, and continuing to improve and coordinate practices for all six types of
involvement. Although the members of the Action Team lead these activities, other teachers,
parents, students, administrators, and community members assist them.

Who are the members of an Action Team?
The Action Team will consist of:
Teachers from different grade levels
Two-three parents with children in different grade levels and/or the parent liaison, and/or a
parent association officer
One administrator
Action Teams may also include at least:
One member from the community at large
Two students from different grade levels (for middle and high schools)
Other central personnel to the school's work with families, including: cafeteria worker,
school social worker, guidance counselor, or nurse (Diverse membership ensures that
partnership activities will take into account the various needs, interests, and talents of
teachers, parents, the school, and students).

Action Team Leadership:

The leader of the Action Team may be any member who has the respect of the other members as
well as good communication skills and an understanding of the partnership approach. The leader
or at least one member of the action team should also serve on the school improvement team,
school council, or other such body, if one exists.

Members of the Action Team elect (or are assigned to act as) the chair or co-chair of one of six
committees for each type of involvement. A team with at least six members (and perhaps as
many as 12) ensures that responsibilities for leadership can be delegated so that one person is not
overburdened and so that the work of the Action Team will continue even if the members move
or change schools or positions. Members may serve renewable terms of two to three years, with
replacement of any who leave in the interim. Small or large schools using this process may
create other thoughtful variations in assignments and activities.

Ten Steps to Follow:
1. Create or identify an Action Team for School-Family-Community Partnerships
2. Obtain funds and official support
3. Provide training and guidelines to Action Team members
4. Identify starting points--present strengths and weaknesses
5. Develop a three-year outline
6. Write a one-year action plan
7. Enlist staff, parents, students, and community groups to help conduct activities
8. Evaluate implementations and results
9. Conduct annual celebrations and report progress to all participants
10. Continue working toward a comprehensive, on-going, positive program of partnerships.

Through these action teams we plan on marketing the school. The school will serve all children.
To secure a cross-section of the school-age population, the School will promote the school to the
entire community. Priority will be given to pupils returning to the charter School in the second or
any subsequent year of its operation, to siblings of pupils already enrolled in the school, and to
students continuing charter School participation initiated elsewhere. To be eligible for admission,

the student must provide proof of minimum age as established by regulation, and a completed
application form.

b. Community Participation: Describe the relationship the school intends to build with community agencies and
organizations that serve students (children, youth, or adults) who attend your school. Discuss any commitments the
proposed school has made for partnerships or other relationships with community organizations or individuals that
would enrich the learning opportunities for students attending the school.

Our school intends to build significant and solid relationships with the D.C. area community, and
civic, business, and faith-based organizations in supporting teaching and student learning and
achievement. We will establish a Principals Business & Community Advisory Board to employ
the ideas, support, and feedback of business and community leaders as we work to provide our
students a high quality learning environment.

Among the agencies we have already established working relationships are the Mentors
Incorporated, Howard Universitys Department of Education, Howard Universitys Medical
College, and Georgetown University. Other organizations in which we are developing
partnerships to support the efforts of schools include the following:

D.C. Department of Recreation
D.C. Commission for the Arts
Washington National Opera
African American Music Association
African American Historical Association
YMCA/YWCA
The Anacostia Coordinating Council
Parents of Ward 8 Family Resource Center
The Boys and Girls Club
The ARC
D.C. Figure Skating Club
The Big Chair Chess Club
Southeast Tennis and Learning Center
Langston Junior Boys and Girls Golf Club
The Gates Foundation
The Walton Foundation,
Greater Southeast Hospital
Howard University Dental School
University of the District of Columbia
American University
Teach for America Corps
Howard University Department of Pediatrics

We will also seek to engage the support of local businesses, fraternal organizations, and public
libraries.

School Organization: The school will be organized in the traditional manner, with the school
board providing the vision that contains the core values and beliefs that guide the school in the
pursuit of its stated goals. The board will provide governance, accountability, and alignment,
establish standards of excellence, ensure continuous student improvement, and form
collaborative relationships within the school and in the community, thereby building a positive
and exciting climate for learning. Additionally, the board will adopt operating policies and
procedures, provide financial oversight, conduct systematic reviews and evaluations of all areas
of the schools programs, and advocate on behalf of the students, school, and community.

The executive director will provide the administrative leadership to all school personnel in
carrying out the goals and objectives set forth by the school board. The principal will provide
activities that facilitate the professional growth of the school staff and enhance the quality of the
instructional program, and ensures that instructional objectives for a given subject and/or
classroom are developed, and involves the faculty and others in the development of specific
curricular objectives to meet the needs of the school program.

The school board will consist of individuals with extensive experience in various categories,
including academic leadership and charter school experience, law, business, finance, fundraising,
real estate, community networking, serving special needs children, and real estate/facilities. No
less than two board members will be parents with children enrolled in the school.

In addition, shared decision-making will be established through the activities of school
committees composed of teachers, parents, staff members, community members, and students as
appropriate. The school board will authorize the formation, membership, purpose, and
dissolution of school committees on an as needed basis. Such committees will include school
committees focused on facilities, budget, curriculum, and special services. Committees will
review their mandated purpose, conduct appropriate research, and make recommendations to the
board for the boards approval. The board makes all final decisions and may choose to accept,
modify, or decline committee recommendations.

c. School Organization and Culture: Describe how the school will be organized and how the organization and
culture of the school will support student learning and promote responsible citizenship. In your discussion, you may
wish to consider such topics as school leadership, classroom organization, course structure, student grouping,
classroom climate, student advocacy programs (such as mentoring), and the concept of the school as a "learning
community."

Creating and maintaining a positive school culture is the most critical element in school
improvement and academic success. Although all staff members and students will be involved in
ensuring that the school maintains a positive school culture, it will be the responsibility of the
principal to ensure that instruction is aligned with state academic content standards, and
maintains continuous improvement in the building, designs instruction for student success,
develops partnerships with parents and the community, and nurtures a culture where each
individual feels valued. In doing so, the principal will set the groundwork for creating a positive
school culture that promotes learning and engagement for students and adults.

The schools culture is based on all participants understanding and supporting the schools
mission and philosophy. The schools curriculum, modes of instruction, learning opportunities,

and assessments are clearly linked to the mission and tailored to the needs and interests for the
students. The focus is on student and teacher learning, coupled with a continual, school-wide
conversation about the quality of everyones work. Our school supports close, supportive
teacher-student, teacher-teacher, and student-student relationships. Our school creates
opportunities for discussing fundamental values, taking responsibility, coming together as a
community, and celebrating individual and group success. Our schools leaders encourage and
protect trust, on-the-job learning, flexibility, risk-taking, and innovation, adaptation to change,
kindness, compassion, and service to a cause greater than self. Our school uses data-driven
decision-making systems that draw on timely, accurate, qualitative and quantitative information
about progress toward achieving the mission. Unwavering support from parents and the
community is experienced throughout this educational endeavor. Parents seek to encourage
academic growth within the Ward 8 community.

Our school creates an environment in which everyone is learning; everyone expects to learn and
expects everyone else to learn. Classrooms and school halls contain numerous examples of high
quality student work and achievement. There are multiple opportunities to learn in multiple
ways. Each student has productive relationships with many other students and with many
teachers and adults in the community. Great learners are celebrated and modeled. Students work
together on interesting projects in small and large groups. The school is actively engaged with
conversations about interesting and important matters. A language of inquiry and thoughtfulness
is evident. As people listen to one another and everyone feels safe enough to take risks and to try
something exciting and new. Widespread trust is evident. Strangers are welcomed and diversity
is strength. It feels good to be in our school where everyone feels recognized and respected and
in the company of people who will help when needed.

The Board of Trustees hires the Principal and Executive Director to whom the responsibility for
management and day-to-day operations are delegated. They have the ultimate authority to carry
out their responsibilities in accordance with policies established by the Board, applicable law,
and in pursuit of the schools mission and achievement of its accountability goals. The Executive
Director is in charge of the school. The principal manages the work of school staff, and bears
ultimate responsibility for staff contributions to academic performance, mission-aligned school
culture, and organizational viability. The executive director oversees the financial management
of the school including payroll, accounts payable and accounts receivable, custodial staff, etc.
The principal reports to the Executive Director.

The principal is hired by the Board and is regarded as the instructional leader in the school. The
board will advertise and recruit nationally to fill the position of the Principal and conduct
rigorous process review and interview of candidates to secure the best candidate to lead the
school. The process will include but not be limited to obtaining recommendations of past
employers and evaluation of past performance success.

The Principal and the Executive Director will be evaluated by the Board using an evaluation tool
that will incorporate standards centered on commitment to vision and mission, proactive
orientation, managing interaction, tactical adaptability, concept formation, conceptual flexibility,
organization ability and sensitivity, delegation, self-presentation, written communication,

achievement and developmental orientation, management control, budget oversight and
development, information search and analysis, and interpersonal sensitivity.

All teachers and staff members of the school must possess the personal characteristics,
knowledge base, teaching credentials, and have successful experiences in educating a population
of diverse Pre-K through Six Grade students. Teachers and staff members must have a strong
desire and commitment to accelerating student learning and achievement and the belief that all
students can excel.

d. Extracurricular Activities: Describe the types of sports, recreational, clubs, and other extracurricular activities
you plan to offer students. Discuss any plans you have for collaboration with community organizations for the
provision of recreational and/or social programs.

Students will have the opportunities to participate in school clubs and organizations during the
school day and in the after school program. Students will have the option of participating in the
school Intramural Sports Program. Sports offered will include soccer, volleyball, basketball,
softball, and baseball. The school will partner with the D.C. Parks and Recreation in providing
these activities. Parents will be offered workshops, seminars, and activities during the school
day and in the after-school program. The school will seek also collaborate with other community
agencies to facilitate after school activities.

e. Safety, Order, and Student Discipline: Describe the procedures you intend to put in place to ensure the school
is a safe, orderly, and drug-free environment where both teachers and learners can feel secure and where effective
learning can take place. Describe the school's philosophy regarding student behavior, discipline, and participation
in school activities for the general student population and for Students with Exceptional Needs. Describe the role of
teachers, administrators, and other school staff in monitoring student behavior, advising and mentoring students,
maintaining communication with parents and families, and other activities associated with orderly schools.

The schools primary responsibility is to provide a safe, secure, and peaceful environment in
which student learning is achieved. A school safety plan will be developed. This plan will be
established through a detailed school safety assessment, which includes a survey of school
facilities and school resources for supervision. The assessment will include a survey of staff,
parents, and older students to determine their views and recommendations regarding school
safety. A system will be established for tracking and recording school crime and violence, with
reporting procedures for teachers and other staff. This system will include regular checking of
the National Sex Offender Registry to identify sex offenders in the community and notify parents
so they can protect their children from these offenders.

Policies and procedures will be established regarding a school discipline code and a means to
implement, evaluate, and supervise the code; sexual and racial harassment policies; staff in-
service training for cultural and ethnic sensitivity and conflict resolution; comprehensive crime-
and violence-prevention approaches; and procedures for operating interagency partnerships. The
plan will include procedures for emergency evacuation and crisis management. A school safety
council with representatives from school staff, older students, parents, and community
representatives will be responsible for providing advice and making decisions about critically
important cases of violence and crime, evaluating the state of school safety, and proposing
revisions to the school discipline code and school safety plan as deemed necessary.

The principal will work with all school personnel to create a climate of school ownership and
pride. All individuals and agencies responsible for school order and safety know and understand
current state and federal laws affecting school crime and violence. All people involved with the
school will be carefully screened and selected and receive training on intervention in bullying
behavior as well as racial and sexual harassment, addressing of student discipline issues in a non-
shaming but firm manner that does not incite violent behavior, and development of interagency
partnerships directed at creating a safe school within a safe community. Particular attention will
be given to the recommendations of the National School Safety Center.
(http://www.schoolsafety.us/Schools-amp-Readiness-p-11.html)

Our Schools Philosophy regarding Student Behavior, Discipline and Participation for All
Students:

The Williams Academy committed to maintaining a safe and orderly environment for
everyone in our school community, including all special needs students. Every community
member is expected to act with integrity in accordance with the principles of responsibility
and respect. The focus of our student behavior system is on teaching sound decision-
making and promoting positive behavior, not on punishing wrongdoers. We highly value
truthfulness, taking responsibility for ones actions, and learning from ones mistakes. Our
vision is of a caring community of self-disciplined students whose words and actions
consistently reflect the values of our school by showing kindness and compassion to others.

Three basic ideas guide all we do and say:
We respect and care for ourselves
We respect and care for others
We respect and care for our environment.

The Role of Teachers, Administrators, and Staff in Maintaining an Orderly School: All school
staff members have a primary obligation to ensure student safety in the school. Safety comes
first. Therefore, given the expectations for having a safe, secure, and orderly school environment,
every staff member observing a breach in safety is required to take immediate steps to remedy
the situation. All staff members are responsible for monitoring, advising and mentoring students
with regard to student behavior. Behavior issues will be referred to teachers and administrators
so parents can be informed and steps taken collaboratively to prevent further concerns. Teachers,
administrators and staff:

Respond to students in a caring and respectful manner
Provide consistent and firm guidelines and rules regarding student behavior
Regard the teaching and modeling of pro-social behavior to be as important as the teaching
of academic subjects.
Display diligent and impartial behavior when supervising students
Use a consistent and prompt manner to grant rewards for good behavior and sanctions for
unacceptable behavior.

f. Professional Development for Teachers, Administrators, and Other School Staff:
Describe your ideas about what teachers, administrators and other school staff will need in terms of professional
development opportunities and how you plan to involve them in the design and identification of such opportunities.
Describe plans for providing access for teachers, administrators, and other school staff to professional development
activities that will 1) expand the knowledge, skills, and other competencies they will need in order for the new public
charter school to serve its students well and 2) develop their confidence in their ability to perform well in the public
charter school environment. Describe how these plans align with the mission, vision, and academic goals of the
school.

The school has established its mission, philosophy, and school goals in order to support these
foundational elements. Teachers, administrators and staff members will acquire job-embedded
professional development to support pedagogical content, curriculum, technology, teaching and
learning to maximize student achievement. During the hiring process, teaching and
administrative candidates will be informed of the schools commitment to the employees
professional growth and development. Professional development may include providing
individualized instruction for each child, understanding assessment results to improve student
learning, reading literacy and math literacy, teaching inner-urban minority children, and
character development.

As part of their contract, all school staff members will be required to participate in professional
development once a month. Professional development activities will be designed to expand the
knowledge and skills and implement best practices to ensure positive student learning and
achievement.

The Academy will establish a Professional Development Plan (PDP). This plan will provide the
foundation from which an annual slate of professional development activities is prepared. The
PDP will be an opportunity for employees to develop career and educational goals. Staff
members will be eligible to participate in all District-sponsored professional development
activities. Typical activities available to faculty and staff include graduate study, professional
conferences, equity workshops, technology training, and other applicable in-service
opportunities. The employees and supervisor will develop the PDP, which shall be reviewed and
revised annually as necessary to meet the Schools objectives. Professional development goals
and the attainment of such are incorporated into the annual employee performance evaluation.

In-Service Training: All administrators and teacher will receive in-service training research-
based practices. Teachers and will receive training during the school year. The school will also
provide in-service education for its parents, paraprofessionals, and volunteers. Such training may
include, but not be limited to the following topics:
Crisis Intervention
Curriculum Development
Character Development
Test Development and Administration
Other areas as appropriate

All professional development will be determined based on assessment data, teacher observations,
and staff/teacher surveys. Professional development activities will be facilitated through
professional learning communities and coordinated by the Curriculum Coordinator.

Professional development will be customized to support teachers through modeling, and
coaching.

g. Structure of the School Day: Describe the school calendar (including the number of days the school will be in
session), the daily hours of operation, and the way the school day and year will be organized for instruction,
assessment, independent study, professional development, parent-teacher conferences and extra- or co-curricular
activities.

Research posits that students in the U.S. receive 10 percent fewer instructional hour pear year
than students in other Organization for Economic Cooperation and Development nations (Silva,
2007). Research also revealed a complicated relationship between time and learning and
suggests that improving the quality of instructional time is at least important as increasing the
quantity of time in school.

The Academy will operate on a Year-Round Calendar. The school will design a balanced and
innovative school schedule that will maximize teaching and learning. Each school day, students
will receive the benefit of 60 additional minutes of instructional time in comparison to students
attending other DC public schools. Over the course of one year, our students will have achieved
an additional 188 school hours, which is nearly 27 additional school days. Students will also
receive 20% more instructional time than their counterparts in surrounding schools. School will
be conducted Monday through Friday. The school will be closed for all federal holidays.
Students will have two, two week intercessions (July and December) per year.

The Academy will operate daily from 8:00 a.m. to 4:00 p.m. for students. Students will be able
to receive breakfast from 7:00 a.m. to 7:45 a.m. Students and parents will have the option of
participating in the schools free after-school program. Teachers and support staff will work
daily from 7:15 a.m. to 4:15 p.m. Teachers will have a 45 minute planning and duty-free lunch.
On-going job-embedded professional development will be provided through professional
learning communities, modeling, and coaching. Teachers will participate in weekly professional
learning communities activities to enhance teaching and learning. Professional development
will also be offered quarterly.

Sample Williams Academy School Museum Learning Instructional Day
Begin
and
End Time
Required
Time
Frame
Mon. Tues. Wed. Thur. Fri.
8:00 - 10:00 120 minutes Reading Workshop
The reading process is taught using one or more of the following: reading
aloud, shared reading, guided reading, and independent reading. Centers
provide opportunities to apply new learning. Content area reading can be
used during workshop to reinforce and integrate content areas
Writing Workshop
The writing process is taught using one or more of the following
components: writing aloud, shared or interactive writing, mini-lessons,
guided writing, and independent writing. Content areas can be used
during workshop to reinforce and integrate content areas (Social Studies
integration).

Word Study/Vocabulary Development
Word Study includes word recognition, spelling, vocabulary development
(Includes word origin and meaning).

10:00 -11:15 75 minutes Math Exploration
Includes a warm-up activity, hands-on investigation integrated if possible
with other subjects and real world connections, math notebooks,
numeration, data collecting and probability, geometry, measurement, and
algebra infused with problem solving, re-teaching and intervention.
Students should be encouraged to discuss what they are learning in
groups.
11:15-11:35 20 minutes Lunch
11:35-12:15 40 minutes Museum Special Activities/ PLC Planning
Students receive instruction in Media and Technology.
Teachers meet professional learning communities to plan essential
learning activities, develop common assessments, share expertise, and
evaluate student work.
12:15-1:05 50 minutes World of Science
Hands-on activities integrated with other subjects making real world
connections, science notebooks, measuring, collecting, and graphing data
1:05-1:35 30 minutes

Museum Movement
Student received daily benefits of physical activity through the physical
education teacher (P.E. special) and/or classroom teacher.

1:35-2:20 50 minutes Social Studies Exploration
Project-based learning and real-life connections through learning about
other cultures and places
2:20-2:35 15 minutes The Museums Circle of Power and Respect
(a responsive classroom approach)

Strengthens the social skills that children need to learn and practice in
order to be successful academically and socially.
Greeting - sets the tone of feeling welcome. Each person in the circle is
recognized (Builds Community)
Sharing provides the opportunity to practice and learn how to have
interesting conversations. Members actively listen to speaker while
thinking of questions to ask connected to the conversation.
Leadership Activity builds leadership skills, character, and teamwork.
Provides for cooperation and fun in establishing trust.
News and Announcements provides a predictable visual tool for all
students to share the news of the day and week.

2:35-3:50 75 minutes Museum Workshop
Students will engage in Museum Classroom Workshop using learning
centers. Centers may include Collage Art, Cityscapes, Building Models, etc.
Completed projects in the Museum Classroom Workshop will be displayed
throughout the Museum. Interactive Museum Discovery (Grades K-2)
inclusive of travel to local museums as aligned to district and state
standards. (Collaborative partners are also used as resources.)
All students in grades K-2 will explore science through interactive learning.


B. Business Plan

1. Planning and Establishment

a. Profile of Founding Group: Describe the composition of the individuals or entity that is applying for a charter,
including (1) brief rsums of the individuals, (2) the names and addresses of entities submitting the Petition, (3) the
names and most recent annual reports of the organizations or corporations of which the individuals are directors or
officers, and (4) names of any organizations or agencies that are partners in planning and establishing the school,
along with a description of the role played and the resources contributed by each. Describe how the founders
represent and reflect the interests of parents, teachers, and the community. Briefly explain how the efforts of the
founders (or partners) have added to the quality of the plans for the proposed public charter school and how the
group's continued participation will contribute to the long-term success of the school. Describe any plans for further
recruitment of founders or organizers of the school.

A detail summary of the each founding Bertha B. Williams Charter Academy Board of Trustees
is provided below.

William G. Artis has over 10 years of experience in K-12 education. He received both his
Bachelor of Science and Master of School Administration degrees from East Carolina
University. He has experience as a classroom teacher, lead teacher, and assistant principal. He
has made numerous presentations both locally and nationally in the areas of educational
Teachers will assist students with projects or activities to complete and
present to the class. Museum activities will be centered around the
following topics:
K animals, weather, living organism, and solid earth museums
1 living organisms, solid earth materials, observations and investigations
of properties and relationships of objects
2 animal life cycles, weather, properties, and sound
Project-Based Learning in Museum Departments (Grades 3-5) inclusive of
travel to local museums as aligned to district and state standards.
(Collaborative partners are also used as resources.)
All students in grades 3-5 will engage in project-based museum
departments for approximately 6.5 hours per week.
Each student is a member of a museum team that works together for
thirty-six (36) weeks out of the school year. The team rotates through six
different museum departments, working in each museum department for
a consecutive five-week period. Museum departments that maybe
adopted include: Air & Space, Portrait Gallery, American History, American
Indian, Arts & Industries, Postal Museum, and the African Art and African
American History and Culture. The team works on developing the goal,
conducting research and exploratory activities to synthesize what they
have discovered. The five week period ends with a culminating activity in
which the team presents what they have learned in their course of study
in form of speeches, photo-essays, video, skits or feasts to the entire
community.

3:50-4:00 10 minutes Snack, Dismissal, and Transition to After School

leadership and professional development. He also has facilitated teacher leadership development
in both traditional and charter public schools.

Darrin Davis (Parent) is a licensed real estate agent and the Principal Broker and Owner of
Anacostia River Realty, LLC. He has been successfully active in the Washington Metropolitan
real estate market since 1997. He has a firm knowledge of the real estate market in both the
Southeast and Northeast areas of Washington, DC. He has lived and sold real estate in River
East since 2002. Mr. Davis is a vocal and active member of the community. He was recognized
by Washington, DC's former mayor, Anthony Williams as Main Street Anacostia's Volunteer of
the year in 2004. He is affiliated with R.E.E.L. (River East Emerging Leaders), a member of
Main Street Anacostia, a board member of the Anacostia Coordinating Committee and a member
of Ward 8 Democrats. For the past 11 years, he has worked as a substitute teacher in the
Washington, DC's public school system. He primarily taught at Anacostia's Orr Elementary and
Capitol Hill's Maury Elementary School. Mr. Davis has three children that will attend the
academy.

Mary Ann Debanate pursued a B.A. in Human Biology, premedical studies, and a Minor in
Spanish at Scripps College in Claremont, California. During her time there, she was actively
engaged in her community through various projects: as a tutor for First Generation College
bound students and a volunteer assisting in translation services in a local free health clinic. After
graduation, Mary Ann accepted a position as a Post-Baccalaureate Research Fellow at the
National Institutes of Health (NIH) where she worked with a team of pediatric endocrinologists
and children with type 2 diabetes. She acquired publications such as "Artificial Sweeteners: A
Systematic Review of Metabolic Effects in Youth" and poster presentation experience. After two
years at the NIH, she continued her medical studies and is currently a Doctor of
Medicine candidate in the Class of 2013 at Howard University College of Medicine,
Washington, DC. Mary Ann is actively engaged in her community through various projects: as a
tutor for First Generation College bound students and a volunteer assisting in translation services
in a local free health clinic.

James DelSordo is an Attorney at Law. He is the owner of Argus Legal, LLC. He is a member
of the Virginia State Bar, the Pennsylvania Bar, the District of Columbia Bar, and the American
Bar Association, where he is a member of the Public Contract Law Section. He is active with the
National Defense Industrial Association, has lectured for Mealeys Publication on Government
contract issues, the National Science Foundations Annual Small Business Innovative Research
Conference, and has been published in the Intellectual Property & Technology Journal. Mr.
DelSordo is a 1987 cum laude graduate of Dickinson College. He earned his law degree in 1990
from George Washington University.

Michelle Hubbard (Parent) received her Bachelor of Arts degree in English Literature from
Randolph-Macon in Ashland, VA. She hails the Master of Arts degree in Curriculum and
Instruction from the University of Phoenix. She is currently pursuing an Education Specialist
degree at the University of Phoenix. During her tenure in Baltimore County Public Schools, she
actively participated in the growth and development of the Special Education field. She has
extensive experience evaluating student performance in accordance with High School
Assessments. Michelle also supervised remedial instruction for students with disabilities to

increase state testing scores. In addition, she has broad experience in the evaluation and
implementation of assistive technology and more importantly IEP development. She assisted first
year teachers in the process of developing a comprehensive yet effective IEP that addressed all
the key areas of a students current learning ability. Furthermore, was granted the opportunity to
act as IEP Chair in the absence of the Special Education Department Chair. Moreover, she led
the department in conducting professional development seminars in the areas of: differentiated
instruction and co-teaching models. Under the guidance of the Special Education Department
Chair, she effectively coordinated and conducted classroom observations for re-evaluation teams
and administered educational assessments on a weekly basis. Consulted and advised school
administrations, teachers and other personnel on appropriate academic placement for students
with disabilities. Michelle was the acting contact supervisor for Lansdowne High Schools
reading initiative, Language. In this initiative she modeled appropriate remedial English
instructional techniques and facilitated learning seminars for parents in regards to the purpose of
the program. She actively communicated with parents to address concerns in regard to student
placement on a daily basis. Michelle also had training in charter school education. She has a son
that will attend the academys Pre-Kindergarten Program.

Dr. Daniel J. Hudson has a proven track record in Charter School Management. He has served
as an Executive Director and Principal. He currently serves as principal of the Omni Charter
Public School. He has also served as the Executive Director of Explore Knowledge Charter
School.

Dr. Marcal Graham has served as a Consultant for Charter Schools. Some of his services
include: conducting assessment and data analysis and disaggregation for 5 Public Charter
Schools, providing differentiated instruction training, and Implementing the Harvard University
DATA WISE Process throughout all campuses to help schools fully utilize data for teaching and
learning.

Willie G. McElroy, Ed. D. has worked in Washington, DC public schools for over 10 years.
Dr. McElroy served the DCPS as a Music Teacher, Band Director, Assistant Principal, and
Principal. Dr. McElroys school leadership experience is valuable to the Board.

Dietrich A. Morrison-Danner has over seventeen years of experience in K-16 education. He
has served as a charter school principal, college administrator, and adjunct professor. He
currently serves as a school district administrator. Morrison-Danner will receive the Education
Specialist degree (Ed.S.) in Educational Leadership in May 2010 from Oakland University.
Morrison-Danner is a cum laude graduate. He received the Bachelor of Arts in English
Education from Shaw University (Raleigh, N.C.). Danner also hails the Master of Arts degree
(NCCU), Master of Divinity (Shaw University), and the Master of School Administration
(NCCU). Morrison-Danner has made numerous presentations both locally and nationally in the
areas of education, religion, leadership, and professional development. He is also a member of
several civic, service, and professional organizations. These organizations include:, National
Staff Development Council, National Association of Elementary School Principals, Association
of Supervision and Curriculum Development, Association of Secondary Principals, Order of
Omega, Golden Key Honor Society, Phi Beta Sigma Fraternity, Inc., and Alpha Kappa Mu
Honor Society. Morrison-Danner founded Dare2Lead, a nonprofit educational organization

prepares young people as 21
st
Century leaders. Dare2Lead creates fundamental change in that
young people are empowered to make well informed life choices, serve as leaders of
organizations, and support others through public service. Morrison-Danner is an ordained Elder
in the African Methodist Episcopal Zion Church.

Eric K. Ouedraogo has fourteen years of expertise in finance. Eric brings a well diverse and
wealth of experience in the field of finance. He is currently the assistant business manager for
Ideal Academy Public Charter School in Washington, DC. His duties include budgeting, cash
handling, payroll, and accounts payables and receivables.

Pastor Justus Reeves is a resident of Southeast and has children that will attend the academy.
Rev. Reeves graduated from Wesley Theological Seminary in Washington, D.C. with a Master
of Divinity in 1989. He served as the Director for Kids House at Community Academy Public
Charter Schools (CAPCS) in Washington, D.C. CAPCS is a public chartered school system that
consists of five schools from pre kindergarten through middle School. Its mission is to provide a
world class education rooted in an ethical culture. CAPCS helps children develop to their full
potential by providing a caring, nurturing and structured environment. CAPCS Kids House is the
certified before and after school program that promotes healthy self esteem development and
engages children in a family atmosphere to enrich each childs life. Kids House augments the
CAPCS academic program by providing tutoring, and other extracurricular activities for the
social, spiritual and academic enrichment of CAPCS students.

Kortni Stafford serves as Special Assistant to the Chief Academic Officer at Hyde Leadership
Public Charter School in Washington, D.C. Her expertise in professional development, federal
educational program management and compliance are essential to the work of the Board. She
has served as a School Level Administrator.

Rev. Sylvester Walker is currently the Dean of Student Accounts and Community Relations
(assistant to Executive Director) at Cornerstone School of Washington, Inc. Washington, D.C.
Rev. Walkers expertise in financial, business, and community management is a value asset to
the our Board. Rev. Walker is a pillar of the community. He established the Capitol Area Food
Bank Institutions Meal Program and the Parish-Partnering Program, which allows local faith
based organizations to sponsor students tuition in the amount of $7,000.00 per year or
$40,000.00 per classroom.
Dr. Lois Williams served as Professor of Psychology for 15 years a Norfolk State University
and a Professor of Education at Hampton University before starting her own company. She
developed curricula for and delivered the following master- and doctorate-level courses: staff
and professional development, multicultural education, curriculum theory, and curriculum theory
and design. She also has charter school certification and training. She also supervised capstone,
comprehensive exams, and dissertations. Hired faculty members, created budgets and schedules.
Reviewed application files, granted admission, monitored student progress.
Other areas of expertise include:

Designed and developed new programs to enhance instruction and learning.
Coordinated an annual conference on college teaching.

Received a grant for a three-year study of teaching and learning at the University.
Developed a plan to assess student performance.

Provide the names and addresses of entities submitting the petition, if any.

Bertha B. Williams Academy Public Charter School, Inc. 2412 Minnesota Avenue SE, DC
20020

b. Planning Process: Describe the planning process that led to the decision to form a school and apply for a
charter and how you were able to engage individuals with the requisite skills, competencies, and commitment in the
planning process. Also, describe how parents, teachers, and other members of the community have been involved in
developing the school's mission, philosophy, focus, goals, and design and how they will continue to be involved in its
implementation. If the founders have chosen to contract with a school management firm, describe why and how this
management company was chosen and what input the founding members had in the selection process.

One of Bertha B. Williams Academys Founders, Dr. Lois Williams, began her first discussions
with founding members over two years ago. An activist throughout her own childrens
education, Dr. Williams shared a mutual frustration with other founding members about failed
efforts to sufficiently improve the public school system for all children. They lamented the
disparity of educational opportunities available to students depending on family income,
neighborhood of residence and parental resourcefulness. They recognized that public schools in
wealthier neighborhoods augmented students education with enrichment opportunities, before
and after school programs, and other advantages. Bertha B. Williams Academys Founding
Board members also shared a firm belief that an excellent education is a great equalizer in
society. They seek to create an innovative, high quality program in Ward 8, where poverty limits
opportunities for the majority of students.

Many of the older founding members came from disadvantaged neighborhoods and understand
the struggles of families in D.C. These distinguished members are committed to helping students
propel to causes greater than self, because they have the potential. We will ensure students
develop the needed skills to become successful. The academy is named in honor of Dr. Lois
Williams mother-in-law who came from a family of tenant farmers. Her parents could not read
or write. Bertha B. Williams was determined to make a difference in her life and graduated from
Morris College in Sumter, S.C. with honors in 1923. Bertha could never get a job teaching
because of the color of her skin. Her legacy in education in her church and community runs deep
in the hearts of those who were fortunate to be to under her tutelage.

Because of her legacy, our Founding Board members are deeply committed to the mission of
Bertha B. Williams Academys educational program with a curricular and extra-curricular
program of outstanding quality to help students become confident young men and women and
dedicated learners. As their personal statements and resumes attest, Bertha B. Williams Academy
founding members have diverse skill sets that will support the success of the school, including
expertise in educational design, special education, English Language Learners (ELL),
mathematics, character development finance, fund raising, community involvement, real estate,
school construction, nonprofit management and law. Several have sent their own children to the

Districts public schools. They have been leaders in reform efforts within the District of
Columbia Public Schools and worked with children with special needs.

Members of the Founding Board met with the Dr. Williams in early 2008 to develop the schools
mission and design. The founding group for BBW Academy has grown from three (3) to twelve
(12) members as more talent has been added to strengthen the efforts. The team shares a
common vision and this application incorporates the expertise and effort of each founder, and is
further supported by others in the community who has shared their expertise. Most members of
the founding group will become the initial Board of Trustees, expanded by the addition of
elected parent trustees.

The Board of Trustees will govern Bertha B. Williams Academy, hold the charter, and ensure
that the school fulfills its mission. The Board will also ensure that the school is faithful to the
terms of its charter and succeeds financially. The Board will hire, supervise and support the
Executive Director (ED). The ED will manage the operations of the school and will be
responsible for the implementation of the mission of the school. The ED will report monthly to
the Board of Trustees on the state of the school, progress toward implementation of the mission
and each goal in the Accountability Plan. The board will evaluate the ED twice a year, provide
detailed performance feedback, and set compensation.

Parents, teachers, and other members of the community have been involved in developing the
school's mission, philosophy, focus, goals, and design and how they will continue to be involved
in its implementation.

This collection of founding contributors, Strategic Planning Group members, Advisory Council
of approximately 20 professionals and Board of Trustees members have committed a great deal
of time researching, meeting to plan, and refining the school concept. Dr. Williams meets once a
month with her board and by conference calls/emails as needed. They usually meet the second
Tuesday of each month. The board met initially over a two-three month period to brainstorm
about the school, to develop a mission, vision and educational philosophy. Now they meet to
refine their mission and philosophy and plans for the submission of the charter application.

This group of volunteer professionals includes many native Washingtonians and committed
parents who are particularly drawn to the concept of an independent public school and the
Personalized Student Education Plan that provides a nurturing and academically rigorous
educational experience that is clear, understandable and consistent with rigorous content and
application of knowledge through higher order skills for a diverse set of children in the District
of Columbia.

The founding board has been organized into working groups that focus on specific components
of the school concept and the charter application. These broad groups include (1) the Educational
Program Planning Team, which has helped develop and refine the educational program to build
upon the strengths and lessons of the current quality standards, support services and programs,
extracurricular programs, professional development, testing and evaluation; and (2) the Business
and Operations Planning Team, which has focused on outreach to the community, governance
and management, facilities, and financial/budget planning.


We have held community meetings to discuss the new charter school. Parents have expressed an
interest in sending their children to our school. We have also met with local politicians and
community activist groups. Teachers have also been invited to participate in our community
meetings.

Describe how these groups will continue to be involved in the school.

Parental involvement in school matters is of paramount importance if the school is to achieve its mission. The
school regards parents as partners in the education of the students. As the ultimate caregivers, parents are uniquely
positioned to assist the school to abide by its philosophy and in achieving its mission. It is a priority of the school to
espouse policies and implement programs (PTA, Educational Excellence School Advisory Council (EESAC)
encouraging parents to become actively involved in school matters.

The Academy also believes that business and political community members at large will act in
supportive roles when the mission of the school is clearly defined and the success of the school is
tied to community and business interests. For these reasons, the school will take aggressive
action aimed at engaging parents and the community in the governance of the school as follows:

Parents will be encouraged to participate on all committees, including the Educational
Excellence School Advisory Council (EESAC).
The school will support and offer guidance toward establishing a local chapter of the
PTSA
The school will provide guidance and support toward establishing booster clubs and
parent support organizations for the various programs throughout the school.
Parents will be encouraged to supervise extracurricular activities with a staff member.
Parents will be encouraged to supervise field trip and off campus activities.

c. Corporate Structure and Nonprofit Status of the School: If the school entity already has been incorporated,
please submit a copy of the articles of incorporation and the bylaws. If the school entity has not yet been
incorporated, please describe the process and timeline under which this will occur. Also, if you have prepared drafts
of proposed bylaws or articles of incorporation in anticipation of becoming incorporated, please submit them. No
school will be approved until copies of by-laws and incorporation documents are provided that demonstrates the
schools nonprofit status under the District of Columbia Nonprofit Corporation Act.

The Academy filed Articles of Incorporation and Bylaws with the District of Columbia with
legal review and assistance from our attorney. An application for tax-exempt status has been
filed. Copies of the Articles of Incorporation, Bylaws, and Tax-Exempt notice are supplied in
the attachments.

2. Governance and Management
a. Board of Trustees: Describe the selection process and the terms of office of the proposed Board of Trustees.
Describe how parents will have meaningful input into the selection of at least two parents to the Board of Trustees.
Describe the composition, roles, and responsibilities of the Board of Trustees. In addition, outline plans for
providing strategic direction for the school, monitoring of student performance, and succession planning for the
board and leadership. Describe how the Board of Trustees will hold school leadership accountable and how it plans
to ensure a demand for the proposed school. If the Board of Trustees already has been selected, please provide
the name, address, and rsum of each member, as well as a statement of interest and qualifications and a Board

Member Agreement. Describe how the Board of Trustees will function in making executive decisions about the
operation of the school. Provide the PCSB with a Board of Trustees job description and performance expectations.
Describe the relationship of the Board of Trustees to the schools administrative structure and staff, and to the
parents, and students. The PCSB reserves the right to conduct background checks (AAA Credit Release) on the
Board of Trustees for those applications that are granted full approval or approval with conditions.

Collaborative efforts began in early 2008 with a united desire to be integrally involved in and at
the cutting edge of preparing and supporting students and highly qualified teachers in their
continued growth by establishing Bertha B. Williams Academy in Ward 8. Our planning reflects
lessons learned from the past. Our goal is always to become more informed as educators, parents,
community leaders and to provide students with the highest-quality learning experiences.

Collaborative efforts among multiple partners, including parents, select charter schools, private
businesses, community leaders, and foundations have emerged to assist us in meeting the
increasing demand for a high quality elementary school in Southeast. Our partners are willing to
extend the leadership that supports our efforts to achieve the mission, vision and education
philosophy in the community we serve. It is our hope to introduce new activities and services to
our existing repertoire, and design and implement sustainability strategies. Our enhanced school
network vehicles for bringing together policymakers, educators, advocates, parents, funders,
private sector leaders, and others interested in improving outcomes for children and youth in
Southeast and the greater Washington area. Networking has provided a means for us to conduct
joint planning; sharing of resources and best practices; and hence we look forward to building
bridges to and between federal, state, and local initiatives; and developing a model charter school
in Southeast.

Our collaborators have combined their skills, knowledge and resources to make Bertha B.
Williams Academy a reality. Dr. Williams has enlisted the help/support from several
former/retired DCPS professional educators and charter school administrators to provide input
into the development of the charter schools instructional programs. She has added numerous
educators from different areas of specialization and expertise, businessmen (real estate and
business owners), an attorney, a third year medical school student in Pediatrics and parents to the
team as they prepare the charter school application.

Many of the members of the team have been meeting with independent and charter school
leaders; going on school visits to see the implementation of various programs; consulting with a
number of educational experts, and conducting independent research and literature reviews.
Several contributing founders attended the Public Charter School Boards pre-submission
informational meeting last year, and plan to attend them this year as well. Training on how to
operate and govern an exemplary charter school has been a top priority with the founders. The
board frequently meets with selected members of the Bertha B. Williams Advisory Council to
solicit their ideas and expertise in the process of the development of the charter school
application.

Describe your plans for recruiting additional founders or organizers.

Potential board members must have a love and genuine concern for children. They must
understand, embrace, and share in the mission and philosophy of the charter school. They must

believe that all children, no matter their circumstances, can, and will learn. They should be
active team players who are hard working, intelligent, and should be able to productively work in
a group towards the betterment of the leaders that we have vowed to educate. We will seek new
board members who have experience in the following areas: education, business/finance, fund-
raising, law, and accounting.

Establish year-round nominations/board development committee. Because board
recruitment and nominations is such an important activity, we will begin looking at it as a year-
round committee function instead of the traditional ad hoc nominations process. The
nominations committee includes developing people to serve on our board. It is an ongoing, year-
round function: prospecting, contacting, recruiting, orienting, supporting, providing ongoing
training, and evaluating the board of directors.

Link recruitment to the strategic plan. We will match board recruitment and development
activities with the new requirements and demands called for by the strategic plan. The
committee will begin to do this right after the strategic planning process has been completed.
The founding board reviews the mission, vision, goals and strategies, and then determines any
new skills, knowledge, personal contacts and other attributes future board directors will need to
possess in order for the board to do its part in advancing the strategic plan.

Profile the current board. At the same time, we will analyze the current shape of the founding
board. The Nomination-Board Development Committee will create a profile of the current board
using a matrix designed for this purpose. Key factors that define sought-after expertise,
knowledge, skills, experience, as well as relevant demographic factors are arranged down the
side of the matrix. The names of current board directors are listed along the top of the matrix.
The Committee then uses the matrix to complete the profile.

Focus the recruiting priorities. By reviewing the our strategic plan as well as the profile of
current board strengths and weaknesses, the Nomination-Board Development Committee
identifies the gap between the skills and knowledge needed on the board, and what board
directors currently possess. Based on this analysis, the Board Development Committee will set
clear recruiting priorities for future board recruitment.

Develop a written board director job description. Another key element in the board
development process is a written board director job description. For the academys governance
board to operate successfully each member must understand and accept the specific duties and
responsibilities that come with board directorship. We have found it helpful to develop a written
statement of interest and an agreement for board directors to sign. This statement serves as a job
description and clarifies board responsibilities. The job description sets forth the expectations
the academy has of its board directors.

Since the Board has already been established, the board will recruit additional members once the
charter has been awarded, if necessary. We will seek members who will commit to further/
advance the mission, vision and educational philosophy of the school. All board members agree
to oversee the operational policies, procedures, DCPCS regulations and Federal laws. The board
also agreed to ensure academic and financial accountability of the school. They will also

participate in governance training for charter schools, and successfully undergo a background
check by the Sponsor, as specified by law.

To build the capacity of the board, the board will be required to attend mandatory pre -training
and seminars to understand their roles, responsibilities, and the scope of their authority. In
addition, areas of training for initial, and thereafter, new board members will include the
following, but are not limited to: outreach, educational processes, conflicts of interest, board
governance, strategic planning, fundraising, current research on charter school education, new
teaching methodologies, Common Core Standards and updates, and financial management. The
board will also be encouraged to attend charter school educational conferences and workshops to
expand their knowledge and to keep abreast of updated information. We have ensured that at
least 2-3 parents, whose children attend the school, will be on the board. All parents will
participate in developing a Personal Student Educational Program for their child.

Further, parents are required to spend at least one or two hours per week observing and working
with their student during classes. This effort will give parents an opportunity to understand what
is being taught in school and how the information is imparted to their child. We will invite
parents to attend board meetings and those who are interested can apply to be on the board.

The Academys Board of Trustees will govern the school. Trustees will further develop the
goals and policies regarding educational offerings and the operation of the school and will ensure
that the school fulfills its mission, is faithful to its charter, and remains financially viable.
Together with the Schools Executive Director, principal, staff and Parent groups, the Trustees
will develop a five-year strategic plan that will guide the organizational and academic growth of
the School. The Board will be composed of a minimum of five (5) and maximum of fifteen (15)
members. The Board will have four officers with specific roles and responsibilities.

Trustees Selection Process and Terms of Office

The Founding Board members were recruited following in-depth discussions with other
founders. Members were selected because of their commitment to the schools mission and to
creating a high quality public school in Ward 8, and for their professional backgrounds and
pertinent skills. Members bring expertise in finance, construction, non-profit management,
fundraising, early childhood education, special education, school facilities, and real estate. Many
members have prior or current board and governance experience. The governing Board of
Trustees will evolve from the current Founding Board and be further developed with the addition
of parent representatives. The resumes and personal statements are included in the application as
Appendix: Resumes.

The School values the role parent representatives play on the Board. Initially the Board
Development Committee will hold workshops with parents regarding service on the Board, the
nominations process, and the roles and responsibilities of Trustees. As parent participation
grows and the school community evolves, we will assist with the formation of a Parent Teacher
Resource Group (PTRG) or a PTA. The group will lead the parent process for parent Board
nominations and successions. In the same manner as with non-parent Trustees, the committee
will consider the interests and qualities of those parents who are either nominated by their peers

or are self-nominated. Parent Trustees will be expected to meet the same requirements as all
other Trustees.

Initially, trustees will serve staggered terms; Trustees will then later serve a term of three years
from the date of their appointments, or until their successors are seated. A full three-year term
shall be considered to have been served upon the passage of three annual meetings. No Trustee
shall serve more than two consecutive, three-year terms. The Trustees shall serve staggered
terms to balance continuity with new perspective. The terms and conditions of office are outlined
in the bylaws. Please see Appendix: Articles of Incorporation/ Bylaws.

Trustees Role and Responsibilities
Trustees will hire, set compensation for, support, and annually evaluate the performance of an
Executive Director and the principal who will implement the mission and policies, manage the
operations of the school, and oversee the employment and development and supervision of the
staff. The principal will serve as a non-voting member of the Board of Trustees and will
represent the school as liaison to the DC Public Charter School Board, other governmental
authorities, and school partner agencies. The Executive Director will serve on the board of
Trustees.

The Board of Trustees will incorporate the following values in its governance of BBW:
1. transparency in decision making and open access to meetings;
2. public information for all decisions, posted at the school and available to members of the
broader community, including minutes of meetings and strategic plans;
3. accountability for the schools educational achievements, making public educational
progress;
4. demonstrated fiduciary care in ensuring that the school has the financial support to be
successful and reports through public audits its use of the resources entrusted to it;
5. subscription to the highest ethical standards, as embodied in the attached conflict of
interest policy;
6. active involvement of parents, members of the immediate community, and partners
needed to meet our goals; and
7. a fierce commitment to improving the educational opportunities for students in the
District by guiding a successful school forward.

The Board of Trustees will measure its governance by the standards of excellence for nonprofit
operations.
1

The Board of Trustees will also ensure that the PTA and the Advisory Group have the support
and resources necessary to become active participants in the future development of BBW. The
Board will meet at bi-annually with the PTA to review the schools progress and agree upon any
modifications needed in the strategic plan. One element of the annual performance goals for the
principal and Executive Director will address the degree of active participation by parents and

1
Standards of Excellence: An Ethics and Accountability Code for the Nonprofit Sector, provided on the web in Adobe Acrobat
PDF format by the Maryland Association of Nonprofit organizations, one of five designated standards certification centers for
nonprofits.

families in the school. Finally, the Board will include assessments by parents, staff and
community leaders in evaluating the performance of the principal and Executive Director.

BBW will require a great deal of Trustee attention during the early stages. Founding members
have committed themselves to a working role that will carry over to the Board of Trustees. We
have defined this to include at a minimum eight board meetings per year supported by the four
active committees used to develop the schools application and described below.

Education and Accountability Committee
The Education and Accountability Committee will oversee the educational program and
outcomes at BBW in conjunction with the Executive Director and principal. The committee will
work with the Executive Director and principal to set policies and standards for teaching and
learning, the facilities and materials needed to achieve the standards, and the security and safety
of all school participants. The committee will advise the Executive Director and principal on
goals and plans for the schools outreach to families and communities as well as participation in
the broader academic community of the District. The Committee will analyze the educational
outcomes of the school against the standards and the schools Accountability Plan, and will share
these results with the full board on a regular basis. This Committee will have members from the
Board of Trustees as well as members from the Advisory Committee.

Finance, Audit and Facilities Committee
The Finance, Audit and Facilities Committee will coordinate the boards financial oversight
responsibilities by recommending financial, procurement and other relevant policy to the board,
interpreting it for the staff, and monitoring its implementation. The committee will monitor the
results of audits by independent agencies. The committee will also recommend an independent
auditor for hire by the full board, review the audit and recommend its acceptance by the board.
This committee will also set facilities policy, ensure the financial security of property leased
and/or owned, and prudent risk management policies. The Committee will: monitor the
organizations financial records; review and oversee the development of accurate, timely, and
meaningful financial statements to be presented to the board; review the annual budget and
recommend it to the full board for approval; monitor budget implementation and financial
procedures; monitor budget assets; monitor compliance with federal, state, and other reporting
requirements; and help the full boards understand the organizations finances.

The Committee will recommend financial performance measures and implements those adopted
by the board for a continuous evaluation of progress. The board treasurer will chair this
committee. At least two committee members will have a background in accounting, finance,
and/or business practices.

Development Committee
The Development Committee will lead the Trustees participation in resource development and
fund-raising. The Committee will work with the staff to develop the corporations fundraising
plan. It will also develop policies, plans, procedures, and schedules for board involvement in
fundraising. The committee will recommend policies for funding assets through a capital budget
and for investments of assets. The committee will help educate the other Trustees about the
organizations program plans and the resources needed to realize those plans. It will familiarize

the Trustees with door-opening and fund-raising strategies, skills and techniques to increase their
comfort level with raising money.

The Committee will be the boards central source of information about the fund-raising climate
in general, and about the status of the organizations fund-raising activities in particular. The
Committee will recommend minimum guidelines for the Trustees contributions and then solicits
those contributions. It will also play a strong role in identifying, cultivating, and approaching
major donors. Prior fund-raising skills and experience or a desire to develop such will be
important qualifications.

Governance and Board Development Committee
The Governance and Board Development Committee will be responsible for ongoing review and
recommendations to enhance the quality and future viability of the Board of Trustees. The
Committee will lead the board in regularly reviewing and updating the boards statement of its
role and areas of responsibility, and the expectations of individual board members. The
Committee will assist the board in periodically updating and clarifying the primary areas of focus
for the board, establishing the boards agenda for the next year or two, based on the strategic
plan.

The Committee will be responsible for the renewal and composition of the Board. It will assess
current and anticipated needs for board composition, determine the boards knowledge,
attributes, skills, abilities, influence, and access the board will need to accomplish its work. The
Committee will identify and presents potential board member candidates and will explore with
candidates his or her interest in and availability for board service. After selection, the
Committee, in cooperation with the Board Chair, will help each Trustee annually assess his or
her continuing interest in board membership and term of service as well as the appropriate role
he or she might assume on behalf of the organization.

The Committee will take responsibility for the boards effectiveness. It will design and oversee a
process of board orientation, including coordination of information provided prior to election as
board member and information needed during the first cycle of board activity for new board
members. It will also: lead the periodic assessment of the boards performance; propose, as
appropriate, changes in board structure, roles, and responsibilities; and provide ongoing counsel
to the Board Chair and other board leaders on steps to be taken to enhance board effectiveness.
The Committee will regularly review the boards practices regarding member participation,
conflict of interest, confidentiality, etc. The Committee will suggest improvements and
periodically review and update the boards policy guidelines and practices. Finally, the
Governance and Board Development Committee will take the lead in succession planning, taking
steps to recruit and prepare for future board and executive leadership, and nominate board
members for election as board officers.

The Role of the Executive Director
The Executive Director serves as the chief operating officer and reports to the Board of Trustees.
He or she conceptualizes the broad goals of the school, translates goals into plans, plans an
organization structure capable of accomplishing the goals, assesses the degree to which policies
and practices are attained and plans responses to assessed needs. He or she assures that the

school's goals are represented by the educational goals in a manner consistent with legal, fiscal,
organizational and community demands. He or she assures that the schools goals are represented
by infrastructure objectives pertaining to facilities, personnel, support services, and information
management. He or assures that board goals are translated into plans for the infrastructure, that
plans are implemented and information is collected, maintained and communicated in an
effective manner. He or she creates the administrative procedures necessary for implementing
personnel and fiscal policies consistent with: federal and district policies; assessed needs; and
applicable laws, rules and regulations.

The Role of the Principal
The Principal is the academic leader of the school and reports to the Executive Director. He or
she develops and implements policies, programs, curriculum activities, and budgets in a manner
that promotes the educational development of each student and the professional of each staff
member. He or she conceptualizes the broad goals of the school and plans accordingly to ensure
that procedures and schedules are implemented to carry out the total school program. He or she
encourages the use of community resources, cooperates with the community in the use of school
facilities, interprets the school program for the community, and maintains communication with
community members.

Parent Community Council
The Academy will assist in the establishment of a parent community organization, the Parent
Community Council. The Council will work in concert with the Trustees, the principal and the
Executive Director to develop meaningful ways for parents to join in their childrens education,
make suggestions to improve the school, volunteer, and garner resources for school. The
Council will include community representatives to help support the School through community
outreach and communication. The Council will ensure an active pool of parents interested in
serving as Trustees. Council members will join in strategic planning with Trustees, advisors, and
staff. The Council will help the school develop meaningful communications and training for
parents, based upon their identified concerns, and will help communicate information about the
schools educational achievements, including its standing under No Child Left Behind standards.
The Council will select two representatives from among the membership to serve on the Board
of Trustees.

Advisory Committee
The trustees anticipate development of an Advisory Council of experts to help develop
appropriate strategies and advise Trustees, the Executive Director and principal on appropriate
practices. Our partners in providing enrichment activities will join educational and child
development experts to provide thoughtful answers to needs that arise as well as to coordinate
the delivery of programs and services.

b. Rules and Policies: Describe the rules and policies for governance and operation of the public charter school.
Submit a Code of Ethics and Conflict of Interest Statement in the appendices of the application. If rules and policies
are not yet in place, describe the process and timetable under which they will be developed. Also, please discuss
your current thoughts about what the rules and policies should include.

The Board of Directors is responsible for establishing the policies of and providing oversight to
the affairs of the corporation. Committees will establish particular policies in the areas of
academics, finance and development. The conflict of interest forms signed by board members are
included in the attachments. The corporation will obtain liability insurance in accordance with
stated minimums, pending a competitive bid process for these contracts. The founding group is
in the process of assembling suggested policies for governance, personnel, financial
management, student discipline and parental involvement. The founding group is obtaining
sample handbooks from other charter organizations, comparing these to existing handbooks for
these schools and consulting with legal counsel vis--vis revisions. These policies will be
documented in the following:

Employee Handbook
Student and Parent Handbook
Board of Directors Handbook
Internal Controls Manual

The board will review and approve these documents prior to the start of the school year. The
Board of Directors Handbook will clearly delineate the roles and responsibility of the board and
will contain a suggested evaluation tool to perform and document the annual review of the
Executive Director.

The Founding Board has concentrated on the institutional documents that establish BBW as a
non-profit and a public charter school. Our Articles of Incorporation, By-Laws, application for
501 c 3 designation and Conflict of Interest policy are complete. The Conflict of Interest policy
is included in the Appendix: Articles of Incorporation. As part of the Board of Trustees
fiduciary responsibilities, the board will be obligated to develop, maintain and refine policies to
ensure effective operation of the school. We plan to develop and adopt these policies by June
2011.

Trustees will develop a policies manual that will serve two functions: (1) to document positions
taken by the board and (2) to direct implementation strategies. The manual and the minutes book
of the trustees will inform the board, staff, auditors and public regarding the schools mission,
operations, and future. While a complete listing of policies would take substantial space,
following are the major policy areas and the committees responsible for researching the best
policies for the School.

Education and Accountability Committee
1. Mission Accountability and all related policies
2. Policy on non discrimination
3. School admissions ( preferences for siblings, as an example)
4. Confidentiality
5. Student Conduct and Discipline Policy
6. Policies on harassment
7. Executive Director compensation policy
8. Policies on Americans with Disability Act
9. Drug free operations policy


Finance, Audit and Facilities Committee
1. Separation of Duties
2. Audit selection and management letter fulfillment
3. Finance and procurement policies
4. Personnel Policies
5. Facilities Policies

Governance and Board Development Committee

1. Board governance policies
2. Nonprofit governance policies
3. Board Removal
4. Board conflict of interest
5. Board Operations Calendar
6. Executive evaluation and compensation

c. Administrative Structure: Describe the administrative structure of the school. Describe the nature and extent of
teacher, parent, and student input to decisions that affect the school.

The Academy will operate with a two-leader model: an Executive Director (ED) and a Principal.
The ED will be hired by the Board of Trustees and will report directly to the Board. The ED will
have overall responsibility for the operation and management of the school: facilities, finance,
development, personnel, school culture, administration and operations. The ED will recruit and
hire key staff. The ED has ultimate responsibility for the complete success of the school.

The Principal will be responsible for the instructional program, development of curriculum and
standards, data assessment analysis and program remediation to address student non-
performance, school discipline and staff development. The Principal reports to the ED and the
board.

Both the ED and Principal will work within the policies established by the Board of Trustees.
Both will seek input from the Parent Community Council and the Advisory Committee. The
chart below illustrates the administrative structure of the school:

Parent,
Community,
Business Advisory
Committee
Board of Trustees
Executive Director
Principal
Teachers, Business and Office
Staff, Facilities Staff

The input of all stakeholders is essential to the success of the Academy. The Academys
Leadership Team will work with closely with teachers, parents, students, community and
business partners to ensure a system of communication is established to ascertain feedback at all
levels. The Academy will facilitate an annual retreat with stakeholders to review and update the
Academys continuous improvement and strategic plan.

d. School Management Contracts: If the Board of Trustees intends to enter into a contract with a school
management firm, please provide the following information in the application: i. a description of the proposed
contract, including roles and responsibilities, performance evaluation measures, payment structure, conditions for
renewal and termination, and investment disclosure;

The school does not plan on entering into a contract with a school management firm.

3. Finance [See SRA 38-1802.02 (6)]

a. Anticipated Sources of Funds: Discuss the level of funding you calculate will be generated by the per pupil
allocation that you will be entitled to receive if you are awarded a charter. Indicate the amount and sources of
additional funds, property, or other resources you expect will be available for the costs of planning, startup, and
operation of the proposed public charter school. Where grants or loans are included, please indicate which of these
are in hand and which are anticipated. For anticipated grants or loans, please provide evidence of firm
commitments where they exist. Describe what contingencies are in place in the event that funds for per pupil
allocations are not available as early as expected, or are lower than expected. In addition, explain the specific
financial goals and objectives for the projected five-year budget (e.g., capital improvements, equipment, increased
instructional and staffing costs).

Additional Amounts and Sources of Funding:

Additional sums will be acquired through grants and donations. As soon as our charter is
approved, we will conduct a series of fundraising activities to gather tax-deductible donations
that will be used to fund school programs. Monies raised through fundraising will also be used to
hire grant writers to identify and apply for funds that can augment our schools program budget.

Contingencies for Decreased Funding:

In the event of reduced funding, the school will make the cuts necessary to balance the budget.
The school will make every effort to retain its low teacher: student ratio, knowing that
instructional positions will be maintained based on student enrollment. The counselors position
will be reduced or deleted. Benefits for faculty and staff will be correspondingly reduced as jobs
are reduced. Contract services for custodians/maintenance, business, and food services will be
downsized. The executive director will make a proposal to the board for reducing instructional
materials and travel expenditures.

Financial Goals and Objectives for the Five-Year Budget:

Our five-year budget is largely a wish list at this point. Once our charter is granted, the board
will discuss and formulate a five-year plan of financial goals and objectives. Several of the items
that have been discussed so far are the purchase or lease of a school site and building a new
school or renovating a building that could accommodate our increasing student population;
increased instructional and staffing expenditures so we can hire a librarian; we would like to

equip a library; purchase technology for the students to accelerate student achievement and
technical proficiency; purchase additional software programs for distance learning opportunities;
build a science lab, and a woodshop or repair center.

b. Planned Fundraising Efforts: Describe any planned fundraising efforts to generate capital or to supplement the
per pupil allocation for operating expenses.
Discuss your plans for raising funds to cover planning and development expenses expected to occur prior to opening
the school.

The Founding Board has planned and created a 15-second and 30-second fundraising video for
broadcast on TV stations nationwide as a public service announcement. The two videos explain
the need for improved educational services in DC, and solicit tax-deductible funds in support of
the school. In addition, a 15-second public service announcement has been created for release to
radio stations nationwide. The announcements lead interested parties to the schools website,
which offers more information about the school, its mission, and the need for funding. Guests are
invited to send their tax-deductible checks to the school.

The founding members also have a network of wealthy friends and associates, and a fund raising
campaign is currently being planned. A $1,000/plate banquet will feature several high-level guest
speakers, accompanied by a silent auction of desirable memorabilia. A golf tournament with
celebrities is also being planned for the summer. Similar fundraising events are being considered
as a regular feature of the schools consistent effort to raise funds in support of our schools
quality education programs. In addition, funds will be solicited from corporations and
foundations. Members of the board will also make individual donations.

Funds from these activities will provide the monies necessary for the schools planning and
development expenses, as well as augmenting the schools maintenance of current programs and
the development of more new and effective programs.

c. Financial Management and Accounting: Describe the financial management and internal accounting
procedures of the school, including the fiscal controls you intend to put in place to ensure accountability.

Financial Management, Internal Accounting Procedures, and Fiscal Controls:

The school recognizes it must comply with established protocols of financial control. The
schools board of directors will establish policies and procedures that provide: the allocation of
resources to run the school within funding limits; detailed records to ensure that spending
follows the approved budgets and gives an early warning to avoid overspending problems;
monitoring of all transactions to ensure that charges are correct and match school records; a
review of spending patterns and adjusting budgets where necessary; a method for placing and
receiving orders; and for accepting bids and contracts.

The Board of Directors has the overall responsibility for compliance with financial regulations
and will approve the annual budget, oversee financial procedures, approve all expenditures
including payroll, approve all contracts, and select the schools auditing company and approve
the annual audit.

The budget committee reports to the board of directors on a regular basis throughout the year. It
has delegated powers and recommends the annual budget to the board of directors, receives
regular updates from the schools business manager to monitor performance against the budgets
allocations and receive adequate explanation of variances, ensures that systems are in place to
restrict budget activity in problem areas, and conducts an annual self assessment to determine
areas of improvement in efficient and effective operations.

The Executive Director/Principal has the delegated authority to prepare the annual budget,
approve discretionary purchases by the teachers and staff from their pre-approved board
allocated funds, be responsible for the day to day financial matters of the school, regularly
update the budget committee with respect to the schools budgetary position, produce an annual
income and expenditure report on the schools finances for approval by the board and publish
this document in the annual report to parents. The executive director/principal has the ultimate
responsibility for the safety and control of cash and property.

The members of the schools staff that have financial responsibilities shall assist in providing a
strategic view of their funding obligations, ensure accountability in all areas of financial
management and administration, facilitate the effective operation of all financial processes, and
may serve on the budget committee. It is the responsibility of all members of the staff to ensure
that property is kept safe and secure at all times. Any items of school equipment taken off site
must be signed out in the Property Off Site Register.

A licensed accounting firm experienced with school fiscal policies and procedures shall be
contracted to assist the executive director/principal in the development of the annual budget, and
also monitor accounting and banking procedures, monitors budgets, prepare and reconcile orders
and invoices, reconcile all accounts on a monthly basis, prepare accounts and records for the
annual external audit, prepare financial forms, maintain an up-to-date record of inventory in the
assets register, prepare monthly payroll, log employees absences due to vacation, illness, or
family leave, monitor all school bank accounts, account for the deposit of all revenues.

Describe your schools cash flow management plan and how it will ensure availability of funds throughout the year.
If the charter school is being established as an outgrowth of an existing organization, describe how you will
segregate the charter school's resources from those of the affiliate organization. The charter school must agree to
maintain its financial records in accordance with generally accepted accounting principles (as defined by the
American Institute of Certified Public Accountants).

The Board of Directors shall establish policies and procedures to ensure adequate cash flow that
allows the timely payment of all monthly expenditures. A contracted accounting firm shall
prepare cash flow analysis and projections to ensure the schools cash flow exceeds monthly,
quarterly, and yearly budget expenditures. The cash flow forecasts will be updated monthly and
reviewed by the budget committee and presented to the board of directors.

d. Civil Liability and Insurance: Indicate the types of insurance and the levels of coverage sought. Based on a
consultant's analysis of typical insurance coverage levels, the District of Columbia Public Charter School Board
recommends, at a minimum, the following types and levels of coverage listed below. Many charter schools purchase
higher levels of coverage. The Board urges each applicant to investigate its individual insurance needs, based on
the type of school.

We have contacted Alliance Insurance Services, Inc., to serve as the schools insurance provider.
A representative of the Alliance Insurance Services, Inc. has reviewed the recommended
coverage levels and found no problem in providing insurance for the school. The letter from
Alliance Insurance Services is presented in Section E. Certifications.

Recommended Minimum Insurance Coverage Levels (000):
General Liability $1000 per occurrence, $2000 aggregate
Directors and Officers Liability $1000
Educators Legal Liability $1000
Umbrella Coverage $3000; $5000 if providing transportation
Property/Lease Insurance 100 percent of replacement cost
Boiler and Machinery Insurance $1000 (if appropriate actual loss sustained)
Auto Liability Insurance $1000 Workers Compensation as required by law

e. Provision for Audit: Describe the provisions that will be made for conducting annual audits of the financial
operations of the school. See 38-1802.02(6)(A), D.C. School Reform Act. An audit of financial statements must be
made annually, according to Government Auditing Standards, by a Certified Public Accountant licensed in the
District of Columbia, and included in the Approved Auditor List for charter schools.

An independent auditor shall be contracted by the board to audit all funds and accounts of the
school. Audits shall follow acceptable auditing procedures. It shall be the responsibility of the
executive director to furnish the auditor with all information required for the completion of the
audit. The audit shall be completed by November 15 of each year for the preceding year. The
audit shall be submitted for acceptance by the board no later than December 15 of each year.

4. Facilities [See SRA 38-1802.02 (6); 38-1802.09]

a. Identification of a Site: If known, describe where the school will be housed when it opens, and the terms of the
tenancy. Include a Letter of Intent indicating the terms and conditions of the proposed lease. Describe arrangements
that have and will be made to secure an occupancy permit. If you already have identified a permanent school site,
describe the facility and indicate its location. If there are existing occupancy limitations for this site, please provide
that information. If you have not identified a permanent site, describe your present options for a permanent school
site, including your timetable for identifying and acquiring it. If you are proposing to convert an existing public
school, indicate whether you plan to lease the current facility from DCPS. Include in your discussion the amount of
building space you anticipate using. No applicant will receive final approval of its charter until the applicant has
demonstrated that it has acquired title to or has otherwise secured the use of a facility.

The founding board members are currently negotiating a permanent school site. The proposed
school site in negotiation is the Greater Washington Boys and Girls Club, located at 261 17
th

Street SE, Washington, D.C. 20003. The timeline for finalizing a permanent site is January 4,
2011 to June 30, 2011.

b. Site Renovation: If you have identified a permanent building, explain how this site would be a suitable facility for
the proposed school, including any plans to renovate. If you are proposing to convert an existing public school,
include in your discussion what renovations you plan and whether the city will be expected to provide any capital
improvements to the site.

At this time there is no perceived need for any site renovation.

c. Financing Plans for Facilities: Describe your financing plans for acquisition (purchase, lease, etc.) and
renovation of a facility.

The building has sufficient space for our student population for the first three years, based on
projected enrollment increases. As we do not intend to move until the fourth year, our long term
plan is to set aside funds from the annual Facilities Allowance for the purchase of property that
will house our future school site. Several board members and advisors have suggested the
possibility that we raise funds by selling tax-exempt bonds, should we need more funds than we
have saved.

d. Building Maintenance: Describe your plans for building maintenance, including how you intend to ensure that
applicable codes and standards are continuously met.

The Academy will hire a professional maintenance and custodial company called Best
Custodians to provide both maintenance and janitorial services. A School Safety Committee will
be established to review the school site monthly for hazards that need elimination. Priority
repairs will be completed immediately. The school will find a contractor in the community
willing to volunteer some time every month to serve on the safety committee to ensure that codes
and standards are continually met.

5. Recruiting and Marketing [See SRA 38-1802.06]

a. Outreach to the Community: Discuss how the school and its program will be publicized throughout the
community, who the school plans to serve, and how the school can become a resource to the community.

The Founding Board will actively publicize and promote our school and the many benefits for
children attending the first years pre-kindergarten through grade 2 program. Advertisements will
be placed in newspapers serving the community, and public service announcements will be
broadcast on radio and television. Local businesses have agreed to place recruitment posters in
their store windows and community bulletin boards. Community meetings will be held at
churches and meeting halls to inform the public, win support, and recruit students. A brochure
will be created that explains the mission and vision of the school. The schools website will be
used to promote the school, and e-newsletters will be transmitted regularly to supporters and
interested parties. Mailings will be distributed to families in the community showing why the
school is a superior choice. The school will also align itself with advertisers and community
organizations so our schools name and contact information is widely disseminated. Continuing
research will be conducted to determine new effective ways to promote the school. Our school
will be a strong community resource through teaching children to become eager learners with
good character, offering special education, ESL and gifted and talented services, having an
extended school day and school year to support working parents, involving parents and
community members with the opportunity to participate in school activities such as the

extracurricular program and the Family Center, and providing medical checkups, nutritious food,
counseling to children and their families, and jobs.

Identify and describe relationships with community organizations that will assist in your outreach and recruitment
efforts. If you are proposing to convert an existing public school, describe your efforts to inform the community of
the proposed conversion.

Recruitment and further publicity will begin as soon as the Public Charter School Board
approves our schools charter application. The school will host community informational
meetings at a variety of times and locations throughout Ward 8. Application forms will be made
available both at these informational sessions as well as in various community locations. We will
publicize our information widely by utilizing local newspapers, radio and television, as well as
various community newsletters. In addition, we will continue to canvass neighborhoods, attend
community functions, post informational flyers, and continually update our schools website.

b. Recruitment of Students: Describe the outreach efforts that will be made to potential students and their families
and the steps that will be taken to recruit students. Describe how the founders, including parents of students who are
eligible to attend the proposed school, will be involved in recruitment efforts and there sources they will bring.

The Founding Board will build parent interest in the Academy by word-of-mouth
communication about the benefits of attending our school. The benefits that will be advertised
include the individualized instruction, small class sizes, highly qualified teachers, the tutorial
program, longer school hours, the strong focus on academic preparation, medical attention, the
community environment of the school, and the enrichment programs offered. Parents will also
like being able to have a voice in how the school is shaped (e.g., serve on committees, volunteer
in the school, etc.). Once parents begin to realize that the opportunity exists to send their children
to a high quality school, we will ask the interested parents to tell other parents and community
members about our school so the information is well disseminated throughout the community. In
addition, community meetings will be held to introduce the executive director, principal and the
teaching staff, and provide information about the curriculum. The Academy will conduct several
open house meetings on campus during the Spring of 2012 so parents and students can tour the
school facility. Teachers will be on site to guide students and parents through classrooms and
help prospective parents see the preparations and enthusiasm, and learn more about how the
schools services will help their children. Word of mouth is a key factor in communicating the
unique opportunity available to the families in Ward 8.

Describe efforts to recruit students whose parents or guardians have not approached the school on their behalf.

One of the most important activities our school can do is begin communicating our interest in
recruiting students as soon as the schools charter is authorized. The will allow sufficient time to
reach the parents that who would not normally hear about our school, its programs, and the
valuable services the school will provide. In addition to actively communicating information
about our school at every opportunity as described above, our school brochure will be available
at doctor and dentist offices, child care centers, churches, laundry centers, community recreation
centers, barber and beauty shops, libraries, and locations where mothers and fathers of young
children are likely to go. The brochure will state our mission and focus on our programs
strengths, and provide contact information so parents can follow-up. In addition, the strategies of
distributing flyers door-to-door, contacting real estate agents with information, and participating

in local street fairs will be conducted. A mass mailing campaign targeting parents with children
in our schools grade range will also be considered.

Describe the process to recruit, enroll, and retain students who are identified as homeless or wards of the state. See
McKinney-Vento Homeless Assistance Act of 1987, as amended.

The Academy will contact and provide information to social workers, welfare officials, and
people in similar occupations so they can inform the families with whom they work. The school
will also ensure these students are provided a fair and equitable education.

Describe the process for enrolling students if more students apply than the negotiated enrollment level in your
charter. Include in your discussion a timeframe for student recruitment and the enrollment procedure for siblings. If
you plan to locate your school in an area that is densely populated with schools, describe a recruitment strategy that
will ensure adequate enrollment. Describe how this recruitment strategy will impact enrollment of surrounding
schools.

What effect will enrollment have on the viability of your school if significantly fewer students enroll than the
negotiated enrollment level in your charter? If your school is targeted at a specific population, describe how you
will recruit students and provide for an open enrollment.

The Academy will follow the Public Charter School Boards policies regarding the lottery and
waiting list procedures. The Academys board of directors will determine the enrollment period
and publicly announce the enrollment deadline. A written announcement will be posted in local
papers, community fliers, bulletins, websites, etc. Applications will be accepted up to the
published date. If the school is over-subscribed at the end of the enrollment period, then all the
applications go into the lottery. The lottery is a system of random selection of applications that
identifies students for enrollment and generates the Academy waiting list. During the lottery
process all completed and accepted applications submitted during the enrollment period are
publicly drawn in random order until capacity is reached and the remainder is placed on the
waiting list. The public lottery will occur soon after the closure of the enrollment period, and will
be conducted at a school board of directors meeting. The waiting list ranks applications that were
submitted during the enrollment period. These applicants will be identified by number and by
grade. As spaces become available at the school, they should be offered to the applicants in the
order of placement on the waiting list. The Academy will place those applications received by
the deadline in order of their submission on a waiting list and then all other applications will be
placed after them in order of their submission on that waiting list. The Academy will continue to
develop its waiting list (organized by grade level) based on submission dates of the applications
throughout the school year. The Academy will maintain a current waiting list in the main office.
The Academy will include special needs students in its regular lottery. The Academy may limit
enrollment to specific grade levels but will consistently enforce this practice. The Academy will
grant enrollment preference to siblings of current students during the enrollment period. If a
parent submits applications for siblings within the enrollment period, if one of the siblings is
chosen in the lottery, the other siblings may be enrolled as long as a slot is available in the
siblings' grade levels. To comply with the NCLB Act, "No weighted preference must be given to
students coming from schools 'identified' as not meeting AYP for two consecutive years." The
lottery will be conducted for every grade and for every space available during the enrollment
period. The waiting list is only valid for one school year, and our school will begin a new
"enrollment-lottery-waiting list" process each school year. The Academys description of its

enrollment process will include its policy for accepting transfer students during the school year.
The Academy will report the number of spaces available (if any), and the number of applications
received by the end of the enrollment period organized by grade level. If the school is under-
enrolled, we will report the number of spaces still available organized by grade level to the
Public Charter School Board as required.

c. Future Expansion and Improvements: In a table, please display your school's enrollment targets for each age
level for the first five years of operation, including projected enrollment for limited or non-English proficient
students and Students with Exceptional Needs at each level. If the targets reflect an increasing enrollment, describe
your plans for expanding school facilities, attracting additional qualified staff, and acquiring the other resources
needed to serve a larger student body.

The Academy has outlined its five year Enrollment Projection in the following chart. Each year
the school will add an additional grade until enrollment reaches a total enrollment of 400
students.

Grade Year 1 Year 2 Year 3 Year 4 Year 5
Pre-K 40 40 40 40 50
Kindergarten 40 40 40 40 50
1 40 40 40 40 50
2 40 40 40 40 50
3 40 40 40 40 50
4 36 36 40 50
5 36 40 50
6 40 50
Total 200 236 272 320 400

The proposed facility has the capacity to accommodate the four-year projected enrollment of 400
students. Careful fiscal management of state appropriations for students and regularly scheduled
fundraising programs will provide the funds needed to acquire the resources for serving a larger
student population.

C. Plan of Operation

1. Student Policies and Procedures [See SRA 38-1802.02(10); 38-1802.06]
a. Timetable for Registering and Enrolling: Describe the calendar to be used for registering and enrolling
students, including students identified as homeless.

The timeframe for the process of recruitment, applications, lottery, admissions, notification, and
related matters is proposed as follows:

January 1 to March 18, 2011: The school will disseminate accurate and up-to-date information
about the schools educational program, services, amenities, application procedure, and the

admissions process through a variety of sources that may include, but are not limited to local
newspapers, local radio stations, local public television, open houses at the school, the school
website, direct mail to parents, and community fliers.

During this time applications will be reviewed for completeness and eligibility of students (e.g.
appropriate grade levels, non-district applicants, etc.) Parents will be advised of the status of
their childs application, student eligibility, date of lottery, and date of final notification.

Friday, March 18, 2012: March 18
th
at 5:00 p.m. is the deadline for receiving enrollment
applications for the 2012 2013 school year. If applications exceed capacity, a lottery will be
held at a school board meeting on March 24, 2012 to determine admission, and a list maintained
by grade level in the order of the lottery. Should more applicants apply for any grade level, that
grade will be decided by lottery. Preference will be given to a sibling of a student already
enrolled. Parents will be notified by letter of a childs admission to the school, or placement on a
waiting list. Parents will be notified they have four weeks to complete formal registration. Any
student not fully registered within the four weeks releases their seat to the next student on the
waiting list at that grade level.

March 21, 2012 to the Opening Day: The ongoing enrollment of students continues. If no lottery
is needed, registration will continue throughout the spring and summer until all seats are filled.
Registrations for grade levels with no available space will be put on a waiting list ordered by
date and grade.

Provide the cutoff date for accepting enrollment forms and the timetable for a random selection process, if needed.
See McKinney-Vento Homeless Assistance Act of 1987, as amended.

Parents who wish to enroll their children in the school shall contact the school and submit a
completed enrollment application, which shall be time and date stamped and marked with an
enrollment lottery number. If admitted, parents are to complete and submit all forms and provide
all required documents, including but not limited to the students original birth certificate,
students immunization records, students complete physical examination report, proof of DC
residency, and, if applicable, a copy of the students IEP (if the student qualifies for special
education services), or a copy of the students 504 Plan if the student is eligible, and a copy of
the students most recent report card from their current school. New parents will attend a new
parent orientation, and continued enrollment forms must be completed each year.

All parents who choose to withdraw their students from the school are encouraged to give
advance notice so the school can make preparations for the return of loaned books and materials
and maintain accurate school enrollment reports.

b. Policies and Procedures for Enrollment, Withdrawal, Suspension, and Expulsion of Students: Describe the
policies and procedures that will guide the enrollment and withdrawal of students, including verification of District
residency. Describe the suspension, expulsion, and other disciplinary policies and procedures of the proposed
school, and the criteria for making decisions on such matters.

The school board will approve policy and procedures for school discipline, and for student
suspension and expulsion.


The Academy believes every student has the right to learn skills and values that are necessary for
personal development. In order to achieve this goal, it is necessary for students to behave in a
safe and orderly manner so an effective learning environment can be attained.

The teacher is trusted with the responsibility of classroom discipline. The teacher shall determine
individual classroom rules and consequences with student input prior to implementation.
Experience indicates that a positive approach to discipline is effective. Early intervention in
attempting to improve a students behavior is strongly encouraged, paired with the early
involvement of parents or guardians. Staff members will utilize their classroom management
system and give verbal warnings prior to progressing through the consequences.

Suspension is short-term exclusion, not to exceed five days per incident. The principal, upon
review of the circumstances, has the delegated authority to suspend a child for bringing alcohol,
drugs or weapons to school, or for conducting him/herself in a violent or disrespectful manner.
The student, at home, shall complete all written schoolwork assigned. Assignments may be
obtained from the school office.

Expulsion is an action taken by the school board to prohibit an enrolled student from further
attendance for a period that shall not extend beyond the existing school year. Expulsion shall be
ordered for continued violations of the Student Code of Conduct, and for activities that pose
extreme immediate harm to the safety of the students and school.

Describe your policy on enrollment and tuition reimbursement for nonresident students.

According to the School Reform Act (Sec 38-1802.06), enrollment in public charter schools is
open to all students who are residents of the District of Columbia, and if space is available, to
non-resident students who pay tuition at the rate established by the State Education Agency. A
public charter school may not limit enrollment based on student's race, color, religion, national
origin, language spoken, intellectual, or athletic ability.

2. Human Resource Information [See SRA 38-1802.02 (12), (18); 38-1802.07]
a. Key Leadership Roles: Please provide the names and qualifications of the persons who will hold the following or
equivalent critical positions or roles in the public charter school-chief administrative officer (e.g., executive
director, principal or head of school); curriculum leader (e.g., curriculum coordinator or director, lead teacher,
principal); business officer; and legal counsel, and the percentage of the person's time that will be assigned to these
duties. If permanent selections for these roles have not yet been made, indicate the names and supply the rsums of
the individuals who are providing leadership for these areas of responsibility during the planning period.

Executive Director: Applications are now being accepted for the Executive Director. Interviews
are scheduled for early Spring of 2011.

Principal: Recruitment for a principal will begin after the Executive Director has been hired.
The timeline conducting interviews and selecting a principal is late Spring of 2011.

Business Officer: Josh Marks, the executive director of Goldstar, Inc., will conduct our business
services. Mr. Marks has an MBA from the University of Virginia, and has served DC charter

schools as a business services provider for the last seven years. Goldstar, Inc. currently has 10
charter school clients.

Legal Counsel: James DelSordo will serve as schools legal counsel. He is the owner of Argus
Legal, LLC. He is a member of the Virginia State Bar, the Pennsylvania Bar, the District of
Columbia Bar, and the American Bar Association, where he is a member of the Public Contract
Law Section. He is active with the National Defense Industrial Association, has lectured for
Mealeys Publication on Government contract issues, the National Science Foundations Annual
Small Business Innovative Research Conference, and has been published in the Intellectual
Property & Technology Journal. Mr. DelSordo is a 1987 cum laude graduate of Dickinson
College. He earned his law degree in 1990 from George Washington University.

b. Qualifications of School Staff: Describe the standards that will be used in hiring teachers, administrators, and
other school staff, and how these standards will meet or exceed the requirements of the No Child Left Behind Act.

Teachers hired by the school shall meet the criteria for being highly qualified as defined by the
No Child Left Behind Act, as well as meet all state qualification and licensing criteria for the
grade levels and subject areas in which they provide instruction. Paraprofessionals hired by the
school to provide instructional support for the teachers in the classrooms shall have completed
two years of college or pass a test that assesses their ability to support teachers in reading,
writing and math instruction. Administrators hired by the school shall be required to complete a
professional development plan negotiated with and approved by the board of directors based on
an assessment of the administrators qualifications and skills. In each of these three instances,
the requirements of the NCLB are met or exceeded.

Describe the professional backgrounds, depth of experience, and personal qualities that will be sought in teachers
and other school staff and how those qualities will help the school implement its vision and achieve the goals you
have set.

In all cases when hiring teachers, administrators, paraprofessionals, and support staff, we will
employ the best-qualified candidates. Our interview process will identify candidates who possess
acceptable credentials and demonstrate evidence of professional success. We want all our
employees to have high expectations of success for each child, a determined sense of purpose, a
willingness to adapt and change to better serve our students, a cooperative nature to be an
effective team player, and enjoy working with students. Our administrators need to be strong
leaders while being flexible and open-minded in considering new ideas. Our teachers need to
motivate their students to be excited about learning, encouraging, challenging, and inspiring
them to want to learn. Every member of our staff must be kind, compassionate, flexible,
imaginative, open minded, and eager to contribute to our schools focus of serving our children
and their families. A supportive and nurturing environment that shows respect for everyone and
encourages healthy communication will create an atmosphere for the positive intellectual, social,
and personal growth of our students, and the achievement of our schools goals.

Describe the recruitment strategies that will be employed to achieve the desired quality of staff. Describe the steps
you will take to ensure that background checks are conducted on all school personnel, including volunteers, prior to
the beginning of their employment or service.

The Academy will develop attractive and informative publicity materials, and advertise available
positions in a range of education papers, journals, and periodicals, as well as online job
information services such as local university and college placement centers. The Washington
Post, Education Week, Simply Hired, Job Circle, Teachers Support Network, and Teachers
Teachers are some of the resources we will use. In addition, we will contact historically African-
American teacher preparation colleges and universities, and attend education job fairs. When
hiring our paraprofessionals and office staff, we would like to employ qualified people from the
community, and our school will rely on local newspaper advertising and word of mouth.

Title II of D.C. Law 15-353 requires that criminal background checks be obtained for new hires
(appointees) and persons providing unsupervised voluntary services in, and employees of,
District government agencies that provide direct services to children and youth. Therefore, the
school board of directors will adopt policies and procedures to accommodate this requirement.
Prior to being employed or serving as a volunteer at the school, employee and volunteer
candidates will be required to complete a signed affirmation before a criminal background check
is conducted. Upon completion of the background check, any employee or volunteer candidate
that has been convicted of, has pleaded nolo contendere to, is on probation before judgment or
placement of a case upon a stet docket because of, or has been found not guilty by reason of
insanity for any sexual offenses involving a minor shall not be employed or permitted to serve.
The school will also conduct more detailed background checks that check into employment
history, past work performance, educational credential verification, and similar more detailed
personal histories.

c. Staffing Plan: Provide information about the anticipated number of staff members, their
positions, and the pupil teacher ratio. How will staff be deployed to accomplish the schools
mission and goals, and how will they work together?

Projected School Staff Quantity Status Grade Grade Level Teacher to
Student Ratio
Executive Director 1 Certified N/A N/A
Principal 1 Certified N/A N/A
Curriculum Coordinator 1 Certified N/A N/A
Teachers 4 Certified Pre-K 1: 12
Teacher Assistants 2 Classified Pre-K N/A
Teachers 3 Certified K 1:13
Teacher Assistant 2 Classified 1 N/A
Teachers 3 Certified 1 1:13
Teacher Assistants 2 Classified 1
Teachers Assistants 2 Classified 1
Projected School Staff Quantity Status Grade Grade Level Teacher to
Student Ratio
Reading Intervention Specialists 2 Certified K-3 1:6
Math Intervention Specialists 2 Certified K-3 1:6
Media/Technology Facilitator 1 Certified
Non Core Faculty (PE, Spanish,
Technology, Art, Music)
5 Certified K-3 1:13
Special Education Teachers 2.5 Certified K-3
Gifted and Talented Teacher 1 Certified K-3

ESL 1 Certified K-3
Counselor 1 Certified K-3
Student Support Specialist 1 Certified K-3
Office Manager 1 Classified
Receptionist 1 Classified
Before/After School Coordinator 1 Classified

To ensure student mastery of curriculum and students are proficient at or above grade level, The
academy believes small class size is essential for student success. Our average teacher to student
ratio is 1:14. In addition, students learning needs are met through intervention (reading, math,
ESL, and special education), acceleration (Nurturing, Gifted and Talented), and support
(counselor, student support coordinator).

The Academys staff will work cohesively (executive director, principal, curriculum coordinator,
intervention specialists, teachers, and support staff) to make certain a high level of student
learning is achieved. The school will model a shared-leadership approach in which stakeholders
can contribute input or feedback at all levels.

d. Employment Policies: Describe your policies regarding salaries, contracts, hiring and dismissal, evaluation of
staff, benefit plans, (including pensions), and other matters related to staffing. Describe how your salaries and
benefit plans will be competitive with the surrounding market to attract the quality of staff desired.

In addition, describe your policies on equal employment opportunities and maintenance of a drug-free workplace. If
these policies are not yet in place, describe the process and timetable under which they will be developed.

In addition, please discuss your current view of the content that proposed policies should include. Describe how the
existing or proposed policies will assure that the rights and benefits of current employees of the District of
Columbia Public Schools will be protected if they accept employment at your public charter school.

Salaries: The Academy will recruit the best teachers and staff members available. As part of the
schools recruitment policy, competitive salaries and/or sign-on bonuses will be offered to recruit
the best of brightest teaching force. Merit or Incentive Bonuses will also be given annually on
student achievement and the schools progress toward meeting its performance goals. The school
will continue to provide ongoing professional learning to promote and maximize teacher
learning.

Contracts: The Academys policy is to offer one year, two year, or three year contracts. One
year contracts may be offered to new personnel, while two and three year contracts may be
offered to more experienced personnel. Teachers will be evaluated four times a year. Results of
the teacher evaluation will be used as part of the contract renewal. Contracts with out-sourced
services such as business, food, transportation and custodial services will have negotiated terms
with termination for unsatisfactory performance.

Hiring: The Academys policy is to be an equal opportunity employer to all regardless of race,
color, creed, national origin, ancestry, sex, marital status, disability, religious or political
affiliation, age, or sexual orientation.

Dismissal: The Academys policy on staff dismissal provides that a staff member may be
dismissed for non-performance of duties, or for behavior that poses a threat to students, staff, or
the public welfare. Staff members may only be dismissed for cause, and only after a hearing as
provided by board policy. Dismissal will be based on evidence supporting a consistent lack of
cooperation with staff and parents, lack of interest in working with students, neglect of
responsibilities, and inability to contribute to the achievement of the schools goals, the No Child
Left Behind Act, and generally accepted standards of good teaching practice based on the
qualities of strong character and personal integrity.

Staff Evaluation: The Academys policy on staff evaluation is based on the achievement of
individual professional goals aligned with the schools goals, performance assessment based on
the principals formal and informal observations, the quality of relationships with other staff
members and volunteers, and the measured success of students under the employees authority.
Teachers will be evaluated four times a year. Results of each observation will be used as a part of
the contract renewal.

Benefit Plans: The Academy knows that a quality benefits package will attract and retain highly
capable teachers and staff. Therefore, our school will develop and recommend to the board of
directors a benefit plan that includes health and life insurance, contributions to retirement plans,
budgeted funds for professional development, and other benefits that will appeal to the high level
of faculty and staff we want employed at our school.

Competitive Salaries and Benefits: The Academy will be an equal opportunity employer
providing salaries and benefits with a competitive advantage to secure the best teachers and staff.
Any teachers choosing to join our school from the District of Columbia Public Schools (DCPS)
may continue to participate in their existing retirement program if they choose. In addition, any
other rights or benefits currently granted to DCPS employees who are chosen for employment at
our school will be allowed to retain those rights and benefits.

Equal Opportunity Employer, Drug-Free Workplace: Our school will be an equal opportunity
employer, and will conduct a drug-free workplace with a policy of zero tolerance.

e. Volunteers: If you plan to use volunteers, describe their possible roles and how they will be identified, trained.
How will their work contribute to the ability of the school to achieve its mission and goals?

Volunteers are an important element to the schools educational program, as volunteers will be
needed in the classrooms as reading and math tutors, and for leading extracurricular classes
based on age-appropriate personal interests (yoga, chess, baking) that motivate students
interest in learning. All volunteers will be required to pass a background check before being
permitted to work with children. Volunteers will receive mandatory research-based training by
the school on how to work effectively with students. We anticipate welcoming parent and
community members, as well as tutor volunteers from local universities.

3. Arrangements for Meeting District and Federal Requirements
Indicate how the public charter school will meet each of the following requirements. Indicate any special
circumstances that may enhance or impede your ability to satisfy any of these requirements. If you propose to use
any unusual approaches for meeting these requirements, please describe them.


a. Health and Safety See SRA 38-1802.02(11) and 38-1802.04(c)(4); Healthy Schools Act of 2010.

Our school will abide by all applicable health and safety laws. All teachers will be certified in
First Aid and CPR. In addition, the school will have volunteer medical doctors on site part-time
to conduct medical examinations of children, recommend nutritional foods on a student-by-
student basis, and ensure the school populations health and safety. Medical records will be
reviewed for all children to ensure that vaccinations and other required information is current.
Students will receive screening, with parent permission, for hearing, vision, and dental. Children
will be examined for weight, height, bone density, head lice, colds, flu symptoms, pertusis,
scoliosis and other common childhood illnesses. Health, safety, and security presentations will
be made to parents and staff. Students will be counseled on how to maintain good health habits,
and protect themselves from common colds and other contagious diseases. Additionally, an
emergency preparedness plan will be developed for the school by the Department of Health prior
to the opening of school, and all teachers and staff will know their expected response in the event
of an emergency. The National Sex Offender Registry will be checked regularly, and staff and
parents will be advised of all offenders living in the neighborhood.

b. Safety (e.g., Compliance of facilities with Americans with Disabilities Act and Fire Codes for Buildings). See
D.C. Code 5-501 et seq.

The schools facility is located at 1720 Minnesota Avenue SE, which is the current site of the
Garden Memorial Presbyterian Church, and the previous site of the KIPP LEAP Public Charter
School. The facility is compliant with all fire codes, and will be reviewed again by the D.C. fire
inspectors office once the school is granted its charter. The facilities will be compliant with all
DC fire codes, as well as the requirements of the Americans with Disabilities Act.

c. Transportation See SRA 38-1802.08.

In our first year of operations, parents and guardians will need to bring their children to the
Academy. However, as parents/guardians decide that their children can take public
transportation, the Academy will assist parents in knowing the appropriate bus routes for student
transportation. The Academy will inform parents of the discounts available to students through
Metro, and that charter school students are eligible for the same discounts as the students of DC
Public Schools. For those families unable to afford Metro passes, the school will assist with their
purchase. The school will also arrange for the transportation of students with disabilities through
the DC Public Schools.

d. Enrollment Data See SRA 38-1802.04(c)(12).

The Academy will maintain accurate records of student enrollment and attendance according to
the requirements of the DC School Reform Act. Our Academy will keep a separate file for each
students enrollment and daily attendance. These files will be kept in a safe location at the
school, and electronically recorded at an off-site location for assurance. Records will be made
available for review by the DC Public Charter School Board or any other qualified authority
upon request.

e. Maintenance and Dissemination of Student Records: Describe your system for maintaining school records and
disseminating information required by the District of Columbia School Reform Act, Parts B and D, and other
applicable Laws, including D.C. Code 31-401 et seq. (Compulsory School Attendance); D.C. Code 31-501 et
seq. (Immunization of School Students); D.C. Code 31-601et seq. (Tuition of Nonresidents); D.C. Code 29-501
et seq. (Nonprofit Corporations).

The Academy will maintain both on-site and off-site electronic records in a student information
system for expeditious access and transference when asked to respond to requests for review, and
to report information required by the District of Columbia School Reform Act, Parts B and D,
and other applicable Laws, including D.C. Code sec. 31-401 et seq. (Compulsory School
Attendance); D.C. Code sec. 31-501 et seq. (Immunization of School Students); D.C. Code sec.
31-601 et seq. (Tuition of Nonresidents); D.C. Code sec. 29-501 et seq. (Non-profit
Corporations), and others.

f. Compulsory Attendance Laws

The Academy acknowledges the importance of daily attendance at school, and will maintain
accurate records of each students attendance. Every day each student will be noted as being in
attendance, tardy, or absent, and if absent the reason for the absence will be noted as well. If a
student is absent without prior parent contact, the academy will call the parents/guardians to
determine the reason for the absence, and a record kept in the childs attendance files. The
academy will also work closely with the parents to ensure that repeated attendance violations of
the academy and district are remedied immediately.

g. Subchapter B of the Individuals with Disabilities Education Act (20 U.S.C. 1411, et
seq.) and Section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794)

The special education program will be developed in accordance with District and Federal
Standards and Regulations by the Coordinator of Exceptional Childrens Services. The Project
Child Find process will be used to identify students with special needs through observations,
screenings, assessments, and referrals. The Academy will provide all students with a free and
appropriate education.

h. Title I of the Improving America's Schools Act: If you expect that your school will receive any Title I funds,
describe how you will meet District and Federal requirements for the use of these funds.

The Academy anticipates receiving Title I funding for eligible students, who receive free or
reduce lunch. Depending on the percentage of eligible students, we will offer a school-wide or
target assistance Title I program to support instruction and meet student learning needs. The
Academy will use these funds in accordance with all district and federal requirements.

i. Civil Rights Statutes and Regulations of the Federal Government and the District of Columbia See SRA 38-
1802.02(11); 38-1802.04(c)(5).

The Academy will comply with all civil rights statutes and regulations of the federal government
and the District of Columbia. Our school will publish a statement of nondiscrimination in the
annual announcement of the schools policies.

j. Other: Describe how the public charter school will meet any other requirements that apply to your particular case
but do not appear on this list.

4. Implementation of the Charter [See SRA 38-1802.02 (6), (15); 38-1802.04(c)]

a. Timetable and Tasks for Implementation of Charter: Provide a detailed timetable of the projected steps and
dates leading to the opening of the public charter school if the charter is granted.

Bertha B. Williams Academy
Public Charter School
J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Action Plan
Task/ Planning Area/ Timeline
Develop and implement
student/community outreach
program
Design informational flyer/packet
(11.15)
Translate flyer into Spanish
(11.15)
Post flyers and leaflets in
communities (11.15 2.28)
Post flyer on website (12.1-2.28)
Identify community organizations
to help with awareness generation
(11.15-2.28)
Work with community
organizations to generate
awareness & interest (11.15
2.28)
Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Initiate broader recruiting and
marketing campaign via
advertisements, etc.- (additional
marketing to community) (1.1-
2.28)
Design student enrollment form
(11.15)
Translate form into Spanish
(11.15)

Make enrollment form available
(12.1 3.13)
Post enrollment form on website
(12.1-3.13)
Secure locations for information
sessions (12.1)
Create sign up sheets for
information sessions. (12.1)
Host information sessions (12.14,
1.10, 1.17, 1.31, 2.7, 2.14, 2.21,
2.28)
Write English press release (1.15)
Translate release into Spanish
(1.15)
Fax English press release. (1.31,
2.28, 3.31)
Collect enrollment forms. (12.1 -
3.13)
Final day for enrollment form
submission (3.13)
Secure lottery announcer (1.20)
Secure lottery location. (2.1)
Establish lottery protocol (2.20)
Highlight lottery date on website
(2.20)
Post lottery date in local papers
(2.28, 3.06, 3.13)
Practice lottery protocol (3.13,
3.19)
Conduct admissions lottery (3.20)
Notify families of status. (3.21)
Establish wait list (or repeat
lottery) (3.31)
Develop DCPCSB enrollment
report (5.31)
Confirm acceptances - home visits
(4.01 - 6.30)
Request student records for
incoming students (4.01 - 6.30)
Receive student records (4.01 -
7.31)

Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Facility plan
Have school facility expert view
and evaluate site (11.15 - 1.31)
Negotiate lease (11.15 - 12.31)
Sign lease (11.15 12.31)
Secure financing (11.5 - 12.31)
Perform renovations (11.15 -
4.28)

Pass final inspection and receive
occupancy certificate (5.31)
Hire gen. contractor & architect to
view/evaluate potential sites (12.1
- 1.31)
Have legal counsel structure
contract w/ cost, performance
measures and penalties
Preliminary inspection made
(1.31)
Hire contractor (1.31)
Acquisition of furniture and
materials (4.1 - 6.30)
Prepare building infrastructure
(lights, phones, IT networking)
(4.1 - 6.30)
Obtain property insurance (6.30)
Board policies, procedures and
rules of engagement
Recruit and nominate new Board
members (11.15 - 2.28)
Define role of Board members
(11.30)
Define relationship of Board and
Executive Director (11.30)
Define communication methods
(11.30)
Define decision-making processes
(11.30)
Approve policies (11.30 - 1.31)
Arrange Board liability (11.30)
Plan to move from Board of
Directors to Governing Authority
(11.30)
Develop Board Calendar (11.30)
Create Board members handbook
(CD in the NCNB Board
Development Planner has a good
outline). 1.31)
Pick set day and time to
consistently hold meetings. Print
schedule. Follow postings for
Open Meeting Law. (06.06)
Develop agenda format (12.01)
Develop consistent format for
board meeting packets (that go out
2 wks. prior to board meetings).
(12.01)
Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Begin creating and implementing
a more formal and public meeting
process
Have observers attend meetings
and provide feedback about
process, facilitation, etc. (12.01)

Develop checklist that board
member use to evaluate meetings
.Debrief using checklist at end of
each meeting. (12.01)
Use formal meeting minutes and
make same available to public.
(12.01)
Track attendance at all
committee/board meetings.
(12.01)
Develop board calendar. List
critical tasks/action items for each
board meeting, (12.01)
Create binders for all official
policies. (12.01)
Develop comprehensive policies,
procedures, and handbooks
needed before school opening.
(Look at the Policy Sampler
produced by the National Center
for Nonprofit Boards.)
Refine position description for the
Executive Director. (11.15 -
12.01)
Determine performance
indicators and assessment for
ED. (11.15 - 12.01)
Develop process for ED
evaluation. (111.15 - 2.01)
Set a salary range based on
industry standards (12.01)
Hire school leader (12.01)
Create a board development plan
to include orientation of new
members, retreats, workshops,
etc. (12.01 - 1.31)
Identify potential individual
donors (continuous)
Create development plan and
strategy (11.15 - 3.31)
Develop statement of need (11.15
- 3.31)
Develop and submit proposals to
national and local government
sources (11.15 - 3.31)
Develop and submit proposals to
local and nat'l foundations (11.15
- 3.31)
Identify prospects for individual
giving (11.15 - 3.31)
Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Develop Board prospect
guidelines and strategies for
targeting angel donors (11.15 -
3.31)
Plan and host series of events for
securing donations (11.15 -3.31)
Cultivate and solicit potential

donors (continuous)
School wide systems
Create filing system (4.15)
Develop database for student
reporting (e.g. bi-weekly progress
reports) (4.15 - 5.31)
Develop student attendance
reporting system (4.15 - 5.31)
Purchase supplies and materials
for program (4.1 - 7.31)
Secure janitorial services (6.30)
Write family letter re: Parent
Orientation (7.01)
Mail family letter re: Parent
Orientation (7.08)
Call all families re: Parent
Orientation (7.24, 7.30)
Prepare pre-opening Parent
Orientation protocol and materials
(7.24)
Hold pre-opening Parent
Orientation (7.31, 8.6)
Identify preliminary models for
instruction (11.15 - 1.31)
Site visits and analyses of "best
practice" charter/public schools
models (11.15 - 7.31)
Attend national and local
educational conferences (11.15 -
3.31)
Create and finalize curriculum
plans and timelines (3.31)
Create benchmarks aligned with
state standards and curriculum
frameworks (3.31)
Create scope and sequence for
each grade (11.15 - 3.31)
Purchase materials and textbooks
(11.15 - 3.31)
Purchase standardized testing
materials (3.1)
Define assessment strategy and
timeline (11.15 - 3.31)
Create baseline assessments at
BBW for data analysis (8.15)
Conduct baseline testing of all
students (9.31)
Enter data from baseline tests
(9.31 and upon receipt from
scoring agencies)
Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Develop curriculum (11.15 - 2.28)
--Scope and sequence for math
and reading (11.15 - 12.31)
--Standards/frameworks for each
grade (11.15 - 1.31)

--Scope and sequence for all
grades (11.15 0 3.31)
--Preliminary in-house
benchmarks - all subjects (11.15 -
1.31)
--Data analysis for benchmarks
(11.15 - 12.31)
--Purchase materials, etc. (4.30)
Create Six week assessments -
Math and Reading (11.15 -12.31)
Create Six week Tests - Social
Studies, Science, and Writing (1.1
- 3.31)
Create student handbook, code of
conduct (11.15)
Finalize school calendar (11.15)
Develop class configuration -
classroom model (3.31)
Organize tutoring workshops and
after school tutoring sched. (4.01 -
5.31)
Recruit SPED coordinator/teacher
(2.01 - 3.31)
Identify and secure specific texts
and materials (4.01 - 4.30)
Consult with SPED administrator
from the district (4.31)
Identify SPED student population
(5.01 - 6.30)
Acquire student records - sped
records (5.01 - 6.30)
Activate child study teams - w/
SPED dir. (5.01 -6.30)
Secure parent approval (5.01 -
6.30)
Develop IEPs - if needed (update
and review) (5.01 - 5.31)
Define service requirements for
all SPED students (5.01 - 6.30)
Finalize daily schedule (11.15)
School culture
Finalize school calendar (11.15)
Finalize discipline policy (11.15 -
12.31)
Develop special rituals/routines
(11.15 - 3.31)
Establish PD pre-student
enrollment (4.01 - 4.31)
Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Financial Systems
Establish and adopt fiscal
controls/financial policies to track
daily operational finances (11.15 -
2.28)
Establish check signers (11.15)
Identify check writers (11.15)

Define signature policies (11.15 -
12.31)
Develop financial reporting
templates (budget vs. actual) and
policy (11.15 - 1.31)
Design process forms (purchase
orders, expense forms) & policy
(11.15 - 1.31)
Elect Board Treasurer - ACE
(11.15 - 1.31)
Develop segregation of funds
policy (public/private) (11.15)
Establish payroll (11.31)
Develop schedule of Board
financial reviews (11.31)
Develop chart of accounts to track
income, expenses, assets,
liabilities, cash flows (1.1 - 2.28)
Establish local bank accounts
(11.31)
Define investment/savings
strategy (2.28)
Modify cash flow plan (12.01 -
1.31)
School organization
Modify org chart and job
descriptions (11.15 - 12.31)
Advertise/distribute job
descriptions (11.15 - 5.31)
School Branding: Develop
literature for school folders with
information on: 1. Teaching
calendar; 2. Professional
development opportunities; 3.
School mission
Create job descriptions, flyers,
and ads. (12.31)
Design the interview process
(look at models) (12.31)
Design compensation and benefits
packages (12.31)
Design a filing/documentation
process. (12.31)
Identify potential recruitment
opportunities (11.31)
Advertise in community
newspapers and use database of
area colleges and universities to
set up interviews and post
opportunities on websites (11.31)
Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Block out days for interviews on a
calendar (12.31)
Create various "form letters"
including: 1. Postcard saying we
received application; 2. Decline
letter; 3. Memo of understanding

(contract) about work agreement;
4. Salary/benefits information
sheet (11.31)
Design benefit packages,
including retirement (11.15 -
12.31)
Hire Principal/Director of
Curriculum and Instruction
(11.31)
Hire Business Management Group
(11.15 - 6.30)
Recruit and hire teachers (place
ads, etc.) (11.15 - 6.30)
Recruit and hire learning
specialist (11.15 - 6.30)
Recruit and hire Teacher aides
(11.15 - 7.31)
Negotiate and sign agreements for
contracted services (11.15 - 7.31)
Develop professional
development plans (11.15 - 6.30)
Define policies and procedures for
evaluation of staff (12.31)
Develop staff handbook (1.31)
Perform nationwide background
checks on employees (6.30)
Have new staff fill out Employee
Information forms (ie. emergency
contact) (6.30)
Plan and hold staff orientation
(7.1 - 8.31)
Identify need for Sp Ed student
transportation (11.15 - 12.31)
Determine transportation needs
(3.1 - 4.30)
Draft contract (if needed) (12.31)
Develop transportation route and
schedule (5.31)
Issue transportation RFP (3.30)
Define requirement (# of students-
any religious/indiv req) (5.31)
Identify free/reduced lunch
student procedures; file federal
grant applications (5.31)
Determine food service
arrangement (5.31)
Select vendor and draft contract
(5.31)
Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

Sign contract (5.31)
Develop food service policies -
(menu, delivery time, logistics,
etc.) (5.1 - 6.30)
Identify nurse resources (12.1 -
4.30)
Identify first aid resources (12.1 -

4.30)
Develop a system for record-
keeping (4.30)
Develop policy for non-
compliance by parents (4.30)
Acquire medical forms - from
parents (included in application)
(4.30)
Check for completeness (4.30)
Building Readiness
Develop checklist for occupancy
permit.(12.01)
Contact police and fire
departments (6.1)
Undergo fire inspection (6.1)
Undergo building inspection (6.1)
Contact Board of Health (6.1)
Develop fire drill policy,
schedule, route (6.1)
School Outreach and
Partnerships
Identify community partnership
opportunities (continuous)
Meet with potential partner
organizations - off site P.E.(6.30)
Negotiate and sign agreement - (if
applicable year one) (6.30)
Develop protocols for strategic
alliance (continuous)
Get and study models of schools
doing it well (11.30)
Draft content (11.30)
Edit handbook(s) (12.31)
Submit edited copy to printer
(1.31)
Distribute final copies to
parents/students. (5.1 ongoing))
Purchase letterhead with school
logo
Work with a graphic designer to
create website (11.30)
Set up website (12.1)
Set up nonprofit mailing status
with Post Office (1.31)

Timeline

J
a
n
-
1
1

J
a
n
-
1
1

F
e
b
-
1
1

F
e
b
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

M
a
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

A
p
r
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

M
a
y
-
1
1

J
u
n
-
1
1

J
u
n
e
-
1
1

J
u
l
y
-
1
1

School Procedures
Develop filing system to store
student academic, disciplinary &
health records (3.31)
Define how information will flow
within school (ie. who's called
when student is sick, who's
contacted about discipline
infractions) (3.31)

Define procedure for visitors
entering building (5.31)
Develop forms necessary to track
and monitor visitors (5.31)
Select provider for Internet access
(DSL, cable) (5.31)
Set up Intranet (so all computers
are linked) (11.15 - 12.31, 6.30)
Define how staff will
communicate (email, walkie
talkie, phones) (6.30)
Set up phone systems and
answering services (5.31)
Create comprehensive list of
items needed through Dec. 1,
2007 (3.31)
Purchase classroom equipment
and furniture (4.1 - 6.30)
Purchase office equipment and
furniture (4.1 - 6.30)
Purchase postage meter (4.1)
Purchase restroom supplies (6.1)
Purchase cleaning products (6.1)
Purchase library materials (6.1)
Purchase science lab materials
(6.1)
Purchase art materials (6.1)
Purchase PE equipment (6.1)
Purchase medical supplies &
furniture (ie. couch) (6.1)
Purchase P.A. system (5.1 - 6.1)
Purchase office supplies (3.1 -
6.1)
Identify electrician, plumber, &
handyman (5.1 - 7.1)
School resources
Identify special contract service
providers: counselor, speech
pathologist, occupational therapist
(5.1 - 6.1)
Write tech plan (4.1)
Computers and iPads for teachers
and students (4.1)
Cell phones for admin (4.1)
Install phones for teachers (4.1)

Contract for student uniforms
(3.31)
Contract for student PE uniforms
(3.31)

b. Maintenance and Reporting of Academic and Non-Academic Performance Data: Describe how the proposed
schools technology structure or plan will be used to enhance the educational environment and how it will aid in
general communication with students, parents, and the PCSB. Discuss how the proposed technology infrastructure
will support the maintenance and transmittal of academic and non-academic performance data. Identify the person
(s) and/or title (s) of those who will be responsible for collecting, maintaining and reporting data to stakeholders.

"Technology is transforming society, and schools do not have a choice as to whether they will
incorporate technology but rather how well they use it to enhance learning" (North Central
Regional Educational Laboratory & Illinois State Board of Education, 1995). To ensure that
technology is effectively integrated, educators and community members will collaborate to
create a formal technology plan.

The Academys technology plan will facilitate teaching and learning, support collaboration, and
enhance professional development using interactive or smart technologies. A media/educational
facilitator will be hired to support the school staff and students with media needs and training.
We will also have a data processor/secretary that will be responsible for inputting data into the
system. The Executive Director of the school and the Principal will also have access to the
system.

Goals of our technology plan:
The plan for integrating technology into the school is based on the school or district's
educational vision and is part of an overall school-improvement plan.
The technology plan aims to improve student learning, to help students perform authentic
tasks, and to help students learn skills that will prepare them for future careers.
Educators, parents, students, and community members support the school's initiatives in
the use of technology.
Professional development and support for staff is provided on an ongoing basis.
The technology plan is periodically reviewed and updated.
Evaluation plans are in place to ensure the technology plan generates the desired
outcomes.

The Academy will work with Divisional Superintendent and Charter School Information System.
The area superintendents and the chartering authorities are the critical oversight groups for the
management of schools. This system (DCPSnet) will allow the area superintendent and
chartering authority to have ongoing access to information on the functioning of schools in their
domain. The regional school and charter information system will be linked to the DCPS data
warehouse. It is an exception reporting system that will have current data in the following areas:
teacher and student absences, curriculum progress, formative assessment data, expenditure data,
certification data, discipline data, and facilities information for use in to monitoring the ongoing
improvement of management and instructional operations in schools.

Data warehouse and intelligence tools: The Academy will work with DCPS as they develop
and implement a data warehouse to store all historical academic, financial, and human resource
data. The system will also have intelligence tools that will analyze, aggregate, disaggregate, and
predict instructional performance. This system will be of great value to DCPS in determining
trends and assisting in the making of decisions to inform instructional programs. These tools can
be used at the classroom, subject, grade, school, area and district level to monitor performance
and make allocation and program decisions.


Current Environment: The DCPS current environment for infrastructure and connectivity can
be summarized as follows:

Public Schools face ever-growing demands in terms of human resources and the physical
infrastructure, due to the increasing use of technology. Much of the technology in use today is
Web-based. The increased use of the Internet and Internet-based applications has skyrocketed to
support the classroom curriculum. In addition, expectations have increased for teachers and
students to have access to these instructional tools 24 hours a day, 7 days a week.

Increasing Internet use and other network traffic require greater bandwidth for the classrooms
and administrative offices. In addition, with systems available to all students and staff 24 hours a
day, the needs for additional technology support continues to be a critical issue for schools and
offices.

The DCPS wide-area network (DCPSnet) has been upgraded, providing a minimum of a T-1
connection to all schools. We will have a T-1 line at our public charter school.

In 2003, DCPS began a major upgrade of the wide-area network from Switched Multimegabit
Data Service (SMDS) to Asynchronous Transfer Mode (ATM) network, designed to meet the
educational demands while providing enough capacity for future demand.

The migration to an ATM-based wide area network has provided many benefits to the DCPS.
Increased bandwidth and load balancing capabilities have been realized. In the former network
design, SMDS allowed data rates to 34 Mbps (megabits per second). The implementation of
ATM supports data transfer rates to 622 Mbps. The ATM design allows for DS-3 (45 Mbps)
connection to high schools and middle schools and T-1 connectivity to elementary schools. ATM
can transmit video, audio, and computer data over the same network and ensures that no single
type of network traffic monopolizes the total bandwidth available.

The Academy will comply with the DCPS Network Architecture and Standards:
Microsoft Windows 2000 Advanced Server is the network operating system software that is the
basis for the delivery of network services in DCPS. The directory services component of
Windows 2000 Advanced Server, Active Directory, is the foundation on which network services
are organized, managed, and supported.

The implementation of a single network login for access to network resources by
students, faculty, and staff.
A flexible network in which a network user may access network resources to which they
are authorized from any networked workstation.
All network hardware (switches and routers) and servers are deemed mission critical in
support of the instructional programs and administrative requirements of DCPS. The
architecture stipulates that these devices be configured for high availability and high
recoverability.
TCP/IP is the supported network protocol in DCPS. A private IP addressing scheme is
used to support the large number of network devices in DCPS.

In conjunction with the use of a private IP addressing scheme, the network architecture
includes a centralized Network Address Translation (NAT) capability.
The network architecture specifies a 1 Gbps network building backbone and the
implementation of Layer 3 Ethernet switching technology in schools, centers, and
administrative offices.
Dynamic Host Configuration Protocol (DHCP), Virtual Local Area Network (VLAN),
and Transparent Proxy services are delivered via Layer 3 Ethernet switching technology.
Distributed Layer 2 Ethernet switching technology is deployed in schools, centers, and
administrative offices.
Each networked personal computer has a dedicated 100 Mbps switched Ethernet
connection.
Each network printer has a dedicated switched 10/100 Mbps Switched Ethernet
connection.
The local-area and wide-area network designs allow for continued growth of network
utilization and will allow easier scalability as the need arises.
Digital streaming technology will also be used. This service will be useful for providing
information on the DCPS Website, and for making available supplemental digital video
clips directly from within the online course site (WebCT).

c. Major Contracts Planned: Describe all major contracts planned, with a value equal to or exceeding $25,000, for
equipment, educational and other services, leases, improvements, purchases of real property, or insurance. Provide
the name(s) of prospective contractors, if known.

If chartered, the Academy will seek legal and financial services for business management
services. We anticipate signing additional major contracts for food service, facility renovation,
technology, and facility lease.

d. Orientation of Parents, Teachers, and Other Community Members: Describe how parents/families and teachers
will be provided with orientation and other training to ensure their effective involvement and participation in the
operation of the public charter school.

The Academy will communicate with students families frequently to encourage their
participation in governance and ongoing activities. The Academy will utilize written
communication via letters/flyers, classroom newsletters, weekly school wide newsletters, school
calendar, and parent handbook.

Other communication methods will include progress reports, report cards and parent
conferences. Other concrete methods will consist of written Educational Plans, Individual
Educational Plans (IEP) and Limited English Proficiency Plans wherever applicable.

The Academy will conduct formal parent/teacher conferences three times per year beginning in
October, January, and April. This will keep parents informed of their childs progress. In
addition, teachers will also be expected to conduct informal conferences with parents by letters,
phone calls, and /or in person.

The Academy will use technology, wherever possible, to facilitate communication to parents.
We will have a fully functional and interactive website with links to a communication system
interface such as Edline.net and/or Pupil pages. Such systems provide web pages for online

classrooms, and teachers alike where information regarding homework and classroom
announcements can be obtained by families.

A Parent Academy will be instituted. This will teach parents about the various entities of the
school and will instill a sense of ownership in the educational process of their child. To this light,
parents will be trained as volunteers. A parent liaison will serve on the Board of trustees. The
school will send home a survey for parents to indicate if they would like to volunteer full time or
part time at the school, and in what are an they may interested in working. Parents would be able
to indicate if they have expertise in a skill that they would like to teach to the students. Parents
will be encouraged to be class parents, trip escorts, special event workers, and fundraising
participants. Monthly parent meetings will be conducted by the PTA.

Parent involvement will be further encouraged via a required volunteer commitment that reflects
the parents ongoing commitment to their childs schooling. Parents will be provided the
opportunity to meet a minimum 10 hour commitment based on the belief that parents should be
able to dedicate one hour per month (September to June) to in-school or out-of-school activities
in direct support of their childs School.

The Academys Leadership T
eam will ensure parental and staff involvement in school governance and administration through
the establishment of a parent-teacher organization in addition to appointment of a parent member
to the Board of Trustees. The Academy is committed to communicating with and involving the
community in the School. To this end, the School will adopt the Johns Hopkins University
Partnership Schools model. Established by researchers, Partnership Schools bring together
schools, districts, and states that are committed to developing and maintaining comprehensive
programs of school-family-community partnerships.

e. Services Sought from the District of Columbia Public Schools: List and describe the nature and extent of any
services you intend to seek from the D.C. Public Schools. These might include such things as special education
services, transportation, or food services.

The Academy will function as its own Local Education Authority. We will not seek special
education services from DCPS. The Board of Directors may request transportation and food
services from the District of Columbia Public Schools. The request for these services will be
made during the implementation planning year.


D. Public Charter School Mission Accomplishment Plan
The Public Charter School Boards accountability system, the Performance Management Framework (PMF)
establishes standard measures to be used for all charter schools. As such, the PMF evaluates each schools
academic and nonacademic performance to determine how well it performs against goals established in its Mission
Accomplishment Plan and against other public charter schools. The academic section of the PMF has the following
indicators that address student performance: 1) Student Progress, 2) Student Achievement, 3) Gateway Measures, 4)
Leading Indicators, and 5) Mission Specific Measures. The PCSB will establish student progress, student
achievement, and gateway measures for standard schools (schools that will administer the District-wide Assessment
to students in grades 3-8 and/or grade 10) as these indicators are based on the assessments results. Although the
PCSB is further developing the mission-specific component of the framework during the 2010-2011 school year,
schools proposing to serve students at these grade levels are required to describe two to four unique measures
related to the mission of the proposed school. Provide complete responses to the requests for information about the
unique measures identified in your school's mission accomplishment plan. Where information is not yet available,
please describe the process and the timeline under which the elements of the plan will be fully completed. See
Appendix B for more information on the PMF, the Mission Accomplishment Plan, and a Scoring Framework for
Standard Schools. Schools that propose to exclusively serve students who are not eligible to take the District-wide
Assessment (early childhood, adult learners, GED, language acquisition programs) are considered non-standard
schools. These schools are required to describe goals and measures that are aligned to its unique mission that will
be used to determine student progress, student achievement, and gateway or exit level performance. Although not
required, non-standard schools may also discuss two to four distinct measures to be used in evaluating student
progress towards meeting the schools unique goals. See Appendix B for more information on the PMF and the
Mission Accomplishment Plan. Please note that the Board will determine leading (input) indicators for all school
types.

Goals Against Which the School's Success Will be Judged Provide a discussion of the proposed schools unique
goalsthose objectives specifically related to the proposed schools mission you expect individual students and the
school to achieve if the school succeeds, and how the unique goals you have set for the school will be used as a
basis for measuring performance and progress. For standard schools, this would only include goals for mission-
specific measures; for non-standard schools, this would include goals for student progress, student achievement and
gateway or exit level performance.

Goals Against Which the Schools Success Will be Judged: The school has selected six goals
against which our schools success will be judged. In measuring the performance of our school,
three key elements must consistently be foremost: It is imperative that students are learning, that
our school is an effective and efficient organization, and that our school is meeting or exceeding
the terms of our charter.

Our Academy is an academic success when students are deeply engaged in their work and
achieving the learning outcomes identified in their Personalized Student Education Program, and
the parents, teachers and school board all express their sincere satisfaction and pride in the
childrens achievements as learners and good citizens. The school is an effective and efficient
organization when the class work and break times are orderly and everyone knows their schedule
and routine, parents understand the operations of the school and confirm they are an important
factor in the schools operations and student learning, the staff is happy with the structure and
procedures of the school and feel supported, and the board and its committees make progress in
achieving school-level goals. The school meets or exceeds the terms of its charter when class
work reflects the charter applications descriptions, parents and staff confirm that the promises
made to them in the charter are being fulfilled, and the board demonstrates full understanding of
the schools mission, philosophy, and goals for the future.

The principal will regularly report to parents and the community on our progress toward
achieving these three elements through conferences, public meetings, and newsletters, and to the
DCPCS Board as required by the Annual Report.

Here are the six goals the school will achieve:

Goals for The Williams Academy

1. All students will achieve a minimum of one years growth in reading .
2. All students will achieve a minimum of one years growth in math.
3. All students will have a personalized education program identifying his or her specific academic and
nonacademic learning goals in all curricular and extracurricular areas.
4. The school will effectively engage parents and the community in school activities.
5. All students will contribute to building a socially responsible community.
6. All faculty and staff will collaborate as a professional learning community to ensure student growth and
success.

2. Assessment Measures For each goal, describe how you will measure progress against the Performance
Indicators you have defined. What tests, measures or other assessment tools will be used? What comparisons will be
made and what other analyses will be done? How will results be displayed? Please identify the person(s)
responsible for the school's evaluation and assessment planning and describe his/her professional qualifications.

Assessment Measures: The schools mission, goals, objectives, and measures of assessing school
success are cohesive and clear. We are confident our team of professionals will achieve the
goals we have selected, and our students will benefit academically, socially, and physically from
the instructional program. The principal will be the person responsible for the schools
evaluation and assessment planning. One of our board members, Dr. Marcal Graham, is a
student assessment expert, and Dr. Graham will share his experience and knowledge with the
principal and faculty in determining the best assessment practices for our students. The
following chart identifies each of the goals with their key objectives, baseline measurements, the
one- and five-year performance targets, measurement tools, and strategies that will be used
achieve the desired results

The Bertha B. Williams Academy Public Charter School Accountability Plan, 2011-2016
Our mission is to inspire and give the children in Southeast Washington, D.C., a comprehensive, high-quality, 21
st

Century standard-based museum learning experience that will prepare students for acceptance and success in college
and beyond.

Academic Performance Objectives
Goals Performance
Indicators
Baseline
Measurement
Year 1
Performance
Target
Year 5
Performance
Target
Measurement
Tools
Strategies for
Achieving Goals
1 All
students will
achieve a
minimum of
one years
growth in
reading.
Pre-K and
Kindergarten
Reading:

Speaking and
Listening

Early Literacy
Skills (ELSA)

By the end of
Pre-K and
Kindergarten,
80% of
students will
be at age
appropriate
By the end of
Pre-K and
Kindergarten,
90% of
students will
be at age
appropriate
Early
Literacy
Skills
Assessment
(ELSA)

CELF
Students will be
assessed three
times per year in
reading and
mathematics

Data will be used

Vocabulary and
Concept
Development

Phonemic
Awareness

Letter Name
Awareness,

Comprehension

Writing
Development

Concepts about
Print
Reading Aloud
CELF
Preschool -2

DIBELS

DIBELS

DIBELS

Observation
Survey 4

DIBELS
literacy literacy Preschool 2

Observation
Surveys

DC-BAS

DC-CAS
to inform and
scaffold
instruction.

Data will be used
to plan
intervention.

Students
Personalized
Education Plan
will be adjusted
based on
assessment data

Using one-to-one
learning (iPod
Touch/laptop to
actively in
engage students
in project-base
learning

Grades 1-6
Reading

Main idea,
inference, detail,
recall, word
analysis,
vocabulary,
listening
Iowa Test of
Basic Skills
(ITBS)
By the end of
each grade
level, 80% of
students will
be at or
above grade
level in
reading
By the end of
each grade
level, 90% of
students will
be at or
above grade
level in
reading
ITBS

DC-BAS

Dc-CAS
Goals Performance
Indicators
Baseline
Measurement
Year 1
Performance
Target
Year 5
Performance
Target
Measurement
Tools
Strategies for
Achieving Goals
2 All
students will
achieve a
minimum of
one years
growth in
math
Pre-K through
Grade 6

Numbers and
operations,
geometry,
algebra,
measurement,
data analysis
and probability,
logical
reasoning,
critical thinking,
peer
communication,
resourcing
skills, problem-
solving
strategies
The Pearson
Childrens
Progress
Academic
Assessment
(CPAA) Pre-K

ITBS (Grades
K-6)
By the end of
Pre-K and
Kindergarten,
80% of
students will
be at age
appropriate
math literacy.

By the end of
each grade
level, 80% of
all students
will be at or
above grade
level in math
By the end of
Pre-K and
Kindergarten,
90% of
students will
be at age
appropriate
math literacy.

By the end of
each grade
level, 90% of
all students
will be at or
above grade
level in math
Pearson Pre-
K and
Kindergarten
Mathematics
Curriculum
and
Assessment

ITBS
Students will be
assessed three
times per year in
reading and
mathematics

Data will be used
to inform and
scaffold
instruction.

Data will be used
to plan
intervention.

Students
Personalized
Education Plan
will be adjusted
based on
assessment data

3 All
students will
have a
Personalized
Education
Plan (PEP)
identifying
his or her
specific
academic
and non
academic
learning
goals in all
curricular
and extra-
curricular
Assessment
materials are
available.

Each student is
comprehensively
assessed prior to
formation of the
PEP.

Parents are
involved in the
assessment
process.

Each student
has a personally
challenging
PEP.

The learning
outcomes of the
PEP are
specifically
stated.

All teachers
and parents
will participate
in the
development of
the PEP.

All PEPS will
be completed
by the end of
the fourth week
of school.

Parents will
meet with their
childs
teachers by the
sixth week of
school to
review and sign
the PEP.
100% of
students will
meet or
exceed 100%
of their PSEP
learning
outcomes.
100% of
students will
meet or
exceed 100%
of their PSEP
learning
outcomes.
Parent
Surveys

Teacher
Surveys
Training will be
provided to
teachers on the
PEP assessment
tools.

Training will be
provided to
parents on the
PEP process.

Instructional
resources and
support will be
provided to
teachers to meet
students
learning goals.

Goals Performance
Indicators
Baseline
Measurement
Year 1
Performance
Target
Year 5
Performance
Target
Measurement
Tools
Strategies for
Achieving Goals
4The
school will
engage
parent and
the
community
in school
activities.
Parents and
Community
Members:

Attend public
information
meetings

Attend school
board meetings

Join school
/community
teams

Serve as school
volunteers
Attendance
Logs will be
kept for all
public meetings

A school
volunteer log
will be kept of
volunteer
activities

Meeting
agendas and
minutes will be
kept on file and
disseminated to
stakeholders
80% of
parents will
be involved
and support
the school in
all parent
activities
90% of
parents will
be involved
and support
the school in
all parent
involvement
activities
Attendance
logs

Meeting
agendas and
minutes

Fundraising
records
Advertise all
school activities
(website, flyers)

Send Connect-Ed
messages (Robot
calls) to parents

Create email list-
serve to share
school activities

Parent liaison
will make
personal phone
calls to parents


Participate in
the Parent
Academy

Attend and
participate in
PEP
conferences

Participate in
parent-teacher
conferences

Participate in
Parent
Orientation and
Back to School
Night

Assist in
fundraising
activities

Join and
participate in
the Parent-
Teacher
Advisory
Council

Parent
Academy Sign-
in and Agendas
will be kept on
file

Parent Socials
will be held
quarterly to
engage parent
participation
School
leadership will
work partners to
recruit
volunteers

Student
performances
and
presentations
will be held
during parent
meetings to
ensure parent
participation

Food, snacks,
and drinks will
served during
parent activities

Child care will
be provided to
ensure parent
participation

Goals Performance
Indicators
Baseline
Measurement
Year 1
Performance
Target
Year 5
Performance
Target
Measurement
Tools
Strategies for
Achieving Goals
5All
students will
contribute to
building a
socially
responsible
community,
Students will
engage in
monthly
character
education
activities.

Students will
facilitate
quarterly
community
service learning
projects.

Students will
learn conflict
management
80% of
students will
exhibit positive
behavior
(Pre-Post
Character
Education
Assessment)

5% or less
students will
have
disciplinary
referrals

100% of the
students will
80% of
students will
exhibit
positive
behavior
(Pre-Post
Character
Education
Assessment

5% or less
students will
have
disciplinary
referrals

100% of the
90% of
students will
exhibit
positive
behavior
(Pre-Post
Character
Education
Assessment

3% or less
students will
have
disciplinary
referrals

100% of the
Pre/Post
Behavior
Character
Assessment

Portfolio of
Community
Service
Projects

Volunteer
Log of
Volunteer
Activities

Student
Teachers will
coordinate and
involve students
by grade level in
quarterly
community
service projects

The Guidance
Counselor and
teachers will
engage in
monthly
character
building
activities
focusing on a


ELSA: Early Literacy Skills Assessment
CELF-2: Clinical Evaluation of Language Fundamentals: Preschool, Second Edition
DIBELS: Dynamic Indicators of Basic Early Literacy Skills
Observation Survey: Reading Recovery Council of North America

and resolution.

Students will
engage in
weekly volunteer
activities.
learn conflict
management
and resolution
(Pre-Post
Assessment)

students will
learn conflict
management
and
resolution
(Pre-Post
Assessment

students will
learn conflict
management
and
resolution
(Pre-Post
Assessment

Journal

Parent
Surveys
monthly
character trait.

Students will
create a
portfolio of
community
service projects
and display
during the 4
th

quarterly

Students will
journal all
activities using
one-to-one
technology.
6All
faculty and
staff will
collaborate
as a
professional
learning
community
to ensure
student
growth and
success.
Weekly
professional
learning
community
activities
(planning,
student portfolio
reviews, and
instructional
strategic
planning)

Bi-Monthly
Whole Faculty
Professional
Learning
Meetings with
School
Leadership
100% of all
faculty and
staff will
participate in
professional
learning
community
activities
80% of
students will
be proficient
in reading
and math
90% of
students will
be proficient
in reading
and math
Early
Literacy
Skills
Assessment
(ELSA),
CELF
Preschool 2,
Pearson Pre-
K and
Kindergarten
Mathematics
Curriculum
and
Assessment,
Observation
Surveys,
ITBS,
DC-BAS,
DC-CAS
Students will be
assessed three
times per year in
reading and
mathematics

Data will be used
to inform and
scaffold
instruction.

Data will be used
to plan
intervention.

Students
Personalized
Education Plan
will be adjusted
based on
assessment data

Using one-to-one
learning (iPod
Touch/laptop to
actively in
engage students
in project-base
learning

3. Performance Indicators
For each goal, list and discuss the Performance Indicators you propose to use to determine how well the
students and the school have performed. What are the proficiency cut-off levels for the assessment as
identified by the test authors, if applicable? If the assessments are to be internally developed, how will
Performance Indicators be established?

Goal #1. All students will achieve a minimum of one years growth in reading and
math.

Pre-K and Kindergarten Reading:
The ELSA is an authentic assessment in the form of a children's storybook. It
is a generic instrument designed to measure the emerging literacy skills of
children attending early childhood programs.
The CELF Preschool-2 language assessment is specifically designed for
preschool aged children and includes a variety of subtests that provide in-
depth assessment of a child's language skills, a pre-literacy scale and
phonological awareness subtest, and a pragmatics profile that helps describe
the child's language use at school or at home.
The DIBELS is an indicator of early reading ability in a class of assessments
known as General Outcome Measures.
The Observation Survey of Early Literacy Achievement provides a systematic
way of capturing early reading and writing behaviors.

Performance in Year One: By the end of pre-K and kindergarten, 70% of students will be at
age appropriate literacy, 20% of students will be 6 months below age appropriate literacy,
10% of students will be 12 months below age appropriate literacy. Its incredibly important
that we help young students achieve success in reading at the earliest possible age. Our
school will place a significant focus here.

Pre-K and Kindergarten Math: The Pearson Childrens Progress Academic Assessment
(CPAA) is a dynamic, interactive assessment focusing on mathematics for children in Pre-
K through second grade. Designed to be used 3-5 times a year, the CPAA helps teachers
monitor and track a child's progress throughout the school year.

Performance in Year One: By the end of pre-K and kindergarten, 70% of students will be at
age appropriate math literacy, 20% of students will be 6 months below age appropriate
math literacy, 10% of students will be 12 months below age appropriate math literacy.
Math literacy is just as important at the younger ages as reading. The school will focus
heavily on early literacy in math.

Grades 1 6 Reading and Math: The ITBS assessments generally correspond with grade
levels, administered in content sections with each section designed to measure specific
skills. Our school will employ this test to gain information about students for instructional
planning, to supplement teacher observations regarding student abilities, and to establish a
basis for subsequent annual evaluation of student progress. Teachers will use the testing

batteries to suggest areas where the skills of individual students are most and least
developed.

Performance in Year One:
By the end of each grade 1-6, 70% of students will be at grade level in reading,
20% of students will be 6 months below reading grade level, 10% of students will
be one year

below reading grade level. The school is dedicating its resources to grade level
proficiency in reading and math. When students are proficient in these key
academic areas, student success carries over to all other endeavors.

By the end of each grade 1-6, 70% of students will be at grade level in math, 20%
of students will be 6 months below math grade level, 10% of students will be one
year below math grade level. (Same as above.)

Goal #2. All students will have a personalized education program (PEP) identifying
his or her specific academic and nonacademic learning goals in all curricular and
extracurricular areas.

1. Assessment materials are available: Teachers will have the materials they need to
conduct the PSEP assessments.

2. Each student is comprehensively assessed prior to formation of the PSEP: Each student
will be assessed sufficiently so that the PSEP can be a challenging yet reasonable and
complete representation of what each student will be expected to learn during the year.

3. Parents are involved in the assessment process: Parents/guardians are an essential part of
the assessment process because of the history they can relate about their children.

4. Each student has a personally challenging PSEP: We intend to challenge each child to
grow as much and as rapidly as is reasonable.

5. The learning outcomes of the PSEP are specifically stated: Every learning target will be
specific and clear so that the student, teacher, and parents know the planned expectation.

Performance in Year One: 100% of students meet or exceed 100% of their PSEP learning
outcomes. Our school leadership believes that every child in our school can achieve the
challenging learning outcomes identified for them. The key will be an accurate assessment
of the skills students know, and need to learn, as well as recognizing the potential each
child has for learning growth.


Goal #3. The school will effectively engage parents and the community in school
activities.

Parent and Community Members:

1. Attend public information meetings: Public meetings will be scheduled to inform the
parents and community about the purpose, operations, and achievements of the school.

2. Attend school board meetings: The public will be invited to attend board meetings to
observe the schools governance and participate as invited.

3. Join committees: Parent and community members can contribute to the school in a
meaningful way by being on a school committee and help formulate recommendations to
the board.

4. Volunteer at the school: Parents and community members are encouraged to actively
volunteer at the school in many capacities, particularly as tutors and for leading
extracurricular classes.

Parents:

1. Attend PSEP conferences: Parents must attend their childs PSEP conference to provide
important information about their child that will help construct an effective PSEP.

2. Attend teacher -parent conferences: Parents are expected to attend their childs review
conferences.

3. Attend Open House and Back to School Night: Parents must contribute to the life of the
school by being present at these important school events, to learn more about the schools
effectiveness and show support for all the students and teachers.

4. Stay to do homework with their child at the end of the school day: Research shows that
parents who help their children do homework strengthen their childs interest and abilities.

5. Assist in fundraising events: The school needs additional funding, and parents are
needed to help raise these funds.

Performance in Year One: Each of the following bullets represents an important activity
that will serve to further bond parents to the school, provides a personal sense of
knowledge about their childs school, and creates a sense of belonging and ownership,
which is critical to parent support.

70% of parents attend at least one public information meeting or school board
meeting.

Parents serve on 100% of all school committees.

Volunteers serve at least 10% of the total of the schools annual instructional
time.

70% of all parents attend every classroom or evening school event.

20% of all parents stay with their child after school at least once a week to help
their child with homework.

80% of all parents assist with fundraising projects at least once annually.

6. A weekly newsletter for parents (Email and paper version): Parents will receive weekly
news about the coming week, newsworthy events, information that improves their ability to
support their child at home, and the upcoming calendar.

7. A bi-weekly newsletter for community members (Email and paper version): The
community will receive information about the schools progress in achieving its goals,
newsworthy items about school developments, and invitations to upcoming school events.

8. Open House and Back to School Night will both present info on school progress toward
achieving goals, volunteer opportunities, and fundraising information: The school will
regularly communicate with the public on these three items.

9. The School Board will welcome a parent report and community report at every regular
board meeting: The board will hear a report from the parent group, and the community
group, on items of interest that will help the school deepen its relationship with parents and
the community.

10. Parents and community members are encouraged to serve on all school committees:
School committees serve an important review and recommendation function, and parent
and community members opinions are valued.

11. Public information meetings will be held throughout the year: The school will hold
public meetings regularly to keep the public informed about the developments and
achievements of the school.

12. The Annual Report: The Annual Report will convey to the public the details of the
Schools progress and attainments.

Performance in Year One: The school regards the following activities as a means for
keeping parents and community members informed about events and issues at the school.
An informed parent and community circle builds support and ownership of the school, and
contributes to better education of the children.

100% of all parents receive the weekly school newsletter.

A minimum of 100 community members receive the biweekly newsletter.

80% of all parents attend both the Open House and Back To School Night events.

A parent spokesperson and a community spokesperson deliver reports at the board
meeting 70% of all regular board meetings.

100% of every school committee has a parent and a community member.

Six public meetings will be scheduled per year.

The Annual Report is available for public review.

Goal #5. All students will contribute to building a socially responsible community.

1. Teachers teach character education: The character education program will instruct on the
elements of good character and good leadership, will teach children the value of showing
kindness and compassion, and guide students toward serving a cause greater than self.

2. Teachers lead a class project in community service: Teachers will lead their students in
performing a project of community service so students can learn the practice of helping
others.

3. Students learn to resolve interpersonal conflicts by themselves: Students will learn the
skills needed to successfully interact with each other without conflict.

4. Students volunteer to help out at home: Part of the intention of the character education
program is to teach children to volunteer and help others, so we expect students to
demonstrate their support of their family by helping at home.

5. Students independently choose to help at a community event: We also expect students to
develop sufficiently that they will choose to help out at community events.

Performance in Year One: We will teach our students the importance of helping others in
their home, school, and community. By teaching our students to act with good character, to
help those less fortunate, to serve a cause greater than self, we are building a better future
for our people, our country, and our world.

70% of all students can define the elements of good character and leadership.

Teachers lead their classes in a one-month community service project twice a
year.

By year-end, there are 50% less student conflicts requiring adult intervention than
were in the first month of school.

Students volunteer to help at home at least once a day.

30% of students independently volunteer in at least one community event.

70% of students fully meet expectations as measured by the Social
Responsibility Performance Scales.


90% of students will be engaged in at least one leadership activity challenge.

70% of students will resolve conflicts using a socially acceptable strategy.

Goal #6 All faculty and staff will collaborate as a professional learning community
(PLC) to ensure student growth and success.

1. Weekly PLC meetings on individual student performance: Weekly collaboration
between the principal and the teachers will keep the focus on the students PSEPs.

2. Weekly meetings between the reading/math specialists and faculty members on
individual student performance: Weekly collaboration between the reading and math
specialists with the teachers will strengthen the productivity of the teachers focus on the
students PSEPs.

3. Weekly meetings between the teachers and their classroom aides on individual student
performance: Weekly collaboration between the teachers and their classroom aides will
help guide the support the aides will provide on the students PSEPs.

Performance in Year One: Communication and coordination among the teachers,
administration, and instructional staff will reinforce the expectations our school has for
each child, and will build the repertoire of instructional strategies appropriate to motivate
each child to succeed in achieving 100% of the individual learning goals identified in their
Personalized Student Education Program.

The principal will review each childs progress on the PSEP with the teachers a
minimum of five times per year.

The reading/math specialists will review each childs progress on the PSEP with
the teachers a minimum of once a month.

The teachers will review each childs progress on the PSEP with their classroom
aides a minimum of once a month.

4. Collecting, Storing, and Reporting Performance and Progress Data

Additionally, describe the process and timetable through which performance and progress in meeting
adequate yearly progress will be reported to parents and the community, as required by the No Child Left
Behind Act.

The Academy has developed an accountability plan that specifies the goals, identifies the
performance indicators, defines targets, discussed the assessment tools, and describes the
use of baseline data. This comprehensive plan will provide an accurate picture of student
progress using criterion, norm-referenced and internal assessments. The plan is structured
to allow school leadership to stay focused on academic and behavioral outcomes and
organizational viability. The plan also demonstrates student performance and school
viability.


1. Goals against which the schools success will be judged

In order to prepare students to attend, succeed in and graduate from high school and
college, the academy will hold all school community stakeholders (staff, faculty, students,
family, and supporters) accountable for achieving this critical mission and fulfilling the
vision of academic and life success. BBW has identified five standards/goals to measure
school success. The goals are identified below in the Five Year Accountability Plan.

2. Indicators of Performance

The five standards/goals have performance indicators identified. The school leadership
team and the Board will evaluate school progress toward annual and five-year targets using
specific assessments. The performance indicators reflect the Schools commitment to high
academic achievement, to student participation in the school community, and to long-term
viability for the academy.

3. Baseline Performance

The Academy will use two types of assessment to gather baseline academic and social-
emotional data on students: academic and social-emotional. The academic assessments
(Acuity by McGraw-Hill, Basic Early Assessment of Reading, DIBELS, Developmental
Reading Assessment 2- DRA 2, and Iowa Test of Basic Skills) will be administered to
incoming students within the first two weeks of entering school. This effort will allow the
Academy to collect data to identify the skills and growth areas of incoming students; it will
also serve to better align instruction to student skills. The baseline data will also provide a
more accurate picture of student progress over the school year, with information that can be
shared with community stakeholders. Families will also be given specific information
about their sons data.

Diagnostic assessment data provides the Executive Director, the Principal, the Coordinator
of Student Support the basis for analysis of student academic progress longitudinally. By
beginning in the early grades, collecting and using data strategically to improve instruction,
the academy will prepare students to compete for, achieve in and succeed at academic
institutions of distinction.

The social-emotional assessments will record student social, emotional, cognitive, and
physical development. The Instructional Team will use anecdotal records to provide
student additional information. This information informs individual student growth and
development and the areas faculty and the school will ensure students are fully prepared to
compete, achieve, and contribute.

The annual and five-year accountability goals have been developed to evaluate and ensure
student progress in reading, mathematics, science, and social studies. The program goals in
reading and mathematics for grades 1 5 call for 75% of students who have attended the
academy for two or more years, to score at proficient or advanced level on nationally norm-
referenced assessments. Further, the remaining 25% of students who score basic will
demonstrate progress toward proficiency. The annual goals are developed to identify
progressively more challenging content or skills students are to master. The Leadership

Team will ensure students satisfy the adequate yearly progress (AYP) provisions of the No
Child Left Behind Act through our sequential, data driven instruction. A full description of
our accountability plan complete with goals and targets is located below.

The six goals related to academic performance have measurable performance indicators.
The Academy students will demonstrate increasingly higher levels of academic
achievement from Pre-Kindergarten to Grade Six to achieve the annual target and five-year
targets. The targets describe significant growth anticipated as demonstrated by students
through norm-referenced assessment tools.

Preschool to Pre-
kindergarten
Kindergarten Grades 1 6
Peabody Picture Vocabulary
Test III (PPVT-III). This
assessment indicates the
listening vocabulary of young
children. The results provide
teachers information about the
areas to emphasize vocabulary
development and oral
language development. This
assessment tool is
recommended by No Child Left
Behind for educational
programs working to ensure
young children are school
ready and ready to read.
DIBELS (Dynamic Indicators
of Basic Early Literacy Skills)
The Dynamic Indicators of
Basic Early Literacy Skills
(DIBELS) are a set of
standardized, individually
administered measures of early
literacy development. They are
designed to be short (one
minute) fluency measures used
to regularly monitor the
development of pre-reading
and early reading skills.
Developmental Reading
Assessment (DAR)
comprises four criterion-
referenced assessments of
beginning reading and
language arts skills for
students in K-3. DAR
assesses progress toward
developing five essential
reading skills:
Comprehension, Phonemic
Awareness, Phonics,
Vocabulary, and Reading
Fluency.
CTB-McGraw Hill
TerraNova
This test series is used as the
Districts formal assessment
tool and will be administered
in the fall (within two weeks
of school starting) to
establish baseline
assessment data for newly
enrolled 1st graders and,
thereafter, every spring, to
comply with District
requirements. Baseline
assessment data will allow
Champions to evaluate
longitudinal progress of
student cohorts through the
instructional program.

Iowa Test of Basic Skills
The Iowa Test is the only
standardized achievement
test designed specifically for
high-achieving schools and
schools wishing to set high
standards. It is used by
independent and private
schools. We will use this
assessment and the data
generated to evaluate
student preparation for
competitive high schools.

The Academys student progress will be compared to the academic achievement of boys in all
District public schools particularly beginning in the first grade and continuing through the 5
th

grade. The preschool through kindergarten assessments selected are norm and criterion
referenced. They will provide an opportunity to compare our youngest students school
readiness to that of students nationwide. Data will be also be used to inform instructional
practices, provide modifications to curriculum and for staff professional development. The data
will inform the Instructional Leadership Teams decisions about which students may need
tutoring or additional support. The principal and the Executive Director will work together to
implement the schools accountability plan and evaluate student data. These school leaders will

work with the staff to identify curriculum or professional development needs to ensure that every
student achieves at high levels.

The Bertha B. Williams Academy Public Charter School 5 Year Accountability Plan
High Academic
Attainment and
Improvement
Performance
Indicators
Assessment
Tools
Baseline Data Annual Target Five-Year
Target
Strategies for
Attainment
1. Students are
school ready in
the language
arts.
(Preschool-
Kindergarten)
Students will
work on
increasingly
challenging
material and
make
progress
toward their
learning
goals each
year.

Students will
demonstrate
oral
language,
auditory,
visual, and
memory
readiness.
Peabody
Picture
vocabulary
Test III.

DIBBLES

Teacher
observations

Teacher-
created
assessments.
Early Fall
2011diagnos-
tic data.

Teacher
observations

Student
Assessment
Data (Fall
2012)

80% of pre-
kindergarten
students
demonstrate
significant
growth in
comprehension
, phonemic
awareness,
phonics,
vocabulary,
and reading
fluency
between
baseline
diagnostic
data and end-
of-year
diagnostic
data.
By third grade,
and each year
thereafter,
100% of
students
complete a
yearly major
writing project
assessed
qualitatively
and
quantitatively;
80% score
proficient or
advanced.
90% of pre-
kindergarten
students are
fully
prepared for
kindergarten
in language
arts and
reading.
Students will have
150 minutes of
reading and
language
instruction each
school day
Data analysis of
individualized
student performance
assessments will
ensure skill
acquisition; close
monitoring of data
with immediate
intervention when
students evidence
difficulty.
Tutoring and
rigorous attention to
students who need
remedial work in
selected areas.

High Academic
Attainment and
Improvement
Performance
Indicators
Assessment
Tools
Baseline Data Annual Target Five-year
Target
Strategies for
Attainment
2. Students
will
demonstrate
proficiency
and fluency
with reading
and writing.
Students in
kindergarten
through the
5
th
grade
will read,
write and
comprehend
Develop-
mental
Reading
Assessment
2 (DRA 2)

Education
Early /fall
diagnostic
data (Iowa
Test of Basic
Skills).

Fall ACUITY
Students read
progressively
more complex
pieces of
literature.
Students are
prepared to
75% of
students
attending two
or more
years will
score
proficient or
Students will have
150 minutes of
reading and
language
instruction each
school day.
Consistent data

with a high
degree of
proficiency.
Records.
ACUITY test
of basic
skills.
Iowa Test of
Basic Skills.
Add some
informal
reading and
writing
assessments
for upper
division
students.
data
Spring final
data (Iowa
Test of Basic
Skills).

Spring
ACUITY for
promoted
students.
participate in
analytical
discussions
about the
literature read.
Students
develop
narrative,
persuasive and
expository
essays.
Students edit
writing for
grammar,
capitalization,
punctuation,
spelling, and
sentence and
paragraph
structure.
above on the
DC-CAS and
the Iowa Test
Skills.
The
average
percentile
score of each
grade level
will exceed
the average
percentile
score of boys
similarly
graded on
local District
schools.
75% of
students
attending two
or more
years earn
75% or
higher on
quarterly
internal
assessments.
analysis and
instructional
reflection and
modification. Strong
early preparation in
reading and writing.

Use of Junior Great
Books and other
pieces of engaging
literature.

Participation in
citywide writing
competitions,
contests, and
exhibitions.
3. Students will
demonstrate
consistently
high levels of
math
proficiency.
Students in
preschool to
5
th
grade
will
demonstrate
clear
understandi
ng of math
concepts
and
operations;
students will
be proficient
in solving a
variety of
grade
appropriate
mathe-
matical
problems.

Students will
work on
increasingly
challenging
material and
make
progress
toward their
learning
goals each
year.
Educational
Records

Interim
Math
assessment
Cumulative
Math
Assessment

Iowa Test of
Basic Skills.

Teacher
observation.

Teacher-
created
assessments.

Anecdotal
records.
Early fall
diagnostic
data: Iowa
Test of Basic
Skills.

Fall Iowa Test
of Basic Skills
data for very
young
students.

Spring final
data for
promoted
students: Iowa
Test of Basic
Skills.

Spring Iowa
Test of Basic
Skills for
promoted
students.

Data gathered
through
teacher
observation
and teacher-
created
Students
develop
increasing
mastery and
application of
mathematical
understanding
and skill as
demonstrated
on
standardized
and internal
assessments.

80% of pre-
kindergarten
students
demonstrate
significant
growth in
number
identification
(symbol and
name,
counting,
addition and
subtraction,
shape and
spatial
identification
between the
baseline
85%of
students will
be fully
prepared for
kindergarten
in
mathematics.

85% of
students
attending two
or more
years will
score
proficient or
above on the
Iowa Test of
Basic Skills.

The average
percentile
score of each
grade level
will exceed
the average
percentile
score of boys
similarly
graded in
local District
schools.

Students will 75
minutes of daily
math instruction.

Consistent data
assessments to
ensure skills are
being learned and
to inform
instruction.

Strong early
preparation in basic
arithmetic skill.

Increasingly
challenging
mathematical
concepts and
content.

Students use
manipulatives,
technology, and
problem-solving
techniques as
appropriate to
explore a range of
mathematical
concepts through
learning styles.


assessments in
fall 2012.
diagnostic
data and end-
of-year
diagnostic
data.

4. Students will
demonstrate
consistently
high levels of
proficiency with
civics and
social studies.
Students in
5
th
grade
will work on
increase-
ingly
challenging
material and
make
progress
toward their
learning
goals each
year.

Students will
participate
in annual
all-school
history day
events to
expand and
share their
knowledge.
Quarterly
assessments

Value-
Added
standards-
referenced
assessments.

Teacher-
created
criterion-
referenced
assessments.

Anecdotal
record
Iowa Test of
Basic Skills
(social
studies)
Diagnostic
data from
teacher
created
assessments.

Iowa Test of
Basic Skills
Students
develop
increasing
mastery and
application of
historical
knowledge as
related to the
nation, the
District of
Columbia and
their neighbor-
hoods

All students
will show
consistent
understandin
g and apply
knowledge of
history and
social studies
across the
curriculum.

By grade
level, the
average
degree of
improvement
in knowledge
and skill on
social studies
as measured
by pre-tests
and post-
tests will
meet or
exceed 75%
proficiency.

75% of
students will
score
proficient or
advanced on
a written
response to
an internally
developed
history
assessment
tool.
History information
will be integrated
into humanities and
reading instruction.

Students will
complete projects-in
support of expanded
historical and social
studies knowledge.

Students will take
advantage of
tutoring support
and/or enrichment
opportunities.

High Academic
Attainment and
Improvement
Performance
Indicators
Assessment
Tools
Target
Strategies for
Attainment
5. Students will
demonstrate
consistently
high levels of
science
proficiency.

Students in
the 3
rd

through 5
th

grades will
work on
increasingly
challenging
Teacher-
created
criterion-
referenced
assessments.

Iowa Test of
Data gathered
through
teacher
observation
and teacher-
created
assessments in
Students
develop
increasing
abilities to
master and
apply the
scientific
75% of
students who
have
attended the
school for at
least 2 years
will achieve
Extended class
periods will enable
students to have the
time to do longer,
more complex
laboratory
experiments without

material and
make
progress
toward their
learning
goals each
year.

Students will
participate
in an annual
all-school
Science Fair
day to
expand and
share their
knowledge.
Basic Skills.

Participatio
n in school
and city
wide science
fairs.

Anecdotal
records.
fall 2012. method.

Students
demonstrate
understanding
of life, earth,
space and
physical
science
concepts.

Students
develop,
design, and
explain a
science project
to a
community-
wide audience.
an average
gain of 5
percentiles
or more on
the Iowa Test
of Basic
Skills science
test.

By grade
level, the
average
degree of
improvement
in knowledge
and skill as
measured on
science pre-
tests will
meet or
exceed 75%
proficiency.
interruption.

Explicit teaching of
the scientific method
in science classes,
combined with the
development of
critical thinking
skills, will be
presented and
reinforced in all
classes.

Non-Academic Performance Goals

Non-Academic
Performance
Goals
Performance
Indicators
Assessment
Tools
Target
Strategies for
Attainment
6. The school
will
demonstrate
fiduciary
responsibility
in managing
pubic and
private funds.

The schools
budget,
accounting,
auditing, and
financial
performance
and records
support a
stable and
effective
school.

The school
will
demonstrate
model
procedures
and processes
as good
financial
stewards of
public and
private
resources.
Reports,
submissions,
and
procedures are
in place to
ensure
compliance
with all
regulatory and
best practices
requirements.

Annual CPA
audits.

Bank records
with positive
cash flow
demonstrated.
Annual
budgets
approved by
the Board of
Trustees.

Financial and
reporting
systems in
place during
the planning
year.

All
administrative
and budget
protocols
established
and approved
by the Board
before
beginning of
school
demonstrate
strict
adherence to
monthly
reporting
requirements.
100% of the
Per Child
Funding
Formula
payment will
be budgeted
for core
academic
program or
contingency.

The school will
maintain a
contingency
fund equivalent
to 2 months of
expenses.

Complete
financial
reports are
submitted in
timely manner.

Annual audit
reflects sound
financial
management.

The school will
complete a
high stakes,
D.C. Public
Charter School
reauthorizatio
n visit with a
high level of
compliance
and
confidence.

The school will
evidence
healthy
positive cash
flow and sound
fiscal practices
for five
consecutive
years.
The school will
maintain its
financial records
in accordance
with generally
accepted
accounting
principles (as
defined by the
American
Institute of
Certified Public
Accountants).

The school will
establish
procedures for
compliance with
all required
reporting to D.C.
Public Charter
School Board,
federal
government, and
city agencies.

Active oversight
by the Finance
Committee of the


School budgets
that are
projected for
yearly, two-
year, and five-
year cycles
and are
managed in
alignment with
the schools
business plan,
annual balance
sheet, and
annual
external audit,
will
demonstrate
that the school
has sufficient
resources to
meet its
educational
and
operational
requirements.
Revenue
streams are
sufficient and
consistent to
support
programmatic
expenditures.

Board of
Trustees.

Active oversight
by the Executive
Director.

Non-Academic
Performance
Goals
Performance
Indicators
Assessment
Tools
Target
Strategies for
Attainment
7. The school
will
demonstrate
strong
enrollment and
persistent
student
population.

Champions
will
consistently
retain
existing and
recruit new
students.
Enrollment
does not fall
below 90%
capacity,
allowing for
phase in of
grades.

Waitlists.

Balanced
budgets with
the Per Pupil
Allotment
funding core
academic
programs.
Attendance
records.

Re-enrollment
data.

Waiting-lists of
potential
students.

Anecdotal
Records.

95%
Enrollment
each year.
The school will
maintain daily,
weekly and
yearly
attendance
records
showing an
enrollment
level equal to
or exceeding
95% of
capacity.

The school will
have an
average daily
attendance
rate in excess
of non-charter
public schools.
Each class
from preschool
through 5rd
grade will be
fully enrolled.

The school will
have a re-
enrollment rate
of 95% from
year to year.
Strong
communication
between the
school and
students homes.

Daily phone calls
when a student is
absent.

Intensive
outreach in
Wards 5 by staff.

Implement and
maintain data
collection
systems.


High Academic
Attainment and
Improvement
Performance
Indicators
Assessment
Tools
Target
Strategies for
Attainment
8. The school
demonstrates
effective
systems of
home/school
communication
Students
attend all
classes each
day.

Students,
families, staff,
and the
community
attend school
events.

Families of
students are
actively
involved in
the students
education.
Family/parent
survey results,
distributed to
all
parents/guar-
dians two
times per year.

Family teacher
parent
conference
attendance
data.

School
academic and
behavioral
data.

A parent
orientation is
held;
parents/guardi
ans must sign
Family School
Covenant.

100% of
families
receive a home
visit prior to
the start of
school.
100% of
families
participate in
school
orientation
program.

80% of
families report
that
effectiveness of
the schools
academic
program and
communication
s regarding
students
progress is
good or
excellent (on a
4- point scale:
excellent,
good,
satisfactory, or
poor).

School and
event
attendance and
resource
center use
continue to
increase.

School
activities are
widely
supported and
well attended
by families.

The
percentage of
satisfied
students, staff,
families, and
community
members
continue to
increase.

Behavioral
data analysis
indicates
minor
infractions of
school rules.
Immediate
attention to
small/minor
infractions

Proper conduct
is consistently
modeled.
Continual and
varied data
assessment of
family
satisfaction.

Enforcement of
safety rules to
ensure student
and staff comfort
and security.

School events
are held at times
to ensure family
members are
able to attend
events.

Child care
provided during
school-sponsored
activities.

Active
communication
with families by
phone, mail and
home visits.

Engaging and
interesting
venues for parent
participation.

High Academic
Attainment and
Improvement
Performance
Indicators
Assessment
Tools
Target
Strategies for
Attainment
9. Student
behavior will
demonstrate
courage,
respect,
integrity,
scholarship,
and
perseverance.

By the end of
the year, all
students will
be able to
adequately
define
the schools
character
education
values:
courage,
respect,
integrity,
scholarship,
and
perseverance.
Students will
be able to
describe
examples of
times when
each has been
demonstrated
in the school
community.
Independent
experts who
visit the school
to conduct
assessments.

Initial Student
Assessment
(Staff-created)
The
assessments
will conclude
in 80% of
cases that
students
always,
usually or
often
demonstrate
the schools
values.
All students
understand the
honor code
and values.

A minimum of
90% of
students will
demonstrate
the schools
values.
The prominent
display of the
values in school.

Specific
instruction in
Character
Education and
the values.

5. Timeline for implementation
Describe the process and the timeline under which the elements of the mission accomplishment plan will be
fully completed.

The timeline for implementation will begin during the planning year and readying for
implementation during Year 1 of the school year. All activities identified will begin with
the opening of the school. The Academy will have in place the personnel and the
instructional resources to offer a high quality learning environment.

Year I Planning Timeline: January 2011 through May 2012
Timeline Task
January 2011 through December 2011 Hiring of Staff, Curriculum and
Instructional Planning Operations Planning
July 2011 through March 2012 Marketing , Recruitment, Enrollment
-Admission Notification


Timeline Task
March 2012 through May 2012 Admission Notification
June 2012 Parent and Student Orientation
March 2012 through June 2012 Faculty Training and Development
July 2012 The Williams Academy Grand Opening
July 2012 June 2013 Year 1 of Implementation of School Plan

E. Certifications
1. Required to be submitted with the initial application:
a. An Assurances Form is located in Appendix C. The Assurances Form must be signed by a duly authorized
representative of the applicant and submitted with the application.
2. Required to be submitted prior to written notice and publication of Charter approval:
a. A description of the school's insurance coverage plans, including health, general liability, property, and trustees'
and employees' liability coverage.
b. Copies of the bylaws of the Board of Trustees.
c. Copies of existing contracts for amounts equal to or greater than $25,000.
d. Copies of incorporation documents showing the nonprofit status of the school.
3. Final documentation required to be submitted prior to the commencement of operations/instruction:
a. To verify safety and structural soundness of the school, written documentation of:
i. Inspection by a District of Columbia Government building inspector;
ii. Inspection by the District of Columbia Fire Department;
iii. Occupancy Permit granted by the District of Columbia
Department of Consumer and Regulatory Affairs;
iv. Approval from the District of Columbia Department of Consumer and Regulatory Affairs for the use of any
explosives or flammable compounds or liquids in connection with courses taught at the school; and
v. Evidence of compliance with all other federal and District of Columbia health and safety laws and regulations.
b. Rsums for all professional staff and documentation of findings of background checks for all staff.
c. Documentation of current insurance coverage for general liability, property, and trustees' and employees' liability
coverage.
d. Any contract for sums equal to or greater than the sum of $25,000, not already submitted.
e. Certificate of Good Standing from the Government of the District of Columbia.
f. Copies of the Charter School's (a) pupil and personnel policies; (b) employment policies, including equal
employment opportunities and maintenance of a drug-free workplace; (c) policies for governance and operation of
the school; and (d) informal complaint resolution policies.

All documentation is provided under this section.


F. Budget
1. Pre-opening Expenses
A public charter school is likely to incur considerable costs before it receives its first payment from the per pupil
allocation, usually in October. Provide a budget projection that includes revenues and expenses related to
anticipated early planning and implementation costs that are expected to be incurred between the time a charter is
awarded and July 1 of the start-up year, and which are not likely to be covered by the school's first year operating
budget. Also provide a cash flow projection for this period.

2. Two-Year Operating Budget
Using the form provided in Appendix C, prepare and submit a Two-Year Operating Budget (using a fiscal year of
July 1 to June 30) that includes sources of revenue, both public and private, and planned expenditures. Provide a
budget narrative that includes the assumptions on which revenues are based, as well as the basis for the calculation
of line item expenses.

If the Two-Year and Five-Year Operating Budget Projections include revenues from non-formula grants, donations,
and/or activity fees (such as before-and after-school care) that amount to 10 percent or more of total revenues,
please submit two- and five-year budget projections that show how the school would continue to operate and meet
its objectives using only the funds provided by the per pupil allocation and formula grants. In addition to the other
expenditures associated with operating the public charter school, the applicant must include in its operating budget
an Administrative Fee of one-half of one percent of the annual budget of the school, payable to the District of
Columbia Public Charter School Board to cover the costs associated with the performance of its administrative
responsibilities.

3. Estimated Five-Year Budget Projections
Using the form provided in Appendix C, prepare and submit five-year estimates of your public charter school
budget. These projections are needed in order to ensure that a school can cover its estimated fixed and variable
costs with its expected per pupil funding.

4. Capital Budget
In addition to including capital costs in the Two-Year Operating Budget Projection, please provide a capital budget
that includes a detailed price list of fixed assets to be purchased in Years One and Two.

5. Cash Flow Projection for Year 1
Provide a monthly cash flow projection for the period from July 1 through June 30 of Budget Year One.



G. Rsums, Board Member Agreements, and Statements of Interest and Qualifications
Submit a rsum, Board Member Agreement, and a signed personal statement from each founding member that
describes their interest in the proposed charter school, their role in the development of the application, their role
should a charter be granted, and the expertise and resources that they will bring in establishing the proposed
charter school.



H. Conflict of Interest
Include a Conflict of Interest Form, located in Appendix C, for all founding and Board of Trustee
members. (Note: Personal Background Check Consent Forms must be submitted at the time of
application under separate cover. Personal Background Check Consent Forms are not to be
included in the application.)



I. Demographic Analysis

Using the Demographic Analysis Form provided in Appendix C, collect and report data describing the status of schools in your
intended location that serve the same age/grade levels as included in this proposal. Based on the information provided in the
analysis, on a separate sheet of paper describe how your proposed charter school will compete with the identified schools as it
relates to the recruitment of students and highly qualified teachers and securing an adequate facility. Provide a description of the
proposed charter schools student recruitment strategies should the school initially locate in an area other than the intended
location. Specifically, explain if students will be recruited from the area where you intend to locate or where the school will
initially be located, and the short- and long-term impact of such a strategy. Provide a justification for the intended location if a
strong presence of charter schools currently exists or will do so in the future. Describe.

DEMOGRAPHIC AND PERFORMANCE INFORMATION ON DCPS ELEMENTARY
SCHOOLS NEAR THE BERTHA B. WILLIAMS ACADEMY AND THE TWO NEAREST
CHARTER SCHOOLS

The table below provides the demographic and performance information of surrounding charter
schools of our proposed school.

Table: 9 DCPS Schools within the local area for students of the Williams Academy, and 2 charter schools beyond
walking distance, but near the immediate neighborhood. The Table reflects the numerical average results for
CAS 2009 and 2010.

SCHOOL # STUDENTS
(total and <4
th

grade) (2010
figures)
CAS READ P/A
%
(2009 & 2010
combined)
CAS MATH P/A
%
(2009 & 2010
combined)
DISTANCE FROM
THE WILLIAMS
ACADEMY
Garfield 278/185 23 20 1 2 mi.
Ketcham 259/195 31 31 All < 1 mi.
Malcolm X 213/155 23 19 1 2 mi.
Moten 403/310 21 22 Most < 1 mi.
Orr 276/200 32 40 All < 1 mi.
Randle 404/290 40 46 West ~ 1 mi.
Savoy 368/265 25 24 East < 1 mi.
Stanton 373/290 19 17 North < 1 mi.
Turner 266/190 45 40 North ~ 1 mi.
Howard Rd.
Academy, Main
Campus (charter)
600/400
(approx.)
29 30 East > 1 mi.
Howard Rd.
Academy,
Penn. Av. Annex
(charter)
170/most
(approx)
22 18
(but went from
7% to >20% from
09 to 10)
West < 1 mi.

According to the DC CAS data, approximately 1,000 children through the 3
rd
grade were
attending the DCPS schools and living within a mile of the school. We believe the educational
approach of the Williams Academy as a museum learning school will impact and change the
trajectory of student performance of students in Southeast Washington, D.C. We also believe
that with one-to-one technology, an integrated, accelerated, and interactive and nurturing
learning environment, our students from Pre-K to grades 3 (Year 1) will enhance in their
personal, academic, and social development. We will utilize a variety of medians to recruit
students for our school. We will use a grass root approach (community meetings) to media
interviews, print and radio advertisements to meet our enrollment projections with students of the
Southeast, Washington, D.C.


J. Required Documents

All documentation is under this section.


K. Optional Documents



L. Appendices

Bertha B. Williams Academy Public Charter School
Budget Narrative
Per Pupil Charter Payments Based on Revenue Worksheets (attached) for each year.
Federal Entitlements Based on an average of 10 DC public charter school budgets, $517 per student.
Income From Grants and Donations
Federal grant: $180,000 for planning; $260,000 each for year 1 and 2. Budgets
are also included which omit these funds.
Loans Loans for start-up expenses.
Other Income
Food service revenue, based on an average of 10 DC public charter school
budgets, $511 per student.
Personnel Salaries and Benefits
Principal / Executive Salary Salaries for school administrators.
Teacher Salaries
Based on the Staffing Schedule (attached), and an average salary of $60,728
(midrange of the DC salary schedule).
Teacher Aides / Assistants Salaries 12 @ $30,000.
The inflation rate for revenues is 0%. The inflation rate for expenses is 3%.
Clerical Salaries 2 @ $30,000.
Employee Benefits
Based on an average of 10 DC public charter school budgets, 19.03% of
salaries.
Staff Development Costs $3,500 per instructional position.
Direct Student Costs
Textbooks
$425 per new student ($525 in FY13-15; $625 in FY16). Refresh rate of $32.50
per returning student per year. Initial amount allocated between startup and
first year.
Student Supplies & Materials
$350 per student ($250 in FY13; $175 in FY14; $150 in FY15-16). Initial
amount allocated between startup and first year.
Computers & Materials
$30,000 for computers / $20,000 for student information system. Renewals
included in Years 2-5. Initial amount allocated between startup and first year.
Other Instructional Equipment
$2,000 per new classroom ($3,000 in Yrs 2-5). Specific items will vary at
teacher discretion. Refresh rate of $100 per existing classroom per year.
Classroom Furnishings & Supplies
$3,500 per new classroom. Specific items will vary at teacher discretion.
Refresh rate of $250 per existing classroom per year.
Student Assessment Materials $225 per student.
Contracted Instructional/Student Services $500 per student.
Occupancy Expenses
Rent Based on amount agreed to with lessor.
Maintenance & Repairs $3,250 per month.
Utilities $12,000 per month.
J anitorial Supplies $1,000 per month.
Contracted Building Services 190 days @ $275.
Office Expenses
Office Supplies & Materials $1,800 per month.
Office Furnishings & Equipment
$35,000 in Year 1; refresh of 1/2 in subsequent years. Initial amount allocated
between startup and first year.
Office Equipment Rental & Maintenance $600 per month.
Telephone/Telecommunications $750 per month.
Legal, Accounting & Payroll Services
Audit and legal ($8,000) accounting (2.9% of per pupil charter payments net of
admin fee) and payroll fees (1.25% of gross salary). Includes consulting fees
for program design and implementation ($50,000 each in startup and first year),
which is deferred until April 2012 in the budgets which omit non-formula grants.
Printing & Copying $5,000 per year.
Postage & Shipping $5,000 per year.
General Expenses
Insurance Includes liability, property, D&O.
Interest Expense Based on 10% APR.
Food Service Based on an average of 10 DC public charter school budgets, $511 per student.
Administration Fee .5% of per pupil charter payments.
Other General Expense (Debt Service - Principal) Loans for start-up expenses.
Public Charter School Start-Up Budget
Prior To Operations
Income From Grants and Donations 180,000
Total Revenues 180,000
Principal / Executive Salary 22,500
Clerical Salaries 2,500
Employee Benefits 4,758
Subtotal Personnel 29,758
Textbooks 8,500
Student Supplies & Materials 7,000
Computers & Materials 5,000
Other Instructional Equipment 2,400
Classroom Furnishings & Supplies 4,200
Miscellaneous Student Costs
Subtotal Direct Student 27,100
Occupancy Expenses
Rent 19,333
Maintenance & Repairs 3,250
Utilities 12,000
J anitorial Supplies 1,000
Subtotal Occupancy Expenses 35,583
Office Expenses
Office Supplies & Materials 1,800
Office Equipment Rental & Maintenance 600
Telephone/Telecommunications 750
Legal, Accounting & Payroll Services 50,313
Printing & Copying 417
Postage & Shipping 417
Subtotal Office 54,296
Total Expenses 146,737
Excess (Or Deficiency) 33,263
Public Charter School Two-Year Operating Budget
FY 2012 - 2013
Startup
Year One:
2012
Year Two:
2013
Per Pupil Charter Payments - 2,902,540 3,139,071
Federal Entitlements - 103,400 116,325
Income From Grants and Donations 180,000 260,000 260,000
Loans - 610,000 -
Other Income - 102,200 118,424
Total Revenues 180,000 3,978,140 3,633,820
Principal / Executive Salary 22,500 270,000 278,100
Teacher Salaries - 728,736 875,698
Teacher Aides / Assistants Salaries - 360,000 370,800
Clerical Salaries 2,500 60,000 61,800
Employee Benefits 4,758 269,985 301,891
Staff Development Costs - 45,500 54,075
Subtotal Personnel 29,758 1,734,221 1,942,364
Textbooks 8,500 76,500 20,214
Student Supplies & Materials 7,000 63,000 57,938
Computers & Materials 5,000 45,000 30,900
Other Instructional Equipment 2,400 21,600 7,416
Classroom Furnishings & Supplies 4,200 37,800 10,300
Student Assessment Materials - 45,000 52,144
Contracted Instructional/Student Services - 100,000 115,875
Subtotal Direct Student 27,100 388,900 294,786
Occupancy Expenses
Rent 19,333 232,000 246,500
Maintenance & Repairs 3,250 39,000 40,170
Utilities 12,000 144,000 148,320
J anitorial Supplies 1,000 12,000 12,360
Contracted Building Services - 52,250 53,818
Subtotal Occupancy Expenses 35,583 479,250 501,168
Startup
Year One:
2012
Year Two:
2013
Office Expenses
Office Supplies & Materials 1,800 21,600 29,664
Office Furnishings & Equipment - 35,000 18,025
Office Equipment Rental & Maintenance 600 7,200 7,416
Telephone/Telecommunications 750 9,000 9,270
Legal, Accounting & Payroll Services 50,313 159,487 118,408
Printing & Copying 417 5,000 5,150
Postage & Shipping 417 5,000 5,150
Subtotal Office 54,296 242,287 193,083
General Expenses
Insurance - 52,000 53,560
Interest Expense 10,083
Food Service - 102,200 118,424
Administration Fee - 14,513 15,695
Other General Expense (Debt Service - Principal) - 610,000 -
Subtotal General - 788,796 187,680
Total Expenses 146,737 3,633,454 3,119,080
Excess (Or Deficiency) 33,263 344,686 514,740
Public Charter School Five-Year Operating Budget
FY 2012 - 2016
Startup
Year One:
2012
Year Two:
2013
Year Three:
2014
Year Four:
2015
Year Five:
2016
Per Pupil Charter Payments - 2,902,540 3,139,071 3,312,800 3,625,381 3,933,310
Federal Entitlements - 103,400 116,325 129,250 142,175 155,100
Income From Grants and Donations 180,000 260,000 260,000 - - -
Loans - 610,000 - - - -
Other Income - 102,200 118,424 135,530 153,555 172,541
Total Revenues 180,000 3,978,140 3,633,820 3,577,580 3,921,111 4,260,951
Expenses
Personnel Salaries and Benefits 29,758 1,734,221 1,942,364 2,241,835 2,391,901 2,463,659
Direct Student Costs 27,100 388,900 294,786 312,948 322,090 353,179
Occupancy Expenses 35,583 479,250 501,168 522,502 543,381 563,905
Office Expenses 54,296 242,287 193,083 200,051 212,581 220,354
General Expenses - 788,796 187,680 207,261 228,504 250,734
Total Expenses 146,737 3,633,454 3,119,080 3,484,596 3,698,458 3,851,830
Excess (Or Deficiency) 33,263 344,686 514,740 92,984 222,654 409,121
Monthly Cash Flow Projection
Prior To Operations
Month 1
J uly
Month 2
August
Month 3
September
Month 4
October
Month 5
November
Month 6
December
Month 7
J anuary
Month 8
February
Month 9
March
Month 10
April
Month 11
May
Month 12
J une Total
Cash on Hand
(Start of Month) - - - - - - - - - - - - -
Cash Receipts
Income From Grants
and Donations
- - - - - - - - - - - 180,000 180,000
Total Cash Receipts - - - - - - - - - - - 180,000 180,000
Total Cash Available - - - - - - - - - - - 180,000 180,000
Expenses
Personnel Salaries
and Benefits - - - - - - - - - - - 29,758 29,758
Direct Student Costs - - - - - - - - - - - 27,100 27,100
Occupancy Expenses - - - - - - - - - - - 35,583 35,583
Office Expenses - - - - - - - - - - - 54,296 54,296
Total Expenses - - - - - - - - - - - 146,737 146,737
Fund Balance
(End of Month)
- - - - - - - - - - - 33,263 33,263
Monthly Cash Flow Projection
FY 2012
Month 1
J uly
Month 2
August
Month 3
September
Month 4
October
Month 5
November
Month 6
December
Month 7
J anuary
Month 8
February
Month 9
March
Month 10
April
Month 11
May
Month 12
J une Total
Cash on Hand
(Start of Month) 33,263 43,426 18,409 3,392 569,518 356,024 119,779 672,353 458,858 245,364 797,938 587,943 33,263
Cash Receipts
Per Pupil Charter
Payments - - - 1,451,270 - - 725,635 - - 725,635 - - 2,902,540
Federal Entitlements 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 103,400
Income From Grants
and Donations 65,000 - - 65,000 - - 65,000 - - 65,000 - - 260,000
Loans 200,000 200,000 210,000 610,000
Other Income - - 10,220 10,220 10,220 10,220 10,220 10,220 10,220 10,220 10,220 10,220 102,200
Total Cash Receipts 273,617 208,617 228,837 1,535,107 18,837 18,837 809,472 18,837 18,837 809,472 18,837 18,837 3,978,140
Total Cash Available 306,880 252,042 247,246 1,538,499 588,355 374,860 929,251 691,190 477,695 1,054,836 816,775 606,780 4,011,403
Expenses
Personnel Salaries
and Benefits 163,477 140,727 140,727 140,727 140,727 163,477 140,727 140,727 140,727 140,727 140,727 140,727 1,734,221
Direct Student Costs 38,890 31,819 31,819 31,819 31,819 31,819 31,819 31,819 31,819 31,819 31,819 31,819 388,900
Occupancy Expenses 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 479,250
Office Expenses 8,150 8,150 8,150 105,938 9,628 9,628 30,566 9,628 9,628 30,566 6,128 6,128 242,287
General Expenses 13,000 13,000 23,220 650,560 10,220 10,220 13,848 10,220 10,220 13,848 10,220 10,220 788,796
Total Expenses 263,454 233,633 243,853 968,981 232,331 255,081 256,898 232,331 232,331 256,898 228,831 228,831 3,633,454
Fund Balance
(End of Month)
43,426 18,409 3,392 569,518 356,024 119,779 672,353 458,858 245,364 797,938 587,943 377,949 377,949
Public Charter School Two-Year Operating Budget (Excluding Non-Formula Grants)
FY 2012 - 2013
Startup
Year One:
2012
Year Two:
2013
Per Pupil Charter Payments - 2,902,540 3,139,071
Federal Entitlements - 103,400 116,325
Income From Grants and Donations 180,000 - -
Loans - 675,000 -
Other Income - 102,200 118,424
Total Revenues 180,000 3,783,140 3,373,820
Principal / Executive Salary 22,500 270,000 278,100
Teacher Salaries - 728,736 875,698
Teacher Aides / Assistants Salaries - 360,000 370,800
Clerical Salaries 2,500 60,000 61,800
Employee Benefits 4,758 269,985 301,891
Staff Development Costs - 45,500 54,075
Subtotal Personnel 29,758 1,734,221 1,942,364
Textbooks 8,500 76,500 20,214
Student Supplies & Materials 7,000 63,000 57,938
Computers & Materials 5,000 45,000 30,900
Other Instructional Equipment 2,400 21,600 7,416
Classroom Furnishings & Supplies 4,200 37,800 10,300
Student Assessment Materials - 45,000 52,144
Contracted Instructional/Student Services - 100,000 115,875
Subtotal Direct Student 27,100 388,900 294,786
Occupancy Expenses
Rent 19,333 232,000 246,500
Maintenance & Repairs 3,250 39,000 40,170
Utilities 12,000 144,000 148,320
J anitorial Supplies 1,000 12,000 12,360
Contracted Building Services - 52,250 53,818
Subtotal Occupancy Expenses 35,583 479,250 501,168
Startup
Year One:
2012
Year Two:
2013
Office Expenses
Office Supplies & Materials 1,800 21,600 29,664
Office Furnishings & Equipment - 35,000 18,025
Office Equipment Rental & Maintenance 600 7,200 7,416
Telephone/Telecommunications 750 9,000 9,270
Legal, Accounting & Payroll Services 313 209,487 118,408
Printing & Copying 417 5,000 5,150
Postage & Shipping 417 5,000 5,150
Subtotal Office 4,296 292,287 193,083
General Expenses
Insurance - 52,000 53,560
Interest Expense 11,250
Food Service - 102,200 118,424
Administration Fee - 14,513 15,695
Other General Expense (Debt Service - Principal) - 610,000 -
Subtotal General - 789,963 187,680
Total Expenses 96,737 3,684,621 3,119,080
Excess (Or Deficiency) 83,263 98,519 254,740
Monthly Cash Flow Projection (Excluding Non-Formula Grants)
Prior To Operations
Month 1
J uly
Month 2
August
Month 3
September
Month 4
October
Month 5
November
Month 6
December
Month 7
J anuary
Month 8
February
Month 9
March
Month 10
April
Month 11
May
Month 12
J une Total
Cash on Hand
(Start of Month) - - - - - - - - - - - - -
Cash Receipts
Income From Grants
and Donations
- - - - - - - - - - - 180,000 180,000
Total Cash Receipts - - - - - - - - - - - 180,000 180,000
Total Cash Available - - - - - - - - - - - 180,000 180,000
Expenses
Personnel Salaries
and Benefits - - - - - - - - - - - 29,758 29,758
Direct Student Costs - - - - - - - - - - - 27,100 27,100
Occupancy Expenses - - - - - - - - - - - 35,583 35,583
Office Expenses - - - - - - - - - - - 4,296 4,296
General Expenses - - - - - - - - - - - - -
Total Expenses - - - - - - - - - - - 96,737 96,737
Fund Balance
(End of Month)
- - - - - - - - - - - 83,263 83,263
Monthly Cash Flow Projection (Excluding Non-Formula Grants)
FY 2012
Month 1
J uly
Month 2
August
Month 3
September
Month 4
October
Month 5
November
Month 6
December
Month 7
J anuary
Month 8
February
Month 9
March
Month 10
April
Month 11
May
Month 12
J une Total
Cash on Hand
(Start of Month) 83,263 53,426 53,409 53,392 603,351 389,857 153,612 641,186 427,692 214,197 601,771 391,777 83,263
Cash Receipts
Per Pupil Charter
Payments - - - 1,451,270 - - 725,635 - - 725,635 - - 2,902,540
Federal Entitlements 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 8,617 103,400
Loans 225,000 225,000 225,000 675,000
Other Income - - 10,220 10,220 10,220 10,220 10,220 10,220 10,220 10,220 10,220 10,220 102,200
Total Cash Receipts 233,617 233,617 243,837 1,470,107 18,837 18,837 744,472 18,837 18,837 744,472 18,837 18,837 3,783,140
Total Cash Available 316,880 287,042 297,246 1,523,499 622,188 408,694 898,084 660,023 446,528 958,669 620,608 410,613 3,866,403
Expenses
Personnel Salaries
and Benefits 163,477 140,727 140,727 140,727 140,727 163,477 140,727 140,727 140,727 140,727 140,727 140,727 1,734,221
Direct Student Costs 38,890 31,819 31,819 31,819 31,819 31,819 31,819 31,819 31,819 31,819 31,819 31,819 388,900
Occupancy Expenses 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 39,938 479,250
Office Expenses 8,150 8,150 8,150 55,938 9,628 9,628 30,566 9,628 9,628 130,566 6,128 6,128 292,287
General Expenses 13,000 13,000 23,220 651,726 10,220 10,220 13,848 10,220 10,220 13,848 10,220 10,220 789,963
Total Expenses 263,454 233,633 243,853 920,148 232,331 255,081 256,898 232,331 232,331 356,898 228,831 228,831 3,684,621
Fund Balance
(End of Month)
53,426 53,409 53,392 603,351 389,857 153,612 641,186 427,692 214,197 601,771 391,777 181,782 181,782
Capital Budget
Startup
Year One:
2012
Year Two:
2013
Year Three:
2014
Year Four:
2015
Year Five:
2016
Computers & Materials 5,000 45,000 30,900 26,677 22,327 22,997
Other Instructional Equipment 2,400 21,600 7,416 11,033 5,136 2,026
Classroom Furnishings & Supplies 4,200 37,800 10,300 14,853 8,469 5,065
Subtotal Direct Student 11,600 104,400 48,616 52,563 35,932 30,088
Office Expenses
Office Furnishings & Equipment - 35,000 18,025 18,566 19,123 19,696
Subtotal Office - 35,000 18,025 18,566 19,123 19,696
Total Capital Expenses 11,600 139,400 66,641 71,129 55,054 49,784
Computers & Materials
$30,000 for classroom computers, including software / $20,000 for student information system. Renewals included in Years 2-5.
Other Instructional Equipment
$2,000 per new classroom ($3,000 in Yrs 2-5). Specific items will vary at teacher discretion. Refresh rate of $100 per existing classroom per year.
Classroom Furnishings & Supplies
$3,500 per new classroom. Specific items will vary at teacher discretion. Refresh rate of $250 per existing classroom per year.
Office Furnishings & Equipment
$35,000 in Year 1 for office computers, including software, furniture, etc.; refresh of $17,500 in subsequent years.
Revenue Schedule
FY 2012
Foundation Level Per Pupil 8,945
Non-Residential Facilities Allotment 3,000
Residential Facilities Allotment 8,395
Grade Level Weighting
FY12
Proposed
Enrollment
Per Pupil
Allocation
Total
Dollars
Pre-School 1.34 50 11,987 599,350
Pre-Kindergarten 1.30 50 11,629 581,450
Kindergarten 1.30 50 11,629 581,450
Grades 1-3 1.00 50 8,945 447,250
Grades 4-5 1.00 - 8,945 -
Subtotal General Education 200 2,209,500
Special Education
Level 1 0.52 20 4,652 93,040
Level 2 0.79 - 7,067 -
Level 3 1.56 - 13,955 -
Level 4 2.83 - 25,315 -
Subtotal Special Education 20 93,040
English as a Second Language
LEP / NEP 0.45 - 4,025 -
Special Education - Residential
Level 1 Residential 0.37 - 3,346 -
Subtotal Special Education - Residential - -
English as a Second Language - Residential
LEP / NEP Residential 0.68 - 6,083 -
Residential
Residential 1.70 - 15,207 -
Summer School
Summer School 0.17 - 1,521 -
Total FY 2012 Instructional Dollars 200 2,302,540
Facilities Allowance
Non-Residential Facilities Allotment 200 3,000 600,000
Residential Facilities Allotment - 8,395 -
Total FY 2012 Facilities Allowance 600,000
Total FY 2012 Budget 2,902,540
Revenue Schedule
FY 2013
FY13
Proposed
Enrollment
Per Pupil
Allocation
Total
Dollars
Pre-School 1.34 25 11,987 299,675
Kindergarten 1.30 50 11,629 581,450
Grades 1-3 1.00 100 8,945 894,500
Grades 4-5 1.00 - 8,945 -
Special Education
Level 1 0.52 23 4,652 106,996
Level 2 0.79 - 7,067 -
Level 3 1.56 - 13,955 -
Level 4 2.83 - 25,315 -
LEP / NEP 0.45 - 4,025 -
Residential
Summer School
Revenue Schedule
FY 2014
FY14
Proposed
Enrollment
Per Pupil
Allocation
Total
Dollars
Pre-School 1.34 25 11,987 299,675
Kindergarten 1.30 25 11,629 290,725
Grades 1-3 1.00 150 8,945 1,341,750
Grades 4-5 1.00 25 8,945 223,625
Special Education
Level 1 0.52 25 4,652 116,300
Level 2 0.79 - 7,067 -
Level 3 1.56 - 13,955 -
Level 4 2.83 - 25,315 -
LEP / NEP 0.45 - 4,025 -
Residential
Summer School
Revenue Schedule
FY 2015
FY15
Proposed
Enrollment
Per Pupil
Allocation
Total
Dollars
Pre-School 1.34 25 11,987 299,675
Kindergarten 1.30 25 11,629 290,725
Grades 1-3 1.00 150 8,945 1,341,750
Grades 4-5 1.00 50 8,945 447,250
Special Education
Level 1 0.52 28 4,652 130,256
Level 2 0.79 - 7,067 -
Level 3 1.56 - 13,955 -
Level 4 2.83 - 25,315 -
LEP / NEP 0.45 - 4,025 -
Residential
Summer School
Revenue Schedule
FY 2016
FY16
Proposed
Enrollment
Per Pupil
Allocation
Total
Dollars
Pre-School 1.34 25 11,987 299,675
Kindergarten 1.30 25 11,629 290,725
Grades 1-3 1.00 125 8,945 1,118,125
Grades 4-5 1.00 100 8,945 894,500
Special Education
Level 1 0.52 30 4,652 139,560
Level 2 0.79 - 7,067 -
Level 3 1.56 - 13,955 -
Level 4 2.83 - 25,315 -
LEP / NEP 0.45 - 4,025 -
Residential
Summer School
Staffing Schedule
FY 2012 - 2016
Enrollment Ratio Teachers
Pre-School 50 18 3
Pre-Kindergarten 50 18 3
Kindergarten 50 18 3
Grades 1-3 50 18 3
Grades 4-5 - 22 -
Total 200 12
Pre-School 25 18 2
Grades 1-3 100 18 6
Grades 4-5 - 22 -
Total 225 14
Pre-School 25 18 2
Grades 1-3 150 18 9
Grades 4-5 25 22 2
Total 250 17
Pre-School 25 18 2
Grades 1-3 150 18 9
Grades 4-5 50 22 3
Total 275 18
Pre-School 25 18 2
Grades 1-3 125 18 7
Grades 4-5 100 22 5
Total 300 18
FY 2016
FY 2012
FY 2013
FY 2014
FY 2015

Berthabwilliams Application

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Berthabwilliams Application

Transféré par

Droits d'auteur :

Formats disponibles

The Bertha B.

Williams Academy Charter

Vous aimerez peut-être aussi