Date of Receipt by TEA: ______Date of Committee Review: _____ Date of SBOE Review: --:-______• __Approved __ Not Approved Beginning Date of Operation: Application for Approval of an Open-Enrollment Charter
Instructions: The open-enrollment charter proposal must be submitted in contractual form including, in the order of the items below, these same components. Attach the following afterthe answers to the questions below: (1) signed facilities agreement, (2) evidence ofparenfaVcommunity support forthe proposed charter, and (3)documentation ofnon-profit status.
Submit two copies ofthe completed application with attachments to the Texas Education Agency, Document Control Center, 1701 North Congress Ave., Austin, Texas 78701. For assistance, contact the DMsion of Charter Schools at (512) 463 9575.
Chief Operating Officer of Prop~ed Charter: T.eroy Mer' uro» J'r. Title: FXRcnt i"8 t'il"QQtor
Name of Sponsoring Entity: FOCUS centre of T earDi Dg, IpC
The applicant is an "eligible entity" under the following category (check one): • __ an institution of higher education (TEC 61.003); x a tax-exempt organization [501(c)(3)]; __ a privatelindependent institution of higher education (TEC 61.003); __ a govemmental entity.
Sponsor Address~ 701 N. Greeny; J J e City: pi C b ilX'c3.QR Suite 1005 Zip: 75081 Phone Number. (972\664-1010 FAX: ( 972) 664 1290
Type of charter sought: _ an open-enrollment charter under (check only one) TEC 12.1011(a)(1)
.1L-an open-enrollment charter under TEC 12.1011 (a)(2) (75% rule)(applicanls forthis . charter must complete additional question #10 and sign the additional assurance found on page 30.)
Name of Proposed Charter School: FOCUS Learning Academy • Date of proposed opening: J.Al.Iu.!,l,oj,J,u/.l:su.t;"",tl.ll6:..-..11.::z9.::z9.::z9__ 23 • • • FOCUS Learning Academv Charter Foundation
rhe lIIissioll ofille FOCUS Leamillg AC(ldemy is n I Gt':VI.YJ q ,instl'ueti01l that respects (Icademic differellces llmollg children. This environment ofllllllllal reS(. iiA 1 .{\./ I esses lire experienced (Illd even' cllild has tile fllre opporlllllily 10 (Icqllire cl'ilical thinking skills (I11d. ~ Sl.r a ct tile fil ofollr world, '
----" F-- o- Unding Princi les ~ ~ 0 _ Product Personalized Education Program Multisensory teaching approach that ~ ~ respects academic differences among a ; children . I ~ ~ Ie) 1 \ i I .~ Sal
•______.---.J Multi-Cultural Education ..._.J-.------,.. -.--.-.,-.--. Education of and support for the Family/Community Outreach I Referrals I ParenUCommunity Collaboration I family structure Parent Workshops/Meetings Community awareness I Home Visits I I School Council I __.__.____...... J Family Enrichment Activities ___ J ___.._.____ -_ ... ______.. __ J Professional Growth I Conference attendance I Center of excellence Review of current professional journals J' Quality teachers Teacher Training Program Student expertise Self-challenge Continued education j ______' Continuing education units Improved standards fOL.education
• • • APPUCATION
1. VISION AND GOALS
Vis;onStaten1ent Children's lives, successes and functions as productive citizens have their foundation in • educational achievement. Many students who are at an academic disadvantage in the conventional classroom will experience chronic academic failure because ofunidentified and/or unremediated learning disabilities. A great number ofthese students will suffer the secondary impact ofthis failure in the form of reduced self-esteem, sadness, anxiety and secondary behavior problems. Their sense ofself worth and ability to accomplish their life's goals WIll be forever damaged or lost. Studies have shown that the impact ofthis loss is not only detrimental to the person but also to society. The prison population includes a disproportionate number ofindividuals with poor literacy skills (paul, 1991). The lack of reading proficiency interferes with employment, which in tum contributes to initial imprisonment and reincarceration. The most effective and beneficial approach is early identification and appropriate habilitation of learning disabilities and prevention of secondary problems through guided self identification and enthusiastic support ofabilities and gifts in the child.
Governor George Bush presented the Texas Reading Initiative in January 1996. Its challenge is to improve reading instruction in Texas utilizing a comprehensive plan involving, not only parents and educators, but administrators, business, and community leaders as well. The scientific and academic literature documents that children with specific reading disorders such as dyslexia, benefit from a specialized method ofinstruction in order to decipher print language. The proposed FOCUS Learning Academy will offer effective programs and services for children with learning . differences .
We plan to establish a program that will serve as a model ofearly identification oflearning • challenges, academic remediation, and promotion ofemotional and physical well-beil.lg for local, state, national, and international groups to adopt. We also believe there will be a demand for our program as more people become aware of services. We would like to establish new sites to access more students as we increase the awareness about learning difference and how to remediate these children.
The Academy will maintain a level of excellence in education on par with the best ofthis type of school in the United States. Educational quality and academic challenge will not be compromised. The Academy will provide services including appropriate academic evaluation and assessment of spoken language skills.
Definition In the Individuals with Disabilities Education Act (IDEA), Amendments of 1997, Section 602 (26), "specific learning disability or learning difference" means a disorder in one or more ofthe basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in all imperfect ability to Iistell, thillk, speak, read, write, spell, or to do mathematical calculatiolls. The term includes such conditions as perceptual disability, brain ilY·llry, minimal brain dysfllnction, dyslexia and developmental aphasia. The term does not apply to children who have learning problems that are primarily the result ofvisual, hearing, or motor
• 018 APPLICATION disabilities, ofmental retardation,ofemotional disturbance, or ofenvironmental, cultural, or economic disadvantage .
As indicated by the National Institute ofMental Health (1993), "learning disabilities can be lifelong conditions that, in some cases, affect many parts ofa person;s life: school or work, daily • routines, family life, and sometinles even friendships and play. In some people, many overlapping learning disabilities may be apparent. Other people may have a single, isolated learning problem that has little impact on other areas oftheir lives."
The Academy will provide services beginning August 16, 1999 for children grades Kindergarten age 5 through sixth grade, who have learning differences. Seventy-five percent ofthese students will be identified as belonging to one oftwo categories: 1) they would have already met eligibility criteria as a learning disable student as outlined under the IDEA, Section 504 ofthe Rehabilitation Act of 1973 and the Texas Education Agency or 2) they have been determined to be "at-risk" based on Texas Education Code (TEC) section 29.081 (d) 2a, b, which is as follows: a) did not perform satisfactorily on a readiness test or assessment instrument administered at the beginning of the school year, b) did not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39.
Goals The services ofthe Academy are rendered without discrimination or segregation because of race, creed, color, gender, or national origin. The goals of our program are the following: • Provide classroom settings that are structured in an environment that reduces distractions to a minimum, and provides specialized instruction. • Present a coordinated multisensory curriculum designed to develop the symbolic tools (reading, writing, spelling, speaking, listening, and math) necessary to gain, retain, and ~xpress information. • • Prepare students to retut;" to a conventional classroom setting. • Develop and present a curriculum which increases an awareness in social studies and science; provide experiences aimed at cultivating aesthetic values and recreational skills through art, music and sports; offer experiences that teach how to develop, use, and care for one's body through :physical education and perceptual motor skills. • Create an atmosphere conducive to emotional health - feelings of success, fairness, concern, and respect for one's self and others through training and social skills promotion. • Empower parents to support and advocate for their children by providing explanation and training with regard to the child's learning abilities and challenges. Explanation and training will include information on comorbid conditions .
• 019 APPLICATION 2. GOVERNANCE, STAFF, PARENTAL INVOLVEMENT, BOARD
Board The Academy shall be governed by the Board ofDirectors ofthe FOCUS Centre ofLearning, Inc., The Board unanimously approved, at its November 1997 meeting proposed to submit an • application to Texas Education Agency for an Open-Enrollment Charter School to serve children "at risk" ofdropping out of school or who have learning disorders. The Board represents a variety ofbackgrounds as well as various segments ofthe community, including minority and ethnic groups which give the board a broad vision and understanding ofthe true meaning of community and public policy. The board members have a variety of skills and areas ofknowledge that a board must collectively possess.
The responsibilities and duties ofboard members include: determine the organization and program's mission and set policies for its operation ensuring that the provisions ofthe organization's charter and the law are being followed; set the Centre's overall program from year to year and engage in long range planning to establish its general course for the future; establish fiscal policy and boundaries, with budgets and financial controls; provide adequate resources for the activities ofthe organization through direct financial contributions and a commitment to fund raising; select, evaluate, and, ifnecessary, terminate the appointment ofthe Executive Director; and develop and maintain a communication link to the community, promoting the work ofthe organization. The Executive Director is responsible for hiring and terminating personnel ofall of the programs and services offered by the FOCUS Centre ofLearning. The Executive Director will only be responsible for hiring and terminating the Principal and Assistant Principal at the Academy .
FOCUS' board consists ofthe following committees: Executive (president, Vice-President, • Treasurer, Secretary, and Executive Director) - these members are empowered to act for the full board in matters that require immediate action or do not involve major questions ofpolicy or funding; serves as the chief coordinating committee for the board, mapping out how the board's business should be conducted, setting agendas, and organizing the activity ofother committees; Finance - headed by the Treasurer with specific responsibilities to study and make recommendations regarding all financial procedures and controls, assists in the preparation and presentation ofbudgets, and reviews all financial statements; DevelopmentlFund Raising oversees the planning and coordination of fund raising efforts and special events; Nominating identifies, screens and recommends perspective board members and assists in the recruitment and orientation ofthe members; MarketinglPublic Relations - develops a marketing strategy and plan, and oversees a public relations approach for the agency and its programs; Personnel - develops personnel policies, recommends salary ranges to the board, may evaluate the executive director and recommend a specific salary level for that individual, reviews benefits packages, and handles .grievances when board involvement is necessary; Programs - is organized to review the program activities ofthe organization and plan for the future, , works closely with the staff and volunteers; and Parent Council - oversees the parent support group and any activities involving parents and volunteers arid functions as a liaison to represent parents between the parent organization and the Academy.
An individual is placed on FOCUS' board for a three-year period at staggered times with limited • terms of office and the number oftimes he/she can be reelected. Attendance at board meetings is 020 APPLICATION
required. Obligations of the board members are clearly articulated to potential members as part of the recruitment and invitation process. All ofthe board members are given a Board ofDirector's Manual. The recruitment procedure clearly outlines the roles and responsibilities ofFOCUS' board . • members and an orientation session for individuals who have agreed to join the board is conducted as needed. The process is as follows: the president appoints a nominating committee who analyzes the board's needs, evaluates the performance ofboard members up for reelection, solicits names of other prospective board members, and reviews a prospective slate with the full board; appointments are made with prospective board members where roles, responsibilities, and requirements are described and a copy ofthe Board ofDirectors Manual is given; after.one week a final decision is given by the proposed board member; and once a year, the board holds a retreat and training session so that the board members can evaluate and plan programs and services.
• "'
• • 021 "r APPLICATION Agency Background Ten years ago, Leroy McClure, Jr., who is the President/CEO ofthe FOCUS Centre ofLearning, Inc., was concerned about the high illiteracy and drop out rate in the African-American community. McClure's vision from God became clear when growing up, he saw his brother Sam struggle through school because ofdyslexia. Today, he wants to keep other children from having • the same painful experience. After learning a specialized reading program, McClure joined the advocacy efforts by creating FOCUS, which is a 501 (c) (3) non-profit organization dedicated to serving children and adults with "Learning Differences" (LD) such as Dyslexia and Attention DeficitIHyperactivity Disorder (ADHD), and those individuals who are "at-risk" offailure because they cannot read.
The Centre's mission is to provide a positive educational environment that enhances self-esteem, welcomes unique learning styles and individual talents and promotes academic success by incorporating a multisensory approach to reading instruction, while fostering a sensitivity to cultural attributes that ensures optimal development ofthe whole individual.
Our mission is accomplished through an in-school and after-school program for individuals from kindergarten through adulthood. Our Centre is ideally suited to address root causes oflearning differences and reading disabilities, understand the cultural motivations and resistance ofstudents, and ensure long-term participation for students involved in our programs. Since 1994, FOCUS has specialized in programs to effectively work with LD and reading difference children in their families through the implementation ofvarious remedial programs, comprehensive individual assessments and treatment services, community outreach, and a teacher training program for educators and other professionals.
• Our services include specialized intervention techniques through individualized and group FOCUS Phonics, reading and reading comprehension instruction, speech therapy, Fast For Word™, and diagnostic testing and learning strategy development. We also offer consultation to increase self esteem and d~elop motor adeptness, and Teacher Training and Parent Workshop/Seminars.
FOCUS Centre ofLearning is on the cutting-edge ofcreating.an enormous awareness campaign •. for individuals with different learning styles by offering effective solutions for their success in school and in life. FOCUS' team ofprofessionals have a combined experience ofmore than 30 years ofextensive training in learning differences and specialized learning approaches and reading instruction. We are currently providing literacy and diagnostic services to a number of public and private schools on a paid and pro bono basis.
Our commitment and dedication is unyielding. Today, we have served more than 1,000 youth and implemented our specialized programs in Dallas public elementary schools: Lisbon, Whitney Young, B.F. Darrell, Elisha M. Pease, Roger Q. Mills, and H.S. Thompson; Other public schools: Mohawk and Bowie elementary schools; Private schools: Fellowship Christian Academy, St. Phillips School, and Tyler Street School; Youth related organizations: Wheatland Community Learning Center, Dallas Challenge, Inc., South Central Community Center, Lancaster-Kiest Neighborhood Association, and Cummings and Fruitdale recreation centers .
• 022 APPLICATION Students and Parents
Provisions for input in the decision-making process I) Staff meetings will be held with the Executive Director ofthe FOCUS Centre ofLearning in attendance. The Executive Director will submit concerns, etc. to Board ofDirectors for • consideration. 2) A parent will serve on FOCUS' Board ofDirectors as part ofthe Parent Council Committee. The members ofthe Parent Council has been instrumental in the curriculum selection for the Academy. The parent liaison will work with parents who need assistance in developing skills to locate and obtain community resources.
a. The parent council will also work to coordinate activities for students. b. The Outreach Coordinator will work closely with students to identify issues of concern and report them to the Principal.
3) Parents will be an integral part ofthe IEP, counseling, evaluation and assessment sessions to determine the educational service needed for their child.
4) We propose to promote a strong parent and school relationship by establishing a Parent Support Group. Five to 10 parents will.be invited to begin a support group at the Academy. These parents will work with the outreach coordinator and the diagnostic evaluation center director to plan, coordinate and implement workshops, events and programs for the students and their families. They will also assist in fund raising programs through FOCUS to help strengthen the Academy's program .
5) Community members will be asked to participate in the Parent Support Group, fund raising • activities and community services.
FOCUS will sponsor the parent support group as part of its ongoing operation and will provide the following: a place for the parents and children to meet; volunteers or staff to facilitate the parents' group and lead the children's group; snacks and materials for the children's program; in house referral to the parents' group and/or outreach to other agencies to attract parents to the group; and coordinate training for staff and volunteers with the FOCUS Centre ofLeaming. The purpose ofthe support group shall include the following: provide supportive listening and adult contact for parents; provide a place for parents to discuss difficulties they are experiencing in raising their child; enable parents to take better care ofthemselves so that they can take better care oftheir child; assist parents who want to improve their parenting by providing models, information and ongoing support while they are learning new techniques for managing their child; offer a structured program for children to work on self-esteem, confidence building and fiiendships; proVide a place for parents to learn better problem solVing skills and take responsibility for their child's personal growth and development; provide a network ofother parents to assist a parent with special services, telephone contact, support and caring; and create a strong sense ofcommunity and extended family for parents and their child.
The Academy will promote an atmosphere where students, personnel, administrators, and parents are to be courteous, compassionate, and caring by welcoming the differences and celebrating the talents ofall. Courses, actiVities and workshops will be planned and implemented by the • / 023 G APPLICATION Academy's licensed psychologist .. Character, social skills and leadership abilities will be important components ofthe Academy. Children will be taught character building, decision making, communications, and brainstorming. The Academy will promote responsible and mature behavior among the students. Those students who show responsible behavior each six weeks period will be rewarded with fun activities and ideas generated by the students: In addition, three • students will be selected each six weeks for the FOCUS Learning Academy Citizenship Award. Leadership education will provide a cognitive approach to teaching positive thinking and self esteem skills to students.
•
• 024 /7 APPLICATION several curricula that involve a multisensory approach to language arts and math, and other content areas such as science, social studies are also included. Emphasis will be on reasoning and problem solving, communicating, linking knowledge, skills, and other understandings within and across disciplines to real-life situations, and acting on the learning to make it meaningful, useful, and worthwhile. Mastery ofcore concepts and abilities in these areas will be emphasized and • explained in detail within the breakdown ofthe curriculum content on the following pages. I. Reading and Language Not all children learn in the traditional manner and many teachers teach only as they learn or were taught themselves. The FOCUS Phonics program engages all learning modalities (visual, auditory, and kinesthetic [muscle movement]) and addresses every learning style. Research has proven (Barbara Batement, University ofOregon) that most students need from one to 50 exposures to a concept before that concept is learned. Many children who learn differently require from 500 to 1,500 hundred exposures. Meaningful repetition is built-in automatically in the program. The program is structured, systematic and cumulative to insure the student's learning. Research has proven that six out ofevery 10 students learn regardless ofthe method ofpresentation. Four out of 10 must have special direct instruction. The program provides systematic, structured, cumulative, phonetic instruction.
The curriculum is based on the Orton-Gillingham instructional theories and techniques. All material is structured, sequenced and presented to the small classroom group. Clear, succinct, multisensory directions enable the therapist/teacher to engage every student's full interest and cooperation while taking inventory ofhis linguistic knowledge. Teaching each new concept through discovery, science, and logic stimulates the student's involvement in the learning experience and encourages his assumption ofthe initiative for expanding his own skill .
The FOCUS Phonics curriculum covers 85 percent ofthe English language including alphabet, • handwriting, spelling, and reading. It is designed to teach any child to read. The program is divided into eight schedules. A student who completes the all ofthe eight schedules is usually able to score adequately at grade level or above on standardized tests.
For K-6th grade, our reading program will consist ofClassroomIFOCUS Phonics. Our phonics program is: • Multisensory: Academic instruction is completed using all ofthe individual's learning pathways in the brain (visual, auditory, kinesthetic-tactile) simultaneously in order to reinforce memory and learning.
• Systematic and cumulative: Multisensory language instruction requires that the organization ofmaterial follow the logical order ofthe language. The sequence must begin with the easiest and most basic elements and progress methodically to more difficult material. Each step is based on the previous steps learned.
• Direct Instruction: The inferred learning ofany concept is not taken for granted. Multisensory language instruction requires the direct teaching ofall concepts with continuous student teacher interaction.
• 025 APPLICATION • Diagnostic Teaching: The therapist/teacher is adept at prescriptive or individualized teaching. The teaching plan is based on careful and continuous assessment ofthe individual's needs. The content ofthe information presented must be mastered to the degree ofautomaticity.
• Synthetic and Analytic Instruction: Multisensol)', structured language programs include both • synthetic and analytic instruction. Synthetic instruction presents the pats oflanguage and then teaches how the parts work together to form a whole. Analytic instruction presents the whole and teaches how this can be broken down into is component parts.
The curriculum includes: phonological awareness, sound-ta-symbol association, syllable instruction, morphology, syntax, and semantics. The phonological awareness component ofthe curriculum includes key facets: rhyming, awareness ofwords and sentences, awareness of syllables, initial and final sounds, and the ability to isolate and remove phonemes. Programs that will be available include: MTS Phoneme Awareness by Margaret Taylor Smith; Phonemic Awareness in Young Children by Marilyn Adams; Auditory Discrimination Activities by Stacey Murray, Anne Treadwell, and Debby Zambo). We will also supplement our reading program with literature from the Open Court curriculum.
2. Multisensory Mathematics Our mathematics program will also depict, through pictures, manipulatives, numbers, and code, necessary reminders for the student which are not dependent on hislher ability to read words. Math will also be presented in a multisensory teaching approach, which will activate two or more learning pathways simultaneously through which the student can process new instructions, procedures, or information.
• Our math curriculum makes learning math enjoyable for the learning different and regular classroom child. For K-3, we will use the Saxon Math program, which promotes individualized sequentialleaming. We will use some Montess9ri materials, tape recorder, computer work, and various supplemental books. For regular classroom learning, we will use EveI)' Day Counts™ by Great Source Education Group, and Every Day CountsTId Calendar math, which is a correlation to Texas Essential Knowledge and Skills. Lessons are broken down by element and the concept under construction with corresponding TEKS objectives per grade level. For 4-6, we will use Everyday Math from the University ofChicago and HandslMinds on Math. These math programs emphasizes the balanced approach to teaching math, develops practical problem solving skills, , and review concepts systematically.
Daily Mathematics by Littell McDougal will provide a full year ofskill building activities. Frequent review ofthe lessons helps students retain information. This curriculum is correlated to T AAS test and its objects and measurement specifications. Test begins at 3rd grade. MathZones, a hands-on activities to help students discover, understand and apply key math concepts will be used as supplemental activities. These lessons supports a variety oflearning styles.
3. Science Daily Science by Great Source Education Group will be used for the K-6 students. The program is action-oriented and hands-on approach to learning where it emphasizes the scientific method and a broad base of science topics. This curriculum will feature life science, earth and space science, and environmental education. Teachers will have the flexibility to cater to the different • learning styles of each student through daily lessons. 026 APPLICAnON 4. Social Studies The study ofhistory and other cultures will be part ofthe curriculum for social studies. All grades will experience curriculum that will meet TEKS guidelines. Within this curriculum will focus on studies ofAmerica, origin ofnational holidays, history ofTexas, the nation and world, and background ofthe Western Hemisphere and Eastern Hemisphere nations. We will also include • geography in the curriculum. 5. Computer Technology By the year 2000, most students will be computer literate. Academy students 4-6th grade will receive computer literate skills and hands-on teaching through the computer technology curriculum. Students will gain knowledge ofactual software and technology used in the workforce such as Microsoft Word and how to use computers with class assignments.
6. Practical Living Skills This phase ofthe curriculum is equally important as reading and math. Our program is fundamental in empowering learners to live meaningful lives in society. It is central to the holistic unfolding ofthe learners, caring for their intellectual, physical, personal, social, and emotional growth for the way these facets work together lOur program will help enhance the practice of positive values, attitudes, behavior, and skills in the individual, school and community. This curriculum promotes the achievement ofindividual learners' potential by strengthening and integrating their self-concept, capacity to develop healthy relationships, ability to make informed and responsible decisions, independent, critical and creative thinking, survival and coping skills, a healthy lifestyle, and commitment to life long learning. We will use the Young Negotiators series for 4-6th grade. Students will learn lessons in the art ofnegotiation, collaboration, and leadership to teach students how to handle conflict in a responsible manner. Each unit includes innovative role plays, case studies, games, and discussions to help students. It also includes videos designed • help children learn to interact more confidently with peers and adults. 7. Enrichment Programs a. Physical Education for K-6th grade The Physical Education Program develops the whole child. The curriculum helps to facilitate growth in emotional, social, physical, and cognitive development areas. The individualized programming allows the student to progress at their own rate ofdevelopment. Each child is actively involved in the learning process and competition is de-emphasized.
In the Physical Education Program, the approach to teaching is the key. The use ofvisual, auditory, and kinesthetic (V.A.K.) methods gives children the hands-on training they need. Also, our Physical Education Program focuses on Gross and Perceptual Motor Skills. We will sports program which includes soccer, t-ball, basketball, lead-up games, and sports tutoring.
b. Fine Arts Visual arts instruction, appreciation and application will be taught to grades K5-6th.
ExtracurriCular Activities Extracurricular activities will be an integral part ofthe Academy's multisensory curriculum. Students may participate in a variety ofactivities during each grading period. The Academy will
• 027 /1 APPLICATION
provide extracurricular activities such as soccer, basketball and softball, social events, field trips, and community service projects .
8. Other Services a. Evaluation and Diagnostic Center· • Children with learning differences enter the instructional setting with a number ofacademic, emotional, and social and behavioral needs. Learning disabilities are complex phenomena. Children with learning disabilities experience a challenges in some facet ofacademic performance that is not necessarily related to any other developmental area. These children will often perform with great adeptness in one area ofscholastic achievement while in other areas, their performance is very low. This type of performance is very frustrating for children and frequently difficult for parents to comprehend; often leaving an emotional and academic burden that is carried throughout the academic career.
The assessment process within Special Education for students with learning differences is mandated for a number ofreasons. It is an essential component ofthe service delivery model as it provides the information necessary to identify strengths and weaknesses, prescribe an instructional plan ofaction and offer a mechanism by which the interindividual and intraindividual progress of the child can be monitored. Moreover, it enables the instructional team to understand the distinctions by which the individual child is operating, thus allowing them to provide appropriate interventions that will enable the child to actualize hislher skills successfully in the school environment.
Distinctions: • Emotional and behavioral functioning: to understand the emotional and behavioral factors that may be contributing to the child's unsuccessful school performance. • • Medical factors: to understand the medical aspects ofgrowth and development that may contribute to the student's underachievement. • Cultural, environmental factors: to identify factors within the child's environment ·that may exacerbate poor school performance. • CognitiVe/achievement discrepancy: to identify potential for achievement in the academic environment.
The Center will utilize a combination of approaches including traditional, dynamic, curriculum based, formal and informal assessment to address the psychosocial, cognitive, academic and behavioral needs ofeach ofthe students. Treatment planning will be conducted from a multidisciplinary paradigm that will include the assessment personnel, counselor, teacher, academic therapist, speech/language professional, principal, parent, and child.
Procedural safeguards designed to protect the rights of students and their families will be followed to and each child will be provided with an individualized education program outlining the services to be provided . • 028 1'1 I !./ APPLICATION b. SpeechlLanguage Clinic . The clinic program wi11 be designed to address various speech and language disorders including neurological speech or language impairments, articulation, phonology, stuttering, voice disorders, hearing impairment, deafuess, and d sn . The clinic will feature a revolutionary computerized speech-language program calle Fast ForWor Once the speech pathologist has identified • students in need, group and priva e sessIons WI e conducted as outlined by individual programs. c. Guidance Center Through our guidance center, a LSMW and LPC . work with individual students and small groups from a psycho-educatio al perspec I address psycho social factors which are often present in children with learning differences that confound their inability to interact fully in the academic arena. These include: • social affect - how the individual child appears to others • social skills - behaviors that are the most obvious aspect ofsocial competence, • social cognition - the ability to understand, interpret and take appropriate actions relevant to difference social situations.
d. Family Outreach The Family Outreach program will assist children in developing greater self-control and empower a positive attitude toward their own abilities by educating and supporting the family structure within which they reside. Family members will receive support and reassurance within this special service. Group or one-on-one consultation will be available. This out reach component will ensure family involvement in all aspects ofthe child's academic development by maintaining communication with the family, making home visits and providing family enrichment activities. Parent workshops will also be conducted to facilitate an understanding ofstrategies that can help at home and school. A monthly workshop will be scheduled through the Parent Council ofthe • FOCUS Centre ofLeaming, Inc .
• OZQ .-:; APPLICATION
II. Attendance The FOCUS Learning Academy will operate within the framework ofTexas laws governing attendance. We believe absence is the cause ofmany ofthe failures in school. Punctuality and regular attendance are essential to success in school and later on the job. Communication regarding attendance must be handled by parents or legal guardians. Unless a student's health • forbids or unless some serious emergency arises at home, students should be in school. Responsiblity for making up work lies entirely on the student. A doctor's excuse is required for illnesses that extend beyond 3 days. Other absences are considered unexcused absences. No student may exceed more than five unexcused absences to complete his/her grade. Ifa student does exceed five unexcused absences, he/she will need to have a conference with the principal and parent .
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• 030 ILf APPLICA TlON 4. ACCOUNTABILITY MEASURES AND GOALS Accountability for the Academy's staff is daily and ongoing. The accountability system is one that is designed to meet children where they are academically and move them forward. Competition is de-emphasized. T eachingstrategies are designed to constantly monitor a child's academic • progress as outlined in the IEP. Individual successes are demonstrated daily. A. Curriculum and Assessment Measures In our reading program, continuous monitoring will refer to benchmark assessments each time a schedule is introduced and mastered. Lessons are planned to promote every student's daily success at the ninety-fifth percent level. Correct answers are marked and praised. Incorrect answers are noted by the therapist/teacher and incorporated into a future lesson plan. Students will show gains based on their academic progress toward goals rather than their grade or age level. The potential impact that a child's learning difficulties can have on tests ofachievement such as these must be recognized.
The Academy will provide assessment, intervention, consultation, and training services to students and families, which will allow for expedient identification, and appropriate intervention for students. Instruments used to obtain documentation should be valid and reliable with the ability to provide comprehensive assessment to areas ofdeficiency. Included in our repertoire are: Wechsler Adult Intelligence Scale - Revised, Woodcock-Johnson Psychoeducational Battery Revised Achievement (Cognitive and Achievement), Peabody Picture-Vocabulary Test, Test ofNon-Verbal Intelligence, and Learning Efficiency Test.
Consultation sessions will be held with teachers, students, parents, andlor therapists to develop program specifically designed to address the child's special needs including pre and post consultation to measure results. Upon acceptance, each child will be assigned to a diagnostic • representative to prepare an overview of performance including teacher interviews, parent interviews, and child interviews for the initial planning meeting inVOlving the multidisciplinary team.
The multidisciplinary team will convene to review each child's diagnostic evaluation to enable teachers and team members to plan strategic interventions to ensure the child's academic success.
Once a student's individualized education program is in place, a yearly re-evaluation of student academic performance will be conducted to determine if individual goals are being attained. Criterion Referenced measures will be conducted throughout the year in content area subjects to monitor the individual progress ofeach child within hislher plan ofaction.
At the end ofeach school year, a multidisciplinary team meeting will be conducted to review the child's performance during the school year and make recommendations for summer enrichment activities to promote retention ofnew learning. At the beginning ofeach school year, the multidisciplinary team will reconvene to review goals for the upcoming school year. This continual process of monitoring performance will ensure that students are continually on track to • meeting their personal educational goals . 031 APPLICATION B. Test Taking The design for test taking will fall under the IDEA and Section 504 guidelines. Modifications for students with learning differences include, but are not limited to, the following provisions: taped test, untimed test, and oral test administration. Progress ofeach child will be monitored periodically in order to present new concepts while providing opportunities for repetition of • previously presented information. TAAS and the group administered test of achievement wm be administered twice a year. Our number one goal is to ensure a child masters lessons daily. These lessons will help prepare them for standardized test. Second, we want to ensure the success ofall students who are required to take the T AAS test.
C. Grading System The Academy will use a grading system with student report cards that will not only indicate academic performance but also reflect behavior, motivation, persistence, and homework. Parents will receive checklists and progress reports showing highly specific information on skills introduced and mastered. The grading system is as follows: A = 90 - 100, B = 80 - 89, C = 70 79, F = 50 - 59, Citizenship Grades: A = Outstanding performance to F = Extreme Difficulties in Class.
Kindergarten through 2nd grade students will receive a Progress Report marked "Beginning", "Progressing", or "Mastered". Third through sixth grade students receive numerical grades. Gener~IY' if a student is placed in the appropriate level, class grades will range between 80% and 100% Credit will be awarded for grades of70 and above) Passing grades in language arts and math WIt a passing average grade in all other subjects is iecessary for promotion to the next grade level. ~p(-V C. Reporting Period to the ~Board ofEducation I\-vn-en..d • The Academy will report the performance of its students every six weeks. We will milke available student's records in accordance to the regular classroom test with regard to the IEP. Also, students who will' '11 be reported as outlined by the Texas governing agency. The Stanford Achievement Test will be repo y. _ 'i,TtJ:<. 00~
• APPLICATION 5. STATEMENT OF IMPACT
A Statement ofImpact letter was sent by the U.S. Postal Service's Certified Mail on • July 9, 1998 to each ofthe school districts listed below: Dr. James Rueter, Superintendent & JamesMobley, President of the Board ofTrustees Cedar Hill ISD 270 S. Hwy. 67 Cedar Hill, TX 75104
Dr. James H. Hughey, Superintendent & Kathleen Leos, President ofthe Board ofTrustees Dallas Public Schools 3700 Ross Ave Dallas, TX 75204
Dr. Jim Hawkins, Superintendent & Kevin Baines, President ofthe Board ofTrustees DeSotoISD 200 E. Belt Line Road DeSoto, TX 75115
Dr. Jerry Cook, Superintendent & Kay Meyers, President ofthe Board ofTrustees Duncanville ISD 802 S. Main Sl Duncanville, TX 75137 • Dr. David Cochran, Superintendent & Ivan Goodwin; President of the Board ofTrustees Ennis ISO 303 W.Knox Ennis, TX 75119
Dr. Thomas Tocco, Superintendent & Gary Manny, President ofthe Board ofTrustees Fort Worth ISD lOON. University Drive Fort Worth, TX 76107
Dr. Jill Shugart, Superintendent & Mike Boyd, President of the Board ofTrustees Garland ISD 720 Stadium Drive Garland, TX 75040
• 033 7 APPLICATION
925 S. Ninth Street Dr. Charles A. Holloway, Superintendent & Midlothian, TIC 76065 Billy Langston, President of the Board of Trustees Grand Prairie ISO Dr. Kay Waggoner, Superintendent & 202 College St Ric Jamieson, President of the Board ofTrustees Grand Prairie, TIC 75050 Red Oak ISO 156 Louise Ritter Blvd. Dr. Annette Griffin, Superintendent & • Red Oak, TIC 75154 John Tepper, President of the Board ofTrustees Carrollton-Farmers Branch ISO Dr. Carolyn Bukhair, Superintendent & 1445 N. PenyRoad Betty Stripling, President of the Board ofTrustees Carrollton, TIC 75006 Richardson ISO 400 S. Greenville Ave. Wilbum O. Echols, Superintendent & Richardson, TIC 75081 Deanna Reeve, President of the Board ofTrustees Coppell ISO David Montgomery, Superintendent & 200 S. Denton Tap Road Alford Mims, President of the Board ofTrustees Coppell, TIC 75019 Waxahachie ISO Dr. Douglas OliO, Superintendent & 411 Gibson Waxahachie, TIC 75165 Mike Evans, President of the Board ofTrustees Plano ISO Dr. Clayton Downing, Superintendent & 2700 W. 15th Street Joe Irick, President of the Board ofTrustees Plano, TIC 75075 Lewisville ISO 1800 Timbercreek Road Jack Singley, Superintendent & Barbara Cardwell, President of the Board of Flower Mound, TIC 75028 Trustees Dr. Wayne Bingham, Superintendent & Irving ISO Lynn Lowry, President of the Board ofTrustees 901 N. O'Connor Road Rockwall ISO Irving, TIC 75061 801 E. Washington St. Rockwall, TIC 75087 Bill Ward, Superintendent & • Ms. Jo Carlin, President of the Board of Trustees Grapevine-Colleyville ISO Lancaster ISO 5300 Heritage Ave. BOS Westridge Avenue Colleyville, TIC Lancaster, TIC 75146 Hurst-Euless-Bedford ISO Dr. John Hom, Superintendent & Greg Everett, President of the Board ofTrustees 1849 Central Drive Hurst, TIC Mesquite ISO 405 E. Oavis St Dr. Johnny E. Brown, Superintendent& Mesquite, TIC 75149 Lomar Walton, President of the Board ofTrustees Jimmie Carpenter, Superintendent & Wilmer-Hutchins ISO Janice Ihman, President of the Board ofTrustees 3820 E. JIIinois Ave. Dallas, TIC 75216 Midlothian ISO
• 034 APPLICATION 6. GEOGRAPHICAL AREA Within an urban context, the basic physical, social/emotional, and psychological needs, along with cognitive development needs, oftoo many young children are not being met. Minority populations have historically been overrepresented in the group ofstudents who experience • academic difficulties, become dropouts, and live in the lower socio-economic brackets. Low income children are often not exposed to the range and variety of learning experiences afforded to their middle- and upper-income peers. In spite ofthe families' active concern and high aspirations for their future success, parents/guardians generally do not have the skills required to effectively broker available human service systems, nor the educational backgrounds necessary to fully support their children's cognitive and social development.
Because of a lack ofunderstanding and/or financial resources, many minority youth will not receive the necessary assessments to determine iftheir academic difficulties are related to learning differences such as dyslexia and/or and ADHD or ifthey are "at-risk" offailure because they are low-readiness readers. It is imperative to provide early identification and intervention programs for children. In doing so, we must provide timely identification, proper evaluation, remediation, and accommodations to support students. Some students may require medical and psychological input as well. These components are necessary to intervene with a child to prevent retention, inappropriate placement in special education and/or eventual dropout of school. The emphasis ofthe school is to promote academic and personal growth. The Academy is committed to reintegrating students with learning differences to the least restrictive setting when appropriate.
At risk students and those with learning differences from the DallasIFt. Worth metropolitan districts ofCarrollton-Farmers Branch, Cedar Hill, Coppell, Dallas, DeSoto, Duncanville, Ennis, Fort Worth, Garland, Grand Prairie, Grapevine-Colleyville, Hurst-Euless-Bedford, Irving, Lancaster, Lewisville, Mesquite, Midlothian, Plano, Red Oak, Richardson, Rockwall, • Waxahachie, Wilmer-Hutchins, and other outlying DallaslFt. Worth school districts are eligible to apply to the Academy .
• 035 ,i APPLICATION
7. ENROLLMENT CRITERIA TO BE USED Enrollment at the Academy is on a "first-come, first serve" basis. Seventy five percent ofthe students will be at risk for academic failure or have a recognized learning difference. The Academy is designed to serve students with learning disabilities who are.without criminal • offenses, juvenile court adjudication, or discipline problems under TEe, Chapter 37, Subchapter A We will use an interview process with parent, child and assigned staff person, standardized tests, and diagnostic prescriptive teaching methods to assess an individual's current academic and cognitive abilities. Through a formal comprehensive individual evaluation, the nature and extent of academic strengths and deficits can be identified and specific recommendations for educational interventions will be made.
K5-lst Grade The Academy accepts children into KS and 1st grades based on their age on or before September I as follows: K5 - S-years old, and 1st - 6 years old.
2nd-6th Grades Students who have satisfactorily completed the preceding grade are accepted into grades 2nd-6th upon satisfactory completion of an interview, which includes the principal, parents/guardians of student, and the student.
Criteria • All prospective students must submit a completed and signed application. • Students without previous assessment documentation will initially be given an oral and written pre-test to measure grade readiness . • Any comprehensive individual assessment, completed by a public school or in the private domain, within the previous three years by the child's outlining the specific learning difference • must be submitted. • Parents/Guardians must sign a "Parental Statement ofCooperation" as part ofthe enrollment process to ensure their commitment to be personally and regularly involved in their child's education at the Academy. • Individualized Educational Plan ~. a written agreement, which is in compliance with the Individuals with Disabilities Education Act (IDEA), must be provided for each child previously identified as Learning Disabled in a public school. The IEP includes: *the student's recent levels of academic performance *annual goals for the student ·short-term instructional objectives related to the annual goals ·the special education and related services that will be provided ·plans for starting the services and the anticipated duration ofservices ·appropriate plans for evaluating, at least annually, whether the goals and objectives are not achieved ·transition planning for students in the sixth grade • Parent (s)lguardian (5) and child must attend a team meeting with multidisciplinary staff to determine the educational needs and setting for the child. • Parents must complete and submit signed medical immunization records prior to enrollment. • Specific documentation from the child's primary physician is required for any student with a chronic illness or who will need to have medication administered during time spent in the care • of the Academy's staff or faculty. 036 APPLICATION
8. PROFESSIONAL EMPLOYEE QUALIFICATIONS AND PEDAGOGY
Administrators and Faculty The administra~ors and faculty will be employed as professional educators with appropriate credentials and certification as determined by TEC subsection 21.001. The Academy's staffis • expected to provide a model ofthe highest standards for students in terms ofethical values and behavior both in the classroom and elsewhere. They are expected to exhibit professional qualities at all times.
Academy staff are expected to be dedicated individuals who are committed and called to work with children having special needs. The staffwill assist parents in coordinating efforts to provide the best possible educational setting for the child. We will involve the parent, administrators, faculty, and students in the decision making process for the Academy, which will be a model for other specialized schools in the country. The Academy will automatically run a criminal history check on all employees and volunteers. Professional staff members will be enrolled in the Teachers Retirement System.
Curriculum and instruction will be carefully constructed to deliver the maximum benefit to each child in a teaching environment that is caring and incorporates teaching ofself discipline, self respect and responsibility for the community. In addition to state mandated teaching credentials, classroom teachers will have specialized training as Academic Language Therapists. This training provides an additional level ofexpertise for teaching children with specific reading disorders such as dyslexia. The importance ofthis credential is emphasized when considering provisions made in TEC 38.003, the Dyslexia Law. Academic Language Therapists have received intensive training in the instructional strategies described in the Revised Procedures Concerning Dyslexia and • Related Disorders document developed by the TEA. The administrators will work with the staff to deliver support services such as evaluation, and speech therapy, computer education, art, and physical education. The staffwill be available for appointments and/or phone consultations during school hours. The administrators and faculty will establish and maintain an open working relationship with parents through volunteer work and the Parent Council.
Learning is lifelong. The staff will participate in ongoing training through staff development workshops. The following staffing configuration with areas ofresponsibilities will be provided : • Principal • Assistant Principal • Administrative Assistant • Evaluation Center Director • Office Manager • Computer Technology Specialist • Speech/Language Director • Outreach Coordinator • Academic TherapistsIT eacher (Five) • Athletic Director • Curriculum Director • 037 APPLlCAnON Appropriate staff members will function as a multidisciplinary team. The team will be responSIble for gathering information about students to determine the individual needs, develop an individual education plan (JEP) and insure academic success. The team must include at a minimum the elementary school coordinator, principal, academic therapist and the child's parents. When developmentally appropriate, the child should be in attendance. When academic placement or • psychosocial issues are to be discussed, the diagnosticianllicensed school psychologist should be in attendance. Ifthere is a concern regarding any aspect ofthe child's spoken language skills, attendance at the team meeting by the speecManguage pathologist win be necessary.
All professional staff members shall be selected for their special aptitudes in working with students with language and learning differences their experience and expertise in a subject area, appropriate degrees and valid teaching certificates. To ensure the staff understands the philosophy and the guidelines ofthe Academy, a week-long staff training and orientation win be conducted. A Personnel Manual win be given to each employee. Materials from the manual will be discussed in detail at the training workshop.
Professional Employees Principal Qualifications: • Masters or Doctorate degree in Education, Administration or related field • Teacher Certification is required. • A minimum of 10 years experience working with children with learning differences and "at risk" children • Strong disciplinarian . • Strong background in managing finances, public relations and fund raising. • • . Excellent problem solving and communication skills. Assistant Principal ., Qualifications: • Masters degree in Education, Administration or related field • Teacher Certification is required. • A minimum of 5 years experience working with children with learning differences and "at risk" children • Strong disciplinarian. • Strong background in managing finances, public relations and fund raising. • Excellent problem solving and communication skins.
Evaluation Center Director. SpeechlLanguage Director Qualifications: Advanced degrees are required. Appropriate licensure and certification to demonstrate level ofexpertise. Minimum offive years ofexperience working with children with learning differences or "at-risk" children.' .
Curriculum Director Qualifications: Advanced degrees are required.
• aj~
"J .) ,_:;/-- .:;'\ APPLICAnON
Strong skills in developing age and content appropriate curriculum for children with learning differences or "at-risk" children. Minimum offive years ofexperience selecting, writing, reviewing, and revising curriculum framework. • Academic Therapist Qualifications: Bachelor's degree is required. Successfully completed the Introductol)' Course work at an approved training center. Teacher certification is required.
Computer Technology Specialist Qualifications: • Bachelors degree in Computer Science. • A minimum offive years experience with all phases ofcomputer systems. • Expertise in designing and maintaining hardware and software. • Strong background in designing and implementing database software. • Minimum offive years ofexperience working with children with learning differences or "at risk" children. • Effective presenter ofworkshops and training seminars.
Outreach Coordinator Qualifications: • Bachelor's degree in Education, Public Relations or related field. • Strong background in working with parents, volunteers and community at large. • Minimum offive years ofexperience working in an educational setting. • • Strong writing and verbal skills. • Strong knowledge ofdesktop publishing and layout and design. • Strong fund raising skills. • Strong leadership, organizational, and interpersonal communication skills.
Athletic Director Qualifications: • Bachelor's degree, or pursuing a degree, in physical education or related field. • Strong knowledge ofimplementing motor development programs and related sports. • Excellent rapport with students, parents and the community. • Minimum of5 years experience working with children with learning differences.
• 039 APPLICATION Teaching Philosophy The FOCUS Centre ofLeaming is beginning to address the issues facing our society, once more, in terms ofthe direct correlation between high illiteracy; drop out and crime rates; welfare crisis; penal system/revolving door policy; and academic achievement.
• The ansWer to all ofthe nation's problems is education. We believe it is time to provide comprehensive academic services to students who suffer with Dyslexia and other learning differences and those students who are at-risk offailure because they cannot read; and continuing education to the parent and child .
. FOCUS is working to help remediate the community as a vibrant community and basically swearing off the cancerous growth of illiteracy and high crime by properly assessing students before they fail, put in resource rooms/special education or drop out ofschool. We must pose a direct challenge to the business community and government to provide monies to properly assess students in special education because they could have Dyslexia or a learning difference and are at risk offailure. A proper assessment will help to ensure that that child can eventually face the future with confidence. Recent studies indicate that medication is now a way oflife in treating some students. We must limit the use ofmedication for our youth.
It is the philosophy ofthe Academy that students with learning differences learn best in a supportive environment that stresses multisensory learning techniques. Through carefully planned successful experiences, students are able to increase academic skills, improve their health and emotional well-being, and acquire greater appreciation for life.
The Academy will serve the needs ofstudents from Kindergarten (5 years old) through sixth grade who function best in small structured cl The Academy is building an opportunity for the learning difference child to succeed. We recognize each child's talents and strengths. Program and activities are tailored to each child's individualized learning style and ability. Education will be a non-restrictive environment. The Academy will maintain and further develop a balanced elementary curriculum including the required basic subjects and electives chosen on the basis of teaching feasibility and student need. The Academy will place great importance on the basic skill areas of reading, math, and written language, science, and mathematics. Individualized instruction is optimal for all students so that pace, level, and content can be geared to ability, interests, and learning style, but it is essential that students abilities are clearly discrepant. In the academic area, each child is placed in an educational program designed especially for him/her. Instruction in the basic skill areas of reading, language arts, writing, and mathematics is geared to each child's individual level. At the same time, the students receive appropriate grade level instruction in the content and enrichment areas. The curriculum is not bound by an particular • methods. Methods are selected to meet the individual needs ofthe student, The Academy will 040 7 if . I APPLICATION provide extracurricular activities such as team sports, social events, field trips, community service, etc. A low teacher-student ratio, activity oriented classes, a multisensory approach to classroom content, and a warm supportive atmosphere will contribute to the learning experience. As the • child progresses academically, he/she also receives assistance with emotional development and social skills. The Academy staff recognizes the importance building a child's self-concept, and of helping himlher develop problem solving difficulties. The Academy will establish and maintain strong parental involvement with the implementation of a parent support group. An open working relationship with parents will be mandatory for teachers and administrators. Strong community relationships will be maintained and expanded with the professional in the community, area colleges and universities, and community services . • • APPLICATION 9a. BUDGET DEVELOPMENT PROCESS (a) Annual Budget An annual planning session with staff will be held in March to plan a "Program ofWork" with a • detailed budget. The planning session will include parents from the Parent Council. The budget will be submitted to the Executive Director ofthe FOCUS Centre ofLearning who will present it to the governing board ofdirectors at its May meeting. The b~dget for the year will be approved in May. (b) Budget Template See attached worksheets. The Office Manager will be responsible for tracking expenditures with the Academy. This individual will be under the direct supervision ofthe Principal. (c) AnnualAudit FOCUS Centre ofLearning, Inc.'s CPA will also provide an annual audit and review for the Academy. (d)PEIMS To keep in compliance with TEA's data gathering and reporting with the PEIMS, we have contacted Carol Thome ofEducation Technology Group in Dallas, Texas to provide the PEIMS reporting for one year while training an Academy staff person .. (e) Facilities In December 1995, the FOCUS Centre ofLearning, Inc. opened up its facility at 1701 N . Greenville Avenue in Richardson, Texas. The Centre is approximately 1,600 square feet, which is • conducive to meeting the needs of 50 students for the initial opening ofthe Academy. (f) Transportation Due to the age group of students we will serve, transportation will not be provided. (g) Food Service The children's work at school is directly affected by the nutritional quality oftheir meals. The Academy proposes to offer breakfast and lunch five days per week We want to offer a balanced nutritional meal that the student will eat. Meal choices will be made by the beginning ofthe semester. Microwaves and refrigerator are available for those who choose to bring their lunch or those students who need a mid-morning snack. The Academy will contract the food service out to Grandy's. 10. BOARD POLICY Please see attached. 11. ADDRESS THE SPECIFIC NEEDS OF STUDENTS AT-RISK OF DROPPING OUT We believe that early intervention is the key ingredient in overcoming the entrenched problem of • the high drop out rate in school. Beginning in the first grade~ appropriate assessment and 042 U APPLICATION corrective actions are important for most children with or without a learning difference so that they can eventually learn to read. Once children faIl behind in their academics, school problems develop that are hard and costly correct. We feel there are four components to help those children who are at-risk. They are timely identification, proper assessment, proper remediation, and • support from the parents, staff; administrators, etc . • • APPLICATION Please Note: IRS advanced ruling _we have received a notice which allows an additional 90 days to file • necessary paperwork from the date ofthe Advance Ruling. (See attached letter) . • • 0·1·1 APPLlCAnON Background of the Board ofDirectors Our current Board ofDirectors consist of II members plus seven members on an Advisory Board. The background ofthose board memberS and others who have assisted in the proposed Open-Enrollment • Charter school consist ofprofessionals such as medical doctors, educational specialists, financial planner, public relations/marketing specialist, and corporate high-level executives. The backgrounds are as follows: Leroy McClure, Jr. is the only African-American male Certified Academic Language Therapist in the state ofTexas working with learning difference students in Dallas' highest crime zip code of 75216. McClure, Jr., the Centre's Founder and Executive Director, was concerned about the high illiteracy and dropout rate in the African-American community. McClure's vision from God became clear when he discovered his was dyslexic. After learning a specialized reading program, McClure joined the advocacy efforts by creating the fOCUS Centre ofLearning, Inc. He has more than 10 years ofexperience in working with eIuldren with Dyslexia, ADD and other learning differences. He also coaches basketball clinics for children in the Dallas-Ft. Worth Metropolitan area. McClure was an extremely successful student where he was an All-State and Honors graduate at Conway High School in Conway, Arkansas. He received special honors at Richland Jr. College in Dallas, Texas; and Mayville State University (MSU) in Mayville, North Dakota. After graduating from MSU with a bachelor's of science degree, McClure competed in a semi-pro basketball league and started Focusing On Children in United States. Dr. Natalie Davenport, a licensed school psychologist, has over twenty years of professional experience in various settings with youth and adults with disabilities. She is committed to the development and refinement of effective educational, social and behavioral interventions through research and direct interaction with • individuals with learning differences ofall ages. Dr. Davenport has been an Assistant Professor at Texas A&M - Conunerce, Texas since 1992, teaching graduate and undergraduate courses in Psychology and Special Education. She has conducted academic and attitude assessment research with preschool and kindergarten students in reading and writing and is currently researching pertinent areas in the college students with learning disabilities. in 1991, Dr. Davenport created Diagnostic Assessment Services and has been providing psychoeducational services to regular education students, students with learning differences and staff in the educational, medical and corporate settings. Dr. Davenport completed her Doctoral Program at Iowa State University in Ames, Iowa, Masters of Education at Texas Women's University and Bachelor of Science at Ohio Dominican College. She is a licensed specialist in school psychology, nationally certified school psychologist and diagnostician, as well as a teacher of special needs students. Dr. Davenport is a member of several professional organizations and has held a vice president's post with The Association ofBlack Psychologists. E. Vennecia Jackson, M.D. is a developmental pediatrician at the Luke Waites Child Development Center at the Texas Scottish Rite Hospital for Children in Dallas, Texas. She also serves a Clinical Assistant Professor at the University ofTexas SouthweStern Medical Center in Dallas, Texas. Dr. Jackson has co-authored two book chapters and a journal article dealing with behavioral, medical and educational subjects. She also has presented workshops on medical, health and education issues. Dr . • 045 APPLICATION Jackson has received numerous honors including the Ella Brunk Smith Award during residency training and the Pediatric Residents' Faculty Award from James H. Quillen College ofMedicine at East Tennessee State University. She has been active in conducting research and has written several grants for various • children related medical and educational issues. the Parent Council president for the FOCUS Centre ofLearning. _has been active in ed'lcallion for more than 12 years. _isthe wife offormer football player_ ~fthe They ha~en who have dyslexia. Understanding the needs of ~Idren has promoted her to become a strong advocate for FOCUS' program. She was very instrumental in establishing FOCUS' programs at the Fellowship Christian Academy. William B. Dean, Jr. is Executive Director at the Wheatland Learning Center. Mr. Dean was founder of Dean Learning Center, a center designed to train teachers to work with children with learning disabilities. At the closing ofthe learning center, Mr. Dean's efforts were shifted to training children with dyslexia on the latest technology. He has implemented a computer technology program in four learning disability schools in Dallas. Today, he oversees a community-based program designed to empower families by helping mothers get offofwelfare and gain meaningful employment. Neal Lang is the treasurer ofthe Board of Directors. Mr. Lang is the owner ofNeal Lang & Associates, a financial consultant and planner. He oversees the fiscal responsibilities ofthe board ofdirectors. Tony Lewis serves as the Secretary for the Board of Directors. He is a private consultant for Suite Software where he develops computer programs for major corporations. Yvette McClure is the President ofthe Board of Directors. She is president ofthe MOYE Agency, a public relations and marketing firm. Mrs. McClure has more than 15 years ofexperience working with . fund raising, marketing, communications, public relations, and writing grants and proposals in the area of • education, and other issues. a Nurse at Presbyterian Hospital in Dallas, Texas. --=a. with severe dyslexia. She is a strong advocate for children with learning disabilities. She is a member of FOCUS' Parent Council. Ricky Price is the Vice President ofthe Board of Directors. Mr. Price is a Senior Vice-President at MCI. He oversees a technical division of MCI. a paralegal for a local law firm. She has a-..ho has dyslexia. a Council. She is an advocate for children with learning disabilities. Dr. Lucius Waites is the founder ofthe Luke Waites Child Development Center at the Texas Scottish Rite Hospital in Dallas. Under the direction of Dr. Lucius Waites, a noted medical doctor and a member of FOCUS' Advisory Board, the Orton-Gillingham techniques for teaching children lacking a talent for print language became the basis ofa pilot teaching method from 1965-15 at the Language Laboratory at Texas Scottish Rite Hospital in Dallas, Texas. The program was subsequently developed into a series to videotapes used internationally to train students with dyslexia. The curriculum and cOmpilation of the FOCUS Phonics program, a structured technique for multisensory teaching of print language skills, is based on the program Dr. Waites deVeloped for Texas Scottish Rite Hospital's Dyslexia Program . • 046 APPLICAnON Candy Coblyn is a certified teacher with more than 15 years ofexperience. Mrs. Coblyn has provided services to more than 50 students who suffer with learning disabilities such as dyslexia and attention deficitJhyperactivity disorder utilizing a multisensory alphabetic program. She has also supervised instructional staff in the development and implementation of-quality curriculum for students. She also • taught language arts, spelling and reading to students in grades fourth through sixth. Mrs. Coblyn has also taught kindergarten through 12th grade students in public and private school, college students, and presented seminars to parents. Mrs. Coblyn has a bachelor's ofscience degree in Special Education, and has completed hours toward a master's degree. She received her Academic Language Therapist training from the Southwest Multisensory Training Center in Dallas, Texas. Sarah Elizabeth Dickey-Hill a certified teacher in the Dallas Public Schools. She is a first grade teacher at Whitney Young Elementary School. Mrs. Hill is responsible for teaching math, science and social studies. She has taught the alphabetic phonics program to elementary students in after-school sessions. She received training as an Academic Language Therapist through the Southwest Multisensory Academy. Mrs. Hill is involved in many projects at Whitney Young. In 1994, she received a bachelor's ofscience degree in Interdisciplinary Studies from Prairie View A&M University where she was Cum Laude. In 1997, Mrs. Hill also received a master's degree in Educational Administration from Texas A&M at Commerce, Texas. Loshandra Holland a certified teacher in the Dallas Public Schools. She is a first grade teacher at Whitney Young Elementary School. Ms. Holland is responsible for teaching math, science, reading, and computer skills. She received training as an Academic Language Therapist through the FOCUS Centre ofLearning, Inc.'s Teacher Training Program. Ms. Holland is involved in many projects at Whitney Young. In 1994, she received a bachelor's ofscience degree in Interdisciplinary Studies from Prairie View A&M University where she was Cum Laude. Ms. Holland also has a master's degree in Educational Administration from Texas A&M at Commerce, Texas . Tobie Donnell, a Speech-Language Pathologist, has provided speech and language therapy to persons ages . • three to 22 years old for 14 years. Most ofthe speech therapy experiences have been with children in the public school setting as well as with neurologically impaired children 0-3 in a pediatric facility. She received training as an Academic Language Therapist through the FOCUS Centre of Learning, Inc.'s Teacher Training Program. In 1980, Mrs. Donnell received a Bachelor of Arts Degree from Louisiana State University-Shreveport in the area of Speech and Hearing Therapy. She also received a Masters of Science in Speech -Language Pathology at Texas Woman's University, Denton, Texas in 1991. • ,. 047 December 29, 1997 • To Whom It May Concern: Please accept this as an endorsement to support Mr. Leroy McClure, Jr., Executive Director of the FOCUS Centre ofLearning, Inc., in opening up a school for children with learning differences. My .and_have learning differences. Currently, they are attending a private Christian School. They are not receiving adequate services needed for LD children. I contacted Mr. McClure, a Certified Academic Language Therapist, to help me with the educational needs for my _ Since, he has been working with my • I have strongly encouraged him to open up a school. I was thril1ed beyond control when he informed me that he was making an application to open a charter school. I support his efforts in opening this school. My family and I stand ready to help him raise money and market this school to the community. We are thankful for his passion and love ofchildren with special needs and his sincere desire to go above and beyond the call of duty to ensure they succeed. I thank you for the opportunity to send this letter ofsupport on behalf ofmy LD_and _and the rest ofthe LD children who have no one advocating on their behalf. • • • 048 To: The Texas Education Commission From: • Re: Chartered School Date: September 2, 1998 J highly recommend a charter school for the south-west area ofDallas. This area is in desperate need ofa school that specifically meet the needs ofstudents with learning differences. These children would benefit from an environment that encourage learning in a way they can understand. Many children who have a learning difference are lost inthe shuffie ofthe classroom due to an inability of the teacher and/or the environment to teach them the way in which they learn. They are able to learn any and evel)'thing the other children learn ifthe material is presented to them the right way. I am personally interested in this charter school because I have seen my suffer at the hands ofteachers and an environment that did not understand . A charter school in this area will give these children a chance to be successful in life. • ., • 049 33 APPLICATION FOCUS Centre of Learning, Inc. Board Policy for Admission of Students to the. FOCUS Learning Academy • The Board ofDirectors for the FOCUS Centre ofLearning, Inc. hereby establish a policy to admit students to the proposed FOCUS Learning Academy: Enrollment at the Academy is on a "first-come, first serve" basis. Seventy five percent of the students will be at risk for academic failure or have a recognized learning difference. The Academy is designed to serve students with learning disabilities who are without criminal offenses, juvenile court adjudication, or discipline problems under TEC, Chapter 37, Subchapter A The Academy will implement its policy by having parents to complete an application and provide the necessary academic assessments that are required. Adopted on this day, ~u J.;M ,1998. d • • 050 APPLICATION September 2,1998 • Dear Texas Education Agency, I am an Academic Language Therapist who works with Focus Centre of Learning. I am writing to show my full support of a Charter School that Focus Learning Academy has applied for. I have experienced great success with my students using their curriculum, and I know this Charter school would be a great asset to African American students with Learning Differences as well as the community. I hope you would strongly honor their request ofbecoming a Charter School because, not only would this type of Charter school benefit students, but it would provide a place for parents to bring their child(ren) with learning differences and know their needs and styles of learning are addressed. Teaching with Focus Centre of Learning has defmitely shown me that this program is a program where students learn, and are SUCCESSFUL doing • it!! ! Thanks ~~~ Mrs. nmey Academic Language Therapist 051 • y; APPLICATION MOVE Agency ATATATATATATATATATATATATATAT • ______•f'rJl1ic Relalions...... Uri.Iing...... Speciaf E..nis. .••...Desktllp Ptb/ishing &Ctoafive Ss Attn: Texas State Board ofEducation Dear Sirs: Please accept this letter as an endorsement ofthe FOCUS Learning Academy to open as a Charter School located in the city ofDallas . I feel this school will help the state ofTexas achieve its goals ofensuring that all children will receive a "free and appropriate education." I feel confident that the children enrolled in this school will benefit tremendously from the school. For disadvantage children, economically or otherwise, it can be devastating for their families who cannot afford specialized programs for learning challenged children. This school will eliminate this problem and help make a difference in the education oflearning disabled children. I will be an active participant in the FOCUS Learning Academy as a member ofthe Parent Council and serve as a strong advocate for children with learning disabilities. I am excited that an application has been submitted to your organization for consideration. • Again, please accept this as my sincere support ofthe opening ofthe FOCUS Learning Academy. Sincerely, • 052 APPLICATION 1808 W. Camp WISdom Rd.• Callas. TX 75232 • . (214) 672-91231 (972) 228-1329 fax September 3,1998 Texas Educational Agency Austin, Texas To Whom It May Concern: Please accept this correspondence as a forrnalletter of support on behalf ofMr. Leroy McClure and the FOCUS Center ofLeaming. The nomination ofthis program as the recipient of a charter school is both timely and appropriate. Currently, a major need exists in the African American and urban areas ofthe DallaslFt. Worth metroplex (as well throughout the nation) for schools with special resources such as those available at the FOCUS Center ofLearning. An overwhelming number ofAfrican-American children possess learning challenges requiring more • than the traditional teaching methodologies. Mr. McClure's program is the appropriate remedy to meet the needs of children possessing learning challenges and requiring an educational alternative. As an administrator, an educational leader, and a , I support the administration ofa charter school under the auspices of the FOCUS Center ofLearning. Please feel free to contact me at (214) 672-9123 Option #1, if any concerns or questious should anse. • " ,~) i APPLICAnON DISCLOSURE OF LITIGATION Focus Centre of Learning Inc. has not been involved in any civil or criminal litigation. Our agency is not involve in any other • organization's interest purchasing or possessing of assets. with in the past ten years, no Board members nor employees have received any criminal convictions. • • 05~ APPLICATION • ADDITIONAL ASSURANCE (S) I certify that the charter school will admit students eligible for a Public Education Grant (pEG) transfer on the same basis it admits students who reside within the geographic area served by the charter schoo!' The charter school will provide free and appropriate transportation to a disabled student when required by the student's Individual Education Plan. On behalf of,___~F!::OI8.C:.!.UliSLC!.:.! I further represent that I have been properly delegated authority to sign this document . • ., Chieroper!liOfficer :.. Signed on this Grf.., day o( lrtrrnltu .J. 1998 • • 055 APPLICATION OPEN-ENROLLMENT CHARTER SCHOOL • FACILITIES LETTER OF INTENT FOBARE Commercial Lessor (Owner): FOCUS Centre of Learning, Inc. Lessee (Tenant): Operate a Charter School for 50 children Use: 1701 N. Greenville Ave., Suite 1005 Premises: address Richardson, Texas 1,600 square footage continuation of existing lease Terms of Lease $1j100.00 a month Rental Amount Contingency: The terms of this letter of intent are contingent upon FOCUS Centre of Learnin~sponsoring entity) receiving a charter to operate an open-enrollment charter school from the State Board of Education by • Sept 11 1998. Lessee: By ______ Date: ______ Lessor: By: ______ Date: ______ 056 • 51 RFA # 701-98-016 APPLICATION Budget Worksheet for Charter Schools: Year One • Overview Object Code Total Net Assets at Beginning of Year $ 25,000.00 Estimated Revenues: Local Sources 120,000.00 State Sources 550.000.00 Federal Sources Other Sources 63 »000 00 Total Estimated Revenues $ 733,000.00 Estimated Expenses: Payroll Costs 6100 516 ,000.00 Professional and Contracted 62001 08, 530.00 Services 40,500.00 Supplies and Materials 6300 Other Operating Costs 6400 ..r:.2, EeO 00 OebtExpense 6500 Total Estimated Expenses $ 754 I 7' 0 4 00 Gains 7950 • 8950 21.710 00 Losses Change in Net Assets $ ;2.0,7 1 0 00 Net Assets at End of Year $ 4,29000 057 • 43 APPLICATION Charter School Budget Categories Expenses Function Object Code Total Code • Instruction: 11 Payroll Costs 6100 325 , 000 00 Professional and Contracted 6200 Services Supplies and Materials 6300 Other Operating Costs 6400 48,000,00 373,000.00 Debt Expense 6500 Total Instruction Instructional Resources and 12 Media Services: Payroll Costs 6100 Professional and Contracted 6200 Services Supplies and Materials 6300 30,000 DO Other Operating Costs 6400 Debt Expense 6500 Total Instructional Resources 30,000.00 • and Media Services . Curriculum Development and 13 Instructional Staff Development: Payroll Costs 6100 J5,QOO DO Professional and Contracted 6200 Services Supplies and Materials 6300 2,500.00 Other Operating Costs 6400 4,200 00 Debt Expense 6500 41 700 00 Total Curriculum Development i and Instructional Staff Development Instructional Leadership: 21 Payroll Costs 6100 Professional and Contracted 6200 Services 6300 Supplies and Materials • 058 • Other Operating Costs 6400 44 APPLICATION Debt Expense 6500 Total. Instructional Leadership 0 • School Leadership: 23 Payroll Costs 6100 1 O~ ,000 00 Professional and Contracted 6200 Services .Supplies and Materials 6300 Other Operating Costs 6400 12,£180 00 Debt Expense 6500 Total School Leadership 3::16 , 480 00 • , 059 • APPLICATION Charter School Budget Categories (Continued) Function Object Code Total • Code Guidance, Counseling and 31 Evaluation Services: Payroll Costs 6100 Professional and Contracted 6200 35 111111 110 Services 1,500.00 Supplies and Materials 6300 Other Operating Costs 6400 Debt Expense 6500 Total Guidance, Counseling and 36£500.00 Evaluation Services Social Work Services: (Optional) 32 Payroll Costs 6100 Professional and Contracted 6200 Services Supplies and Materials 6300 Other Operating Costs 6400 Debt Expense 6500 0 • Total Social Work Services Health Services: 33 Payroll Costs 6100 6200 Professional and Contracted 25 • CCil CO Services Supplies and Materials 6300 Other Operating Costs 6400 Debt Expense 6500 Total Health Services 25,111111 1111 Student Transportation: 34 (Optional) Payroll Costs 6100 Professional and Contracted 6200 Services Supplies and Materials 6300 Other Operating Costs 6400 OGO Debt Expense 6500· • 46 APPLICATION Total Student Transportation 0 Food Services: (Optional) 35 6100 • Payroll Costs Professional and Contracted 6200 ~c CCC CC Services Supplies and Materials 6300 Other Operating Costs 6400 Debt Expense 6500 Total Food Services 40,000 00 • 061 • 47 APPLICATION Charter School Budget Categories (Continued) Function Object Code Total • Code Co-curricular/Extracurricular 36 Activities: (Optional) Payroll Costs 6100 Professional and Contracted 6200 Services Supplies and Materials 6300 Other Operating Costs 6400 Debt Expense 6500 O Total Co- curricular/Extracurricular Activities General Administration 41 Payroll Costs 6100 52 , cee no Professional and Contracted 6200 Services Supplies and Materials 6300 5 , 000 no Other Operating Costs 6400 12 , 000 no • Debt Expense 6500 Total General Administration 69,000 00 Plant Maintenance and 51 Operations: Payroll Costs 6100 Professional and Contracted 6200 Services Supplies and Materials 6300 Other Operating Costs 6400 13.000.00 Debt Expense 6500 Total Plant Maintenance and Operations Security and Monitoring 52 Services: (Optional) Payroll Costs 6100 Professional and Contracted 6200 Services • 062 48 APPLICATION Supplies and Materials 6300 Other Operating Costs 6400 Debt Expense 6500 • Total Security and Monitoring 0 Services Data Processing Services: 53 Payroll Costs 6100 Professional and Contracted 6200 B.~oo.oo Services Supplies and Materials 6300 '1500.00 Other Operating Costs 6400 130 all Debt Expense 6500 00 Total Data Processing Services lO • C3C • 063 • 49 APPLICATION Charter School Budget Categories (Continued) Function Object Code Total • Code Community Services: (Optional) 61 Payroll Costs 6100 Professional and Contracted 6200 Services Supplies and Materials 6300 Other Operating Costs 6400 Debt Expense 6500 0 Total Community Services Fund Raising: (Optional) 81 Payroll Costs 6100 Professional and Contracted 6200 Services Supplies and Materials 6300 Other Operating Costs 6400 Debt Expense 6500 0 Total Fund Raising • TOTAL EXPENSES,(AII Z~{t ,710. !lIl Functions) 064 • 50 DANA HAMILTON HERNANDEZ APPLICATION Attorney and Counselor at Law 810 Roaming Road Allen, Texas 75002 phone (972) 747-1966 • fax (972) 747-1966 October 9, 2002 RE: SACS Checklist No. 1.3 Dana Hernandez, Attorney FOCUS Centre of Learning, Inc.IFOUCS Learning Academy I, Dana Hernandez, hold a Juris Doctor degree in Law from !be University ofMissouri Kansas City School ofLaw. I am licensed to practice law in good standing in !be State of Texas. I have been licensed since May of 1997. My practice has been a mixed one, in !be areas of insurance defense litigation, civil appellate work, some family law, corporate law, real estate, contracts, employment law and education law. I have been representing FOCUS Centre ofLearning, Inc.IFOCUS Learning Academy for nearly three years in various matters including litigation. • • " 065 DANA HAMILTON HERNANDEZ APPLICATION Attorney and Counselor at Law 810 Roaming Road Allen, Texas 75002 phone (972) 747-1966 • fax (972) 747-1966 October 9, 2002 Mr. Leroy McClure FOCUS Centre ofLearning, Inc.IFOCUS Learning Academy Via E-Mail and Regular Mail RE: SACS Checklist No. 1.4 -Legal Proceedings Statement I am not aware ofany legal proceedings pending or underway against either FOCUS Centre ofLearning, Inc.IFOCUS Learning Academy. Please call me should you have any questions regarding this or any other matter. I look forward to speaking with you soon. • Sincerely yours, Dana Hamilton Hernandez • 066 DANA HAMILTON HERNANDEZ APPLICAnON Attorney and Counselor at Law 810 Roaming Road Allen, Texas 75002 phone (972) 747-1966 • fax (972) 747-1966 October 9, 2002 Mr. Leroy McClure FOCUS Centre ofLearning, Inc. Via E-Mail and Regular Mail RE: SACS Checklist No. 1.5 - Regular Business Activity To my knowledge, neither FOCU Centre ofLearning, Inc.IFOCUS Learning Academy conducts any regular business activity that is outside the corporate or civil sanctions established by its legal status. Please call me should you have any questions regarding this or any other matter. I look forward to speaking with you soon. • Sincerely yours, Dana Hamilton Hernandez • • 067 APPLICATION FOCUS Centre ofLearning, Inc. Board ofDirectors Henry Bryant, Jr. -16515 Canyon Chase Drive, Houston, TX 77095,281.256-3724 Employment: Edward Jones Investment in Houston, Texas, Investment Representative Mr. Bryant is a globally experienced corporate finance and accounting professional. Mr. Bryant bas a • Master ofBusiness Administration, Finance, Dallas Baptist University and a Bachelor ofScience in Accounting from Alabama A&M University. He also has a Graduate Finance Certificate Program and Mid-Management Certificate Program certificates from Southern Methodist University, Edwin L. Cox School ofBusiness in Dallas, Texas. Professional Affiliations: He was appointed by the City Council ofPlano, Texas in 1997 to serve on the City ofPlano, Telecommunication & Technology Committee City Council Appointed, Plano, Texas. Francisco 49ers and silver gold has been active in education for more than 12 years. She has who are dyslexic ADD. Understanding the needs ofthese children has promoted her to become a strong advocate for FOCUS' program. She was very instrumental in establishing FOCUS' programs at the Fellowship Christian Academy. She is a volunteer ofa children's bible club for the past seven years. She is an Assistance leader in Special events Ministry at the Oak CliffBible Fellowship Church. She received an associate's degree in accounting in 1982 from the Mountain View College in Dallas, Texas. Professional Affiliations: President and Assistant Coach of the Texas Throwbacks Track and Field Club Elisabeth Vennecia Jackson, M.D. - 4589 Baldwin Circle. Plano, TX 75024, (972) 618-3929 HM/(214) 559-7816 WK Employment: Developmental Pediatrician at the Luke Waites Child Development Center at the • Texas Scottish Rite Hospital for Children in Dallas, Texas Dr. Jackson evaluates children ages five through fourteen for factors that are interfering with their academic success. She also serves as a Clinical Assistant Professor at the University ofTexas Southwestern Medical Center in Dallas, Texas. She received her postgraduate degree in Doctor of Medicine from the East Carolina University ofMedicine in Greenville, North Carolina in 1986. Dr. Jackson has co-authored three books (Problems ofInfancy and Childhood. Problem Behaviors in Children with Developmental Disabilities, and Cortical Auditory Evoked Potentials In Jaundiced Gunn Rats) dealing with behavioral, medical and educational subjects. She also has presented workshops on medical, health and education issues. Dr. Jackson has received numerous honors ranging from Beta Beta Beta Biological Honor Society Pediatric Residents' Faculty Award from James H. Quillen College of Medicine at East Texas State University. She has conducted extensive research and written numerous grants for various children related medical and educational issues. Professional Affiliations: Member ofSociety for Developmental Pediatrics, Dallas County Medical Society, Texas Medical Association, Orton Dyslexia Society, and Society for Developmental and Behavioral Pediatrics Neal Lang - 8114 Rainbo. Rowlett. Texas 75088. (972) 475-9187 HM Employment: Owner of Neal Lang & Associates, a financial consultant and planner Professional Affiliations: Unavailable • 068 APPLICATION Yvette McClure - 7516 Wild Brick Drive. Dallas. TX 75249. (972) 296-6053 Employment: President ofthe MOYE Agency, a public relations and marketing firm Mrs. McClure has more than 1S' years of experience working with fund raising, media (newspaper and television) marketing, communications, public relations, and writing grants and proposals in the area of education, and other issues. Professional Affiliations: Member ofthe Alpha Kappa Alpha Sorority, Inc. Mikael Powell- 1031 North Madison Avenue. Dallas. TX 75208. 214-943-1119/214-775-6165 (W) Employment: Omniplan Architects, Associate and Stockholder Mr. Powell is a graduate of Kansas State University in Manhattan, Kansas. He graduated in May 1980 with a S-year Bachelor of Interior ArcjJ.itecture - College ofArchitecture & Design, and a Bachelor of Science (emphasis in Environmental Psychology). Professional Affiliations: 200112002 Parents Advisory Board, Secretary - Nolan Estes Youth and Family Center, Member - Screen Actor's Guild, Member - American Federation ofTelevision and Radio Artists, and 200112002 Lecturer and Adjunct Faculty, School ofArchitecture, University ofTexas in Arlington Leroy McClure, Jr. - 7516 Wild Brick Drive. Dallas. TX 75249. (972) 283-1414 Employment: CEO/Superintendent of the FOCUS Learning Academy Mr. McClure, Jr. is the only African-American male Certified Academic Language Therapists in the country. He founded FOCUS Centre ofLearning, Inc., a 501 (c) (3) non-profit organization, dedicated to serving children with learning differences/reading disabilities. The Centre has trained more than 80 teachers and has two Certified Academic Language Therapists. McClure also founded the FOCUS Learning Academy, a public charter school with 400 students, which the majority ofthem receive instruction for learning differences. McClure is a 1983 graduate ofMayville State University (MSU) in Mayville, North Dakota bachelor's of science degree in computer engineering. His commitment and dedication to working with Dyslexic and learning-different children is unyielding. Under McClure's leadership, the FOCUS Centre ofLearning wrote a proposal to the Texas Education Agency to open a charter school. On August 17, 1999, the FOCUS Learning Academy opened its doors as a tuition-free charter school targeting for instruction children with learning differences such as Dyslexia or reading disabilities. Today, the Academy has 400 students enrolled with 200 students receiving special services. The Academy's two sites are in the Oak Cliff community in Dallas, Texas. He has also served as speaker at conferences, workshops, school assemblies, teacher in-service, educational associations. ProfeSSional Affiliations: Founding Board Member, Association for Charter Educators (ACE), Cabinet of the Commissioner's Cabinet of Charter Schools (Texas Education Agency), Board Member, Ovilla Christian SchOOl, Member ofAcademic Language Therapy Association, Member ofThe International Dyslexia Association, Member ofThe Center for Non-Profit Management, RISD Action Committee on Education, and Learning Disability Association. Mr. McClure's honors/awards include: "Succeeding Beyond the Limits" (a play written by Teresa Wash depicting the day-to-day life ofMr. McClure working with learning-different children) and Recipient ofthe Orton Dyslexic Society's Scott Murray Excellence in Education Award for outstanding teaching ofthe learning disabled . . :' " APPLICATION • The Responsibilities and Duties of Board of Directors • Determine the organization's mission and set policies for its operation, ensuring that the provisions of the organization's charter and the law are being followed • Set the organization's overall program from year to year and engage in longer range planning to establish its general course for the future • Establish fiscal policy and boundaries, with budgets and financial controls • Provide adequate resources for the activities ofthe organization through direct financial contributions and a commitment to fund raising • Select, evaluate, and, if necessary, terminate the appointment of the chief executive • Develop and maintain a communication link to the community, promoting the work of the organization Committees • Executive (President, Treasurer, Secretary • Finance • Development • • Nominating • Planning • Buildings and Grounds • Public RelationsiMarketing • Events • Program • Personnel • Investment • Legislative • •• APPLICATION [IDUJ&~V I FOCUS Centre of Learning, Inc. BOARD MANUAL Table of Contents 2.001 Authority • 2.002 Function 2.003 Qualifications 2.004 Administration Relations 2.005 Board Directors 2.006 Board Membership 2.007 Board Orientation 2.008 Board Officers 2.009 Board Executive Committee 2.010 Board Committees 2.011 Board Operational Agenda 2.012 Board Meeting Order 2.013 Board Meeting Agenda 2.014 Board Meeting Preparation 2.015 Board Meeting Procedures 2.016 Board Meeting Actions 2.017 Board Meeting & Minutes 2.018 Board Meeting Appearance 2.019 Board Executive Sessions 2.020 Board Policy System 2.021 Board Policy Action 2.022 Board Policy Proposal 2.023 Board Policy Evaluation • 2.024 Board Policy Dissemination 2.025 Board Policy Suspension 2.026 Conflict of Interest 2.027 Compensation and Reimbursement • FOCUS Centre ofLearning. Inc. Board Manual 1 APPLICATION 2.001 Authority The FOCUS Centre of Learning, Inc. is a 501 ( c ) (3), non-profit organization dedicated to working with children and adults who have learning differences. The Board ofDirectors serves • as the governing body ofthe organization. 2.002 Function The Centre's Board shall operate with eleven members. It shall be the fundamental purpose ofthe Board to act as a legislative body in formulating the policy for the administration ofthe organization's programs. The function of the board shall be to be an instrument in matters concerning the operations and programs and services for the organization. In practice, the board shall guard the integrity of the organization in matters ofprograms and services, philosophy, mission, fiscal responsibility, and staffing: 1) setting policy for the operation of the organization, 2) monitoring the establishment, curtailment, elimination or addition programs and services, 3) adopting an annual operating budget, 4) establishing yearly fees for programs and services, 5) employing or dismissing staff, and 6) adopting yearly compensation and benefits for employees. 2.003 Qualifications Members ofthe Board shall be active and committed members secured by the Nominating Committee. Board members shall exemplify in their lives the characteristics of honesty and • integrity. In addition to the foregoing, board members shall be directed by a code of ethics. Within the policies and procedures ofany non-profit organization, it is possible for a board to move beyond what is legal t also include what is ethical by agreeing with the following: I) They shall have personal integrity, intelligence, and appreciation of the values of overseeing and organization. 2) They shall be in agreement with the objectives of the organization and show active interest in its operation. 3) They shall be thoroughly committed to the promotion ofthe organization by active participation in the fundraising campaigns as well as being available for various public relations activities. 4) They shall be successful citizens, willing and capable of assuming responsibility. 5) They shall have the ability to work with others, shall have the courage oftheir convictions, shall vote their belies, and shall be champions of the organization. 6) They shall be prepared and willing to devote a sufficiently large amount of time to . the study of the learning differences issues so as to interpret them to the parents and patrons of the organization . 1\ 072 • FOCUS Centre of Learning, Inc. Board Manual 2 APPLICATION 7) They shall be willing and able to make sacrifices oftheir time, knowledge, and personal pleasure for the benefit ofthe organization. 8) They shall be faithful in attendance at all Board meetings. Ifunable to attend, • they shall notify the Board Secretary or President in advance. 2.004 Administration Relations The most important function ofthe Board shall be the legislation ofpolicy, and the execution of policy shall be the function ofthe Executive Director. Delegation ofpower by the Board to the Executive Director shall provide freedom for the Executive Director to manage the organization within the board's policies, and allow the board to devote its time to making and evaluating policy and development functions. Board members shall recognize and respect the professional relationship ofauthority that must be maintained between the Executive Director and the organization staff. The Board shall ensure that their actions, however well meaning, do not undermine that professional relationship of authority. The Executive Director shall be accountable to the Board and responsible for interpreting and implementing board policy by establishing appropriate procedures to operate and administer the organization and for keeping the board informed about the functioning ofthe organization. Based on function, position, and responsibility, the relationship between the Executive Director and the Board shall necessarily be a close one. The board and administration shall operate with one another in a spirit ofconfidence, support, and understanding. • 2.005 Board Directors Official decisions ofthe Board shall be arrived only at duty coustituted board meetings. Individual board members or groups ofboard members do not have independent authority to speak for the board and shall make no out-of-meeting commitments unless directed to do so on the behalfofthe board. Members ofthe Board shall endeavor to attend all meetings, discuss items presented on the agenda, and suggest other items for consideration and vote upon motions and resolutions presented. It shall be important that Board members be nonpartisan in dealing with organization matters and not subordinate the education of children and youth to any partisan principle, group interest, or personal ambition. • They shall direct appropriate inquiries and complaints regarding organization matters to the Executive Director. • They shall abstain from entering into the day-to-day operations ofthe organization and school. • They shall refrain from inappropriate discussion ofBoard business at any non business functions or gatherings . 073 • FOCUS Centre ofLeaming, Inc. Board Manual 3 APPLICATION • They shall use discretion in deciding which matters can be shared with a spouse so as to cultivate and maintain important partnership relations with the spouse . Matters pertaining to personnel and other matters ofa sensitive nature should not be shared outside ofmeetings. • • They shall refrain from reprimanding an employee directly. • They shall commend the staff regularly. • They shall give of their time and talent to the organization. • They shall deal with all employees on their fairness and kindness. 2.006 Board Membership 1. The Board shall consist ofeleven (11) members. 2. The Executive Director shall be recognized as ex-officio members ofthe Board with voting privileges. 3. New board members shall be secured through the Nominating Committee. Board members shall serve in a three (3) year, two (2) year, or one (1) year capacity as determined by the Nominating Committee. New board members shall be seated at the Annual Meeting in July and shall serve in a non-voting role until June 1, the beginning of the organization's fiscal year. 4. A board member shall not be prevented from re-appointment t succeed himself or herself if that member was completing the unexpired term ofa previously appointed member. 5. A board member shall be recommended for removal from membership on the board by the affirmative vote of two-thirds ofthe full membership ofthe board registered in person at any regular meeting or special called meeting for that purpose based on the following: • Conduct of the member is detrimental to the interest ofthe organization, • • A demonstrated lack ofagreement with the organization'S mission, • Refusal to render reasonable assistance in carrying out the organization's purpose. • Less than seventy-five percent (75%) attendance at both regular and called board meetings. Any such board member proposed to be removed shall be entitled to appear before and be heard at such a meeting ofthe board. A board member shall tender a resignation ifhe or she finds he or she no longer actively support the organization or board policy. 2.007 Board Orientation The responsibility ofBoard membership shall call for knowledge and understanding in many areas ofinformation. Under the guidance ofthe President ofthe Board and the Executive Director, the first annual meeting during the month ofJune shall include activities such as these: 1. a general review for new board members oforganization's history, 2. presentation ofthe organization's mission and philosophy, and 3. a review ofthe organization's operations and operations . • 074 FOCUS Centre of Leeming, Inc. Board Manual 4 APPLICATION Orientation shall be considered an ongoing process for all board members and attendance at board and administrative conferences or conventions shall be strongly encouraged . 2.008 Board Officers • The officers of the board shall consist ofa President, Vice-President, Treasurer, and Secretary. These positions shall be elected from the membership ofthe board. Duties of these officers are as follows: President The President shall be the chief executive officer ofthe Corporation and, subject to the provisions ofthese Bylaws, shall have general supervision ofthe activities and affairs of the Corporation and shall have general and active control thereof. The President shall preside when present at meetings of the Board of Directors. The President shall have general authority to execute bonds, deeds and contracts in the name of the Corporation and to affix the corporate seal thereto; to cause the employment or appointment ofsuch employees and agents ofthe Corporation as the proper conduct ofoperations may require and to fIx their compensation; to remove or suspend any employee or agent; and in general to exercise all the powers usually appertaining to the office ofpresident ofa corporation, except as otherwise provided by statue, the Articles ofIncorporation or these Bylaws. In the absence or disability or the President, the duties of such office shall be performed and the powers may be exercised by the Vice Presidents, ifany, in the order oftheir seniority, unless otherwise determined by the Chair, the President or the Board of Trustees. Vice Presidents Each Vice President, if any, shall generally assist the President and shall have such powers and perform such duties and services as shall from time to time be prescribed or delegated to such office b the President or the Board of Directors. • Secretary The Secretary shall see that notice is given of all annual and special meetings ofthe Board ofDirectors and shall keep and attest true records of all proceedings at all meetings ofthe Board. The Secretary shall have charge ofthe corporate seal and shall have authority to attest any and all instruments ofwriting to which the same may be affixed. The Secretary shall keep and account for all books, documents, papers and records of the Corporation, except those for which some other officer or agent is properly accountable. The. Secretary shall generally perform all duties usually appertaining to the office of secretary of a corporation. In the absence or disability of the Secretary, the duties ofsuch office shall be performed and the powers may be exercised by the Assistant Secretaries in the order of their seniority, unless otherwise determined by the Secretary, the President or the Board ofDirectors. Treasurer The Treasurer shall be the chief accounting and fInancial officer ofthe Corporation and shall have active control ofand shall be responsible for all matters pertaining to the accounts and finances ofthe Corporation and shall direct the manner of certifying the same; shall supervise the manner ofkeeping all vouchers for payments by the Corporation and all other documents relating to such payments; shall receive, audit and consolidate all operating and financial statements ofthe Corporation and its various departments; shall have supervision of the books of account ofthe Corporation, their arrangements and classifIcation; shall supervise the accounting and auditing practices of the Corporation and shall have charge of all matters relating to taxation. The Treasurer shall have the care and custody ofall monies, funds and securities of • 075 FOCUS Centre ofLearning. Inc. Board Manual 5 APPLICATION the Corporation; shall deposit or cause to be deposited all such funds in and with such depositories as the Board ofDirectors shall from time to time direct or as shall be selected in accordance with procedures established by the Board; shall advise upon all terms ofcredit granted by the Corporation; shall be responsible for the collection ofall its accounts and shall • cause to be kept full and accurate accounts ofall receipts, disbursements and contributions of the Corporation. The Treasurer shall have the power to endorse for deposit or collection or otherwise all checks, drafts, notes, bills ofexchange or other commercial papers payable to the Corporation, and to give proper receipts or discharges for all payments to the Corporation. The Treasurer shall generally perform all duties usually appertaining to the office oftreasurer ofa corporation. In the absence or disability ofthe Treasurer, the duties ofsuch office shall be performed and the powers may be exercised by the Assistant Treasurers in the order oftheir seniority, unless otherwise determined by the Treasurer, the President or the Board ofDirectors. Board members must acknowledge and respect the authority vested in the officers ofthe board and seek to affirm and support their authority. 2.009 Board Executive Committee It shall be the responsibility ofthe Board's Executive Committee for the board to maintain a mission-forward approach to its function and agenda and to constantly apply that perspective when deciding: 1. which issues are appropriate for the board to address, and 2. how the board prioritizes issues, plans, and addresses problems. The Executive Committee shall be primarily responsible for leading the board by appropriate example. It shall also be the responsibility ofthis committee to ensure that each board member understands the scope and limitations ofthe board's function, the BoardlExecutive Director • relationship, and the process for handling concerns originating with the organization constituency or staff. 1. The Executive Committee shall consist ofthe Board officers. 2. The Executive Director shall serve as an ex-officer ofthe Executive Committee. 3. The Executive Committee shall have the delegated authority to: • Act in the place ofthe full board on policy issues ofa minor nature. • Handle appeals from parents after proper action through the line of • Authority has been followed. • Hire faculty and administrative staffin an emergency situation such as but not limited to: a. the starting oforganization, or b. an irmnediate vacancy. 2.010 Board Committees The oversight of the organization shall be entrusted to the Board, which shall be implored to seek guidance in the administration ofits trust. Committees are a working element ofthe board. Committees may be established b the board whenever the need seems appropriate for the purposes ofinvestigating an issue, studying some problem or providing guidance in a specific area ofthe board's interest. 076 • FOCUS Centre of Learning, Inc. Board Manual 6 APPLICATION The board shall continuously exert its position ofauthority over all duly established conunittees and/or sub-committees. The board shall reserve the right to accept, revise, or reject recommendations ofits committees, ad-hoc committees, and/or sub-committees. • The Board President may appoint members to the following standing committees on an annual basis: Finance, DevelopmentlFund Raising, Nominating, MarketinglPublic Relations, Personnel, Programs, and School Council. The committees shall be composed of a minimum oftwo (2) or more board members. Membership on a standing committee shall be for a one-year period. The President and Executive Director serve as ex-officio members on all standing committees. The board members comprising the committees shall be named b the President. The committees and their functions are as follows: • Finance- headed by the Treasurer with specific responsibilities to study and make recommendations regarding all financial procedures and controls, assist in the preparation and presentation ofbudgets, and review all financial statements. • Development/Fund Raising- oversees the planning and coordination of fund raising efforts and special events; provide guidance in the overall funding ofthe organization involving solicitation ofannual operating funds, publicity programs, bequests, and planned gifts; guidance concerning overall finances ofthe organization including operational budget, source of funding, tuition schedules, an annual operating budget; and recommend an annual fundraising goal for the board as a percentage ofthe total giving program approved in the organization budget. • Nominating- identifies, screens and recommends perspective board members and assist in the recruitment and orientation of the members. • Marketing/Public Relations-develop a marketing strategy and plan, and oversees a public • relations approach for the agency and its programs. • Personnel-develops personnel policies recommends salary ranges to the board, may evaluate the executive director and recommend a specific salary level for that individual, reviews benefits packages, and handles grievances when board involvement is necessary. • Programs- is organized to review the program activities ofthe organization and plan for the future, works closely with the staff and volunteers. • School Council-oversees the parent support group and any activities involving parents and volunteers and oversees the structure and operation ofthe Academy. An individual is placed on the board for a three-year period at staggered times with limited terms ofoffice and the number of times he/she can be reelected. Attendance at board meetings is required. Obligations ofthe board members are clearly articulated to potential members as part ofthe recruitment and invitation process. All ofthe board members are given a Board of Director's Manual. Form time to time, Ad-hoc Committees may be appointed by the Board President to serve at the board's discretion as general study groups to concern themselves with specific areas. The committee shall be dissolved when the board accepts its report. Once established, such committees shall: 077 • FOCUS Centre ofLearning, Inc. Board Manual 7 APPLICATION • Meet periodically to consider areas in need ofclarification, revision, or expansion as assigned by the board. • Select its own chair and vice-chair ifthe Board President designates none. • Call upon various groups or individuals for infonnation as needed. • • Have a member ofthe administration or administrative support team ofthe organization function as a liaison with the committee. I. Committee Responsibilities A. Each committee shall meet independently and report to the board at regular meetings through a written report submitted by the committee chair. B. The President of a,committee shall answer to the Board President or a duly appointed representative when necessary. C. The President ofa committee shall be expected to uphold the standards ofthe board in committee meetings and to encourage the same by any sub committee (s). The following list identifies a few ofthe major responsibilities ofa committee or sub-committee chair: • Preside over and contribute in a worthwhile way in all meetings. • Coordinate the work of the group. • Advise the committee ofboard action as pertinent. • Be responsive to board andlor committee deadlines. • Present committee recommendations to the board. • Delegate authority effectively and expediently as necessary. D. The committee shall be responsible for projecting fund requirements and proposing a committee budget, which can be established by the authority of • the board to support the needs ofthe committee. E. Committee reports and recommendations shall be made in writing to • The board with a copy for inclusion in the minutes ofthe meeting. F. Sub-committees shall be established by a committee chair through the • Appointment ofa sub-committee chair who will assume the responsibilities for directing the sub-committee. 2.011 Board Operational Agenda The Board's operational agenda shall be reviewed on an annual basis. The Executive Director and Board President participate in the review. Review ofthe annual agenda shall be to improve the functioning ofthe board and to support and allow for the efficient discharge ofduties by the administration on behalfofthe organization. 2.012 Board Meeting Order The Board President in the conduct ofall board meetings shall follow Robert's Rules of Order. Newly Revised. Rules may be suspended at any meeting of the board by a majority vote of members present. The Board President shall be thoroughly familiar with the agenda prior to each meeting and shall understand the purpose and needs ofeach meeting and keep these clearly before the board at all times. The Board President shall direct the meeting in such a manner as • to focus on main issues, exploring the consequences ofvarious choices and encouraging pointed 078 FOCUS Centre ofLearning, Inc. Board Manual 8 APPLICATION discussion. The Board President shall move through the agenda in an orderly fashion and at an appropriate pace . At any meeting, ifneither the President nor the Vice-President is present, any member ofthe • board may call the meeting to order and preside until a temporary President has been elected, whereupon the temporary President will preside for the duration ofthe meeting or until such time as either the President or Vice-President arrives in the meeting. Discussion by board members shall be made to the whole group by having the member first address the Board President and then the entire membership in an audible voice. The Board President shall end any discussion, which does not apply to the motion last made. The Board President may end the discussion of a matter ifthe board has previously agreed to confme discussions to a definite period oftime and that period has been used. 2.013 Board Meeting Agenda The Executive Director and the Board President shall prepare the agenda for the board meeting. Items ofbusiness may be suggested by the board members for inclusion on the agenda. Items ofbusiness may not be suggested from the floor for discussion and/or action at the same meetings except at the discretion of the Board President or the majority vote ofthe board members present. The agenda and supporting materials, when necessary, shall be distributed to board members prior to a scheduled or called meeting. • 2.014 Board Meeting Preparation Before actions by the board shall be requested or recommended, the board shall be provided with appropriate and adequate data and back-up information to assist the members in reaching sound and objective decisions consistent with established policy. When materials shall be provided prior to a scheduled or called meeting, board members shall be expected to read the information provided them provided them, and to contact the Executive Director to request additional information if deemed necessary to assist them in their decision making responsibilities. 2.015 Board Meeting Procedures A majority ofthe members ofthe board (seven or one-half the number of appointed members plus one) shall constitute a quorum for the legal transaction ofbusiness for the organization. Voting shall be by voice vote, show ofhands, or written ballot as directed by the Board President or as determined by a majority vote of the board. The majority vote on each motion shall be recorded in the minutes. Upon request, a member vote, or failure to vote, shall be made a matter ofrecord in the minutes of the meeting. All members shall vote, or officially abstain, on each motion. The President shall have a vote on each motion: 079 • FOCUS Centre of Learning, Inc. Board Manual 9 APPLICATION Any member shall be able to call for a roll call vote . With a quorum being present, a majority vote ofthose present shall be required to enact or defeat any proposition, except a proposition to amend a standing policy which shall require a board • quorum "aye" vote. Adjournment of each meeting shall be upon motion and vote; except that whenever the presiding Board President has put the question as to whether any member ofthe board has further business to submit and has received no affirmative answer, the President may declare the meeting adjourned. 2.016 Board Meeting Actions The Board shall normally discharge its responsibilities through the Executive Director. However, the board shall be able to function in any ofthe following ways: 1. through transaction ofbusiness at meetings ofthe board acting as a committee of the whole in accordance with policy, 2. through board committees authorized to act on behalfofthe board, 3. through a single officer ofthe board, or an appointed and commissioned agent, authorized by the board to act on its behalf in certain matters, or 4. through delegation ofauthority by adopted policy. Neither the organization nor the board shall be bound in any way by any statement or action by any individual except when such statement or action is expressly authorized by the Board. 2.017 Board Meeting & Minutes The Secretary ofthe Board shall carefully record action by the board and when officially • approved by the board, these minutes shall serve as a legal record ofactions taken by the board. The recorded minutes ofall meetings shall be approved by vote by the board and the official copy shall be signed by the President and/or by the Secretary ofthe board. The minutes shall include a listing ofmembers present and absent. The official minutes of the board shall be retained on file in the office ofthe Executive Director. 2.018 Board Meeting Appearance Those parents or patrons of the organization who wish to appear before the board shall make written request to the Executive Director at least ten (10) days prior to a scheduled meeting. Interested parties shall be notified regarding appearance and heard according to the agenda's regular order ofbusiness. The President shall allot an interested party not more than five (5) minutes. The time may be increased or decreased by majority vote. Copies ifthe request for appearance shall be forwarded to the Board President. 2.019 Board Executive Sessions The Board shall recognize that periodically during its scheduled meetings it shall engage in discussions of a highly sensitive nature. At such times the board shall call an executive session. 080 • FOCUS Centre ofLearning, Inc. Board Manual 10 APPLICATION Any board member may call an executive session. No official business shall be transacted in the executive session. The time shall be used to discuss the sensitive matter at hand. When the board re-convenes following an executive session, any decision reached shall be stated officially • so the Board Secretary can record such decision in the official minutes and, if appropriate, it can be voted on. Executive sessions shall have in attendance all board members present at said meeting, the Executive Director, and any other persons who are specifically asked to attend the session by the Board President. When the executive session is for the purpose ofrenewal or non-renewal of contract for the Executive Director, the Executive Director may be asked to attend. 2.020 Board Policy System The Board shall be the sole authority in the establishment ofpolicy. The organization program shall be administered in all areas according to written policy. Board policies shall consist of written statements officially adopted by the board to govern its own operation and to serve as guidelines for administrative action. These policies shall encompass applicable laws ofthe federal and state governments and the standards for accreditation. These statements shall give clear direction and guidance to the Executive Director and allow for the use of administrative skills and discretion in operational decision.making. Board policy shall be developed or amended as needed to maintain stability in board operations and integrity in the administration ofthe organization . No proposed policy shall become effective until it is brought before the board in either a regular • or special meeting with at least a quorum present. The Executive Director shall interpret an implement this written policy system through written operational and administrative procedures on the faculty and staff. These procedures shall adhere to policies ofthe Board. The Executive Director shall maintain a distribution system for adequate recording and distributing of Board Policy and the operational and administrative procedures. 2.021 Board Policy Action The adoption ofpolicy, the amending, revising, rescinding, or varying ofexisting policy shall be solely the responsibility ofthe Board. Policy development, amendments or deletions introduced and recommended to the board shall not normally be acted on until a subsequent meeting. Thus, time is given to permit further study. However, temporary approval may be granted by the board in lieu offormal action to meet emergency conditions or special events, which will take place before formal action, can be taken. Policy may be adopted, amended, revised, rescinded, or varied at a regular meeting of the board only by a board quorum "aye vote" . " OBI • FOCUS Centre ofLearning, Inc. Board Manual 11 APPLICATION 2.022 Board Policy Proposal Proposal of new policy or amending existing policy may be initiated in writing by any board member. The Board President or his designate shall be responsible for recasting group • consensus about policy revision into acceptable written form for further deliberation or action by the board. The Board President may refer any proposal for new policy or change to existing policy to a committee ofthe board for study prior to discussion of the proposal. 2.023 Board Policy Evaluation The Board shall follow through with the policies he has formulated. The Executive Director shall execute policy. The board shall rely on the Executive Director to implement and interpret the policies, which it has adopted regarding the administration of the organization. The Board therefore, directs the Executive Director to call to its attention a policy in need of evaluation. The Board gives the Organization 2.024 Board Policy Dissemination The Executive Director shall maintain an orderly plan for preserving and making accessible the policies adopted by the board and the operational and administrative procedures needed to put them into effect. Accessibility shall be extended to all employees of the organization, to members of the board, to • parents and patrons. 2.025 Board Policy Suspension The operation ofany section or sections of Board policy not established by law or contract shall be temporarily suspended by a board quorum "aye" vote of board members at a regular or called meeting. 2.026 Conflict of Interest No board member(s) shall perform labor or services or furnish equipment andlor supplies for which financial remuneration is given. The following guidelines shall be followed concerning the matter ofconflict of interest. 1. When any matter involving financial consideration comes before the board for consideration and one (1) or more board members discover they have a personal interest either directly or remotely related, the said board member(s) shall declare this interest to other members of the board. 2. In addition thereto, a member(s) shall refrain from participating in the matter of business being considered to the extent ofnon-participation in discussion concerning said business, abstain from voting, or retire from the meeting ifa majority ofthe remaining board members consider this to be the most ethical procedure to follow. 3. Nothing in this policy shall deprive a duly elected board member the right to vote on any matter before the board except in those instances in which personal interest could be construed to be in conflict with general organization interest. • 082 • FOCUS Centre of Learning, Inc. Board Manual 12 APPLICATION 4. Each member shall have the right and responsibility to declare any personal interest in any item ofbusiness under consideration by the board and shall feel obligated to abide by the judgment ofthe other members ofthe board as to whether the extent of personal interest shall disqualify the member( s) from deliberative and voting • privileges in consideration ofthe particular matter. 2.027 Compensation and Reimbursement Members ofhe Board shall receive no compensation for their services as a member or officer of the board. The board shall be able to authorize the reimbursement ofexpenses for members incurred in the performance ofofficial functions ofthe board. • 083 • FOCUS Centre ofLearning, Inc. Board Manual 13 APPLlCATION ~ ..... t f""""'\..'j C·;~~l;.. ~/.J . ; ,/ ;s f > t p'" t• t:), - - t Ij Carrying ~I ForlNard the Vision The challenge lMe nOlM face is to build on the record of the pastj to continue accepting nelM responsibilities and seeking nelM opportunities to serve. FOCUS LearningAcademy Accreditation ofSpecialPurpose Schools.-. f r"' U ~ if ------ APPLICATION FOCUS CENTRE OF LEARNING, INC. D/B/A· • FOCUS LEARNING ACADEMY AUGUST 31, 2001 • WILLIAM E. BROWN, III, CERTIFIED PUBLIC ACCOUNANT, IRVING, TEXAS • 085 APPLICATION FOCUS LEARNlNG ACADEMY (A DBA OF FOCUS CENTRE OF LEARNlNG, INC.) AUGUST 31, 200 I • INDEX PAGE CERTIFICATE OF BOARD OF DIRECTORS...... I INDEPENDENT AUDITOR'S REPORT...... 2 FINANCIAL STATEMENTS: STATEMENT OF FINANCIAL POSITION...... 3 STATEMENT OF ACTIVITIES...... 4 STATEMENT OF CASH FLOWS...... 5 NOTES TO FINANCIAL STATEMEt'ITS...... 7 OTHER: REPORT ON COMPLIANCE AND ON FINANCIAL CONTROL OVER FINANCIAL REPORTING ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STATEMENTS...... 14 SCHEDULE OF FINDINGS AND QUESTIONED COSTS...... 16 AUDITOR'S COMMENTS ON PRIOR YEAR'S FINDINGS AND QUESTIONED COSTS ...... 18 SUPPLEMENTAL INFORMATION: • TEXTBOOK PROTOCAL...... 21 HEALTH INSURANCE PAID BY SCHOOL DISTRICT...... 22 PROPERTY, PLANT, AND EQUIPMENT SOURCING DATA ...... 23 • 086 APPLICATION FOCUS LEARNING ACADEMY (a dba of Focus Centre of Learning, Inc.) • AUGUST 31, 2001 NAME OF SCHOOL: FOCUS LEARNING ACADEMY (a dba of Focus Centre of Learning. Inc.) COUNTY: DALLAS CO.DIST. NUMBER: 057-817 We. the undersigned, certifY that the attached annual financial reports ofthe above-named charter school were reviewed and __approved __disapproved for the year ended August 31, 200 I, at a meeting ofthe board ofTrustees ofsuch school district on __day of _____, 2002 . • Signature ofBoard Member Signature ofBoard Member .Ifthe report was disapproved, the reasons are listed below -1 • 087 APPLICATION WILLIAM E. BROWN, III, CPA 109 S. STORY RD., SUITE H • IRVING, TX 75060 INDEPENDENT AUDITOR'S REPORT Board ofDirectors Focus Learning Academy A dba of Focus Centre ofLearning, Inc. Dallas. Texas We have audited the accompanying statement offmaneial position of Focus Learning Academy, a db. of Focus Centre of Learning, Inc. (a nonprofit organization) as ofAugust 31, 2001, and the related statements ofactivities and cash flows for the year then ended. These financial statements are the responsibility of the Focus Centre of Learning. Inc. dba Focus Learning Academy management. Our responsibility is to express an opinion on these financial statements based on our audit. . We conducted our audit in accordance with auditing standards generally accepted in the United States ofAmerica and Govemmem Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the fmancial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant eSlimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audit provides a reasonable basis for our opinion . In OUT opinion, the financial statements referred to above present fairly. in aU material respects. the financial position of Focus Learning Academy (a dba ofFocus Centre ofLeaming, Inc.) as ofAugust 31, 2001, and the • changes in its net assets and its cash flows for the year then ended in confonnity with accounting principles generally accepted in the United States ofAmerica. Our audit was conducted for the purpose of forming an opinion on the basic fmancial statements taken as a whole. The supplementary schedules on pages 22 through 24 are presented for purposes ofadditional analysis and are not a required pan ofthe basic financial statements. Such information has been subjected to the auditing procedures applied in the audit ofthe basic fInancial statements and, in our opinion, is fairly stated in all material respects in re lation to the basic financial statements taken as a whole. In accordance with Governnlent Auditing Standards, issued by the Comptroller General of the United Stales, we have also issued a repon dated February 25,2002, on our consideration of Focus Learning Academy's internal control over financial reponing based on an audit of financial statements performed in accordance with Gavemmenl Alldiliflg St In,jng, TexClS February 25, 2002 ·2· • ...... -.. Focus Centre of Learning D/B/A Focus Learning Academy APPLICAnON Statements of Financial Position • August 31, 2001 ASSETS: 2001 Current Assets: Cash in Bank and Petty Cash $ 2,334 Accounts receivable -TEA 15,881 Total Current Assets 18,215 Plant and Equipment Furniture and Equipment 29,973 Less Accumulated Amortization and Depreciation (4,250) Property and Equipment, Net 25,723 Other Assets deposits 998 • Total Assets $ 44,936 089 • The accompanying notes are an integral part of these financial statements. -3 Focus Centre of Learning D/B/A Focus Learning Academy APPLICATION Statements of Financial Position • August 31, 2001 LIABILITIES AND NET ASSETS (DEFICITt 2001 Current Liabilities: Accou nts Paya ble $ 34,834 Teacher Retirement System 5,919 Payroll Taxes Payable 12,939 Note Payable - Citizens bank Current Portion 10,897 Current Portion of Notes Payable - Moises Mondlak, Perla Total Current Liabilities 64,589 Long-term Debt, Less Current Maturities 11,481 Total Liabilities 76,070 NET ASSETS Net Assets-U n restricted (31,134) Net Assets (Deficit) (31,134) • Total Liabilities and Net Assets (Deficit) $ 44,936 090 • The accompanying notes are an integral part of these financial statements. -4 Focus Centre of Learning D/BIA APPLICATION Focus Learning Academy Statements of Activities • For the Year ended August 31,2001 Revenues: 2001 State Program Revenues Through the Texas Education Agency (TEA) $ 1,115,399 Federal Grants 203,407 Other Revenue 18,153 Total Revenue and Other Support 1,336,959 Expenses: Program Services: Instruction and Instructional - Related Services 621,687 Instructional and School Leadership 59,105 Instructional Materials 70,253 Support Serviuces-Student (pupil) 192,396 Support Services: Community Services 19,936 Administrative Support Services 234,972 Occupancy 106,418 Depreciation 3,824 Interest 1,625 • Total Expenses 1,310,216 INCREASE (DEFICIT) NET ASSETS CURRENT YEAR 26,743 Net Assets (Deficit) Beginning of Period 35,387 Adjustments - remove corporate net assets Land net of Mortgage (33,108) Bank Account (56,117) Other (4,039) Beginning Net Assets - Restated (57,877) Net Assets ( Deficit), End of Period $ (31,134) 091 • The accompanying notes are an integral part of these financial statements. -5 APPLICATION Focus Centre of Learning, Inc. D/B/A Focus Learning Acadamy Statements of Cash Flows • For the Year ended August 31,2001 2001 CASH FLOWS FORM OPERATING ACTIVITIES: Increase (Decrease) in Net Assets $ 26,743 Adjustments to Reconcile Increase (Decrease) in Net Assets to Cash Provided (Used) by Operating Activities: Amortization and Depreciation of Property and Equipment 3,824 Increase in Accounts Payable 30,811 Increase in Due TRS 2,161 Decrease in Due to TEA (68,277) Increase in Accrued Liabilities (16,028) Cash Provided (Used) by Operating Activities (20,766) CASH FLOWS FROM INVESTING ACTIVITIES: Purchase Equipment and Other Capital Assets (21,107) Cash (Used) by Investing Activities (21,107) • CASH FLOWS FROM FINANCING ACTIVITIES: Proceeds from Borrowings 11,121 Repayment of Borrowings (6,822) Cash Provided by Financing Activities 4,299 NET INCREASE (DECREASE) IN CASH (37,574) CASH· BEGINNING OF PERIOD 39,908 CASH· END OF PERIOD $ 2,334 Interest Paid $ 1,625 Taxes Paid None Debt to acquire assets 11,121 092 • The accompanying notes are an integral part of these financial statements. -6 APPLICATION FOCUS LEARNING ACADEMY (A DBA OF FOCUS CENTRE OF LEARNING, INC.) NOTES TO FINANCIAL STATEMENTS • AUGUST 31, 2001 NOTE I SUMMARY OF SIGNIFICANT ACCOUNTING POLICIES Organization The School currently maintains two campuses known as Focus Learning Academy. Focus Learning Academy was the subject of the audit and is a dba of Focus Centre ofLearning, Inc. Cash Accounts The School maintains one checking account. Assets and liabilities ... The assets and liabilities are carried at approximate fair value. Plant and equipment • Plant and equipment acquired by purchase are recorded at cost. Contributed equipment is carried at estimated market value on the date of acquisition. Depreciation is computed using the straight line method over the estimated useful lives ofthe asset approximating eight to ten years for non-computer assets and five years for computer and computer-related assets. Leasehold improvements are depreciated over the term ofthe lease agreement. Equipment acquired with state and tederal monies are the property of the government and purchases and disposals are subject to the guidelines in specific contracts, grants or federal general guidelines. Revenue and expense recognition The School maintains its books and reports its tax return on the accrual basis ofaccounting. Grants that are restricted by the donor for particular operating or program purposes are deemed earned and reported as support when incurred, and expended in compliance with the specific requirements. -7 • 093 NOTES TO FINANCIAL STATEMENTS (Cont.) Cash equivalents • F or the purpose ofthe cash flow statement, cash and cash equivalents are cash and all highly liquid assets with less than three months maturity at the date ofpurchase. There are no cash eq uivalents. Programs The Academy's programs include classroom instruction and Public Charter Schools, Foundation Fonnula, School Breakfast, NSLP combined, Title I Part A, Idea-B Formula, Idea-B Capital Building Improvement, Title VI Class Size Reduction, Title VI Innovative Education, Title II Part B, Accelerated Reading Program, Academics 2000 Reading Improvement, and Technology Allotment. Income Tax Status Focus Centre of Learning, Inc. ofwhich the Focus Learning Academy is a d/b/a is not subject to Federal Income Tax under provisions ofinternal Revenue Code 501 (c)(3) and has been determined not to be a foundation. Financial statement presentation The Academy has adopted Statement of Financial Accounting Standards (SFAS) No. 117, • "Financial Statements ofNot-For-Profit Organizations". Under SFAS No. 117, the Organization is required to report information regarding financial position and activities according to three classes of net assets: unrestricted, temporarily restricted, and permanently restricted net assets. • In addition, the School is required to present a statement of cash flows. The balances of temporarily restricted and permanently restricted net assets as ofAugust 31, 2001 were $809.36. Contributions The Academy has adopted SFAS No. 116, "Accounting for Contributions Received and Contributions Made". Under this guidance contributions are recorded as unrestricted, temporarily restricted or permanently restricted. Contributions with no restrictions by the donor are unrestricted net assets. Funds with restrictions that expire when certain conditions are met are temporarily restricted. Funds contributed that cannot be used except for the earning theretj·om are permanently restricted. Compensated Absences Compensated absences are not recorded for lack of a reasonable estimate. -8 • 094 APPLICATION NOTES TO FINANCIAL STATEMENTS (Cont.) • NOTE 2 - HISTORY AND NATURE OF ORGANIZATION Focus Learning Academy, a dba ofFocus Centre of Leaming, Inc. (a Texas nonprofit corporation) provides educational services for students from pre-kindergarten through 8th grades. The Academy operates under an open enrollment charter granted by the State ofTexas Board of Education. This charter was issued for a period offive years and is subject to review and renewal prior to the expiration date ofthe original charter. The Academy's mission is to provide equitable opportunities for students to acquire a sound academic and career focused education. There are presently two campuses located in Dallas, Texas. NOTE 3 - LEASING ARRANGEMENTS The School conducts its administrative operations and classes in leased facilities. In addition, certain equipment is leased as a capital lease. See Notes Payable and Commitments. NOTE4-NOTESPAYABLE On September 3, 1999, the Academy entered into a note payable with Citizens National Bank in Waxahachie tor $20,000, with an interest rate of 8.25% with payments of $667.66 per month beginning March 3, 2001 for 35 months. The outstanding balance due as of 8/31/2001 was • $10,678. On January 29,2001, the Academy entered into a capital lease to acquire restaurant equipment. The lease carries an interest rate of 18.751 % with 36 monthly payments beginning February 29, 200 I, in the amount of$203.81. There is a $1.00 purchase option at lease end. The outstanding balance due as of 8/311200 I was $4,978. On August 17,2001, the Academy entered into a capital lease for.additional'restaurant equipment.· The lease carries an interest rate of 18.69% with 36 monthly payments beginning September 17, 2001, in the amount of$245.35. There is a $1.00 purchase option at lease end. The outstanding balance due as of8/3 112001 was $6,722. • -9 095 APPLICATION NOTES TO FINANCIAL STATEMENTS (Cont.) • The following are a list ofoutstanding notes. Description Due in One Year Total Working capital @ 8.25%, with 35 monthly payments in the Amount of $667.66 per month 7,407. 10,678. A capital lease with 36 monthly payments In the amount of$203.81 per month and A purchase option of $\.00 at lease end. 1,649. 4,978. A capital lease with 36 monthly payments In the amount of $245.35 per month and A purchase option of$1.00 at lease end. 1,840. 6,722. 10,896 . 22,378. • Due in one year 10,896 Due in over one year $ 11,482 The schedule ofnote payments for 5 years is: 2002 $ 10,896 2003 ·7,473 2004 4,009 2005 -0 2006 -0 Bal. -O j! 22 318 -10 • • 096 APPLICATION NOTES TO FINANCIAL STATEMENTS (Cont.) • NOTE 5 - COMMITMENTS The two building leases, which are not capitalized, have annual requirements as follows: August 31, Amount 2002 123,000 2003 159,000 2004 176,000 2005 No provision 2006 No provision The copier lease, which is not capitalized, has annual requirements as follows: August 31, Amount 2002 5,347 2003 5,347 2004 5,347 2005 5,347 2006 5,347 NOTE 6 - CONCENTRATIONS • The School receives substantially all of its funding from Texas Foundation Funds through the Texas Education Agency (TEA). Its classes are dependent primarily on students from a specific geographical area. The students have choices of charter, private and public schools. NOTE 7 - ESTIMATES Management has elected to use generally accepted accounting principles and in doing so is required to use estimates in certain account balances and notes to the financial statements. Actual results could differ from those estimates. NOTE 8 - CONTINGENCIES The School participates in Federal and State grant and contract programs which are governed by various rules and regulations ofthe grantor agencies. Costs charged to the respective grant -11 • 097 APPLICATION NOTES TO FINANCIAL STATEMENTS (Cont.) programs are subject to audit and adjustment by the grantor agencies: therefore, if Focus • Learning Academy has not complied with the rules and regulations governing the grants, refunds of any money received may be required and the collectibility ofany related receivable at August 31, 200 I, may be impaired. No provisions have been made in the accompanying financial statements. NOTE 9 - DONATED GOODS AND SERVICES Donated goods and services are recorded at the market value on the date of contribution. NOTE 10 - RELATED PARTIES Focus Learning Academy is a dba of Focus Centre of Learning, Inc. The board members are the same for both entities. Both entities are discussed at board meetings. The ceo/superintendent was a voting board member and is compensated for services as the superintendent with a salary and travel allowance and credit card authority. The president of the Board ofDirectors is the ceo/superintendent's wife. She is also the owner of the agency with which the school has an annual contract for specified services. The board • president is also a signatore on the School bank account. The brother of the ceo/superintendent is employed by the School. The sister of the board president is employed as the business manager of the School. NOTE 11 - SUBSEQUENT EVENTS The Academy renewed contract for specified services with the president ofBoard of Direcrtors for the period period September 1, 2001 thru August 31, 2002. • -12 098 APPLICATION NOTES TO FINANCIAL STATEMENTS (Cont.) • NOTE 12 - RETIREMENT The employees participate in a retirement plan through the Texas Retirement System. The School does not contribute. The qualified employee sets aside up to 6.4% oftheir compensation. The School collects and forwards the funds. NOTE 13 - COMPENSATED ABSENCES Compensated absences are not recorded for a lack ofa reasonable estimate. NOTE 14 - PROGRAM COSTS Substantially all costs are singe purpose for education. NOTE 15 - NET ASSETS - BEGGINNG Focus Academy ofLeaming is a d/b/a of Focus Centre ofLeaming. The Corporation and d/b/a were presented together at August 31, 2000 and 1999. The adjustments shown are to segrate the two operations. The Land was acquired by the corporation and the note is held in the corporate • name. A portion ofthe cash at the beginning was a corpoarate bank account. Other small adjustments were made. The progression of net assets for the Academy is decrease in 1999 and 2000 and an increase in 2001. -13 • . 099 APPLICATION WILLIAM E. BROWN, III, CPA 109 S. STORY RD., SUITE H • IRVING, TX 75060 REPORT ON COMPLIANCE AND ON INTERNAL CONTROL OVER FINANCIAL REPORTING BASED ON AN AUDIT OF FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS Board of Directors Focus Learning Academy a dba ofFocus Centre ofLearning, Inc. Dalla&, Texas We have audited the financial statements of Focus Learning Academy a dba ofFocus Centre of Learning, Inc. (a nonprofit organization) as ·of and for the year ended August 31, 200 I, and have issued our report thereon dated February 25, 2002. We conducted our audit in accordance with auditing standards generally accepted in the United States ofAmerica and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General ofthe United States. • Compliance As part of obtaining reasonable assurance about whether Focus Learning Academy's financial statements are free ofmaterial misstatement, we performed tests ofits compliance with certain provisions oflaws, regulations, contracts, and grants, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit, and . accordingly, we do not express such an opinion. The results of our tests disclosed no instances ofnoncompliance that are required to be reported under Government Auditing Standards. However, we noted certain immaterial instances ofnoncompliance, which we have reported to management ofFocus Learning Academy in a separate letter dated February 25,2002. Internal Control Over Financial Reporting In planning and performing our audit, we considered Focus Learning Acadeiny's internal control over financial reporting in order to determine our auditing procedures for the purpose of expressing our opinion on the financial statements and not to provide assurance on the internal control over tinancial reporting. However, we noted certain matters involving the internal -14 • ., 100 APPLICATION REPORT ON COMPLIANCE AND INTERNAL CONTROL (cont.) control over financial reporting and its operation that we consider to be reportable conditions. • Reportable conditions involve matters coming to our attention relating to significant deficiencies in the design or operation of the internal control over financial reporting that, in our judgment, could adversely affect Focus Learning Academy's ability to record, process, summarize, and report financial data consistent with the assertions ofmanagement in the financial statements. Reportable conditions are described in the accompanying schedule offindings and questioned costs as item I-I. A material weakness is a condition in which the design or operation ofone or more ofthe internal control components does not reduce to a relatively low level the risk that misstatements in amounts that would be material in relation to the financial statements being audited may occur and not be detected within a timely period by employees in the normal course ofperforming their assigned functions. Our consideration of the internal control over financial reporting would not necessarily disclose all matters in the internal control that might be reportable conditions and accordingly, would not necessarily disclose all reportable conditions that are also considered to be material weaknesses. However, of the reportable conditions described above, we consider item I-I to be a material weakness. We also noted other matters involving the internal control over financial reporting, which we have reported to management of Focus Learning Academy in a separate letter to management dated February 25, 2002. This report is intended solely for the information and use of the audit committee, management, others within the organization and federal awarding agencies and pass-through entities and is not • intended to be and should not be used by anyone other than these specified parties. Irving, Texas February 25, 2002 -15 • 101 APPLICATION ILLUSTRATED SCHEDULE OF FINDINGS AND QUESTIONED COSTS . FOCUS LEARNING ACADEMY • (A DBA OF FOCUS CENTRE OF LEARNING, INC.) SCHEDULE OF FINDINGS AND QUESTIONED COSTS YEAR ENDED AUGUST 31, 2001 SUMMARY OF AUDIT RESULTS I. The auditor's report expresses an unqualified opinion on the financial statements of Focus Learning Academy. FlNDINGS--FINANCIAL STATEMENT AUDIT REPORTABLE CONDITIONS I. Internal Control I. Condition: Charges made to the school's credit card were not sufficiently supported with back-up documentation. We reviewed eight months of credit card statements with total purchases in the amount of$5,745. However, $4,871 in charges had no back-up documentation (receipts or charge slips) in the file. • Criteria: Line charges, as shown on the credit card statements, do not meet IRS and TEA requirements for sufficient required documentation . . Effect: The charges cannot be sufficiently reviewed as to allowability without adequate underlying documentation. Recommendation: To improve internal control over credit card expenditures, we recommend that staff use their personal credit card and seek reimbursement from the Academy. A request for reimbursement should be submitted to the Academy along with receipts and any additional information. The request, along with underlying documentation, should be reviewed and authorized or denied by a third party for reasonableness and necessity ofeach expenditure as required by the IRS and TEA. Response: The Academy immediately set a policy ofdetail reporting of use of the credit card. It includes expense report recapping and attachment of receipts with identified purpose. -16 • 102 APPLICAnON AUDITOR'S COMMENTS ON PRIOR YEAR'S FINDINGS AND QUESTIONED COSTS FOCUS LEARNING ACADEMY • (A DBA OF FOCUS CENTRE OF LEARNING, INC.) SCHEDULE OF PRIOR YEAR'S FINDINGS AND QUESTIONED COSTS YEAR ENDED AUGUST 31, 2001 I. Condition: The TEA report on the initial on-site review (conducted August 30 and 31, 2000) released November I, 2000, stated that there are no written policies and procedures describing the school's process for amending the budget. The external auditors were given a draft copy of the policy for amending the budget prior to report date of February 25,2002. Criteria: Budget amendments are mandated by the state for budgeted funds reallocated from one function level, and state and/or federal project to another. Effect: Budget amendments could be made without the required board approval. 'ij Recommendation: The school should documents its policy and procedure for review and approval by the Board of Directors. The policies and procedures should require state approval for any grant fund budget changes. Policies and procedures for all budget amendments should include the following: a) board approval of amendments to the budget, b) identifY the school otlicial responsible for monitoring the budget and preparing amendments to the budget, c) the circumstances requiring an amendment to the budget, and d) the information (e.g. Original • budgeted amount) required by the board to facilitate their decision. Response: A preliminary draft of an amendment to the budget planning process has been prepared to be included in the accounting procedures manual to be submitted to the Board at the March, 2002 meeting. 2. Condition: The TEA report on the initial on-site review, released November I, 2000, stated that the school does not have a completed accounting policy and procedures manual. The report specifically concentrated on the areas ofproviding internal controls and safeguards, providing timely reporting on the status of funds, and allowing systematic disbursements to maximize available funds. A draft of the accounting policies and procedures manual was furnished to the external auditors prior to the report date of February 25, 2002. Criteria: The accounting policies and procedures manual are a primary tool for establishing sound financial controls. -17 • • 103 APPLICATION Prior Year Findings (cont.) Effect: There is no definitive written information resource provided within the school • for guidance pertaining to policies and procedures. Recommendation: The draft of the accounting policies and procedures manual should be submitted to the Board for approval as soon as possible. Response: The Focus Centre ofLearning, Inc. will present a draft copy of an accounting policy and procedures manual to the Board ofDirectors for adoption at its March, 2002 meeting. 3. Condition: The TEA report on the initial on-site review, released November I, 2000, stated that the school did not have an adequate purchase order system to ensure that business transactions are properly authorized and documented. Our external audit revealed that although purchase orders were used in some circumstances, their use was not consistent. Criteria: Good internal controls necessitate the use of a purchase order system that adequately documents the authorization and purpose ofbusiness transactions. Effect: Controls are not adequate to protect the school against unauthorized business transactions . Recommendation: The School should adopt and document a purchase order system that adequately documents the authorization and purpose of business transactions as described in the • Financial Accountability System Resource Guide. Additionally, the School should draft written policies and procedures for the purchase order system. Response: We have spoken with an outside CPA regarding how to handle the purchase order system. There is a procedure in place for purchase orders. We need to review to ensure compliance with TEA. 4. Condition: The TEA report on the initial on-site visit, stated that the Board minutes do not indicate the transactions and the amount of transactions submitted to them for their review and approval. Our audit revealed that items submitted for board approval were documented as such in the minutes. Criteria: Major expenditures should be approved by the Board of Directors and appropriately documented in the minutes. -18 • 104 APPLICATION Prior Year Findings (cont.) Effect: Items submitted for board approval were appropriately documented in the • minutes we reviewed. Recommendation: The Board should continue to document all approved transactions in the minutes. During our independent audit, the board minutes reviewed included copies ofthe tinancial statements, year-to-date actuals to budget, and budget forecasts. However, there were only a few transactions recorded in the minutes as submitted to the board for review and approval. We recommend that policies and procedures be developed outlining specific criteria and guidelines under which items are to be submitted for board approval. Response: The Board has implemented a new format for its agenda, i.e., the acting items are grouped together for approval. Discussion and the actual voting on the item is clearly documented. 5. Condition: The TEA report on the initial on-site visit, stated that voided transactions were not marked as such. Criteria: Voided transactions should be marked. Effect: Voided transactions may be paid in error. Recommendation: Obtain a "VOIDED" stamp so that cancelled documentation will • reflect the void status. Response: We will purchase a "VOIDED" stamp and develop a written policy for this procedure. 6. Condition: The TEA report on the initial on-site visit, stated that the school does not prepare an aged accounts payable report. Criteria: An aged accounts payable report is an important component of cash flow management and internal controls. Effect: The Board may be unaware of liabilities which might affect their decisions regarding fiscal matters. Recommendation: The School should prepare and present to the Board, an aged accounts receivable report tor monthly review. -19 • .. 105 APPLICAnON Prior Year Findings (cont.) Response: We produce a monthly payable report that is given to the • CEO/Superintendent. We will work with the internal CPA to produce and implement an Aging Report for the Board. 7. Condition: The TEA report on the initial on-site visit stated that the School does not maintain a fixed asset list or conduct an annual physical inventory. Our audit revealed that subsequent to TEA's visit, the School had conducted an inventory offixed assets during October, 200 I and prepared a fixed asset listing. Criteria: Internal controls dictate that a list of fixed assets be maintained and physically inventoried on a periodic basis. Effect: Failure to physically inventory fixed assets on a periodic basis may result in an undetected loss. The School conducted an inventory ofequipment in October, 200 I. Recommendation: The School should expand their equipment inventory list to include the funding source of its fixed assets. We would also recommend that the numbers for each asset be expanded so that each piece ofequipment has a distinct number. For example, a copier may be assigned a number for which each digit has a particular meaning such as funding source, location, type ofequipment, etc. • Response: All equipment was inventoried in October, 200 I. The Board of Directors adopted a policy on a proposed guideline for accounting, controlling and inventorying fixed assets. At the November 17, 200 I board meeting, the following policy was adopted: An item must have a value equal or greater than $500. 8. Condition: The TEA report on the initial site visit stated that the School did not have a current cash flow analysis for the next three fiscal years. Criteria: A cash flow analysis is an important component in planning for future years. Effect: Without a cash flow analysis, decision making is more difficult. Recommendation: The School was required to prepare a cash flow analysis and forward to TEA. Response: The cash flow plan was developed and submitted to TEA as required. -20 • • 106 APPLICATION FOCUS LEARNING ACADEMY (A DBA OF FOCUS CENTRE OF LEARNING, INC.) SUPPLEMENTAL INFORMATION • TEXTBOOKPROTOCAL An annual textbook order was placed in March, 2000, for the following school year, based on enrollment projections. Supplemental orders were placed during the summer and fall of2000 as actual enrollment increased. New textbooks were numbered upon their arrival at the school, and added to the existing inventory sequence. Materials were given out to the classroom teachers on a per capita basis, based on the number ofstudents actually enrolled in the class. Extra materials (i.e. The 10% textbook overage allowed by the state) were held in the storage room until requested by the classroom teacher. Textbooks were also inventoried and tracked by the individual classroom teacher, and assigned to the students by number. Materials were received back into the storage room at the end ofthe school year, a textbook inventory (audit) was completed, and the materials were stored for the summer. • -21 • . 107 APPLICATION FOCUS LEARNING ACADEMY (A DBA OF FOCUS CENTRE OF LEARNING, INC.) SUPPLEMENTAL INFORMATION • GROUP HEALTH INSURANCE MAINTENANCE OF EFFORT The total amount paid by the district for employee health care premiums is as follows: Portion Total Paid by Premiums School A) Total district premium paid for health care 2000-01 $ 14,692. $ 3,673. B) Less non-medical expenditures 327. 82. C) 2000-01 Maintenance ofEffort $ 14,365. $ 3,59\. • -22 • 108 APPLICATION FOCUS LEARNING ACADEMY (A DBA OF FOCUS CENTRE OF LEARNING, INC.) SUPPLEMENTAL INFORMATION • PROPERTY, PLANT, AND EQUIPMENT Asset Type Fund Purchase Date Furniture and Fixtures: Dyslexia Training Programs 207 07/10/00 Projector Screens 258 06/12/00 Projector Screens 258 06/12/00 Data Projections Smart Board 199 11120/00 Paper Folder 199 11120/00 Preferred Capital (Equip lease) 199 03/20/01 Preferred Capital (Equip lease) 199 08/13/01 Computer Equipment and Peripherals: Toshiba Laptop 258 OS/28/00 HP Pavillion X1926 199 08/19/01 HP Pavillion X1926 199 08/20/01 HP Pavillion X1926 199 08/22101 HP Pavillion 289 04/24/01 HP Pavillion 7845 199 04120/01 • Printer 289 04120/01 Computers 199 04120/01 Total Fixed Assets -23 • 109 APPLlCATION • • • , 110 FOCUS LEARNING ACADEMY Projected Budget APPUCAlION Fiscal Year Ending 08/31/03 Campus 1 Campus 2 •REVENUES: 200 Students 215 students IQ1aJ State Program Revenues Through Texas Education Agency $ 1,000,000 $ 1,075,000 $ 2,075,000 Temporarily Restricted Revenues: Special Education 562,500 372,500 $ 935,000 Comp Education 65,700 65,700 $ 131,400 Federal Special Education 50,000 50,000 $ 100,000 Title 1 23,000 23,000 $ 46,000 Accelerated Reading 25,000 - $ 25,000 Other Grants 150,000 50,000 $ 200,000 Total Revenue and Other Support 1,876,200 1,636,200 3,512,400 EXPENSES: Program Services: Instruction and Instructional - Related Services 653,000 795,000 1,448,000 Instructional and School Leadership 249,000 194,500 443,500 Instructional Materials 11,250 11,250 22,500 Support Services - Student (Pupil) 211,000 175,500 386,500 Support Services: Administrative Support 644,250 176,500 820,750 Occupancy 90,000 180,000 270,000 Interest • Total Program and Support Expenses 1,858,500 1,532,750 3,391,250 FIXED ASSET PURCHASES: Computers 4,000 4,000 8,000 Copiers 9,100 9,100 18,200 13,100 13,100 26,200 NET INCOME: Total Revenues 1,876,200 1,636,200 3,512,400 Total Fixed Asset Purchases 13,100 13,100 26,200 Total Expenses 1,858,500 1,532,750 3,391,250 $ 4,600 $ 90,350 $ 94,950 • .. III FOCUS LEARNING ACADEMY APPLICATION Statement of Financial Position August 31,2002 • ASSETS Current Assets: Cash $ 26,161.77 Accounts Receivable - FLA Special Projects 9,655.88 Total Current Assets $ 35,817.65 Property and Equipment: Fumiture and Equipment $ 9,073.98 Computers and Peripherals 32,420.07 Less: Accumulated Depreciation ( 11,724.32) Total Property and EqUipment 29,769.73 Other Assets: Deposit with Lessor 998.32 TOTAL ASSETS $ 66,585.70 LIABILITIES AND NET ASSETS Current Liabilitites: Accounts Payable $ 31,913.15 • Payroll Tax and Related Liabilities 4,114.42 $ 36,027.57 Total Current Liabilities Long-Term Liabilities: Long-term debt $ 4,003.59 Obligations under capital lease 5,841.07 Total Long-Term Liabilities 9,844.66 TOTAL LIABILITIES $ 45,872.23 Net Assets: Net assets, unrestricted (17,532.57) Net Income 38,246.04 Total Net Assets 20,713.47 TOTAL LIABILITIES AND NET ASSETS $ 66,585.70 • '. 112 FOCUS LEARNING ACADEMY APPLICATION STATEMENT OF FINANCIAL STABILITY OCTOBER 15, 2002 • FOCUS Learning Academy declares that it is nei~er in reorganization nor is it in prospect of moving into financial reorganization under the protection of bankruptcy. Please refer to the audited financial statements for the fiscal year ending August 31, 2001, which is absent of any notation questioning the Academy's"ability to continue as a going concern." Leroy McClure, Jr., CEO/Superintendent Yvette McClure, President of the Board of Directors • • 113 FOCUS LEARNING ACADEMY APPLICAnON STATEMENT OF NON-CONTROL OCTOBER 15, 2002 • FOCUS Learning Academy has been extended credit by the following companies: 1. Citizens National Bank - for operating expenses 2. Preferred Capital - for the lease of equipment used in the food program These companies derive no control of school policy from these credit agreements. Please refer to NOTE 10 of the audited financial statements for the fiscal year ending August 31, 2001, which lists all related parties. A list of Members of the Board of Directors shall be available upon request. Leroy McClure, Jr., CEO/Superintendent • Yvette McClure, President of the Board of Directors • 114 APPLICATION ACCOUNTING POLICIES. AND PROCEDURES f-- MANUAL ; I I 115 I FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL • TABLE OF CONTENTS Budgeting Cycle.•...... ···········.···.·4 Attendance Reporting ...•...... •...... •...... 7 Payroll Cycle ...•...... •...... 9 Expenditure Cycle ...... •...... •...... 14 Revenue Cycle ...... 15 Month-end Procedures ...... 19 Student Activities ...... 22 Investments ...... •...... 25 General Fixed Assets .•...... •...•.. 27 • • IH; FOCUS LEARNING ACADEMY APPLICAnON ACCOUNTING MANUAL FISCAL MANAGEMENT GOALS/OBJECTIVES • The Board ofDirectors recognizes that responsible money management establishes the foundation for the support ofthe entire school program. To make that support as effective as possible, the Board intends: Iii To encourage advance planning through established budgeting procedures. Iii To explore all practical and legal sources ofrevenue. Iii To provide for the expenditure of funds so as to achieve the greatest educational opportunity for all students. Iii To require maximum efficiency in accounting and reporting procedures. Iii To provide within budget limits a level of expenditure needed to provide a high level ofquality education. • . 117 • Accounting Policies and Procedures Manual Revised 10102 pg.2 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLICATION ACCOUNTING SYSTEM The Board of Directors shall implement an accounting system that will maintain the accounting records ofthe School in accordance with Generally Accepted Accounting • Principles and any additional requirements ofthe State. 1. School shall implement a double entry accounting system to provide for the proper recording and reporting offinancial data. 2. School shall use the account codes prescribed in the Chart ofAccounts when recording transactions in the accounting records. The Chart ofAccounts identifies the account descriptions and codes that form the framework for summarizing operations. 3. School shall use the accrual basis of accounting for reporting purposes. Under the accrual basis ofaccounting, revenues are recognized in the period in which they are earned, and expenses are recognized in the period incurred. 4. Source documents are used to initiate accounting transactions and shall be retained to support each entry recorded in the accounting records. Examples of cash receipts source documents include pre-numbered cash receipts forms, cash register tapes, and validated bank deposit receipts. Examples ofcash disbursements source documents include purchase orders, receiving reports, and vendor invoices. S. The Board ofDirectors must approve all non-reoccurring expenditures of the • School with an amount over $2,SOO. Through the adoption of the annual budget the Board of Directors authorizes the schools CEO/Superintendent to act within the scope ofthe approved purchasing b'lJidelines. The school's Business Office must retain adequate supporting documentation. 118 • Accounting Policies and Procedures Manual Revised 10/02 pg. 3 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLICATION ANNUAL BUDGET • POLICY The Chief Executive Officer/Superintendent (CEO/Superintendent) is responsible for the formulation of the annual budget, considering at all times that resources must be utilized to produce the most positive effect on the students' opportunity to learn. The CEO/Superintendent shall be responsible for reviewing budgetary requests, providing guidelines and limitations, and presenting the proposed budget and documentation for Board study, review, and action. In addition, the CEO/Superintendent is to take care that the educational goals and the fiscal responsibilities ofthe School are carefully considered during the budget development process. The CEO/Superintendent shall prepare and distribute a budget preparation calendar for presentation to the Board to accomplish all required budgetary actions for the following school year. This schedule will, as a minimum, provide specific dates for the accomplishment ofall state-mandated actions. The following items may be included in the recommended budget schedule: Iii Date for initial meeting with appropriate staff members on the budget. Iii Dates for each of the attendance reports. • Iii Date for notice ofbudget hearing to be published. Iii Date for special board meeting to hold a budget hearing and adoption. Iii Date(s) to submit reports or information to state school offices. BUDGET HEARINGS AND ADOPTION PROCESS The CEO/Superintendent shall prepare a notice fixing the time (no later than August 31) and place at which a public hearing and Board meeting shall be held to present the proposed budget for consideration ofthe shareholders of the School. Immediately following the public hearing the President shall call to order the Board meeting for the purpose ofadopting the budget. A Board member may, without creating a conflict ofinterest, participate in adoption ofa final budget even though the member may have substantial interest in specific items included in the budget, after properly declaring any conflict. The Board shall adopt the budget and enter the budget as adopted in its minutes. • Accounting Policies and Procedures Manual Revised 10/02 pg. 4 119 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL BUDGET IMPLEMENTATION Expenditures will be charged against the appropriate budgeted account code. A report of expenditures, and revenues shall be presented to the Board in accordance to the Board's • direction using GAAP under a 501(C) 3 fonnat. Variances within budget categories shall be a part of this report. BUDGET TRANSFERS Periodically throughout the year, the budget will be reconciled with actual expenditures ofthe School. The Governing Board authorizes the CEO/Superintendent to make such adjustments and provide a report demonstrating where transfers have occurred. SAMPLE BUDGET CALENDAR AUGUST 5th - Proposed Budget to Board ofDirectors 15th - Adopt Budget at regular board meeting SEPTEMBER 15th - Revised Budget (Optional based on actual enrollment) Grants - Annual Cash Management Report OCTOBER 30th - Annual Financial Report Grants - Cash Management Report • Special Education Census - First Report 31 st - October 1st Enrollment Report Quarterly payroll reports NOVEMBER 15th - Grants - Cash Management Reports 15th - Revised Budget (optional) JANUARY 31 st - Quarterly payroll reports W -2 to employees, 1099's to non-employees FEBRUARY 15th - Grants - Cash Management Report 28th - W-3, W-2's, and 1099's filed with I.R.S. Projections for upcoming budget year APRIL 15th - Grants - Cash Management Report 30th - Quarterly payroll reports MAY Projections for upcoming budget year '" l~O • Accounting Policies and Procedures Manual Revised 10/02 pg.5 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL 15th - Revised Budget (final) JUNE Inventory all equipment Inventory all supplies Finalize Projections for upcoming budget year • 30th - Year-end Enrollment Report JULY 30th - Quarterly payroll reports • 121 • Accounting Policies and Procedures Manual Revised 10/02 pg. 6 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLICATION 13. Input the attendance data to the State . • 14. Transmit attendance data to the State. 1. Send school registers back to the School. • 124 • Accounting Policies and Procedures Manual . Revised 10102 pg.9 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL PAYROLL CYCLE POLICY • The following shall be followed to comply with Generally Accepted Accounting Principles and to strengthen the internal control structure concerning the processing ofpayroll. 1. The Governing Board shall establish written payroll policies and make them available to employees. 2. The Governing Board or CEO/Superintendent shall approve a salary and wage schedule or individual letter ofemployment ifa schedule is not maintained. 3. Appropriate segregation ofduties in payroll processing shall be maintained. The same employee should not be assigned responsibilities for payroll preparation, payroll authorization and check distribution. 4. School shall establish a delayed payroll system (e.g., five-day lag). This type of system allows time for payroll adjustments to ensure that employees receive only the amount ofwages they have earned. 5. School shall establish adequate control over the processing, storing and issuing of checks. Upon approval by the CEO/Superintendent, the school may elect to outsource its payroll processing and filing of related tax returns to a professional payroll processing company. • 6. School shall establish procedures for recording payroll expense in the correct fiscal year. 7. School shall establish and maintain a system to account for the accrual and use of vacation and sick leave for all employees. Policies pertaining to leave should include prescribed accrual rates for specified years ofservices, maximum amounts allowed to be accrued, and disposition ofaccrued time upon tennination ofemployment. School should also prescribe policies pertaining to the voluntary transfer ofvacation, personal and sick leave between employees or to a sick leave bank. 8. Checks must be properly completed before issuance, and must not be written payable to cash or bearer. Void checks must be so stamped to prevent reuse and numerically filed with other canceled checks. 9. Unused checks must be physically safeguarded and access to them must be . limited to authorized personnel who do not have access to the signature facsimile plates. Ifthe school has elected to use a professional payroll processing service. verification must be made to ensure that there are no missing check numbers or duplications. • 125 • Accounting Policies and Procedures Manual Revised 10102 pg. 10 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL 10. The signature facsimile plates must be physically safeguarded and access to the plates limited to a minimum. • PAYROLL RECORDS Payroll and personnel files will be maintained at the Business Office. The files will provide support for expenditures and serve as a basis for preparation ofpayroll vouchers and reports. Payroll and personnel files will include, at a minimum, the following documents: I. Employment application. 2. Recommendation letters. 3. Copy ofcollege transcripts (if applicable). 4. Record ofapplicable certification. 5. Copy of Personnel Action Request form or employment contract. 6. Supplemental contracts for extra pay (e.g. professional growth). 7. Pay Plan ifnot included in teaching contract (e.g., 21 or 26 pay periods). • 8. Federal withholding forms. 9. State withholding forms. 10. Voluntary deduction authorizations (e.g., dues, credit union and health insurance). 11. Payor position change notices (Personnel Action Request), including terminations. 12. State Retirement System application, if applicable. 13. Vacation and sick leave summaries. 14. Loyalty oath, if required. 15. Employee evaluations. '16. Federal 1-9 forms, 126 • Accounting Policies and Procedures Manual Revised 10102 pg. 11 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL PAYROLL CYCLE Salary checks will be issued monthly during the term ofcontract or agreement between • the School and employees. See Attached Payroll Distribution and Classification Policy Addendum An employee who quits the service ofthe School shall be paid all wages due on the regular payday for the pay period during which termination occurs. Such wages will be paid by mail unless otherwise requested. An employee who is discharged from service ofthe School shall be paid all wages due on the regular payday for the pay period during which tennination occurs. SALARY DEDUCTIONS The School shall establish payroll procedures that conform to all requirements ofthe law and all policies ofthe School, and that ensure employees receive paychecks not later than the stated payroll dates. Involuntary Deductions (Public Record): Federal and State income taxes, Social Security (OASIIFICA), and employee contributions to the State Retirement System will be deducted as mandated by state and federal statutes. All other deductions must be authorized by the Board or CEO/Superintendent and approved by the employee unless ordered by a court • of competent jurisdiction. Voluntary Deductions (Not Public Record): The Board has authorized the following: Iiii Insurance premiums for staff members or dependents that are being covered under Board-approved Section 125 cafeteria plans. Iiii Tax-sheltered annuities for companies approved by the CEO/Superintendent Iiii Others as approved by the CEO/Superintendent. .t, 127 • Accounting Policies and Procedures Manual Revised 10102 pg. 12 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLICATION PROCEDURES PERFORMED BY • School- Human Resources or School Operations Department 1. Hires employees and maintains personnel files in accordance with policies. 2. Prepares Personnel Action Forms (PAR) for any changes to employee information. 3. PAR approved (singed and dated) by authorized School administrator. 4. Prepares list ofpayroll and personnel changes to be ratified at next Governing Body meeting. 5. Files one copy of PAR in employee's personnel file. Business Office 6. Receives Personnel Action Forms from School. 7. Reviews Personnel Action Forms for proper approval and completeness. 8. Inputs change into computer system. Hourly Employees • 9. Prepare, sign and date Time Sheets. 10. Submit Time Sheets to supervisor for approval. Supervisor 11. Receives Time Sheets. 12. Reviews and approves Time Sheets. 13. Submit Time Sheets to school. School 14. Receives Time Sheets. 15. Reviews time sheets for proper employee and supervisor signatures. 16. Prepares Absence Sheet for employees to be "docked". 17. Submits Time Sheets and Absence Sheet to the Business Oftice. 128 Business Office • Accounting Policies and Procedures Manual Revised 10102 pg. 13 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL 18. Receives Time Sheets and Absence Sheets from School. 19. Checks each Time Sheet for signature of employee, principal or department head. • 20. Inputs data from Time Sheet into Computer System. 21. Inputs data from all Personnel Action Forms. 22. Inputs absences listed on Absence Sheet. Employee is docked for unearned absences. 23. Prints two copies ofPayroll Voucher Fund Totals, Pre-Payroll Journal Totals, Payroll Voucher Supplement, and Check Register and one copy of checks. (This may be performed by a hired professional payroll processing service.) 24. Submits one copy ofPayroll Voucher Fund Totals, Pre-Payroll Journal Totals, Payroll Voucher Supplement, and Check Register and one copy of checks to the School. File in safeguarded area the second copy ofpayroll voucher fund totals. pre-payroll journal totals, payroll voucher supplements, and check register. School 25. Designated person receives Payroll Voucher Fund Totals, Pre-Payroll Journal Totals, Payroll Voucher Supplement, and Check Register and one copy ofchecks . 26. Same designee reviews Payroll Voucher Fund Totals, Pre-Payroll Journal Totals, Payroll Voucher Supplement, and Check Register and one copy ofchecks and the • compares the checks to the check registers. 27. CEO/Superintendent Signs checks and distributes to designated person(s) to distribute at appropriate campuses. (Signature software provided by payroll processing service may be used for signing of checks). 28. Submits Voucher and Voucher Supplement to Goveming Body for ratification. School 29. Files Voucher and Voucher Supplement. Business Office or Pro.fessional Payroll Service 30. Prepares quarterly payroll tax reports. 31. Submits quarterly payroll tax reports to school. School .,.. 32. Reviews and signs quarterly payroll tax reports. 129 Revised 10102 pg.14 • Accounting Policies and Procedures Manual FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLICATION • 33. Submits quarterly payroll tax reports to regulatory agencies . • lJO Revised 10/02 pg. 15 • Accounting Policies and Procedures Manual FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL EXPENDITURE CYCLE See Purchasing Policy and Procedures Addendum. DELETE - MAY ADD • ADDENDUM AT LATER DATE after further review of TEA guidelines. POLICY PURCHASING (Inserted from the Fiscal Policies and Procedures Manual Draft 2000) All purchases over $2,500 must include documentation ofa good faith effort to secure the lowest possible cost for comparable goods or services. The CEO/Superintendent shall not approve purchase orders or check requests lacking such documentation. Documentation shall be attached to all check and purchase order requests showing that at least three vendors were contacted and such documentation shall be maintained for three years. A board-approved process must bid all purchases in excess of $1 0,000. The Academy shall utilize the procurement method and shall select and contract with vendors providing the best possible value. The Board ofDirectors may contract with business entities in which a Director has a substantial interest ifthe Director follows the disclosure and abstention procedures set out in Texas Local Government Code Chapter 171. In making and authorizing Academy purchases, neither Directors nor employees ofthe Academy shall intentionally or knowingly violate a law relating to that Director's or employee's capacity with the Academy. • To increase efficiency and effectiveness in purchasing, the Academy may contract or agree with other charter schools and other nonprofit corporations created and operated to provide one or more government functions and services, or with state agencies, including the General Services Commission, to perform some of its purchasing functions The CEO/Superintendent/Superintendent shall be authorized to make budgeted purchases or other purchases authorized by the Board of Directors in an amount no greater than $2,500. PURCHASE ORDERS Anyone requiring goods or services shall complete a pre-numbered purchase order prior to procuring the items or services. The goods or services should not be procured until the PO has been approved in accordance with the guidelines outlined below. All purchase orders should include the appropriate expense or asset account to be charged with the purchase. Purchase orders should be matched with invoices prior to setting up the payable in the accounting records and lor paying the invoice. A purchase order log 'shall be maintained stating purchase order number assigned, vendor name, name of requesting party, and the date. Behind the log in a notebook should be copies of all purchase orders/requisitions. 131 • Accounting Policies and Procedures Manual Revised 10/02 pg. 16 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLICATION The use ofpurchase orders is preferable to simply approving an invoice upon its receipt or implementing dual signature requirements on checks for several reasons. Purchase orders allow for better cash and budget management since purchases are approved before entering into an obligation. The use ofpurchase orders optimizes the ability to obtain • cash discounts (the time between invoice receipt and payment is reduced). Purchase orders allow for the negotiation ofprices prior to purchase with a vendor. All vendors should be notified in writing that a purchase order is required for all purchases ofmore than $50.00. The vendors should be notified that not obtaining a purchase order could cause payment to be delayed or refused. Approval Limits: All non-recurring purchases greater than $50.00 require a purchase order that has been pre-approved by the Administrator. All nonrecurring purchases greater than $500 to $999 require a purchase order that has been pre-approved by the Administrator and the Business Manager (or designee). All non-recurring purchases greater than $ 1,000 to $4,999 require a purchase order that has been pre-approved by the Administrator (or designee) Corporate Treasurer or Board President. All nonrecurring purchases greater than $5,000 require prior Board approval in addition to a purchase order that has been pre-approved by the Administrator (or designee), Corporate Treasurer or Board President. The approval ofa budget or budget line item by the Board may constitute Board approval for a purchase. • Non-recurring purchases include all cash disbursements that do not occur at regular intervals (i.e.; monthly/quarterly) for set amount or ranges of amounts (i.e.; rent, utilities, payroll). All reimbursements, whether they are to parents, teachers, staff or Board members, are included in this approval process. An expense reimbursement form is also required. ACCOUNTS PAYABLE (Inserted from Fiscal Policies & Procedures Manual Draft 2000) The FOCUS Leaming Academy shall make every effort to pay invoices upon the terms specified by the vendor, normally "net due in 30 days," unless alternative arrangements are made with vendors or unless a dispute arises. Invoices ofan amount, which precludes payment within 60 days, may be put on a payment plan, allowing a monthly payment agreeable to both the FOCUS Leaming Academy and the vendor, unless another arrangement is reached agreeable to both the FOCUS Learning Academy and the vendor. Account payables shall be maintained by the Business Office designee, who will ensure timely payment and the development ofpayment plans. This person shall also maintain an Accounts Payable aging schedule. All invoices received shall be recorded on the genera1ledger at the period in which the expenses are incurred based upon the accrual basis of accounting required by the Texas Education Agency (TEA). Information 13'2 • Accounting Policies and Procedures Manual Revised 10102 pg. 17 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL recorded shall include the vendor, invoice number, amount ofinvoice, account, and description of items when possible. All payments of invoices shall be recorded on or about the end ofeach week on the FOCUS Leaming Academy computer system, and the invoice shall be filed by vendor. All payments in excess of $1 0,000 shall be approved by • the Board of Directors, and all non-recurring payments in excess of55,000 shall require two signatures. CASH DISBURSEMENT PROCEDURES: 1. All invoices received should be immediately stamped "date received" and then put into an "Invoices to be processed" folder. 2. At regular intervals, but no less than once per week, the invoices in the "Invoices to be Processed" folder should be matched with the appropriate purchase order to veritY material was actually ordered by the Academy. 3. Invoices should be matched with shipping documents when applicable to veritY material was actually received. 4. All invoices with matching PO's (a price variance ofless than 5% or $20 whichever is lower is acceptable) should be entered into the accounting system as vendor payables. The offsetting expense or asset account should be obtained from the PO. 5. After entering the invoice into the accounting system, the date and initials of the person entering the invoice should be written on the invoice. 6. The invoice should then be filed in a file for non-paid items, such as an • alphabetizing folder. 7. All invoices, where there is no matching PO or where the invoice and PO variance exceeds the threshold should be set aside for further review. 8. Variances between the PO and invoice, which are greater than the established amount, should discussed with the vendor to determine ifthe amount invoiced is correct. Any invoice adjustments should be noted on the original invoice and documentation ofthe adjustment requested from the vendor. 9. Ifno PO was created prior to procuring the items or services included on the invoice, then the invoice must be approved in accordance with the approval limits documented above prior to entering the invoice into the accounting system. 10. At regular intervals, but no less than once per week, a listing ofall payables due within the next week should be run. The Business Office designee should meet with the CEO/Superintendent to discuss priority of items"to be paid. 11. The Business Office desi!,'tlee should pay the invoices included on the listing so that discounts are maximized and late payment penalties are not incurred whenever possible. 133 Revised 10102 pg. 18 • Accounting Policies and Procedures Manual FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL 12. The Business Office designee should review the cash balance and notify the CEO/Superintendent when necessary to request adequate funds be transferred from another non-restricted account ifthe balance in the operating account is • not sufficient to cover the amounts due. 13. The payments should be applied against the vendor payable previously entered into the accounting system. Pay particular attention to the vendor invoice number (included in the reference field) and the amount to be paid to ensure that the disbursements are applied against the appropriate vendor line item and that no duplication entries have been made. CREDIT CARD PURCHASING The FOCUS Learning Academy may maintain corporate credit cards, which shall be issued to staff as designated by the CEO/Superintendent/Superintendent. Such credit cards shall be used solely for charter school business. All credit cards account billing shall be directed to the FOCUS Learning Academy office and shall be monitored by the Accounting Manager. All receipts for credit card charges made by staff shall be given in a timely fashion to the Accounting Manager. The Accounting Manager shall maintain a system ofall charges reported by staff and each charge shall be checked against the bills. Discrepancies in these receipts or billing shall be reported by the Accounting Manager to the CEO/Superintendent/Superintendent for investigation. The use ofthe credit cards shall adhere to established personnel policy. In the event oftermination ofemployment, staff shall be required to return any credit cards • that have been issued to them . 134 Revised 10/02 pg. 19 • Accounting Policies and Procedures Manual FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL REVENUE CYCLE POLICY • REVENUES FROM STATE SOURCES The School may receive funds from the State in accordance with approved enrollment reports. The CEO/Superintendent shall insure that the reports are accurate and filed timely. The distribution of funds from the State shall be reconciled with the school's bank account. REVENUES FROM FEDERAL SOURCES The School may receive funds from the Federal governrnent through approved grants or special programs. The CEO/Superintendent shall insure the School receives all appropriate amounts. REVENUES FROM OTHER SCHOOL FUNCTIONS The School may receive funds as the direct result ofgifts, donations, fund raising, or special programs that may contribute to the total operation ofthe School's programs. The funds shall be accounted for separately as directed by the School or donor. Funds raised by students for specific organizations or programs shall be accounted for separately and governed by the applicable articles of the organizations . • REVENUES FROM INVESTMENTS The School may invest funds in accordance with law in a program approved by the Board. The CEO/Superintendent shall ensure that the question is placed on an agenda for approval at an appropriate Board meeting. A qualified investment strategy will be implemented and accumulated interest shall be reported as a part ofthe approved reporting schedule. Interest revenues earned are recognized as unrestricted funds available for use as the Board sees fit. REVENUES FROM SCHOOL-OWNED PROPERTY Revenues collected from sale, rental or lease ofschool controlled/owned property shall be deposited and recorded in a separate fund. In accordance with Generally Accepted Accounting Principles, the following policies shall be implemented in order to comply and to strengthen the internal control structure over receipts (If cash. 1. Receipts shall be adequately safeguarded and properly recorded in the General Ledger on a timely basis using the account codes prescribed in the Chart of Accounts. .' 135 • Accounting Policies and Procedures Manual Revised 10102 pg. 20 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL 2. School shall segregate among employees the duties of receiving, depositing, and recording receipts. • 3. Employees handling significant amounts of cash should be adequately bonded. 4. Pre-numbered and numerically controlled cash receipts forms should be prepared in duplicate for each cash payment received. They may be handwritten, or generated by a computer system or a cash register. 5. Cash receipts should be deposited intact daily, when significant, or at least weekly. 6. A validated deposit slip must be retained for each bank deposit. APPROVED BANK ACCOUNTS Banking Services: The Board shall designate one or more banks as depository for the safeguarding of school state funds, student activities and revolving funds by a majority vote of the Board. Each designated depository shall furnish proper security for such deposits in the amount designated by the Board and in accordance with law. • Each designated depository shall be advised not to cash checks payable to the School, but to deposit checks only to the School accounts. Authorized Signatures: Authorized signers for all checking accounts shall be approved by the Board. All checks over $5,000 with the exception ofpayroll checks or written contracts previously approved by the board (i.e., rent) shall require two signatures. 136 • Accounting Policies and Procedures Manual Revised 10102 pg. 21 FOCUS LEARNING ACADEMY APPLICAnON ACCOUNTING MANUAL REVENUE CYCLE • PROCEDURES PERFORMED BY School- or Business Office designee 1. Receives cash, check or merchandise from donor. 2. Issues 2-part pre-numbered cash receipt for cash or checks. 1) School copy. 2) Donor copy. Issues 2-part merchandise receipt for merchandise. 1) School copy. 2) Donor copy. 3. Restrictively endorses checks. 4. Prepares cash collection fonn and the bank deposit slip. 5. Copy cash collection fonn and merchandise receipts for Governing Body acceptance ofdonations. Governing Body 6. Fonnally accepts donations at Governing Body meeting. • Business Office 7. Receives the cash collection fonns and merchandise receipts from the School. 8. Prepares adjusting journal entry to record donations. 9. Posts adjusting journal entry for donations to our computer system. 10. Obtains notification from bank that wire transfer has been made for state equalization revenue on or about the 25th ofeach month. 11. Prepares adjusting journal entry to record state equalization revenue. 12. Posts adjusting journal entry for state equalization revenue to the computer system. 13. Receives bank statement from the bank. 14. Prepares bank reconciliation. 15. Prepares adjusting journal entry to record interest revenue per bank statement. 16. Posts adjusting journal entry for interest revenue to the computer system. 137 • Accounting Policies and Procedures Manual Revised 10102 pg. 22 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL 17. Prints two copies ofthe Revenue Report. • 18. Files one copy ofthe Revenue Report by School. 19. Submits one copy ofthe Revenue Report to the School. School 20. Reviews Revenue Report for propriety. 21. Submits the Revenue Report to the Governing Body. Governing Body 22. Receives the Revenue Report from the School. 23. Approves the Revenue Report. School 24. Files the Revenue Report. • 138 • Accounting Policies and Procedures Manual Revised 10/02 pg. 23 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL MONTH-END PROCEDURES POLICY • ACCOUNTING RECORDS The following month-end reports will be generated from the general ledger of the computer software program for the CEO/Superintendent and the Board of Directors: 1. Cash Balances Report - displays account number, title, beginning balance, receipts and transfers in, expenditures and transfers, and cash balance. 2. Revenue Report - displays account number, description, budget, receipts MID, receipts YTD, transfer in MTD, transfers in YTD, and uncollected balance. 3. Budget Balance Report - displays account number, description, budget, MID Expend, YTD Expend, Unexpended Balance, Encumbrance, and Budget Balance. 4. Statement of Income - "Statement of Activities" which displays the cash balance as a result of the income and expenses that occurred during the month. 5. Balance Sheet - "Statement of Position" which displays the financial position of net worth for the school. 6. Aged Payables Report - displays outstanding invoices for which payment has not • been made and the number ofdays each invoice is past due, if any. 7. Bank Reconciliation Report 139 • Accounting Policies and Procedures Manual Revised 10/02 pg. 24 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL MONTH-END PROCEDURES 4t PROCEDURES PERFORMED BY Business Office 1. Generates a preliminary month-end Cash Balances Report. 2. Receives bank statement from the bank. 3. Prepares bank reconciliation. 4. Compares reconciled bank balance to Cash Balances Report. 5. Investigates and resolves differences, if any. 6. Prepares necessary correcting adjusting journal entries. 7. Posts correcting adjusting journal entries to computer system. 8. Generates preliminary month-end Revenue, and Budget Balance Reports. 9. Reviews preliminary month-end Revenue, Budget Balance Reports for propriety. 4t 10. Investigates and resolves differences, if any. 11. Prepares necessary correcting adjusting Journal entries. 12. Posts correcting adjusting Journal entries to the computer system. 13. Prints two copies ofthe final Cash Balances, Revenue, and Budget Balances Reports. 14. Files one copy of the reports by school. IS. Submits one copy of the reports to the school, along with the correcting adjusting journal entries. School 16. Reviews the reports and adjusting journal entries for propriety. 17. Submits the reports and adjusting journal entries to the Governing Body. Governing Body 18. Receives the reports and adjusting journal entries from the school. , l~O 4t Accounting Policies and Procedures Manual Revised 10102 pg.2S FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL 19. Approves the reports and adjusting Joumal entries . School • 20. Files the reports and adjusting journal entries . • 141 • Accounting Policies and Procedures Manual Revised 10/02 pg.26 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL STUDENT ACTIVITY CYCLE • POLICY In accordance with Generally Accepted Accounting Principles the following policies should be implemented to comply and to strengthen the internal control structure over Student Activities. I. Monies should be physically safeguarded. 2. Segregation of duties between cash handling and record keeping should be maintained. 3. The student activities treasurer, assistant student activities treasurers and other employees who handle significant amounts of cash should be bonded and the expense charged to the School. 4. Disbursements should be made by serially pre-numbered checks. S. Void checks should be stamped to prevent reuse and numerically filed with the canceled checks. 6. Bank reconciliation should be prepared monthly, preferably by an employee not responsible for handling cash or issuing checks. In small School where an employee performs both functions, reconciliation should be reviewed and approved by a school administrator. Bank reconciliation's should be signed and • dated when reviews are completed. 7. Student activity monies should not be used to pay any school expenses. 142 • Accounting Policies and Procedures Manual Revised 10/02 pg. 27 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLICATION STUDENT ACTIVITY CYCLE • PROCEDURES PERFORMED BY School 1. Receives cash or checks from the student club or organization. 2. Issues pre-numbered cash receipt in duplicate. 1) School copy. 2) Donor copy. 3. Restrictively endorses checks. 4. Prepares deposit slip. 5. Deposits receipts to Student Activity bank account. 6. Attaches deposit copy to validated bank deposit slip. 7. Records deposit in ledger by student club or organization. Business Office (optional) 8. Receives the ledger from the School. • 9. Receives bank statement from the bank. (moved from school responsibility to accounting) 10. Reconciles the bank statement to the check book balance. II. Reconciles the check book balance to the ledger. 12. Reviews the reconciliation and ledger for propriety. 13. Prepares adjusting journal entry to adjust accounting records to actual based on the reconciliation and ledger. 14. Posts the adjusting journal entry to the computer system. School I. Prepares purchase requisition, which must be approved by a school official and a member of the student club or organization. 2. Receives invoice. 3. Compares invoice to purchase requisition and accounts for aU items. .,. 143 • Accounting Policies and Procedures Manual Revised 10102 pg.28 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL 4. Prepares and signs check and distributes to vendor. • 5. Records disbursement in ledger by student club or organization. 6. Receives bank statement from the bank. 7. Reconciles the bank statement to the check book balance. 8. Reconciles the check book balance to the ledger. Business Office (optional) 9. Receives the reconciliation and ledger from the School. 10. Reviews the reconciliation and ledger for propriety. 11. Prepares adjusting journal entry to adjust accounting records to actual based on the reconciliation and ledger. 12. Posts the adjusting journal entry to the computer system . • • 144 • Accounting Policies and Procedures Manual Revised 10102 1'9.29 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLTCATION INVESTMENTS • POLICY The following policies must be implemented in order to comply with Generally Accepted Accounting Practices and to strengthen the internal control structure over investments. 1. The Governing Body must approve all investments. 2. The investment ofpublic monies in interest bearing savings accounts, certificates ofdeposit, repurchase agreements, bonds or other obligations ofthe United States Government that are guaranteed as to principal and interest by the United States Government; or bonds ofthe State ofTexas counties, cities, towns, school districts or special districts, as specified by statute. As required by statute, collateral is required for demand deposits, certificates ofdeposit and repurchase agreements at 100% ofall deposits not covered by Federal deposit insurance. See Attached Detailed Investment Guidelines for further detail. None completed at this time ... • 145 • Accounting Policies and Procedures Manual Revised 10/02 pg.30 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL INVESTMENTS • PROCEDURES PERFORMED BY Governing Body 1. Annually authorizes Business Office to invest idle cash. Business Office 2. Identifies idle cash. 3. Determines the appropriate investment based on the amount of cash and anticipated duration of availability. 4. Invests idle cash by wire transfer. 5. Prepares notification ofinvestment. 6. Submits notification of investment to Governing Body. Governing Body 7. Ratifies investment. • • Accounting Policies and Procedures Manual Revised 10/02 pg.31 FOCUS LEARNING ACADEMY ACCOUNTING MANUAL APPLICATION FIXED ASSETS • POLICIES In accordance with Generally Accepted Accounting Principles the following policies should be implemented to comply and to strengthen the internal control structure over Fixed Assets. I. The school should assign an individual to be directly responsible for administering policies and procedures over the property control system and coordinating the administrative and accounting functions. 2. The school should prepare a detailed listing of general fixed assets and maintain documentation noting inventory serial identification numbers, a brief description, the location, and the original purchase price and date. 3. School personnel should take a physical inventory ofequipment at least once a year, and at least twice a year for equipment costing more than $3,000 purchased with federal monies. The detailed listing of general fixed assets should be used in conducting this inventory count, and the person designated to count the inventory should list the date the count was conducted, along with their name. 4. Adequate insurance coverage should be maintained . Please see Proposed Fixed Asset Guidelines previolls~V adopted at November 2001 Board Meeting. Change should be made 10 state that a physical inventory COIIllT should • be taken at least once a year. CAPITAL DEPRECIATION IlnSc!f'h..-d from the fiscal Pnlicil,.':'i & PmCl-dun.-s Manual Drntl 2000 J The FOCUS Learning Academy shall, either independently or through an accountant, maintain an accumulated depreciation account. All equipment purchases shall be approved by the CEO/Superintendent/Superintendent. Assets in excess of$5,000, with the exception of computers, shall be depreciated over their useful life, normally considered to be 5 years except in the case ofrapidly-depreciating assets such as computer hardware. Asset purchases ofunder $500 and software purchases shall be expensed. Disposition (such as sale, loan, or gift) ofproperty valued above $500 shall require the approval ofthe CEO/Superintendent/Superintendent. 147 • Accounting Policies and Procedures Manual Revised 10102 pg. 32 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL FIXED ASSETS PROCEDURES • Acquisitions Business Office I. Prepares an acquisition listing of all furniture and equipment items costing $500 or more and all land and building expenditures of$3,000 or more. The listing should include acquisition date, description, method ofpurchase, source of fund, purchase order number and actual cost. 2. Reconciles acquisitions listing to the expenditure reports, at least annually. 3. Updates the applicable information on the computer system. 4. Generates two acquisitions listings. 5. Files one copy ofthe acquisitions listing. 6. Sends one copy ofthe acquisitions listing to School. School 7. Tags the assets and record the tag number, serial number (if applicable) and • location on the acquisitions listing. 8. Reviews the listing for propriety. 9. Files the listing. Dispositions School 1. Completes an Authorization for Disposition form. 2. Submits Authorization for Disposition form to Governing Body or Designee for approval. Governing Body or Designee 3. Approves Authorization for Disposition form. School 4. Disposes of asset. 5. Sends the approved Authorization for Disposition form to Texas Benefit .. 148 • Accounting Policies and Procedures Manual Revised 10102 pg.33 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL Solution. • Business Office 6. Receives approved Authorization for Disposition fonn. 7. Inputs dispositions, at least annually. 8. Generates two deletion listings. 9. Files one copy ofthe deletions listing. 10. Sends one copy ofthe deletions listing to School. School 11. Receives the deletions listing fonn Texas Benefit Solution. 12. Reviews the listing for propriety. 13. Files the listing. Yearend Business Office 1. Reconciles the previous year's August 31 general fixed assets listing to the current year's August 31 listing. 2. Generates two General Fixed Assets Listings along with a Depreciation Schedule • indicating the amounts of depreciation accumulated each month. 3. Files one copy ofthe General Fixed Assets Listing and Depreciation Schedule. 4. Sends one copy ofthe General Fixed Assets Listing to School. School 5. Receives General Fixed Assets Listing from Business Office. 6. Perfonns a physical inventory. Differences, if any, should be investigated and resolved. 149 • Accounting Policies and Procedures Manual Revised 10102 pg. 34 FOCUS LEARNING ACADEMY APPLICATION ACCOUNTING MANUAL • ADDENDUM • '0 150 • Accounting PO/icies and Procedures Manual Revised 10102 pg. 35 APPLICATION EMPLOYEE TRAVEL • POLICY General Travel Guidelines for Employee's: In general "travel" is defined as travel away from the School located at 6808 Boulder Drive (Concord Campus)/lOOO E. Red Bird Lane (Laureland Campus). When an employee incurs travel related expenses, the school will reimburse the employee for qualifying expenses. An employee will only be eligible for reimbursement for qualifying expenses if the employee obtains approval from their manager/principal prior to incurring an expense. Travel advances will be provided for employees. Advances are limited to the projected per diem rates plus hotel and airfare. To request a travel advance use the check requisition form that is available in your manager/principal's office. Employees are required to submit proper documentation to support the expenditure of funds. All travel advances that are not cleared by the end of the following month will be treated as income to the employee, and deducted from the employee's next paycheck. The employee reimbursement report is to be totaled, and all receipts must be attached to the report. The employee's manager or principal must sing the report. Reimbursements will be made in accordance with the established check writing cycle. • Travel Request: All travel requests requiring airfare must be submitted to the employee's manager/principal within 25 days before departure. Ifa travel request requiring airfare is turned in late, the principal/manager must obtain the approval of the CEO, prior to turning the request into the purchasing agent. 1. Airfare: After the employee has obtained the proper approval to use air transportation, the manager will then request the purchasing agent to make airfare reservation for the employee. The employee may request the purchasing agent to utilize certain airlines in making the reservation, unless the use of the requested airlines results in an additional expenditure to the school. 2. Registration: Once the employee has obtained the approval for the workshop, the employee's manager is to tum the registration form into accounting for payment processing. The registration form should be turned in with the request for air travel to insure that adequate time is allowed for processing. 3. Travel Advance: If the employee's travel requires an advance. The principal/manager is to complete a check requisition form and submit the request to the purchasing agent. .. • 151 APPLICATION Travel Rules: The following is a list of procedures that must be followed to insure proper recording of travel costs. • iii Employees who receive an advance must clear their advance by the end of the following month. All advances that are not cleared by the end of the following month will be treated as income and deducted from the employee's next paycheck. iii Persons due reimbursement for traveling shall complete the employee expense report and mileage report (if applicable) and tum the reports into your manager/principal. iii Receipts for monies expended for travel (registration, hotel, airfare, etc.) must be turned in with the expenditure report, as evidence of attendance. All expenditures by the School for registration, hotel and airfare will be treated as a travel advance even if the check was directly written to the conference, hotel, or airline. iii Automobile mileage reimbursement will be computed using 32 cents per mile. For an employee to receive mileage reimbursement the mileage report must be included with the expenditure report. iii Such items as miscellaneous incidentals, amusements, valet services, alcoholic beverages, room service, laundry, or other unauthorized expenses will not be paid. iii On overnight trips, the school will pay for one personal phone call per day; this personal phone call only applies to calls to the employees' personal residence. iii In cases in which a spouse accompanies an employee, no expense for the spouse shall be included without the permission of the board of directors. In the event that the board of directors approves expenses for the spouse. The employee understands that these expenses are taxable income to the spouse. However, there • is no objection to joint use of automobiles and hotel facilities, provided only single standard rates are listed as expenses. iii Qualifying expenses include: o Hotel - Conference Rate or Corporate Rate which ever is lower. o Meals - $25.00 per day maximum for overnight travel. $15.00 maximum on travel completed on the same day. o Mileage - 32 cents/mile. Travel for school business within IS-mile radius of the School will not be reimbursed unless the employee arrives at the school prior to leaving for the workshop. o One personal phone call to the employees' residence, when the employee has an overnight stay. This phone call should be reasonable in length. As a guide the phone call should not be longer than 10-15 minutes. iii The employee will be expected to travel the same day as the conference if the employee can arrive at the conference on time by leaving hislher place of residence by 6:00 am. iii The employee may elect to drive or fly to a conference. However, the district will only reimburse the lower of air or ground transportation . • 152 APPLICATION FOCUS Learning Academy • MILEAGE REIMBURSEMENT DATE: FROM TO MILEAGE • TOTAL MILES • ",. 153 FOCUS Learning Academy EMPLOYEE REIMBURSEMENT FORM APPLICATION Travel Related Costs Date: Total Breakfast: • Lunch: Dinner: Hotel: Phone: Auto Rental: Taxi: Mileage Expense (must attach mileage sheet) * 32 CENTS PER MILE AirFare Supplies Related to Travel. Total: Entertainment & Business Meals This section must be comnleted for all meals Date: Number Amount Restaurant Purpose of Persons • Other Employee Expenses Date Total Classroom Supplies Reading Materials Instructional Supplies Office Supplies Other (please explain) Total: Other Explanation: ______ ADVANCESRECEIVED: ______DATE: _____ CEO ____ DATE: __,----__ PRINCIPAL: _____ DATE: _____ • ... 154 APPLICATION • FOCUS LEARNING ACADEMY ~tandatd 3: Educational ~etvices 3.1 Mission ~tatement, Campus Improvement Plan (2001-0212002-2003), TM~ ~cores &: Data 3.2 ~cope &: ~equence 3.3 Average Class ~ize 3.4 Materials and Methods of Teaching 3.5 No Bias or PrejUdice 3.6 N/A 3.7 Overview of Early Childhood Programs • 155 • Accreditation oFSpecial Purpose Schools APPLrCA TION c > , (, • > --t::z::j , :. I $ : < .;;I t :>::> < I •• -... ( ) • : $ Carrying S :>='), I I ForlNard c :::::::z the Vision • FOCUS LearningAcademy • Accreditation ofSpecialPurpose Schools 15G APPLICATION • /fOCUS l~ARNING A~AD~MY ACharter School Sponsored by the FOCUS Cent.... orLe,,",ing. Inc. Mission "Teachina and Preparina Children Jor Success" The mission ofthe FOCUS Learning Academy is to provide a multi-sensory teaching approach to instruction that respects academic differences among children. This environment ofmutual respect will provide learning skills • where daily successes are experienced and every child has the opportunity to acquire critical thinking skills and promote behavior that will enable them to impact the future ofour world. Mascot and Colors The mascot of the Academy is the lion. The lion symbolizes strength and courage. The school colors are maroon, black, and gold . • APPUCATION FOCUS Centre of Learning, Inc . • FOCUS Learning Academy GradesK-3 1000 E. Red Bird Lane, Dallas, TX 75241 (214) 376-4100 Grades 4-7 6808 Boulder Drive, Dallas, TX 75237 (214) 467-9352 District/Campus Improvement Plan • 2001 - 2002 School Year "Teaching and Preparing Children for Success" • ,. 158 APPLICATION TABLE OF CONTENTS Introduction 1 Mission Statement 2 • District/Campus Improvement Team 2 Needs Assessment Evaluation of the 2000-2001 School Year 3 Demographic Data 3 Parent Survey Results 5 Test Data 6 Summary of the District/Campus Needs Assessment and Priorities for the 2001-2002 School Year 8 District/Campus Improvement Plan District/Campus Goals 9 District/Campus Objectives: 1.0 Reading 10 2.0 Math 11 3.0 Writing 12 4.0 Special Needs 13 5.0 Parent Involvement 14 6.0 Technology 15 7.0 StaffDevelopment 16 • StaffDevelopment Activities 17 Special Programs Comprehensive School Reform 18 Model Reading Intervention Program 19 Internal Monitoring Statement 20 Signature Page • 159 APPLICATION INTRODUCTION FOCUS Learning Academy, a state-approved charter school, gained approval from the Texas State Board of Education in October 1998 and opened its doors to children in the fall of 1999. The Academy is a public school, required to meet state accreditation requirements, but • operated differently from a regular public school. FOCUS Learning Academy is governed by FOCUS Centre of Learning, Inc., a 50 I (c) (3) non-profit organization. The Board of Directors of FOCUS Centre of Learning, Inc., composed of educators, administrators, parents and concerned community members and other professionals, serves as the governing body of FOCUS Learning Academy. The Board creates and implements the policies and procedures of the charter school, which must conduct itself in agreement with its charter. The Academy is accountable to the State Board of Education and is monitored by the Texas Education Agency to insure that the school meets both state and federal guidelines. While FOCUS Learning Academy is exempt from many rules and regulations that apply to public schools, the Board does not take lightly the academic responsibility to the students who are served at the Academy. The Board and faculty and staff are committed to provide an education that not only meets but exceeds state requirements. The FOCUS Learning Academy is a school of choice that provides an academic atmosphere for the learning different and at-risk child as well as the traditional learner. Recognizing each child's individual talents and strengths, the model at FOCUS is designed to deliver instruction and activities utilizing multi- sensory, structured techniques. The goal of the school is to promote academic and personal growth; therefore, the Academy is committed to reintegrating students into less-restrictive settings whenever appropriate . Special attractions of FOCUS Learning Academy, in addition to its emphasis on • academics, include viable services to the learning different child, a safe environment, small teacher-student ratio, dress code, and an instilled value system in a nurturing environment. The Academy fosters parental involvement through regular communication by telephone calls, newsletters, conferences, and notes from faculty. The Board of Directors and administration of the Focus Learning Academy are committed to a strong core of teachers who are academically and professionally competent. They are charged with the responsibility of demonstrating a role model of love and commitment for educating children. The FOCUS staff will strive to manifest the highest virtue and personal decorum, both inside and outside the school setting. Each member of the Academy team is placed in areas where strengths can best benefit the students. Respect is a foundational virtue that permeates the staff and their association with one another, the parents, and the children who make up the Academy. FOCUS Learning Academy does not discriminate against any person on the basis ofrace, color, age, sex, marital status, disability, or national origin. • I 160 APPLICATION MISSION STATEMEMT • The mission of the FOCUS Learning Academy is to provide a multi-sensory teaching approach to instruction that respects academic differences among children. This environment of mutual respect will provide learning skills where daily successes are experienced and every child has the opportunity to acquire critical thinking skills and promote behavior that will enable them to impact the future of our world. MEMBERS OF THE DISTRICT/CAMPUS IMPROVEMENT PLANNING TEAM 1. Leroy McClure, Jr. Superintendent/CEO 2. Yvette McClure Board President 3. Kay Peterson Instructional & Dyslexia Coordinator 4. Darryl Howard Principal • 5. Patricia Byrd Vice Principal 6. Angelina Matthews Teacher 7._ Parent 8.~1 Director of Special Education 9. Dwayne Watson Special Education 10. David Weyand Community Outreach 11. Kate Burkes Curriculum and Technology 2 • .. 161 APPLICATION Needs Assessment EVALUATION OF THE 2000-2001 SCHOOL YEAR • On-going evaluation ofour campus occUlTed throughout the 2000-2001 school year. Methods Used: FOCUS Benchmark Woodcock Johnson (Revised) Lesson Plans Student Records Grades Surveys TAAS/SDAA scores Goals Achieved: Ongoing Campus-wide Alphabetic Phonics program Ongoing Campus-wide Saxon Math Program Increased Parent Involvement and Volunteerism. Successful completion ofAcademics 2000 objectives Increased StaffDevelopment Goals Not Accomplished: Fell short ofmeeting every child's individualleaming style TAAS objectives not met by all grades and sub-groups All students were not on grade-level reading by May of 200 1 DEMOGRAPHIC INFORMATION • 2000-2001 Campus Staff: Administrators 7 Teachers 14 Teacher Aides 2 Subject Specialists (Computer, PE, etc.) 2 Office Staff 1 Nurse 1 Total FulllPart-Time 27 Staff RaciallEthnic Composition: African American 24 Hispanic 0 White 3 Asian 0 Other 0 3 • 161 2000-2001 Students: Enrollment Kinder Fourth Fifth I Fim' I,,,oM IThrrd I Sixth Total • Totals 16 o 29 0 30 33 25 200 IRacelEthnicity II Black I~I White II Asian 18 IAll Grades II 186 II 11 II 3 II 0 II 0 I IPercentage II 93% II 5.5% II 1.5% II 0 II 0 I I Special Subgroups Eco. Dis. Title I II I IAll Grades 103 II 200 I IPercentage 51.5% II 100% I Special Total Learning Mentally Education Students Disabled Handicapped EJc:J[:J Totals I 94 II 65 II 2 II 49 14 10 • % of Student Pop. 47% I 32.5% II 1% II 24.5% 7% I~ Kinder 5 2 I 0 2 0 IC!::J First I 12 4 0 6 3 II~ Second 9 5 0 6 3 II~ Third 17 9 2 I 8 4 IG:J Fourth 22 15 I 0 II 13 I 2 II~ Fifth 18 II 17 II 0 II 10 2 10 Sixth 11 II 13 II 0 II 4 2 10 4 • Hi3 APPLICATION 2001 Parent Survey Survey Possible Number of Number of Overall % of Ouestions Answers Parents of students Parents of students Resl!ondents in grades K-3 in grades 4-7 • 1. How often per week do you - 1-2x per wk 37 30 42.6% read to your child? - 3-4x per wk 38 29 42.6% - 5-6x per wk 17 8 14.8% 2. What is your highest level - High school 15 12 16.6% ofeducation? - Some college 53 30 50.9% - College degree 20 18 23.3% - Grad. school 5 10 9.2% 3. Do you feel you need more -Yes 89 62 91.5% information about the TEKS? - No 6 8 8.5% 4. Do you feel you need more -Yes 75 53 77.5% information about the T AAS? -No 18 19 22.5% 5. Does your family usually feel well-informed and up-to -Yes 73 53 77.7% date about events and special - No 22 14 22.3% dates? 6. Does someone in your -Yes 45 34 47.8% family volunteer at the school? - No 50 36 22.2% 7. Does someone in your family participate in parent -Yes 89 58 90.7% conferences? - No 5 10 9.3% 8. Do you feel the school has -Yes 87 67 96.2% an "open door" policy? -No 5 I 7.8% 9. Does your family feel comfortable talking with -Yes 89 65 95.0% • school personnel? -No 5 3 5.0% 10. Do you feel school personnel are working to -Yes 81 67 91.3% achieve goals that are -No 11 3 8.7% consistent with what you want for your children? 11. Does someone in your family attend parent education -Yes 82 62 88.8% meetings and other school -No 12 9 11.2% activities? How often? -Monthly 44 31 58.2% -Some months 26 18 33.9% -Once/semester 7 3 7.8% 12. Does someone in your family feel comfortable -Yes 85 65 91.5% making suggestions regarding -No 10 4 8.5% school decisions? 13. Do you feel that you understood upon enrollment -Yes 87 66 92.8% that FOCUS has a large -No 8 3 7.2% student population with learning differences? • 5 164 APPLICAnON TEXAS ASSESSMENT of ACADEMIC SKILLS DATA Spring 2001 Testing Average % Meeting Average % Meeting TLI Minimum TLI Minimum • Scores Expectations Scores Expectations Grade 3: Math 44.4 0% Grade 4: Math 56.5 11% Reading 55 22% Reading 52.8 20% Writing n/a 7% Grade 5: Math 56.8 5% Grade 6 Math 60.7 27% Reading 55.4 15% Reading 60.7 36% TASS PASSING RATES BY SIGNIFICANT GROUPS MATHEMATICS GRADE I TOTAL II AF.AM. i HISP. I WHITE ECO.DIS. I MALE I FEMALE Number Tested 1 Percent Passing 3 23fO% 23fO% of- of-- 17fO% 6fO% I I 4 19111% 18fll% ~1/- of-- 1119% 8/13% 5 21/5% I 19/0% II 21- 0/- 01- 6/6% 510% I I GB 6 15/27% 11/27% 41- 01- I 01-- I 11127% 41- • READING GRADE I TOTAL II AF.AM. i HISP. I WHITE ECO.DIS. I MALE I FEMALE Number Tested 1 Percent Passing 3 I 23f22% 23122% 01- 01- 01- 17112% 6150% 4 15/20% 15/20% 0/- 0/- 01- 10 110% 5/40% 5 20/15% 19/16% 1 1 - of- 0/- 15/7% 5140% 6 14/36% 11127% 3/- 0/- of- 10/30% 4/- WRITING , GRADE ~ TOTAL II .. M. II HISP. II WHITE II ECO.DIS·II MALE I FEMALE Number Tested 1 Percent Passing 4 II 1417% I 13/8% II 01- II 01 i 01- II 7114% I 6/0% • 6 ". 165 APPLICATION STATE DEVELOPED ALTERNATIVE ASSESSMENT SUMMARY REPORT MATHEMATICS • Instructional Nnmber Level Level Percent Meeting Level Tested I II ~III ARD Expectations PERCE:'ITAGE OF STUDENTS AT EACH LEVEL K 1 * * * 1 3 * * * Baseline Test- I I No Achievement 2 I 19 21 I 53 26 Level Standard 3 I 11 0 I 73 27 Established 4 I 8 13 i 88 II 0 I 5 I 2 @I * II * I Total 44 11 68 I 20 I READING Instructional Number Level Level Percent Meeting Level Tested I I II II II~III ARD Expectations I I PERCENTAGE OF STUDENTS AT EACH LEVEL K I 1 II * II * I * 1 8 0 13 88 Baseline Test I I No Achievement 2 24 21 25 54 Level Standard • 11 Established 3 18 55 27 4 5 0 I 40 I 60 5 I 0 i * I * * Total 49 14 31 55 WRITING Instructional Number Level Level Level Percent Meeting Level Tested I II III ARD Expectations I I PERCENTAGE OF STUDENTS AT EACH LEVEL K, 1, 2 13 0 77 23 BaseUDe Test- I II II I No Achievement Level 3,4 I 2 II * I * * Standard EstabUshed Total 5 0 I 77 I 23 7 • ISS APPLICATION STANFORD ACHIEVEMENT TEST DATA SUMMARY GRADE NUMBER TOTAL TOTAL COMPLETE • TESTED READING MATH BATTERY MEDIAN GRADE EQUIVILENT K 16 K.6 K.l K.4 1 32 2.0 1.3 1.8 2 29 2.4 1.2 1.8 3 32 2.7 2.3 2.4 4 I 30 I 3.0 3.1 3.0 5 I 33 I 3.5 3.7 3.3 6 24 3.9 4.5 3.8 SUMMARY OF DISTRICT/CAMPUS NEEDS ASSESSMENT and PROJECTED PRIORITIES FOR THE 2001-2002 SCHOOL YEAR Continue our primary focus on the improvement of reading for all students, so that all students are reading on grade level by the end of4th grade, and grades 5 - 7 maintain and exceed that standard: Provide increased teacher training in research-based reading strategies Provide increased reading resources in the classroom • Recruit and train parents as Reading Partners. Continue to improve math abilities ofall students: Provide increased teacher training in research-based math strategies Ensure that the Saxon Math program is being fully implemented at all levels Provide increased math resources in the classroom Continue to improve writing skills of all students: Increase daily journal writing in all classes Increase independent writing at the lower grades Improve parent involvement by: Provide meaningful ways for parents to become involved on our campus Provide parent training in literacy strategies, LD, and child development Increase our investment in technology: Provide increased teacher and staff training in technology Upgrade computers for wider use of multimedia software and for teacher training . 8 • 161 APPLICAnON DISTRlCT/CAMPUS IMPROVEMENT PLAN GOALS for 2001-2002 • #1. Improve reading ability so that students can read at grade level by grade 3, and maintain or exceed this standard in grades 4-7. #2. Improve math performance of students so that students are performing at or above grade level by the end ofthe school year. #3. Improve writing performance of students so that students are performing at or above grade level by the end ofthe school year. #4. Improve services for special education students and other special-needs students through comprehensive assessments and re-evaluations according to state and federal guidelines and the CAP. #5. Involve parent and community members more in the operation of FOCUS Learning Academy, and in working with their children at home in the areas of literacy and math homework, and social skills. #6. Increase the technological (computer) skill level of students, teachers, and staff. • #7. Provide increased opportunities for meaningful, research-based staffdevelopment. 9 • 168 • OBJECTIVE 1.0 READING IMPROVEMENT • • At the end of the 2001-2002 school year, a minimum of 30% of all students taking the T AAS Reading subtest will pass, and/or demonstrate progress measured by the Stanford 9 Achievement test or the Woodcock Johnson (Revised). STRATEGIES ACTIVITIES PERSON(S) RESOURCES STRATEGY ACHIEVEMENT RESPONSIBLE REQUIRED EVALUATION EVALUATION I 1/ I 1.1 All teachers will be 2-week (70 hour) training AP Consultants Consultant fees; Perfonnance of Higher scores on FOCUS \! J trained in research- session; Training Materials Task; Staff Benchmark, T AAS Reading, based reading strategies. Eight Saturday Workshops; Development Stanford 9, or Woodcock- Classroom observations Evaluation Johnson R. 1.2 All grades K - 7 will Daily I-hour Alphabetic Trained Classroom Alphabetic Phonics Classroom Higher scores on FOCUS utilize a consistent and Phonics lessons in all Teacher, materials for both Observations; Benchmark, T AAS Reading, unifonn research-based classes (1-6); Reading Instructional Coordinator students and Lesson Plans Stanford 9, or Woodcock- reading method. Readiness program in teachers. Johnson R. Kindergarten 1.3 Reading classes Daily I-hour Reading Every Classroom MTA Readers; Perfonnance of Higher scores on FOCUS will be expanded to program: guided reading Teacher, Instructional New and existing task; Classroom Benchmark, T AAS Reading, include decodable and comprehension Coordinator reading curricula. Observations; Stanford 9, or Woodcock- readers, and a leveled activities; reading groups; Lesson Plans Johnson R. reading program. Teacher use of materials 1.4 All students will be Teachers complete FOCUS Classroom teachers, Benchmark Perfonnance of Higher scores on FOCUS screened, and students Benchmarks on all Instructional Coordinator materials; time task. Benchmark, TAAS Reading, who are at-risk will be students. Stanford 9, or Woodcock- identified. Johnson R. 1.5 New students who Staffin grades 3-7 develop Trained Reading Time, Reading Perfonnance of Higher scores on FOCUS are at-risk will be schedule to work with at- Intervention teaching Intervention staff task; Classroom Benchmark, T AAS Reading, provided special risk students through the staff; Instructional/ Observations; Stanford 9, or Woodcock- reading instruction Reading Intervention Dyslexia Coordinator Lesson Plans Johnson R. assistance. Program Special Education staff , 1.6 The school will Approx. 140 students will Vice Principal Practice Materials Implementation Pre- and Post- practice tests; offer a T AAS tutorial participate in 36 after Select teachers Overhead ofprogram; Higher scores on FOCUS program. school tutorial sessions. Projectors Observations; Benchmark, TAAS Reading, Iv Transparencies Lesson plans Stanford 9, or Woodcock 1> A Johnson R. ~ m ;i f\;; "' o0 • • • , OBJECTIVE 2.0 MATH IMPROVEMENT At the end of the 2001-2002 school year, a minimum of 30% of all students taking the TAAS Math subtest will pass, and/or demonstrate progress measured by the Stanford 9 Achievement test or the WJ-R. , , STRATEGIES ACTIVITIES PERSON(S) RESOURCES STRATEGY ACHIEVEMENT I II I RESPONSIBLE REQUIRED EVALUATION EVALUATION 2.1 All teachers will Saxon Math training Saxon Math Consultant; Consultant; Performance of Higher scores on FOCUS receive training in the Curriculum Director time/staff Task; Staff Benchmark, T AAs Math, use ofthe Saxon Math commitment Development Stanford 9, or Woodcock- Program (K-7) Evaluation Johnson R. I 2.2 All grades (K-7) Daily Math Meeting and Classroom teachers, Time; Staff Classroom Higher scores on FOCUS will fully utilize the Lesson (all grades); Instructional Coordinator, Commitment Observations; Benchmark, T AAS Math, Saxon Math program Increasing monitoring of Curriculum Director Lesson Plans Stanford 9, or Woodcock- teachers and lesson plans Johnson R. 2.3 All students will be Diagnostic testing; Classroom teachers, Testing materials, Performance of Higher scores on FOCUS screened, and students Classroom modifications Special Education staff; time task. Benchmark, TAAS Math, who are at risk will be to meet learning needs Curriculum Director Stanford 9, or Woodcock identi fied. lohnson R. 2.4 Teachers will Teacher Training Classroom Teacher, Training Resources, Classroom Higher scoreS on FOCUS incorporate more (Multisensory Math); Instructional Coordinator Time, Teacher Observations; Benchmark, T AAS Math, creative activities into Creative Lesson Commitment, Lesson Plans Stanford 9, or Woodcock- their daily lessons. Planning Technology, Johnson R. 2.5 The school will Approx. 140 students Vice Principal Practice Materials Implementation of Pre- and Post- practice tests; offer a TAAS tutorial will participate in 36 Select teachers Overhead Projectors program; Higher scores on FOCUS program. after school tutorial Transparencies Observations; Benchmark, TAAS Math, sessions. Lesson plans Stanford 9, or Woodcock- Johnson R. :> ." ." 2.6 All teachers Teachers will attend a Vice Principal Time Performance of Higher scores on FOCUS r involved in T AAS series of TAAS math Region 10 Consultants task. Benchmark, TAAS Math, i ()- tutorials will participate strategies workshops, Stanford 9, or Woodcock- :> in math strategies Nov., Dec., Jan., Feb. Johnson R. ;;:j workshops. o ~ I z -J <::;.. 11 • • • OBJECTIVE 3.0 WRITING IMPROVEMENT At the end ofthe 2001-2002 school year, a minimum of 30% of all studems taking the TAAS Writing subtest will pass, andlor demonstrate progress measured by the Stanford 9 Achievement test or the WJ-R. I STRATEGIES ACTIVITIES PERSON RESOURCES STRATEGY ACHIEVMENT II I RESPONSIBLE ] REQUIRED EVALUATION EVALUATION I 3.1 All students K through Daily and C~_~. Time and Teacher Classroom Higher scores on FOCUS 6 will utilize a consistent Weekly writing Instructional Coordinator,J and Administrator Observations; Benchmark, T AAS Writing, I and uniform writing activities Curriculum Director t Support Lesson Plans Stanford 9, or Woodcock-Johnson , program. AP Consultant R. 3.2 Teachers will follow TEKS lesson Classroom Teachers, Time; training Classroom Higher scores on FOCUS and incorporate the TEKS planning Instructional Coordinator, Observations; Benchmark, T AAS Writing, writing objectiyes into Curriculum Director Lesson Plans Stanford 9, or Woodcock-Johnson their daily lesson plans. R. 3.3 Students will write Journal writing; Classroom Teacher, Time; Teacher and Classroom Higher scores on FOCUS '\p daily. integrated Administrators, Parents, Administrator Observations; Benchmark, T AAS Writing, curriculum and Students. Support Lesson Plans Stanford 9, or Woodcock-Johnsory.J~, activities R. "n,( 3.4 AP staff will attend at Region X Instructional Coordinator, Time; staff Performance of Higher scores on FOCUS least one T AAS writing T AAS writing AP Consultant commitment task. Benchmark, TAAS Writing, workshop during the workshop Stanford 9, or Woodcock-Johnson school year R. 3.5 Teachers will attend at Structured AP Consultant; Time; training Performance of Higher scores on FOCUS least one multisensory sequential Instructional Coordinator task. Benchmark, T AAS Writing, writing workshop per writing Stanford 9, or Woodcock-Johnson semester. procedures. R. 3.6 The school will offer a Approx.140 Vice Principal Practice Materials Implementation of Higher scores on FOCUS T AAS tutorial program. students will Select teachers Overhead Projectors program; Benchmark, TAAS Writing, '" participate in 36 Transparencies Observations; Stanford 9, or Woodcock-Johnson after school Lesson plans R. tutorial sessions. """4,j I"'-> 12 • • • OBJECTIVE 4.0 SPECIAL NEEDS Students in Special Education will show a 10% increase in T AAS scores from the previous year andlor will demonstrate progress in reading, mathematics, and writing levels on the SDAA, Stanford 9 Achievement test or the WJ-R. STRATEGIES ACTIVITIES PERSON RESOURCES STRATEGY ACHIEVEMENT I II I RESPONSIBLE REQUIRED EVALUATION EVALUATION 4.1 Using the required referral Testing, check records, Special education Time, data, and Documentation Higher scores on FOCUS process, staff will identifY teacher/staff staff; parents, appropriate ofperformance Benchmark, T AAS/SDAA, Stanford IIspecial needs" students, observations teachers, counselor, testing oftask 9, or Woodcock-Johnson R. and support staff materials 4.2 Staff will address individual Staff will meet and Teachers, Special Time, Data, Documentation Higher scores on FOCUS needs of special needs students. discuss individual education staff, program ofperformance Benchmark, TAAS/SDAA, Stanford student's challenges and parents, other staff support of task; 9, or Woodcock-Johnson R. address solutions. observations 4.3 Special Education staff Staff will meet with Special Education Time, Funds Performance of Higher scores on FOCUS andlor Counselor will be individual students staff, School for position, task Benchmark, TAAS/SDAA, Stanford available to address students' and/or parents to resolve Counselor, training 9, or Woodcock-Johnson R. social and emotional needs. issues. teachers, parents, and students y' 4.4 Each teacher will follow IEP Training in modi- Classroom Teacher, Administrative Performance of Higher scores on FOCUS ~~ " plans to integrate specific fications; Meetings with Special Education support, teacher task; Benchmark, T AAS/SDAA, Stanf.ffijd, . modifications into the Special Education Staff; staff; Parents, enthusiasm, lesson plans; 9, or Woodcock-Johnson R. . curriculum. Parent Meetings Volunteers. funds observations 4.5 The use of Assistive Availability of pencil Classroom Teacher, Time, Training, Documentation Higher scores on FOCUS Technology will be expanded to grips, calculators and Technology staff, Technology ofperformance Benchmark, TAAS/SDAA, Stanford meet needs of special education tape recorders. Parents, resources in the oftask; 9, or Woodcock-Johnson R. students. Volunteers. classroom observations 4.6 A school-wide discipline Meetings of Special Special Education Time. training, Documentation Higher scores on FOCUS "' management plan will be Education and regular staff; teachers, resources in the of performance Benchmark, T AAS/SDAA, Stanford developed & implemented for all statTlo develop and parents, etc. classroom oftask; 9,orVVoodcock-JohnsonR. students. implement plan observations ' ...J z ,.~ 13 • • • OBJECTIVE 5.0 PARENT AND COMMUNITY INVOLVEMENT Increase parental and community involvement in the operation of FOCUS Learning Academy as evidenced by a 10% increase in classroom volunteer hours and/or attendance at parent involvement meetings. STRATEGIES ACTIVITIES PERSON RESPONSIBLE RESOURCES STRATEGY I II I REQUIRED I EVALUATION I 5.1 The teachers will schedule Communication to the home Community Outreach Staff, Time and Parent Documentation of performance of a parentlteacher conference at to schedule conferences Principal, Classroom Teacher support task; Documentation ofparent least once per semester. involvement and/or attendance 5.2 School-wide Open House Charter Schools Week Open Community Outreach Staff, Funds, Time, Documentation ofperformance of will occur in the Spring. House in April. Principal, Classroom Teacher Teacher, Staff, and task; Documentation ofparent Administrative involvement and/or attendance support. 5.3 Staff will provide parental Parent meetings Community Outreach Staff, Funds, Time, Documentation ofperformance of and community awareness of Holiday Programs Principal, Classroom Teacher Teacher, Staff, and task; Documentation of parent special events and solicit their AvvardPrograms Administrative involvement and/or attendance involvement. support 5.4 Parents and Community Volunteer opportunities Community Outreach Staff, Appropriate Evaluation oflevel ofparent and members will be direct! y Principal, Classroom Teacher materials, Time community involvement; parent s:; 'I"'\ involved in the school. survey :~ 5.5 FOCUS Learning Monthly parent meetings Community Outreach Staff, Funds, Time, Documentation ofperformance of Academy will offer Parent (first Tuesday evening or the Principal, teachers Teacher, Staff, and task; Documentation of parent training and support month) Administrative involvement and/or attendance opportunities once per month. support 5.6 Parents and Community Parent training sessions in Community Outreach Staff, Funds, Time, Documentation ofperformance of members will be trained in reading and math; Family Fun Principal, Reading Teacher~ Staff, and task; Documentation ofParent,]y 1 educational support activities Night at the Library Intervention teachers Administrative involvement andlor attendance J '-' support '"'"o..J ~ w 14 g Z • • • OBJECTIVE 6.0 TECHNOLOGY Provide improved access to technology for teachers and students, including a 50% increase in opportunities for teachers and students to develop and demonstrate successful Technology Skills across all curriculum areas. STRATEGIES ACTIVITIES PERSON RESOURCES STRATEGY ACHIEVEMENT I II I RESPONSIBLE REQUIRED EVALUATION EVALUATION 6.1 FOCUS staff will Identification of Technology Staff, Time, Training Performance oftask; Higher scores on FOCUS obtain training in training needs and Administrators Funds, Training Documentation of staff Benchmark, TAAS/SDAA, . L technology applications. opportunities, Location, Training involvement. Stanford 9, vr WOOdCOC~ Staff Training Facilitators lohnson R. , ()j. ~ V( 6.2 FOCUS instructional Lesson plans typed on Classroom teachers, Time, Training, Lesson plans; Higher scores on FOCUS staff will fully use computer, and Technology Staff, Appropriate Observations of Benchmark, TAAS/SDAA, computer technology in available on diskette PrincipalNice resources increased computer Stanford 9, or Woodcock- TEKS lesson planning. Principals use by teachers Johnson R. 6.3 The teaching staff at Staff Training and Classroom Teacher, Time, Training. Lesson plans; Higher scores on FOCUS FOCUS will increase the Awareness; Creative Technology Staff, Appropriate Observations of Benchmark, T AAS/SDAA, use of audio-visual Lesson Planning Administrators resources increased AfV use in Stanford 9, or Woodcock- technology in all areas. Sharing of ideas classrooms Johnson R. 6.4 Increase the use of Teacher training in use Technology Staff, Time, Training, Documentation and Higher scores on FOCUS assistive technology for ofassistive technology; Special Education Technology, observations of Benchmark, TAAS/SDAA, students with IEP Creative lesson Staff, Instructionall Resources, Training increased AJV use in Stanford 9, or Woodcock- requirements. planning Dyslexia Staff Facil itators classrooms Johnson R. 6.5 Teachers wiIl Staff Training and Instruction and Time, Training, Documentation of Higher scores on FOCUS implement a Reading for Awareness; Creative Dyslexia staff Specialized cassette performance of task; Benchmark, T AAS/SDAA, the Blind & Dyslexic Lesson Planning players/headphones, Documentation ofstaff Stanford 9, or Woodcock- pilot program at K-5. Sharing of ideas tapes involvement. Johnson R. 6.6 FOCUS schools will Fill-out applications, Corporate staff, Time, Resources Improved access to Higher scores on FOCUS apply for E-rate discount follow through Technology staff technology services for Benchmark, TAAS/SDAA, on technology services competitive bidding staff and students, in Stanford 9, or Woodcock- ~ for the 2002-2003 school process, etc. the 2002-2003 school Johnson R. r year. year. ~- ,...... , k 15 ~ • • • OBJECTIVE 7.0 STAFF DEVELOPMENT Provide a clear and focused staff development plan that will provide 10% more professional development opportunities, and result in more effective teaching, increased TAAS scores, and overall student success. STRATEGIES ACTIVITIES PERSON RESOURCES STRATEGY ACHIEVEMENT I II I RESPONSIBLE REQUIRED EVALUATION EVALUATION 7.1 Classroom teachers will Idea sharing during Classroom Time, Cooperation, Documented Higher scores on FOCUS meet regularly across and meetings; Teacher, Appropriate perfonnance of Benchmark, TAAS/SDAA, within grade levels Communication Administrators resources. task Stanford 9, or Woodcock- Johnson R. 7.2 Training in Classroom AP training; Instruction and Time, Schedule, Documented Higher scores on FOCUS Management techniques for Identification ofother Dyslexia Coor- Training Location performance of Benchmark, TAAS/SDAA, special needs students will training opportunities; dinator; Special task; Staff Dev. Stanford 9, or Woodcock- be provided. Scheduling oftraining Education Dir. Evaluation Johnson R. 7.3 Instructional Grade level meetings, Instruction and Time, Facilitators Documented Higher scores on FOCUS Coordinator and AP Training by AP staff to Dyslexia Schedule, Training perfonnance of Benchmark, TAAS/SDAA, Consultant will provide teachers Coordinator; and Location, task; StaffDev. Stanford 9, or Woodcock- I structured writing training. AP Consultant Evaluation Johnson R. &i 7.4 Train K to 7th grade Alphabetic Phonics 2-week AP Consultant; Time, Facilitators, Documented . Higher scores on FOCUS f] staff in the skills necessary (70 hour) training session; Instructional Training Location, perfonnance of Benchmark, TAAS/SDAA, to prepare students for Eight Saturday Workshops; Coordinator task; StaffDev. Stanford 9, or Woodcock- reading on grade level. Classroom observations Evaluation Johnson R. 7.5 Continue staff Campus technology training Technology Staff, Time, Funds, Documented Higher scores on FOCUS development in technology. sessions; off-site training Teachers, Facilitator's perfonnance of Benchmark, TAAS/SDAA, Administrators & Schedule, Training task; StaffDev. Stanford 9, or Woodcock- I staff Location Evaluation Johnson R. 7.6 Campus staff will Region 10 workshops; Instruction and Time; Funding for Documented Higher scores on FOCUS attend one individually- other training opportunities Dyslexia workshop fees and performance of Benchmark, T AAS/SDAA, ~ chosen professional Coordip.ator; substitute teachers task; Staff Dev. Stanford 9, or Woodcock- 'tl development opportunity. Principal Evaluation Johnson R. nr ..... > --.J ", 16 ~ APPLICATION FOCUS LEARNING ACADEMY 2000-2001 Staff Development Activities • Summer/Fall 2001 Training in Alphabetic Phonics Mathematics Curriculum Improvement meetings Training by Publishers Grade Level meetings Evaluation meetings by grade level with administrators Training for Special Education needs Computer and AIV training Problem Solving Strategies Training Region 10 TAAS Math Training o~ Spring 2002 Training in Alphabetic Phonics Mathematics Curriculum Improvement meetings Grade Level meetings Evaluation meetings by grade level with administrators Training for Special Education needs Technology Training (general) Computer and AIV training Problem Solving Strategies Training • Curriculum Evaluation Training Region 10 TAAS Math Training 17 • 176 APPLIcAnON FOCUS F.L.A.M.E. EOCUS lEARNING ACADEMYMULTISENSORY EDUCATION PROGRAM • The FOCUS Learning Academy has been awarded a three·year grant under the state/federal Improving Teaching and Learning/Comprehensive School Reform Demonstration (ITLlCSRD) program to implement the FOCUS FLAME program. The purpose of the FLAME program is to substantially improve student achievement by implementing multisensory programs that are based on reliable research and effective practices, and includes an emphasis on basic academics and parental involvement. This program is intended to stimulate school-wide change covering virtually all aspects of school operations. The FOCUS FLAME program integrates nine specific reform components: 1. Effective, research-based methods and strategies: The FLAME program will implement innovative strategies and proven methods for student learning, teaching, and school management that are based on reliable research and effective practices, and have been replicated successfully in schools with diverse characteristics. 2. Comprehensive design with aligned components: The FLAME program will address effective school functioning, including instruction, assessment, classroom management, professional development, parental involvement, and school management, and align the school's curriculum, technology, and professional development into a schoolwide reform program designed to enable all students to meet challenging state content and performance standards and address school needs. 3. Professional development: The FLAME program provides high-quality and continuous teacher and staff professional development, including training in Alphabetic Phonics, Multisensory Math, Scientific Spelling, Reading Readiness, Hands-on Science, and technology training for teachers and • staff. 4. Measurable goals and benchmarks: The FLAME program has measurable goals for student performance tied to the State's challenging content and student performance standards, as those standards are implemented, and benchmarks for meeting these goals. 5. Support within the school: The program is supported by school faculty, administrators, and staff. 6. Parental and community involvement: The program provides for the meaningful involvement of parents and the local community in planning and implementing school improvement activities. 7. External technical support and assistance: The FLAME program provides for high-quality external support and assistance from an External Assistance Provider and On-site Facilitator. 8. Evaluation strategies: The program includes a plan for the evaluation of the implementation of school reforms and the student results achieved. 9. Coordination of resources: The program works together with other funding sources (Federal, State, local, and private) to coordinate services to support and sustain the school reform. Through supporting comprehensive school reform, the FOCUS FLAME program aims to enable all children in the school, particularly low-achieving children, to meet challenging state content and student performance standards . 18 • 177 APPLICATION MODEL READING INTERVENTION PROGRAM • For the 2001-2002 school year, FOCUS has been awarded a grant to implement a special Reading Intervention therapy/tutoring program for new students entering FOCUS Learning Academy in Grades 3,4,5, or 6. The primary objective of the program is to ensure that new FOCUS students become proficient in reading as quickly as possible. At FOCUS, this is done through very small (1 :2) group instruction in Alphabetic Phonics that includes experienced teachers and extra materials designed to meet the reading needs of these new students. Reading Intervention is done primarily through a pull-out program during the regular Alphabetic Phonics lesson hour. Alphabetic Phonics provides students with systematic, explicit instruction in phonemic awareness, decoding, vocabulary, comprehension, and writing. It uses materials that assist students in mastering decoding skills and increasing reading accuracy and fluency. It also focuses on methodologies and strategies used to expand students' vocabularies; increases background knowledge and comprehension; and provides multiple and frequent opportunities for students to practice and improve their reading skills. The Reading Intervention program also includes a parent education component, consisting of (1) a Reading Partner program that trains parents to help their child with reading, and (2) a quarterly "Family Fun Night" at the Dallas Public Library, during which parents, intervention teachers, and • students interact in a positive literacy environment. 19 • 1'78 APPLICATION FOCUS LEARNING ACADEMY 2001-2002 INTERNAL MONITORING STATEMENT The Principal will be responsible for monitoring the implementation of the District/Campus • Improvement Plan. The FLA Campus Improvement Committee (CIC) will assist in that process. Monitoring activities include but are not limited to the following: LESSON PLANS: Teachers will make available to the principal lesson plans for weekly review. Items evaluated will include but are not limited to: • written TEKS objectives • consistency with the planned curriculum • enrichment activities, including thematic units • quality ofguided reading activities • quality ofmath activities • re-teaching activities • use of technology in lesson planning • team planning OBSERVATIONS: Formal observations and informal walk-through VISIts will be conducted throughout the year. Documentation will be collected and conferences will be held as the need arises. MEETINGS: Grade level and staff meetings will be held throughout the year. Content area meetings will also be planned. These meetings will be to collaboratively discuss instructional topics/issues and for staff development. The CIC will meet a minimum of five times during the year to develop the CIP and monitor its progress. Other issues/topics that are campus related (staff development, parent • involvement, discipline procedures, educational activities, etc.) will also be on the CIP agendas. STAFF DEVELOPMENT: In-service plans will be addressed based on input from the staff. This year's focus will be in improvement of academic instruction, reading, math, and technology. Opportunities to participate in various workshops and/or conferences will be made available to the staff. The crc will work with the Principal regarding other staff development topics. ASSESSMENT: Achievement data and perceptual data will be collected and areas needing improvement will be targeted as a part of next year's CIP. All data will be shared with the staff and parents. • 20 •• 179 APPLICAnON Statement of Committee Approval The 2001-2002 school year District/Campus Improvement Plan was approved by the Campus • Improvement Committee of FOCUS Learning Academy on , 2002. Committee Member TitielPosition Committee Member TitielPosition Committee Member TitieIPosition Committee Member TitleIPosition Committee Member TitlelPosition Committee Member TitielPosition Committee Member TitlelPosition Committee Member TitlelPosition • Committee Member TitlelPosition Committee Member TitlelPosition Committee Member TitlelPosition Statement of Board Approval The 2001-2002 school year District/Campus Improvement Plan was approved by the Board of Directors ofFOCUS Learning Academy on ______,2002. Board Representative Title • 180 APPLICAnON FOCUS Centre of Learning, Inc. • FOCUS Learning Academy GradesK-4 1000 E. Red Bird Lane, Dallas, TX 75241 (214) 376-4100 Grades 5-7 6808 Boulder Drive, Dallas, TX 75237 (214) 467-9352 District/Campus • Improvement Plan 2002 - 2003 School Year "Teaching and Preparing Children for Success" • 181 APPLICATION TABLE OF CONTENTS Introduction I Mission Statement 2 • District/Campus Improvement Team 2 Needs Assessment Evaluation ofthe 2001-2002 School Year 3 Demographic Data 3 Test Data 5 Summary ofthe District/Campus Needs Assessment and Priorities for the 2002-2003 School Year 7 District/Campus Improvement Plan District/Campus Goals 8 District/Campus Objectives: 1.0 Reading 9 2.0 Math 10 3.0 Writing 11 4.0 Special Needs 12 5.0 Parent Involvement I3 6.0 Technology 14 7.0 StaffDeve10pment 15 Special Programs • Comprehensive School Reform 16 Internal Monitoring Statement 17 Signature Page • • 182 APPLrCATrON INTRODUCTION FOCUS Learning Academy, a state-approved charter school, gained approval from the Texas State Board of Education in October 1998 and opened its doors to children in the fall of 1999. The Academy is a public school, required to meet state accreditation requirements, but • operated differently from a regular public school. FOCUS Learning Academy is governed by FOCUS Centre of Learning, Inc., a 501 (c) (3) non-profit organization. The Board of Directors of FOCUS Centre of Learning, Inc., composed of educators, administrators, parents and concerned community members and other professionals, serves as the governing body of FOCUS Learning Academy. The Board creates and implements the policies and procedures of the charter school, which must conduct itself in agreement with its charter. The Academy is accountable to the State Board of Education and is monitored by the Texas Education Agency to insure that the school meets both state and federal guidelines. While FOCUS Learning Academy is exempt from many rules and regulations that apply to public schools, the Board does not take lightly the academic responsibility to the students who are served at the Academy. The Board and faculty and staff are committed to provide an education that not only meets but exceeds state requirements. The FOCUS Learning Academy is a school of choice that provides an academic atmosphere for the learning different and at-risk child as well as the traditional learner. Recognizing each child's individual talents and strengths, the model at FOCUS is designed to deliver instruction and activities utilizing multi- sensory, structured techniques. The goal of the school is to promote academic and personal growth; therefore, the Academy is committed to reintegrating students into less-restrictive settings whenever appropriate . Special attractions of FOCUS Learning Academy, in addition to its emphasis on • academics, include viable services to the learning different child, a safe environment, small teacher-student ratio, dress code, and an instilled value system in a nurturing environment. The Academy fosters parental involvement through regular communication by telephone calls, newsletters, conferences, and notes from faculty. The Board of Directors and administration of the Focus Learning Academy are committed to a strong core of teachers who are academically and' professionally competent. They are charged with the responsibility of demonstrating a role model of love and commitment for educating children. The FOCUS staff will strive to manifest the highest virtue and personal decorum, both inside and outside the school setting. Each member of the Academy team is placed in areas where strengths can best benefit the students. Respect is a foundational virtue that permeates the staff and their association with one another, the parents, and the children who make up the Academy. FOCUS Learning Academy does not discriminate against any person on the basis of race, color, age, sex, marital status, disability, or national origin . • 1 183 APPLICATION MISSION STATEMEMT The mission of the FOCUS Learning Academy is to provide a multi-sensory teaching approach to instruction that respects academic differences among • children. This environment of mutual respect will provide learning skills where daily successes are experienced and every child has the opportunity to acquire critical thinking skills and promote behavior that will enable them to impact the future of our world. MEMBERS OF THE DISTRICT/CAMPUS IMPROVEMENT PLANNING TEAM l. Mattie Stephens-Ford Teacher 2. Kay Peterson Alphabetic Phonics Consultant 3. Dorothy King Teacher 4. Rhonda Mitchell Teacher 5. Kim Duncan Teacher 6. Carolyn Chaney Teacher • 7. Angelina Matthews Teacher 8. David W. Weyand Director, Community Outreach 9. Steffan Dirden Teacher 10. Ursula Kirkland Teacher 11. Mary A. Tennison Teacher 12. Nekayla Washington Teacher 13. Peggy Signall Director, Special Education 14. Yvette McClure President, FOCUS Board ofDirectors 15. Kate Burkes Educational Consultant 2 • " 184 APPLICAnON Needs Assessment EVALUATION OF THE 2001-2002 SCHOOL YEAR • On-going evaluation of our campus occurred throughout the 2001-2002 school year. Methods Used: FOCUS Benchmark Woodcock Johnson (Revised) Lesson Plans Student Records T AAS/SDAA scores Observations and Surveys Goals Achieved: Improvement ofTAAS percentage passing for all grades and sub-groups Increased Parent Involvement and Volunteerism. Successful completion ofReading Intervention grant objectives Increased Staff Development Goals Not Accomplished: Fell short ofmeeting every child's individual learning style All T AAS objectives not mastered by all grades and sub-groups All students were not on grade-level reading or math by May of2002 DEMOGRAPHIC INFORMATION 2001-2002 Campus Staff: • Administrators 10 Professional Staff 3 Teachers 36 Instructional Assistants 8 Support Staff 7 Total Full/Part-Time 64 Staff RaciallEthnic Composition: African American 54 Hispanic I White 9 Asian 0 Other 0 3 • • 185 2001-2002 Students: APPLICATION Enrollm..nt Kinder First Second Third Fourth Fifth Sixth Seventh Total • Totals 40 43 54 48 64 49 55 24 376 RacelEthnicity IBlack II~I White II Asian 18 All Grades 359 10 7 - - I II II 1/ 1/ I ,I Percentage 2.66 1.86 - II 95.48 II II 1/ - II I ISpecial Subgroups Eco. Dis. Title I II I All Grades II 193 II nJa I IPercentage 51.33 nJa 1/ I Special Total Students Learning Mentally Education Assessed· Disabled Handicapped c::J[:Jc:J Totals 299 161 8 100 28 2 I 1/ 1/ 1/ I Kinder 9 3 6 I 1/ 10 IFirst 18 7 I 10 • 1/ 1/ I ISecond 36 II 16 I 14 I 6 10 IThird 41 21 2 14 4 10 IFourth 50 29 I I 15 4 I~ Fifth 47 29 2 14 I 2 10 Sixth 62 39 I 15 7 I 1/ 10 Seventh 36 17 I 12 5 I I II 1/ I~ *may differ from student enrollment numbers due to student Withdrawals • 4 186 APPLICATION TEXAS ASSESSMENT of ACADEMIC SKILLS DATA Spring 2002 Testing Grade 3 4 5 6 7 Reading- Avg. Texas Learning Index 63.1 82.1 80.1 81.0 75.2 % Meetin!! Minimum Exp. 39 86 77 83 75 • Math- 55.5 75.0 78.5 Avg. Texas Learning Index 81.3 70.9 % Meeting Minimum Exp. 25 80 77 94 67 W riting- Avg. Scale Score - 1579 - - % Meetinll Minimum Exp. - 81.3 - - - TASS PASSING RATES BY SIGNIFICANT GROUPS TOTAL %of %of %of %of %of %of GRADE % AF.AM. msp. WlDTE ECO.D1S. MALE FEMALE students students students students students students students passing passing passing passing passing passing passing 3 25% 22% 27% 30% 0% 4 80% 79% 62% 73% 87% 5 77% 77% 78% 85% 50% 6 94% 93% 100% 90% 100% • 7 67% 80% 75% 3 39"10 40% 53% 35% 50% 4 86% 85% 75% 85% 87% 5 77% 77% 89"10 79% 71% 6 83% 81% 100% 86% 78% 7 75% 80% 88% • 5 187 APPLICATION STATE DEVELOPED ALTERNATIVE ASSESSMENT SUMMARY REPORT MATHEMATICS Instructional Number Level Level Level Percent Meeting • Level Tested I II III ARD K 1 1 6 0% 33% 67% 2 30 3% 13% 83% 100% 3 31 0% 52% 48% 91% 4 21 10% 76% 14% 63% 5 15 7% 87% 7% 67% 6 2 Total 106 4% 50% 46% 79% READING Instructional Number Level Level Level Percent Meeting Level Tested I II III ARD 2 1 13 0% 23% 77% 100% • 2 38 3% 45% 53% 67% 3 23 0% 43% 57% 100010 4 24 0% 25% 75% 100% 5 16 0% 38% 63% 6 0 N/A Total 116 1% 37% 62% 84% WRITING Instructional Number Level Level Level Level Tested I II III 12% 53% 35% 88% 3,4 12 58% 42% 0% 42% Total 29 31% 48% 21% 69% • 6 188 APPLfCA TION STANFORD ACHIEVEMENT TEST DATA SUMMARY GRADE NUMBER TOTAL TOTAL COMPLETE • TESTED READING MATH BATTERY K 40 1.4 K.6 1.3 1 42 2.0 2.0 2.0 2 54 2.0 1.7 2.0 3 48 2.5 2.3 2.4 4 62 3.2 3.3 3.2 5 50 3.8 4.5 3.9 6 55 4.4 5.7 4.5 7 24 3.9 4.8 4.3 SUMMARY OF DISTRICT/CAMPUS NEEDS ASSESSMENT and PROJECTED PRIORITIES FOR THE 2002-2003 SCHOOL YEAR I. Primary focus: Reading Improvement for all students: Provide increased teacher training in multisensory reading strategies Provide increased reading resources in the classroom 2. Continue to improve Math ability of all students: • Provide increased teacher training in multisensory strategies Ensure that TEKS-based program is fully implemented at all levels Provide increased math resources in the classroom 3. Continue to improve Writing skills of all students: Provide increased teacher training in writing strategies Implement school-wide writing plan 4. Increase our investment in technology: Obtain new/upgraded computer systems for teacher and student use Provide increased staff training in technology 5. Continue to improve Parent and Community Involvement: Provide more opportunities for Parents & Community members to be involved on campus. ,.. • 7 189 APPLICATION 2002-2003 District/Campus Improvement Plan • Goals for 2002-2003 #1. Improve reading ability so that students can read at grade level by grade 3, and maintain or exceed this standard in grades 4-8. #2. Improve math performance of students so that students are performing at or above grade-level by the end ofthe school year. #3. Improve writing performance of students so that students are performing at or above grade-level by the end of the school year. #4. Improve services for special education students and other special-needs students through comprehensive assessments and re-evaluations according to state and federal guidelines and the CAP. #5. Involve parent and community members more in the operation of FOCUS Learning Academy, and in working with their children at home in the areas of literacy and math homework, and social skills . • #6. Increase the technological (computer) skillieve! ofstudents, teachers, and staff. #7. Provide increased opportunities for meaningful, research-based staff development. 8 • J90 • •OBJECTIVE 1.0 READING IMPROVEMENT • In the Spring of2003, a minimum of 75% ofall students taking the TAKS Reading subtest will pass; and a minimum of85% ofspecial education students taking SDAA Reading will meet ARD expectations. STRATEGIES ACTIVITIES PERSON(S) RESOURCES STRATEGY ACHIEVEMENT RESPONSIBLE REQUIRED EVALUATION EVALUATION I II I 1.1 All teachers will be AP Teacher AP Consultants Consultant Perfonnance of Task; Higher scores on T AKS trained in multisensory Training Program & staff fees; StaffDev. Evaluation Reading and SDAA Reading reading strategies. Training tests Materials 1.2 All teachers will be Staff Dev. Ass!. Super. of Training Perfonnance of Task; Higher scores on T AKS trained in TEKS-based sessions Instruct. Services Materials Staff Dev. Evaluation Reading and SDAA Reading reading strategies. (ASIS) tests 1.3 Students who are at-risk Use of student test Classroom PEP fonn Development of PEP; Higher scores on TAKS of reading failure will be data (PEP fonn) teachers, Perfonnance of task. Reading and SDAA Reading identified early in the year. ASIS tests ., 1.4 At-risk students will Daily I-hour Trained AP Alphabetic Perfonnance of task. Higher scores on T AKS receive daily structured Alphabetic Teacher, Phonics Reading and SDAA Reading language instruction. Phonics classes Instructional materials tests Coordinators 1.5 Severely at-risk students AP After -schoo I Trained AP Alphabetic Perfonnance oftask. Higher scores on T AKS will receive individual Therapy Program Teacher, Phonics Reading and SDAA Reading reading tutoring Instructional materials tests Coordinators 1.6 Increase independent Book It Program; Community Time Increased student Higher scores on TAKS reading in the classrooms. 600 Minute Outreach Director, Materials participation in Reading and SDAA Reading ~ program Teachers reading tests '"r l (3 1.7 Increase access to Librarian Read- Teachers, Parents, Time, Increase in student Higher scores on TAKS ~ ~ library materials & Aloud; Visits to Committee Funding participation Reading and SDAA Reading CD ~ .... programs Library tests 9 ------~ - • OBJECTIVE 2.0 MATH IMPROVEMENT • • In the Spring 0/2003, a minimwn 0/70% o/all students taking the TAKS Math subtest will pass; and a minimum 0/90% o/special education students taking SDAA Math will meet ARD expectations. STRATEGIES ACTIVITIES PERSON(S) RESOURCES STRATEGY ACHIEVEMENT RESPONSIBLE REQUffiED EVALUATION EVALUATION I II I 2. I All teachers will Multisensory AP Consu ltant Training Perfonnance of Higher scores on T AKS Math be trained in Math Workshop Materials Task; Staff and SDAA Math tests multisensory Development math strategies. Evaluation 2.2 All teachers will Staff Development Asst. Super. for Training Perfonnance of Higher scores on T AKS Math be trained in TEKS- sessions Instruct. Materials Task; Staff and SDAA Math tests based Services Development math strategies. (ASIS) Evaluation , 2.3 Students who Use of student test Classroom teachers; PEP form Perfonnance of Higher scores on T AKS Math are at-risk of math data (PEP fonn) ASIS task. and SDAA Math tests failure will be identified early in the year. 2.4 At-risk students Small-group math Math Teachers, Math Resource . Perfonnance of Higher scores on TAKS Math will receive targeted help during regular Instructional Assistants materials task. and SDAA Math tests math instruction. math class (JA) 2.5 Severely at-risk After school tutoring Classroom Teacher, Math Resource Performance of Higher scores on T AKS Math students will receive ASIS materials task. and SDAA Math tests individual math tutoring ~ 2.6 Increase the use In-serv ice on cross- Tim. Perfonnance of Higher scores on T AKS ~h of cross-curricular curricular math [ASIS I task. 'tl . Materials and SDAA Math tests 'tl math activities activities r t=; (0 - N 10 ~ • • • OBJECTIVE 3.0 WRITING IMPROVEMENT In the Spring of2003. a minimum of80% ofall students 4'h and 7'h grade students taking the TAKS Writing subtest will pass; and a minimum of75% ofspecial education students taking SDAA Math will meet ARD expectations. STRATEGIES ACTIVITIES I PERSON RESOURCES STRATEGY ACHIEVMENT I II RESPONSIBLE REQUIRED EVALUATION I EVALUATION 3.1 Increase teacher In-service on Asst. Super. for Time Performance of Higher scores on TAKS Writing knowledge ofTAKS TAKS writing Instruct. Materials Task; Staff and SDAA Writing tests writing strategies Services (ASTS) Development Evaluation 3.2 Increase writing Implement a ASIS Time Performance of Higher scores on TAKS Writing across grade-levels school-wide Materials Task; Staff and SDAA Writing tests writing Development program Evaluation ;J> , """r -(") ' ~ to 0 -Z W 11 • • • OBJECTIVE 4.0 SPECIAL NEEDS Students in Special Education will show a 10% increase in TAKS scores from the previous year or will demonstrate one sub-level (1 - 11 . 11/) of progress in reading, mathematics, and writing levels on the SDAA. STRATEGIES ACTIVITIES PERSON RESOURCES STRATEGY ACHIEVEMENT RESPONSIBLE REQUIRED EVALUATION EVALUATION I II I I 4.1 Using the required referral Testing, check Teachers, parents, Time Documentation Higher scores on T AKS or process, staffwill identifY records, and Student Materials ofperformance SDAA subtests. "special needs" students in a teacher/staff Support Team oftask timely manner. observations (SST) 4.2 StaffwiJl identifY Timely Special education Time Documentation Higher scores on T AKS or individual needs ofspecial evaluations and staff Staff of performance SDAA subtests. needs students in a timely re-evaluations Materials of task; manner. observations 4.3 Each teacher will follow Teacher will Classroom Time Performance of Higher scores on TAKS or IEP plans to integrate specific integrate specific Teacher, Special task; SDAA subtests. modifications into the modifications into Education staff; documentation in curriculum. the written lesson lesson plans; plans. observations 4.4 Special Education staff Staff will visit Special Education Time Performance of Higher scores on T AKS or will be available to address with individual staff Funds for task SDAA subtests. students' educational, social students and position and emotional needs. teachers in the classroom 4.5 Improved tracking of IDatabase I Special Education Time; Funds for Performance of Higher scores on T AK~ or Special Education data staff position task SDAA subtesls. :g ~ 4.6 A school-wide discipline Review of plan Special Education Time, training, Documentation Higher scores on T AI STRATEGIES ACTIVITIES I PERSON RESOURCES STRATEGY I II . RESPONSIBLE REQUIRED I EVALUATION 5.1 The teachers will schedule a Communication to the Asst. Super. of Time and Parent Documentation ofperformance of task; parent/teacher conference at home to schedule Instructional support Documentation ofparent involvement least once per semester. conferences Services and/or attendance (ASIS) 5.2 A School-wide Open House Parent Open House ASIS Funds, Time, Documentation of performance of task; will be held in the fall. Teacher, Staff, and Documentation of parent involvement Administrative andlor attendance support. 503 Staffwill provide parental Parent meetings Community Funds, Time, Documentation of performance of task; and community awareness of Holiday Programs Outreach Teacher, Staff, and Documentation of parent involvement special events and solicit their Award Programs Director Administrative andlor attendance involvement. support 5.4 Parents and Community Volunteer Community Appropriate Evaluation of level of parent and members will be directly opportunities Outreach materials, Time community involvement; parent survey involved in the school. Director 5.5 FOCUS Learning Academy Monthly parent Community Funds, Time, Documentation of performance of task; will offer Parent training and meetings Outreach Teacher, Staff, and Documentation of parent involvement support opportunities once per Director Administrative and/or attendance month. support 5.6 Enhanced communication Newsletter; Community Funds, Time, Documentation of performance ofta~ with Parent and Community Teachers contact Outreach Staff, Teacher, Staff, and Documentation of parent involveme~..... members parent at least I x per Corporate Administrative () week Office support > .....-l Q .... -- CD '" 13 ~--~~-- - ~- - - - ~- -~ -- - • OBJECTIVE 6.0 TECHNOLOGY • • Provide improved access to technology for teachers and students, including a 10% increase in opportunities for teachers to develop an demonstrate successful technology skills. STRATEGIES ACTIVITIES I PERSON RESOURCES STRATEGY . RESPONSIBLE REQUIRED EVALUATION I II I 6.1 Make available additional Identification and Computer Internet Increase in participation in staff staff training in technology dissemination of teachers development activities in technology applications. training opportunities (Le. Region X) 6.2 Provide school-wide access Seek grant funding and Educational Time Increase in number of technology grants to additional and/or updated donations consultant; Personnel applied for & donations sought; computer technology. Community Increase of updated technology Outreach Director 6.3 Increase assistive technology Access Reading for the Educational Funding Increase in grant funding for students with IEP Blind & Dyslexic Consultant requirements. (books on tape); purchase of technology; donation oftechnology 6.4 Improve access to advanced Apply for E-rate Corporate Funding Successful e-rate application telecommunications services and discount Office; Improvement in telecommunications devices Educational services 1 Consultant ;p ::g r l to ~ en -'""- 14 £ • • ---- • OBJECTIVE 7.0 STAFF DEVELOPMENT Provide a clear and focused staff development plan that will provide 10% more professional development opportunities, and result i more effective teaching, increased test scores, and overall student success. STRATEGIES ACTIVITIES PERSON RESOURCES STRATEGY I II I RESPONSIBLE REQUIRED I EVALUATION 7.1 Classroom teachers will Idea sharing during Classroom Teacher, Time, Documented performance oftask meet regularly across and meetings; Administrators Cooperation, within grade levels Communication Resources. 7.2 Improve communication Development of a Ass!. Super of Time Performance oftask; of staff development Staff Development Instruction al Services Training Materials Increased attendance at Staff Development opportunities to all staff. Calendar & other Admin. Activities 7.3 Provide specialized Special Ed. training; Special Ed. Director; Time Peri,,,mance of task; Staff Development training opportunities to Scientific Spelling; AP Consultant Training Materials Evaluation staff Reading Readiness 7.4 Trained in multisensory AP Teacher Training AP Consultants Time Performance of Task; Staff Development reading strategies. Program & staff Training Materials Evaluation 7.5 Trained in TEKS-based StaffDev. sessions Asst. Super. ofInstruct. Time Performance of Task; Staff Development reading strategies. Services Training Materials Evaluation 7.6 Training in multisensory M ult isensory IAP Consultant ITime Performance of Task; Staff Development math strategies. Math Workshop . Trammg Matenals Evaluation 7.7 Training in TEKS-based Staff Development Asst. Super. for Time Performance of Task; Staff Development l math strategies. seSSions Instruct. Services Training Materials Evaluation ;;-; ..::: 7.8 Training in TAKS In-service on T AKS Ass!. Super. for Time Performance of Task; Staff DevelopmJii't ..... writing strategies writing Instruct. Services Training Materials Evaluation [;2 tD -, --J 7.9 Training in technology Additional training Computer teachers Internet; Region Documentation of participation in st~ applications. opportunities X Web site development activities in technology 15 FOCUS F.L.A.M.E. APPLICAnON FOCUS bEARNINGACADEMYMULTISENSORY EDUCATION PROGRAM The FOCUS Learning Academy has been awarded a three-year grant under the state/federallmproving Teaching and Learning/Comprehensive School Reform Demonstration (ITLlCSRD) program to implement the FOCUS FLAME program. The purpose of the FLAME program is to substantially improve student achievement by implementing multisensory programs that are based on reliable • research and effective practices, and includes an emphasis on basic academics and parental involvement. This program is intended to stimulate school-wide change covering virtually all aspects of school operations, with an emphasis on reading (2001-2002), math (2002-2003), and science (2003 2004). The FOCUS FLAME program integrates nine specific refonn components: 1. Effective, research-based methods and strategies: The FLAME program will implement innovative strategies and proven methods for student learning, teaching, and school management that are based on reliable research and effective practices, and have been replicated successfully in schools with diverse characteristics. This program is intended to stimulate school-wide change covering virtually all aspects of school operations, with an emphasis on reading (2001-2002), math (2002-2003), and science (2003-2004). 2. Comprehensive design with aligned components: The FLAME program will address effective school functioning, including instruction, assessment, classroom management, professional development, parental involvement, and school management, and align the school's curriculum, technology, and professional development into a school wide refonn program designed to enable all students to meet challenging state content and performance standards and address school needs. 3. Professional development: The FLAME program provides high-quality and continuous teacher and staff professional development, including training in Alphabetic Phonics, Multisensory Math, Scientific Spelling, Reading Readiness, Hands-on Science, and technology training for tcachers and staff. • 4. Measurable goals and benchmarks: The FLAME program has measurable goals for student performance tied to the State's challenging content and student performance standards, as those standards are implemented, and benchmarks for meeting these goals. 5. Support within the school: The program is supported by school faculty, administrators, and staff. 6. Parental and community involvement: The program provides for the meaningful involvement of parents and the local community in planning and implementing school improvement activities. 7. External technical support and assistance: The FLAME program provides for high-quality external support and assistance from an External Assistance Provider and On-site Facilitator. S. Evaluation strategies: The program includes a plan for the evaluation of the implementation of school reforms and the student results achieved. 9. Coordination of resources: The program works together with other funding sources (Federal, State, local, and private) to coordinate services to support and sustain the school refonn. Through supporting comprehensive school reform, the FOCUS FLAME program aims to enable all children in the school, particularly low-achieving children, to meet challenging state content and student performance standards. :. 16 198 FOCUS LEARNING ACADEMY 2002-2003 APPLICAnON INTERNAL MONITORING STATEMENT The Assistant Superintendent of Instructional Services will be responsible for monitoring the implementation of the District/Campus Improvement Plan. The FLA Campus Improvement Committee • (CIC) will assist in that process. Monitoring activities include but are not limited to the following: LESSON PLANS: Teachers will make available to the Principal lesson plans for weekly review. Items evaluated will include but are not limited to: • written TEKS objectives • consistency with the planned curriculum • enrichment activities • quality ofreading activities • quality ofmath activities • quality ofwriting activities • re-teaching activities • evaluation strategies • team planning OBSERVATIONS: Formal observations and informal walk-through visits will be conducted throughout the year. Documentation will be collected and conferences will be held as the need arises. MEETINGS: Grade level and staff meetings will be held throughout the year. Content area meetings will also be planned. These meetings will be to collaboratively discuss instructional topics/issues and for staff development. The CIC will meet twice during the year to monitor progress of the CIP. Other issues/topics that are campus related (staff development, parent involvement, discipline procedures, educational activities, etc.) will also be on the CIP agendas. STAFF DEVELOPMENT: In-service plans will be addressed based on input from the staff. This • year's focus will be in improvement of academic instruction, reading, math, and technology. Opportunities to participate in vanous workshops and/or conferences will be made available to the staff. The CIC will work with the quality of math activities regarding other staff development topics. ASSESSMENT: Achievement data and perceptual data will be collected and areas needing improvement will be targeted as a part ofnext year's CIP. All data will be shared with the staff and parents. 17 • .. 199 APPLICATION • (469) 576 - 1064 • 200 Statement of Committee Approval APPLICATION The 2002-2003 school year District/Campus Improvement Plan was approved by the Campus Improvement, of FOCU Le ing Academy on &+,»;';2002. ~ fLd!.k_ Committ Member Title!Position 2. J{'1 fJdvAtrU • ommittee Member :~Committee Me er Title!Position ~F Title!Position rrf{ ~itlelPOSilion (5 8'JutJR I~A/ Title!Posilion {'-r:>J>~ ,,~~k~ .j~ T1t1e!Poslllon 1i.4__ah Title!Position If TitlelPosilion -<;/fi Pi/1L~ ;zf;;;. ~ • I TitlelPosition ~""'):--e.-:,,-r.... • TitlelPosilion ll (.£.u., 14. ~J..!-~=L.:...",=:::~t-::..:..=e ___ Committee Member TitleIPosition 15. ---.!..KL!o,:~t.~L,.,-,-. ...!:e~l.~",-~lLv,!1.-_ ~~OQLJ ~uA±....,-t Committee Member Title!Position Statement of Board Approval The 2002·2003 school year District/Campus Improvement Plan was approved by the Board of Directors of FOCUS Learning Academy on ______, 2002. Board Representative Title • Kate M. 13urkes Educational Consultant 8-27-02 APPLICATION Ms. Nickson: • A copy ofthe 2002-2003 Campus Improvement Plan needs to be distributed to every individual wolking on your campus. Ms. Byrd suggested that this be done during the regular weekly staffmeeting. Please have each person sign for their copy. Please return the list to me when complete. Thank: you. Laureland Campus (469) 576 - /064 • 202 (469) 576 - 1064 • 203 t'\dlt:: IVI. OU/Kf:j;j Educational Consultant 8-27-02 APPLICATION Mr. Walton: • A copy ofthe 2002-2003 Campus Improvement Plan needs to be distributed to every individual working on your campus. Ms. Byrd suggested that this be done during the regular weekly staffmeeting. Please have each person sign for their copy. Please return the list to me when complete. Thank you. Concord Campus Ms. P. Byrd (469) 576 - 1064 • .... 204 • • • FOCUS Learning Academy 2002-2003 Curriculum Overview Language Language SuppJ. Social Other Foundations Reading Arts Spelling Literature Math Science Studies Subjects Reading Saxon K Readiness Open Court Reading K (SRAlMcGraw Hill) K I Integrated Activities I Computer (Neuhaus) I I (Saxon) Alphabetic Everyday Book Saxon Science 1 Weihe PE 1" Phonics Open Court Reading 1 Spelling 1 Festival 1 • 1 (McGraw People 1 (EPS) (SRAlMcGraw Hill) (SF) (SF) (Saxon) Hill) (HM) Alphabetic Open Court Language Everyday Book Saxon Science 2 Wethe 2n• Phonics Reading 2 Arts 2 Spelling 2 Festival 2 • 2 (McGraw People 2 (EPS) (SRAlMcGraw (McGrawHiII) (SF) (SF) (Saxon) Hill) (HM) Hill) Alphabetic Open Court Language Everyday Book Saxon Science 3 We the 3'· Phonics Reading 3 Arts 3 Spelling 3 Festival 3 • 3 (McGraw People 3 (EPS) (SRAlMcGraw (McGrawHiII) (SF) (SF) (Saxon) Hill) (HM) Hi//) Alphabetic Language Everyday Book Saxon Science 4 We the 4" Phonics Reading 4 Arts 4 Spelling 4 Festival 4 • 4 (McGraw People 4 (EPS) (McGrawHiII) (McGrawHiII) (SF) (SF) (Saxon) Hill) (HM) Alphabetic Language Spell It Book Saxon Science S Wethe S" Phonics Reading S Arts 5 Write Fcstival S * 56 (McGraw People 5 (EPS) (McGrawHi//) (McGrawHill) (Zaller) (SF) (Saxon) Hill) (HM) Alphabetic Language Spelling Book Saxon Texas The World & 6" Phonics Reading 6 Arts 6 Resource Festival 6 * 76 Science 6 Its People (EPS) (McGrawHiII) (McGrawHiII) (Exxer) (SF) (SaxOIl) (Glencoe) (SF) Elements of Saxon Texas Texas and 7" Alphabetic Writer's Choice 7 Grade 7-8 Phonics Literature 7 87 Science 7 Texans Life Management (EPS) (HRW) (Glencoe) (Saxon) (Glencoe) (Glencoe) ~ READ XL Computer r'"" I (Scholastic) PE n Texas N 8th Alphabetic Elements of Writer's Choice 8 Pre- Divine ~ o Literature 8 Science 8 Phonics (Glencoe) Algebra (Glencoe) America (3 (.11 ffiPS) Z EPS = Educational Publishing ServIce HR W = Holt Rinehart Winston SF = Scoll Foresman IL = Innovative Learning HM = Houghton Mifflin 'OulofAdoption FOCUS Leaming Academy 2002 State Accountability Performance Results TAAS Results The Texas statewide accountability system holds (Post Snapshot Composite) districts and charter schools responsible for the • Percent Passing academic performance of all students. Its goal is to Spring 2002 reduce disparities in achievement among all the major student groups, including at-risk and special education. Year Reading Math Writing 2002 70% 69% 79% As a "special purpose" school that serves students with all types of learning needs, the FOCUS Learning 2001 24% 8% 0% Academy is rated under the Alternative Education Accountability system. Based on the Spring 2002 Difference +46pts +61 pts +79 pts T AAS scores, FOCUS has received the rating of Commended, which is the highest rating under the alternative system. TAAS Results Passing Rate Comparisons FOCUS' TAAS performance from 2001 to 2002 has Spring 2002 shown dramatic improvement. These gains rank as , one of the highest in the state. GradelYear Reading Math - The percentage of all students passing TAAS 4"'1'02 85% 79% 1\., increased significantly between 2001 and 2002. m 3 / '01 22% 0% ~ - When tracked from grade-to-grade, the passing rate for all students showed significant improvement in 5"'/ '02 78% 78% '\ both reading and math. 4'" / '01 23% 5.9% ~ - Many FOCUS students showed gains of more than th 11' 6 / '02 82% 93% one year of achievement in their Texas Learning 111 • 5 / '01 15% 5.0% Index (TLn scores. 7'" / '02 75% 67% Final reports also show that FOCUS' significant 6th / '01 41% 30.8% special-needs population is making great strides in learning. Many special education students taking the TAAS Results State Developed Alternative Assessment (SDAA) TLI Tracking Comparisons performed at level ill (maximum mastery of Spring 2002 objectives) within the instructionallevel tested. FOCUS programs work/or all students, so that no child will be left behind! GradelYear Reading Math 4th / '02 82.1 75.0 m \ 3 / '01 55.0 44.4 , Carrying Forward the Vision The Academy's improvement reflects the concerted th 5 / '02 80.1 78.5 efforts of our educators, parents, and students to meet 4th / '01 52.8 56.5 ~ the expectations of the accountability system. It is our 1\" goal to continue to work together to further raise 6'" / '02 81.1 81.3 student achievement levelS, and to find effective ways 5th / '01 55.4 56.8 I\Q to recruit, retain, and appropriately reward educators 7'" /'02 75.2 70.9 who dedicate their lives to one ofsociety's most 6'" / '01 63.4 60.7 important tasks: educating our children. 06 • For more information, call 972-283-1414 or email T E X A B E D U~A T ION AGE N C Y s.-on I District Name, FOCUS LEARNING ACADEMY Academic Excellence Indicator System District• .: 057817 2000-01 District Performance' Accountability Rating; CHARTER Special Education Compliance Status: DESK AUDIT COMPLIANT Region African Native Asian/ Eeon. Special State 10 District American Hisoanic White American Pac. Is. Male Female Disadv. Educ. TAAB '" Passing Grade 3 (English) Reading 2001 86.8% 85.3% 22.7% 22.7% 11.8% 60.0% * 2000 87.9% 84.8% 20.0% 22.2% * 28.6% • • • Math 2001 83.1% 81.1% 0.0% 0.0% 0.0% 0.0% • 2000 80.6% 76.3% 18.2% 20.0% * 14.3% * • 0.0% All Tests 2001 78.2% 76.6% 0.0% 0.0% 0.0% 0.0% • 2000 77.1% 73.1% 9.1% 10.0% * 14.3% * • 0.0% TAAS , Passing Grade 4 (English) Reading 2001 90.8% 88.1% 23.1% 23.1% 12.5% 40.0% • 2000 89.9% 87.0% 20.0% 20.0% 11.1% 33 .3% 28.6% 33.3% Writing 2001 89.2% 86.9% 0.0% 0.0% 0.0% 0.0% • 2000 90.3% 87.4% 20.0% 20.0% 0.0% 60.0% 28.6% 16.7% Math 2001 91. 3% 88.0% 5.9% 6.3% * 0.0% 12.5% 0.0% 2000 87.1% 83.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% All Tests 2001 81.6% 77.9% 10.0% 10.5% * 10.0% 10.0% 16.7% 2000 80.3% 76.3% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% TAAB 'Is Passing Grade 5 (English) Reading 2001 90.2% 87.2% 15.8% 16.7% * 6.7% • 11.1% 2000 87.8% 84.4% 44.4% 47.1% * 41. 7% 50.0% 33.3% • Math 2001 94.6% 91.9% 5.0% 0.0% * 6.3% • 11.1% 2000 92.1% 88.6% 11.1% 11. 8t • 8.3% 16.7% 0.0% * All Tests 2001 88.2% 84.6% 0.0% 0.0% * 0.0% • 0.0% 2000 85.0% 81. 0% 11.1% 11.8% • 8.3% 16.7% 0.0% • TAAS % Passing Grade 6 (English) • Reading 2001 85.6% 85.8% 41.7% 33.3% * 37.5% * • 2000 86.0% 86.5% 60.0% 60.0% * * • ~ Math 2001 91.4\ 91. 3% 30.8% 33.3% 33.3% • 1" • • o 2000 88.5% 88.7% 40,0% 40.0% * • * 8 -.J All Tests 2001 82.7% 83.0% 15.4% 11.1% • 11.1% * * 2000 81.5% 82.3% 40.0% 40.0% • • • ~ pr~ss of Prior Year TAAS Failers Sum of 4-8 .. 10 • • Average TLI Growth Reading 2001 10.89 11.20 -4.28 -4.24 • -2.73 -6.71 • 2000 9.32 9.84 • • * * • • Math 2001 10.97 11.93 4.62 5.08 * 4.00 5.78 3.30 2000 8.82 8.81 -6.75 -6.75 -5.80 • -11.80 • Percent of Failers Passing TAAS Reading 2001 52.2% 49.9% 11.1% 11.8% * 0.0% 28.6% * 2000 49.0% 48.9% • • • • • * Math 2001 57.4% 55.9% 7.7% 8.0t • 11.8% 0.0% 0.0% 2000 49.8% 48.0% 0.0% 0.0% 0.0% • 0.0% * TAAS \ Passing (Sum of 3-8 .. 10) Accountability Subset ••• Reading 2001 88.9% 87.7% 24.2% 22.6% • 14.6% 50.0% 23.5% 2000 87.4% 86.1% 33.3% 34.8% • 31.3% 37.5% 29.4% 43.8% Writing 2001 87.9% 87.1% 0.0% 0.0% 0.0% 0.0% * 2000 88.2% 87.5\ 20.0% 20.0% 0.0% 60.0% 28.6% 16.n Math 2001 90.2t 88.6% 8.3% 6.2% 28.6% 7.8% 9.5% 5.3% 2000 87.4% 85.2% 12.0% 12.5% • 9.1% 17.6% 5.9% 11.1% All Tests 2001 82.lt 80.6% 5.2% 4.3% 14.3% 3.7% 8.7% 4.5% 2000 79.9% 78.2% 9.6% 10.0% • 8.6% 11. 8% 5.3% 11.1% *** The Accountability Subset for this district includes 0 students in 2001, and 0 'students in 2000 who qualified for End-af-Course exam credit and did not take the exit-level TAAS test. Class of 2001 93.1% 93.3% n/a n/a Class of 2000 91.6% 92.2% n/a n/a 2001 TAAS Participation Grades 3-8 • 10 Tested 96.2% 95.3% 100.0% 100.0% 100.0% 100.0% 100.0% • 100.0% Acct Subset 85.0% 84.0% 61. 6% 63.1% 70.0% 61.4% 63.9% * 40.6% Mobile Subset 4.8% 5.0% 5.6% 5.4% 0.0% 4.5% 5.6% * 0.0% Sci/Soc St only 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% * 0.0% SDAA only 6.4% 6.3% 32.8% 31.5% 30.0% 34.lt 30.6% * 59.4% Not Tested 3.8% 4.7% 0.0% 0.0% 0.0% 0.0% 0.0% * 0.0% Absent 0.6% 0.6% 0.0% 0.0% 0.0% 0.0% 0.0% * O.ot ARD Exempt 1.1% 1. 0% 0.0% 0.0% 0.0% 0.0% 0.0% * 0.0% ,. LEP Exempt 1.4% 2.4% 0.0% 0.0% 0.0% 0.0% 0.0% * 0.0% Other 0.7% o.n 0.0% 0.0% 0.0% 0.0% 0.0% * 0.0% TOTAL COUNT 2,156,695 321,661 125 111 10 o o o 88 36 1 69 ~ N o S CO .., @ 200~AAS Participation Grades 3-8 & 10 Tested 90.3\ 89.3\ 81. 8% 81. 7\ •80.0% • 81.1% 83.3% 73.3%• 58.8% Acct Subset 85.6% 84.5% 64.9% 67.6% 40.0% • 64.2% 66.7\ 60.0% 52.9% Mobile Subset 4.6% 4.7% 16.9% 14.H 40.0% • 17.0% 16.7% 13 .3% 5.9% Sci/Soc St only 0.1% 0.1% 0.0% 0.0% 0.0% • 0.0% 0.0% 0.0% 0.0% Not Tested 9.7% 10.7% 18.2% 18.3% 20.0% • 18.9% 16.7% 26.7% 41.2% Absent 0.6% 0.7% 0.0% 0.0% 0.0% • 0.0% 0.0% 0.0% 0.0% ARD Exempt 7.1% 7.1% 18.2% 18.3% 20.0% • 18.9% 16.7% 26.7% 41.2% LEP Exempt 1.3\ 2.2% 0.0% 0.0% 0.0% • 0.0% 0.0% 0.0% 0.0% Other 0.7% 0.8% 0.0% 0.0% 0.0% • 0.0% 0.0% 0.0% 0.0% TOTAL COUNT 2,105,249 309,206 77 71 5 1 0 0 53 24 30 34 *** The Accountability Subset for this district includes a students in 2001, and o students in 2000 who qualified for End-af-Course exam credit and did not take the exit-level TAAS test. Attendance Rate 1999-2000 95.6% 95.7% 96.2% 96.3% • • 96.2% 96.2% • 97.3% 1998-99 95.4% 95.7% T E X A SED U CAT ION AGE N C Y Section II District Name. FOCUS LEARNING ACADEMY county Name: DALLAS Academic Excellence Indicator System District #: 057817 2000-01 District Profile STUDENT INFORMATION i------District------i i------state------i Count Percent Count Percent Total Students: 195 100.0% 4,059,619 100.0% Students By Grade: Early Childhood Education 0 0.0% 13,707 0.3% Pre-Kindergarten 0 0.0% 132,064 3.3\ Kindergarten 16 8.2% 294,217 7.2% Grade 1 30 15.4% 320,752 7.9% Grade 2 28 14.4% 316,896 7.8% Grade 3 34 17.4% 316,535 7.8% Grade 4 31 15.9% 313,731 7.7% Grade 5 33 16.9% 311,638 7.7% Grade 6 23 11.8% 308,392 7.6% Grade 7 0 0.0% 310,696 7.7% ;> 0 0.0% 304,419 7.5% ." ~ Grade B ." Grade 9 0 0.0% 360,704 8.9% r'..... Grade 10 0 0.0% 287,355 7.1% (') Grade 11 0 0.0% 248,570 6.1% ;> N Grade 12 0 0.0% 219,943 5.4% >-l..... o 0 to Z 411thniC Distribution: African American 1_ 92.3\ 585,609 _4.4% Hispanic 13 6.7% 1,646,508 40.6% White 2 1.0% 1,706,989 42.0% Asian/Pacific Islander 0 0.0% 108,422 2.7% Native American 0 0.0% 12,091 0.3\ Economically Disadvantaged 1 0.5% 2,001,697 49.3\ Limited English Proficient (LBP) 0 0.0% 570,453 14.1% Students w/Disciplinary Placements (1999-2000) 0 0.0% 86,071 2.3% Data Quality: PIn Errors (student) 22 11.3% 68,368 1.5% Underreported Students 0 0.0% 19,718 1. 0% 1- --Non-Special Education Rates~-~I I----Special Education Rates----J District State District State Retention Rates By Grade: Kindergarten 0.0% 2.3% 0.0% 8.6% Grade 1 0.0% 5.8% 0.0% 10.4\ Grade 2 0.0% 3.1% 0.0% 4.4% Grade 3 0.0% 2.2% 0.0% 2.7% Grade 4 0.0% 1.3% 0.0% 1. 7% Grade 5 0.0% 0.8% 0.0% 2.0% Grade 6 0.0% 1.6% 0.0% 2.1% Grade 7 2.8% 3.3\ Grade 8 1. 9% 3.4% I------counts------I District State Graduates (Class of 00): Total(Includes Special Education) 212,925 African American 27,507 Hispanic 68,314 White 109,721 Asian/Pacific Islander 6,862 Native American 521 Special Education Graduates 19,982 Graduated Under Advanced Programs 2,635 Graduated Under Rec. HS Pgm./DAP 82,186 I------District------I I------State------I STAFF INFORMATION Count Percent Count Percent Professional Staff: 20.1 84.3% 335,316.7 61.9% ~ '" ." t-<..... Teachers 13 .1 54.9% 274,816.7 50.8% n N Professional Support 4.0 16.8% 42,092.2 7.8% ~ Campus Administration (School Leadership) 1.0 4.2\ 13,916.5 2.6% ~..... o Central Administration 2.0 8.4% 4,491.3 0.8% 0 Z Educational Aides: 3.7 15.7\ 55,466.8 10.2% • Auxiliary Staff, • 0.0 0.0% 150,559.4 • 27.8% Total Staff: 23.8 100.0% 541,342.9 100.0% Total Minority Staff: 22.8 95.8% 206,753.5 38.2% Teachers by Ethnicity and Sex: Females 10.3 78.6% 212,421. 9 77.3% Males 2.8 21.4% 62,394.8 22.7% African American 13.1 100.0% 24,277.7 8.8% Hispanic 0.0 0.0% 46,969.6 17.1% White 0.0 0.0% 201,144.6 73.2% Asian/Pacific Islander 0.0 0.0% 1,725.0 0.6% Native American 0.0 0.0% 699.8 0.3% Teachers by Highest Degree Held: No Degree 0.9 7.1% 3,679.4 1.3% Bachelors 11.2 85.7\ 205,423.8 74.7% Masters 0.9 7.1% 64,400.0 23.4% Doctorate 0.0 0.0% 1,287.8 0.5% Teachers by Years of Experience: Beginning Teachers 0.0 0.0% 21,493.2 7.8% 1-5 Years Experience 3.7 28.6% 75,174.0 27.4% 6-10 Years Experience 1.9 14.3% 49,717.2 18.1% 11-20 Years Experience 5.6 42.9% 69,508.6 25.3% Over 20 Years Experience 1.9 14.3% 58,923.6 21.4% Number of Students per Teacher: 14.9 n/a 14.8 n/a ? Indicates that district-reported data for this item were missing, statistically improbable, or were reported outside a reasonable range. '" STAFF INFORMATION (Continued) ~ I------District------I I------State------I ~ ) N j .... Average Years Experience of Teachers: 11.8 yrs. 11.9 yrs . o .... Average Years Experience of Teachers with District: 0.4 yrs. 7.9 yrs. z Average Teacher Salary by Years of Experience: • (regular duties only) • • Beginning Teachers $29,824 1-5 Years Experience $29,119 $31,987 6-10 Years Experience $29,921 $35,304 11-20 Years Experience $31,702 $41,755 Over 20 Years Experience $38,870 $48,183 Average Actual Salaries (regular duties only): Teachers $31,734 $38,361 Professional Support $31,950 $45,562 Campus Administration (School Leadership) $50,400 $58,081 Central Administration $54,500 $69,916 Permits by Type: Emergency (for certified personnel) 0 3,519 Emergency (for uncertified personnel) 0 7,418 Nonrenewable 0 2,253 Temporary Classroom Assignment 0 927 District Teaching 0 461 Temporary Exemption 0 31 Turnover Rate for Teachers: 57.9% 16.0% EXCLUS IONS: Shared Services Arrangement Staff: Professional Staff 0.0 1,266.2 Educational Aides 0.0 354.6 Auxiliary Staff 0.0 839.3 Contracted Instructional Staff: 0.0 1,874.1 ? Indicates that district-reported data for this item were missing, statistically improbable, or were reported outside a reasonable range. TAX INFORMATION I------District------I I------State------I Amount Percent/Rate Amount Percent/Rate ~.., N l Adopted Tax Rate (calendar year 2000) ~ N Maintenance and Operations n/a $0.000 n/a $1. 384 ~ Interest and Sinking Fund n/a $0.000 n/a $0.091 # oz Total Rate (sum of above) n/a $0.000 n/a ~1.475 • Standardized Local Tax Base (comptroller valuation)• Value (after exemptions) $0 n/a $864,265,433,673 n/a Value Per Pupil $0 n/a $215,232 n/a Value by Category Business $0 0.0% $3B4,002,276,669 39.0% Residential $0 0.0% $493,051,546,220 50.1% Land $0 0.0% $68,963,816,777 7.0% Oil and Gas $0 0.0% $2B,2B3,B70,9B3 2.9% Other $0 0.0% $10,351,770,594 1.1% BUDGETED RBVENUB INFORMATION Total Revenues $1,231,200 n/a $26,115,722,356 n/a Total Revenues per Pupil $6,314 n/a $6,433 n/a Reve~ues by Source Local Tax $0 0.0% $12,663,733,663 4B.5% Other Local & Intermediate $16,200 1.3% $1,190,20B,713 4.6% State* $1,215,000 9B.7% $11,377,49B,B94 43.6% Federal $0 0.0% $BB4,2B1,OB6 3.4% FDND BALANCE INFORMATION Fund Balance (End-of-Year 1999-2000 audited) $33,5B7 n/a $3,299,B35,932 n/a Percent of Total Budgeted Expenditures (2000-2001) n/a 3.2% n/a 13.6% # The $0.091 includes 364 districts with an Interest and Sinking (I & S) tax rate of $0.000. Among districts with I & S tax rates, the state average is $0.140. , * In IIState Revenues P, this district budgeted $0 of Teacher Retirement System benefits paid by the state of Texas on behalf of employees in this district. ? Indicates that district-reported data for this item were missing; statistically improbable, or were reported N.... outside a reasonable range. ~ e...> ~ ~ ~ ~UDGETED EXPENDITURE INFORMATION I------District------I I------State------I • Amount Percent Amount •Percent Total Expenditures: $1,055,700 100.0% $26,948,681,700 100.0% Total Expenditures by Object: Operating $1,055,700 100.0% $24,097,204,499 89.4% Payroll Costs (6100) $837,800 79.4% $19,810,622,664 73.5% Professional & Contracted Services (6200) $92,900 8.8% $2.125,058,228 7.9% Supplies and Materials (6300) $21,000 2.0% $1,692,789,691 6.3% Other Operating Costs (6400) $104,000 9.9% $468,733,916 1.7% Non-Operating $0 0.0% $2,851,477,201 10.6% Debt Service (6500) $0 0.0% $2,230,081,138 8.3% Capital Outlay (6600) $0 0.0% $621,396,063 2.3% Total Operating Expenditures by Function: $1,028,700 100.0% $24,010,804,383 100.0% Instruction (11 95) 1 $543,000 52.8% $13,880,333,499 57.8% Instructional-Related Services (12,13) $34,000 3.3% $711,993,126 3.0% Instructional Leadership (21) $36,500 3.5% $327,217,968 1.4% School Leadership (23) $52,900 5.H $1,413,048,962 5.9% Support Services-Student (31,32,33) $53,500 5.2% $1,080,558,025 4.5% Student Transportation (34) $0 0.0% $676,770.906 2.8% Food Services (35) $21,000 2.0% $1,315.831.789 5.5% Cocurricular/Extracurricular Activities (36) $11,800 1.H $601,620,200 2.5% Central Administration (41,92) $150,000 14.6% $953,749,911 4.0% Plant Maintenance and Operations (51) $126,000 12.2% $2,598,036,618 10.8% Security and Monitoring Services (52) $0 0.0% $153,117,054 0.6% Data Processing Services (53) $0 0.0% $298,526,325 1.2% Per Pupil Expenditures: District State Total Expenditures $5,414 $6,638 Total Operating Expenditures by Function: $5,275 $5,915 Instruction (11,95) & Instruct. Leadership (21) $2,972 $3,500 School Leadership (23) $271 $348 Central Administration (41,92) $769 $235 Other Operating (12,13,31-36,51-53) $1,263 $1,832 Total Expenditures for Community Services $27,000 $68,769,233 Total Expenditures for Athletic Programs $11,800 $433,991,361 ~ '"tI TOTAL EXCLUSIONS, $0 $618,293,827 r Tuition Transfers-Grades/Services Not Offered(91,94,96) ...... $0 $4,915,529 (') Wealth Equalization Transfers (91,96) $0 $519,110,208 )0 N Payments to Fiscal AgentS/Members of SSA (93) $0 $94,268,090 -l...... I 0 ""'" Z This district budgeted $0 of TRS "on-behalf It expenditures. The• Special Revenue Funds (incl. and the Capital Projects Funds are not reported for budgeted data. BSA) • • ? Indicates that district-reported data for this item were missing, statistically improbable, or were reported outside a reasonable range. PROGRAM INFORMATION I------District------I I------State------I Count Percent Count Percent Student Enrollment by Program: Bilingual/HSL Education o 0.0\ 509,885 12.6\ Career and Technology Education o 0.0\ 768,200 18.9\ Gifted and Talented Education o 0.0\ 342,840 8.4% Special Education 72 36.9% 483,442 11.9% Teachers by Program (population served) : Bilingual/SSL Education 0.0 0.0\ 20,515.7 7.5% Career and Technology Education 0.0 0.0\ 11,810.7 4.3% Compensatory Education 0.0 0.0% 8,947.2 3.3\ Gifted and Talented Education 0.0 0.0% 6,099.3 2.2\ Regular Education 13.1 100.0% 193,474.5 70.4% Special Education 0.0 0.0\ 27,298.5 9.9\ Other 0.0 0.0% 6,670.8 2.4% Budgeted Instructional Operating Amount Percent Amount Percent Expenditures by Program: Bilingual/ESL Education $0 0.0\ $590,748,041 4.3\ Career and Technology Education $0 0.0\ $566,681,113 4.1\ Compensatory Education $0 0.0% $911,525,819 6.6\ Gifted and Talented Education $0 0.0% $245,961,232 1. 8\ Regular Education $497,000 91. 5% $9,798,493,253 70.7% Special Education $46,000 8.5\ $1,739,689,310 12.6\ CLASS SIZE INFORMATION District State (Derived from teacher responsibility records.) Class Size Averages by Grade and Subject: ~ "CI r' Elementary: Kindergarten 16.0 18.8 .... N (") Grade 1 16.0 18.1 I Grade 2 14.0 18.7 CJt ~ Grade 3 17.0 19.0 Grade 4 15.5 19.8 ~ Grade 5 16.5 22.6 Grade 6 12.0 22.5 Mixed Grades N/A 23.2 Secondary: English/Language Arts N/A 20.2 • Foreign Languages • N/A •20.9 Mathematics N/A 20.3 Science N/A 21.6 Social Studies N/A 22.7 ? Indicates that district-reported data for this item were missing z statistically improbable, or were reported outside a reasonable range. , ~ '" ~ N ..... ~...... m ~ • 2000-01 SCHOOL• REPORT CARD • School Name: School Accountability Rating: LOW PERFORMING FOCUS LEARNING ACADEMY (Special Analysis used) District Name: FOCUS LEARNING ACADEMY District Accountability Rating: CHARTER School Number: 057817101 School Enrollment: 195 Grade Span: KG-06 This is a Charter School. The complete report for this school is the Academic Excellence Indicator System (AEIS) Report Questions? See the School Report Card Definitions in English, Definiciones in Spanish. TAAS Percent Passing (For all grades tested at this schoo\)* - School School State District African I Group (AIl Hispanic White !-Native AsianlPacific Economically Average Average American American Islander Disadvanaged (Median) Students) Spring 88.9% 24.2% 82.2% 24.2% 22.6% 2001 * - - - ·Reading Spring 87.4% 33.3% nJa 33.3% 34.8% 29.4% 2000 * -- Spring 87.9% 0.0% 86.2% 0.0% 0.0% - 2001 - - - .Writing I I g Isprin 88.2% 20.0% nJa 20.0% 20.0% - 28.6% 2000 - - 'Spring , 90.2% , 8.3% 81.9% 8.3% 6.2% 28.6% 2001 ·Mathematics I I I I ~ Spring 87.4% 12.0% nJa 12.0% 12.5% 5.9% 2000 * - - - , Spring 82.1% 5.2% 71.0% 5.2% 4.3% 14.3% - - - All Tests 2001 I I -~ ~Taken Ispring 79.9% 9.6% nJa 9.6% 10.0% - T-----1 - 5.3% t 2000 * _~ I I I I , -~ 1 Progress of Prior Year TAAS Fallers • School • State • District School (All African Native AsianlPacific Economically Group Hispanic White Average Average Students) American American (Median) Islander Disadvanaged g IReadin I 10.89 -4.28 12.38 -4.28 -4.24 • - - - 2001 I I I I I I I I I g IReadin 9.32 2000 • nla • • -- - * :AVG TLI Growth I I I I I I I I I I 10.97 4.62 I~ath2001 15.32 4.62 5.08 • - - - \Math 8.82 -6.75 nla -6.75 -6.75 - - - -11.80 2000 \ \ I~eadlng 52.2% 11.1% 2001 51.6% 11.1% 11.8% • - - - - g /Readin 49.0% Percent of Prior Year 2000 • nla • • • / T- -I- J 'Fallers Passing TAAS Math 57.4% 7.7% 67.2% 7.7% 8.0% 2001 * - - - - I I Math 49.8% 0.0% 2000 nla 0.0% 0.0% - - - - 0.0% -- -- J J TAAS Exemutions School District School (All African Native AsianlPacific Economically Istate Group Hispanic White Average Average Studeuts) American American Islander Disadvanaged (Median) 2001 ARD Exemllt 1.1% 0.0% 0.0% 0.0% 0.0% 0.0% I • 2000 ARD Exemllt 7.1% 18.2% nla 18.2% 18.3% 20.0% • I 26.7% ZOO1 LEP Exemllt 1.4% 0.0% 0.0% 0.0% 0.0% 0.0% I • 2000 LEP Exemllt 1.3% 0.0% nI. 0.0% 0.0% 0.0% • I 0.0% Attendance Rate School State School (All African IDiS~;ict Group H' ::r:--Fv:---l;'ian/;aci~cl~co:omISy Average Average Students) American lspamc Ie.American Islander DlSadvan. ~ N (Median) ~ 1299-2000 95.6% 96.2% 96.5% 96.2% 96.3% • - -I . CD I I I I • I I - I • ~ 1998-99 95.4% - nI. - - - I - I - I - I - 0 > 2 • Other • Scbool Information • Class Size Averal!cs bv Grade Comments -0-1 District Schol II (All State Average I Average I School Group I Stnd ents) ! Kindergarten! 1S08! 16.0! 19.81 It .0 1Grade 1 1 I8~; 1 16.0 1 19.9 : 1"'.0 1Grade 2 1 18.7! 14.01 23.4! 1~ .0 Icrade 3 ! 19.0! 17.0 1 23.2 I 11.0 I Elementary' '" fGrade4 ! 19.8! 15.51 23.71 [j .5 1Grade 5 ! 22.6! 16.51 25.3! It .5 .0 IGrade 6 [ 22.5\ 12.0 I 22.7\ 12 I MJlIJHIIHIICH IMVHIIII 111M S'i-III IVIJH~ III IIISHIILllllllnl IIIf)(H"'III~ ! Mixed Grades! 23.21 _! ~o Number ofSludents per I 14.8-1 14.91 16.11 ,._..9 Teacher Iaverages. Average of All School Budgeted Expenses ~ For explanations of all the information provided in this report, see the "2000-01 School Report Card Definitions." The Definitions document is available from your school or may be viewed on the internet at www.tea.state.tx.us/perfreportlsrcl2001/definitions.html A more complete report about your school, the Academic Budgeted Expenditures per wlin State wlin District wlin Group School Excellence Indicator System (AEIS) report, is available from Student your school, or can be accessed on the internet at www.tea.state.tx.us/perfreportlaeis. All products were created by the Division of Performance Reporting, Texas Education Agency. Instruc;~ __0____ i $3:~791~--m- $2.785 i -i2,962t- --$2,785 En Es~aii~;-p~edeo~allar explicaciones en el internet bajo la ~. s I School Leadership I" $347T-- $z~~-- $371 $271 direcci6n c: 11 , __ 3 APPLICATION • c~p GOALSI'OBJEC"T~VES and TAASI'SDAA STUDENT PERIFORMANCE SY 2001 ~ 2002 FOCUS LEARNING ACADEMY "Knowing and Living the Vision" 220 FOCUS Learning Academy • SY 2001-2002 • Goal #1: Improve reading ability so that students can read at grade level by grade 3, and maintain or exceed this standard in grades 4-7. Objective: In the Spring of2002, a minimum of55% ofan regular education students taking the TAAS Reading subtest will pass; a minimum of35% ofspecial education students taking TAAS Reading will pass and/or demonstrate more than 6 months progress as measured by the Stanford 9 or the Woodcock Johnson (Revised). Goal #2: Improve math performance so that students are performing at or above grade-level by the end ofthe school year. Objective: In the Spring of2oo2, a minimum of55% of all regular education students taking the TAAS Math subtest will pass; a minimum of35% ofspecial education students taking TAAS Math will pass and/or demonstrate more than 6 months progress as measured by the Stanford 9 or the Woodcock • Johnson (Revised). Goal #3: Improve writing performance so that students are performing at or above grade-level by the end ofthe school year. Objective: In the Spring of2002, a minimum of 55% ofan regular education students taking the TAAS Writing subtest will pass; a minimum of35% ofspecial education students taking T AAS Writing will pass and/or demonstrate more than 6 months progress as measured by the Stanford 9 or the Woodcock Johnson (Revised). Goal #4: Improve services for special education students anlA~ ,~ s~eeds students through the Comprehensive A !!C~'l Bi9gram (CAP) and re-evaluation according to state and federal guidelines. Objective: Students in Special Education will show a 10"/0 increase in TAAS scores from the previous year and/or will demonstrate progress in reading, mathematics, and writing levels on the SDAA, Stanford 9 Achievement • Test, or the Woodcock Johnson (Revised). 1 1 221 APPLICATION' Goal #5: Involve parent and community members more in the operation of FOCUS Learning Academy, and in working with their children at home in the areas ofliteracy and math homework, • and social skills. Objective: Increase parental and community involvement in the operation ofFOeUS Learning Academy as evidenced by a 10% increase in classroom volunteer hours andlor attendance at parent involvement meetings. Goal #6: Increase the technological (computer) skill level of students, teachers, and staff. Objective: . Provide improved access to technology for teachers and students, including a 50"10 increase in opportunities for teachers to develop and demonstrate successful Technology Skills across all curriculum areas. Goal #7: Provide increased opportunities for meaningful, research-based staff development. Objective: Provide a clear and focused staff development plan that will provide 10"10 more professional development opportunities, and result in more effective • teaching, increased T AAS scores, and overall student success, 2 • •• 222 3 z M o 2002 ACCOUNTABILITY DATA by Grade Level N t=: Texas Assessment of Academic Skills (TAAS) Results N B • For All Students Tested in District 0.. ~ District: 057-817 FOCUS LEARNING ACADEMY REPORT DATE: MAY2002 DATE OF TESTING: SPRING 2002 31<1 4tb 5tb 6tb 7tb # # % # # % # # % # # % # # % Pass Taking Pass Pass Tsking Pass Pass Tsking Pass Pass Tsking Pass Pass Tsking Pass I READING All Students 12 31 39% 24 28 86% 20 26 77% 19 23 83% 9 12 75% African American 30 40% 27 85% 26 77% 21 81% 10 80% Hispanic 1 - 0 ..-- 0 -- 0 - 2 _.... White 0 -- 1 - 0 - I - 0 - Economically Dis. 17 53% 12 75% 9 89% 7 100% 1 -- I MATHEMATICS All Students 7 28 25% 24 30 80% 20 26 77% 29 31 94% 8 12 67% African American 27 22% 29 79% 26 77% 27 93% 10 80% Hispanic 1 -- 0 -- 0 -- 2 - 2 ...-- White 0 - 1 -- 0 - I --- 0 -- Economically Dis. 15 27% 13 62% 9 78% 10 100% 1 - WRITING All Students 27 34 79% African American 33 79% Hispanic 0 - White 1 -- Economically Dis. 12 83% --- - - • • • 4 2002 ACCOUNTABILITY DATA TABLE ~ z N Texas Assessment of Academic Skills (TAAS ) Results N § for All Students Enrolled in District u :J as of October 26, 2001 , Po. • REPORT DATE: JUNE 2002 ~'STR'CT: 057-817 FOCUS LEARNING ACADEMY DATE OF TESTING: SPRING 2002 SPRING 2001 SPRING 2002 GRADES 3-8 & 10 -- == No Data GRADES 3·8 & 10 Reported For Credit Percent ANALYSIS Credit Student Percent Number Number Fewer Than Number Number Group Taking For Passing For Passing Passing EOC GROUP Five Students Passing Taking EOC Pert:ent Reading 16 66 0 2'o.2Y. 80 112 0 100.0Y. 7l.4Y. 22.6% All Students 95.5Y. 7Z.0% 14 62 0 African American 77 107 _..0 . _. 4 ...... _. 3 2.1' -...... -. His"anlc ... l.8Y...... 0 WhIte ... 2 ... 0 ._. .. Economically DIsadvantaged 34 46 0 41.lY. 73.9% Mathematics 68.6% 6 7Z 0 8.3% All Students 81 118 0 100.0Y. 65 0 6.2% III 0 94.lY. 68.5% 4 African American 76 4.2% 60.0Y. 2 7 0 28.6r. Hls"anlc 3 5 0 ... _.. 0 . -. ... WhIte ... 2 -_. 1.7% ._. 0 ...... EconomIcally Disadvantaged " 47 0 39.8Y. 61.7% Writing 81.3r. 0 12 0 0.0% 26 32 0 100.0% 12 0 0.0% All Student. 31 0 96.9% 80.6% 0 ... African American 25 ... 0.0r. 0 .-- .. 0 -- -- 0 -- . Hls~.nic 1 3.1% .-. -- -- Wh te .- 83.3% 0 .. .- EconomIcally Disadvantaged 10 12 II 37.5% -- Social Studies nla nla nla nla nla n/a nla nla nla All Students . " Credil for EOC provides the number or students who met the testing requirement for graduallon by passing end-or-course examlnatlDns and did not take any eKlt.tevel TAAS test In spring 0' the year shown. These numbers are Included In the number passing and the number taking . • • • , ~ '5 TEXAS STATE-DEVELOPED ALTERNATIVE ASSESSMENT U'J :2; SUMMARY REPORT N B N (5 READING ...... ALL STUDENTS !. REPORT DATE: MAY 2002 ~ DISTRICT: 057-817• FOCUS LEARNING ACADEMY ADMINISTRATION SUMMARY OVERALL PERFORMANCE Number Parcent Instructional N_r Lovel Tested Total Answer Documents SUbmitted 118 100 K 2 1 13 0 23 77 2 38 3 45 53 Students Absent 2 2 3 23 0 43 57 Students Exempt: ARD 0 0 4 24 0 25 75 5 16 0 38 63 Students Exempt: LEP 0 0 6 0 Other Students Not Tested 0 0 7 0 • 8 MIA NlA MIA "'___1 • __ I Number of Students Tested 116 98 116 1 1 37 62 Lovel I ZOO2 2001 &2002 ARD EIIP. .... 2001 &2002 ARD EIqI. .... 2001 &2002 ARO E•. 2002 2001&2002 ARD Ell;! . .... ZGD1&ZOO2 K I 2 2 --- "/A "/A H'A 2 2 --- HIA HIA .'A HIA H,A 13 6 100 5 0 ~ 3 -- 2 2 -- 2 1 HIA H'A NIA NIA HIA H/O --- ._.-- 2 38 18 67 10 0 -_. IS 7 86 6 5 40 2 2 5 4 _. N'A NlA "'A ... _.. 3 23 10 100 N'. • 'A H,A , 2 .-. , ~ -.. ... 3 1 1 N'A N,A H" . _. . .. 4 2'" 5 100 HIA N'A H'A ~ 1 6 1 -.. 12 2 2 1 _. NIA H,A N,. H,. 5 16 3 -_. N'. .,A N,A NIA HIA H'A H'A N'A NIA 12 1 ... ~ 2 '_ .. NIA MIA 6 NIA NlA NIA NIA N'A HIA NIA HIA H'A HIA N'A N,A HIA HIA H'A NIA HIA NIA N'A HIA H,. 7 NIA N'A HIA NIA N'A NIA NIA NIA N'A NIA N,A N'A N'A N'A NIA NIA N'A N'A N'A NIA N" 8 NIA N,A N'A N'A HIA "/A NIA HIA N,A NIA NIA H" NIA N,A HIA HIA NIA NIA NIA HIA H/A ,~ ...... a4 15 0 ... 3... 15 87 23 12 75 32 , a9 12 8 88 I N'A HIA "/0 Ihe ..me Iden"flca".n Inlormallon In bDlh yean Q Dal. not include s t. with unknown .....oIl.d grade - .:::: No dal. reDorted for f.w. flv. iIIt.Jt'I_ 1.0 TEXAS STATE-DEVELOPED ALTERNATIVE ASSESSMENT § SUMMARY REPORT C..D f-< N c5 MATHEMATICS N ::J Q., ALL STUDENTS ~DlSTRICT; 057.817. FOCUS LEARNING ACADEMY REPORT DATE: MAY2002 1I CAMPUS: 101 FOCUS LEARNING ACADEMY bii i ADMINISTRATION SUMMARY OVERALL PERFORMANCE Number Parcanl InslrucllorW N..nbor Leye' Telted Total Answer Documents Submitted 107 100 K 1 1 6 0 33 67 2 30 3 13 83 Students Absent 1 1 3 31 0 52 48 Students Exempt: ARD 0 0 4 21 10 16 14 5 15 7 87 1 Siudents Exempt: LEP 0 0 6 2 Other students Not Tested 0 0 7 0 8 N/A" I N/A Number of Students Tested 106 99 'P_6_14..._ 106 I 4 50 46 6 2 ._ ~ 0 _.- 2 2 -. NIA NJA NIA NIA NIA NIA NIA NIA NIA NIA NIA ill 2 30 10 100 11 0 -- 11 4 -- 3 3 -- 3 2 -- 2 1 -- NIA NIA ill ._ ._ NIA 3 31 11 91 1 0 -- 14 ~ -- 11 5 100 3 1 2 1 NIA " 4 21 8 63 NIA NIA NIA " 3 --- 6 2 -- lD 2 -- 1 1 -- NIA NIA NI 5 15 6 67 NIA NIA NIA NIA NIA NIA 2 0 -- 6 2 -- 7 " -- NlA NIA H 6 2 0 -- NIA HIA NIA NIA NIA NIA NIA NIA NIA 2 0 -- HIA NIA NIA NIA NIA NI 7 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA HIA HIA NIA NIA HI 8 NIA HIA NIA NIA HIA NIA NIA NIA NIA HIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA N, o • 38 79 16 0 _. 32 14 79 22 10 90 24 7 86 12 7 57 I HIA NIA H, the same idenUncaUon Informalion In both year, "ill Doel not Include tt with unknown enroUed grid. -- No d.e. reported for 'ewe..-.n five studt '1 TEXAS STATE-DEVELOPED ALTERNATIVE ASSESSMENT § r- SUMMARY REPORT N g WRITING N ALL STUDENTS ~ISTRICT: 057.817. FOCUS LEARNING ACADEMY REPORT DATE: MAY 2002 • CAMPUS: 101 FOCUS LEARNING ACADEMY DATE OF TESTING: SPRING 2002 ADMINISTRATION SUMMARY OVERALL PERFORMANCE Number Parcant InsllUcllonal Numb... LEVEL I LEVEL II LEVELID Lovel Tested 'ercenl of Siudent, •• bch Achlevament Lawl Total Answer Documents Submitted 29 100 K,1,2 17 12 53 35 Students Absent 0 0 3,4 12 58 42 0 Students Exempt: ARO 0 0 5,8 N/A NlA N/A MIA Students Exempt: LEP 0 0 other Students Not Tested 0 0 7,8 N/A NlA N/A NlA Number 01 Students Tested 29 100 To",'ar All Level. 29 31 48 21 ENROLLED GRADE' AlIOrades· Instructional 4 8 Perc.nt Petc.'" p • .- Numbe, NUmbM Level M..,lng Number MedE:". r....d "I'D EXp. Teat" ARDM.~~. • T..... MDE . K,1,2 17 88 17 88 N/A NlA 3,4 12 42 12 42 N/A NlA 5,6 N/A NlA N/A N/A NIA NIA 7,8 MIA N/A N/A N/A N/A NlA Total lor N/A NlA All LelIo" 29 69 29 69 Does not, include students• with unknown enrolled grade • No data reported for fewer than• fiv. stutl",t: APPLICATION SACS 3.1 (3) Campus Improvement Planning Process The continual improvement of public schools is essential in providing increased student performance and quality results. School improvement is no longer an option. The public's demands for better performance grow more strident everyday. • Innovative, exemplary, and research-based programs, coupled with staff development, focused and aligned resources, and public participation in planning, are critical factors in improving schools. The FOCUS Learning Academy campus improvement process assesses our school's strengths and weaknesses, implements strategies to address our school's needs, and continually evaluates the school's progress toward achieving its objectives and meeting its needs. The FOCUS Campus Improvement Planning (CIP) process is outlined below. I. A Levell CIP committee (all administrators/ department heads, two teachers, and two parents) meets to review the current CIP goals and performance objectives. Data is thoroughly analyzed to determine the extent to which goals were accomplished. Based on the findings, preliminary school-wide and department goals, objectives, and action plans are drafted. All goals (departmental and school-wide) must align with the profile, beliefs, and mission of FOCUS. II. A subsequent meeting is held whereby the Level1CIP committee reviews • the first draft of the new Campus ImproveII).ent Plan. III. A Level 2 CIP committee (2/3 teachers, 1/3 administrators) meets to review the draft of the Campus Improvement Plan. The Level 2 committee analyzes the goals, objectives, action plans and makes recommendations for revisions. N. The draft plan is presented to the entire FOCUS staff for consideration. Even at this level, consideration is given to proposed changes. v. The proposed plan is submitted to the FOCUS Learning Academy Board for approval. VI. The approved Campus Improvement Plan is distributed to the entire FOCUS Learning Academy staff. VII. Departmental Goals are assessed each month by way of department head/administrator meetings with the CEO/Superintendent. The implementation of CIP strategies is assessed through classroom monitoring visits and meetings held with grade level teams each six weeks . • " 228 APPLICATION 3.2 #3 Positive Methods of Motivation Positive methods of motivation are taught in staff development and in the Alphabetic Phonics Structured Language Program. They are defined in the staff development materials and are an integral component of the department of instruction. They are also defined in the Alphabetic • Phonics textbook, Foundations of Literacy, and in the Introductory and Advanced Course Curriculum Guide. "Every physically and intellectually normal child starts to school eager to learn - especially to learn to read. The psychiatrist, Dr. William Glasser, states sadly that only 50 percent of all children have concluded, by the end of the first grade, "I am a Success." The other 50 percent have already learned to believe, "I am a Failure," whether or not the teacher has scored them as "satisfactory," and both self-fulfilling prophecies are difficult, if not impossible, to reverse. "How then, can we reduce the high percentage of "failure feeling"? Even if we had the money, personnel, and infallible instruments to test each child and could then teach him precisely through his strongest pathway or sense, Dr. Helmer Myklebust warns us not to work through his strength exclusively without at the same time involving and thereby strengthening his weaker learning channels.II " As an example child with weak auditory discrimination can, with training, learn to distinguish small differences in speech sounds, such as (i) and (e). Through watching his mouth move in a mirror he can develop muscle awareness and visual memory of his mouth's shape during each sound's production. A child with weak visual discrimination can be taught to distinguish variations in similar printed symbols such as b-d, p-q, n-u through associating the letters with speech sounds in spelling and with cursive shapes in handwriting. The child with a weak kinesthetic or muscle movement memory (such as with left and right) can learn to move confidently in space through prolonged practice, which combines both visual signals and auditory clues with movement • activities. The children themselves have discovered that their newly sharpened senses can coordinate, cooperate, and transfer awareness, to organize, categorize, and sequence in time and space, to use the law of probability - in short, to think and remember more efficiently. Many students come to FOCUS Learning Academy with the "I am a Failure" attitude. An integral component in the Alphabetic Phonics Structured Language Program is the presentation of information regarding redirecting a feeling of failure to a feeling of success. One way to accomplish this is to place the student in a class working on a level at which he can be successful. Next, as slowly as he must, but as quickly as he can to progress on to more complicated and challenging material. We assume nothing is at the mastery level until the student is directly taught. Then, it is held in accountability. The structure of the language is taught incrementally to ensure success. Affirmation is essential to the program. FOCUS Learning Academy as a whole embraces the affirmative philosophy of "respecting academic differences among children. This environment of mutual respect provides learning skills where daily successes are experienced and every child has the opportunity to acquire critical thinking skills and promote behavior that will enable them to impact the future of our world." Formal and informal observations of classroom teaching are ongoing by FOCUS instructional staff. During these observations positive methods of motivation are evaluated and noted. • 229 APPLICATION SACS 3. 3 Average Class Size The class size at Focus Learning Academy varies from twelve to seventeen students. This allows for the accommodation of individual abilities and needs. • Teachers are provided with recent testing data and other information such as the student's learning style so that strategies and activities can be planned to meet that child's needs. New concepts are presented through addressing the various learning styles of the students. For example, information may be presented visually using an overhead projector, auditorily through a lecture presentation, and kinesthetically by having the students physically take part in the learning process. Paired tutoring, cooperative learning, and other strategies are used to give every student a chance to master the concepts presented. Instructional aids in the classroom also give additional one-to-one direct instruction t to students who need still further assistance. • • ., 230 APPLIC AnO;-J SACS 3.3 Class Size and Abilities Accommodations • Every child is unique. Although we may rejoice in this fact, it poses a dilemma for educators. When students are diverse, teachers can either "teach to the middle" and hope for the best, or they can face the challenge of diversifying their instruction. Smaller Class Sizes One method by which FOCUS seeks to reach all students is through reduction in class sizes. The FOCUS student teacher ratio ranges from 10:1 to 16:1 with an average ratio of 14:1. Instructional Assistants/Small Group Instruction Many of our classes are reduced even further in size through the assignment of instructional assistants. These qualified individuals work with small groups or individual students (mainstreamed) while the regular education teacher serves • those who remain. Our smaller class sizes, along with the added support of instructional assistants and flexible grouping (informally grouping and regrouping students throughout the school day) allows FOCUS to accommodate the full diversity of academic needs that our students bring to the classroom. • 231 APPLICATION SACS 3.4 Materials and Methods of Teaching • FOCUS Learning Academy provides an academic atmosphere for the learning different and at-risk child, as well as the traditionalleamer. Recognizing each child's individual talents and strengths, the model at FOCUS is designed to deliver instruction and activities utilizing multisensory, structured techniques in a mainstreamed setting. INCLUSION FOCUS adheres to the mainstreaming philosophy, recognizing the importance (and legal responsibility) of educating all students in the least restrictive learning environment. Children with disabilities need environments that are specifically organized and adjusted to minimize the effects of their disabilities and to promote their growth and development through the learning process. Instructional assistants and special services staff are assigned to provide support for the learning different students in the mainstreamed FOCUS classrooms. ALPHABETIC PHONICS All Kindergarten through third grade students at FOCUS receive Alphabetic Phonics (AP) instruction. Fourth through eight grade students receive AP instruction as determined by the Admissions, Review, and Dismissal (ARD) committee. Alphabetic Phonics is a phonetically based, sequential, structured approach effective in the remediation of reading, spelling, and writing of dyslexic students. Sound systems are taught employing all of the learning pathways- auditory, visual, kinesthetic, and • tactile. The system builds from simple to complex units of language. The AP instruction is delivered to small groups of students by an experienced teacher. SAXON MATH Multisensory instruction is also afforded the students of FOCUS through its Saxon Math program. Saxon Math is a hands-on, success-oriented series that emphasizes manipulatives and mental mathematics. It is designed for a multisensory approach to teaching and enables children to develop a solid foundation in the language and basic concepts of mathematics. Saxon Math is based upon incremental development, continual practice and review, and cumulative assessments at regular intervals. The teacher manuals contain scripted lessons that provide appropriate language along with proven teaching and questioning strategies . • 232 APPLICATION Materials and Methods cont'd READING ENRICHMENT The FOCUS Reading Enrichment Program targets 4th through 8th grade students who have demonstrated grade level mastery of reading comprehension. The Reading Enrichment Program provide students opportunities to "think outside the box." It requires students to use new information, prior knowledge, and experience while experimenting and playing around with ideas. The program is based on Bloom's Taxonomy and Gardner's Multiple Intelligences. A general Reading Enrichment lesson includes (1) reading a nonfiction article, (2) answering questions about the article. The questions begin with basic comprehension and increase in complexity and higher level thinking, (3) studying a primary source document (maps, census reports, graphs, cartoons) related to the article, and (4) participating in activities based on the documents (creating surveys, interviewing people, rewriting passages from different points of view, Internet research, developing project plans). PERSONALIZED EDUCATIONAL PLAN (PEP) A key component of the FOCUS accountability standard is focused intervention, and the Personalized Education Plan, or PEP, is an important step in the intervention process. A PEP is a data-driven plan that outlines for each FOCUS student his or her educational strengths and weaknesses. The PEP Team (teacher, student, parent, principal) meets on a regular basis to discuss the student's PEP and progress and to update the plan in accordance with that progress. All FOCUS instructional methods and approaches are based on sound research and best practices. We take seriously our commitment to multisensory, data-driven, individualized instruction, and look forward to the day when our financial outlook will include additional instructional resources to better fulfill our mission. .... 233 APPLICATION SACS 3.5 No Bias or Prejudice At FOCUS Learning Academy, we honor the laws involving Child Find and No • Child Left Behind. We administer assessments, which are designed to eliminate the problems of bias and prejudice as much as possible. The documentation media we use provides for presentation in the student's and the parent(s)' native language. Recruitment materials such as pamphlets and newspaper ads state that we do not discriminate because of race, creed, age, or ethnicity. This pertains to both employment and student body. We have open enrollment and while we have a large number of African-American students, we also have Caucasian and Hispanic students. There are different races represented on our staff as well. During the school year, we celebrate our diversity with Black History Month, Cinco de Mayo, and with the study of multicultural units. • • "' . 234 APPLICATION FOCUS LEARNING ACADEMY • -. SY 2002,2003,, "Teaching and Preparing Children for Success" COMPREHENSIVE STAFF DEVELOPMENT PLAN Improved Student Achievement • TEKS Leroy McQure, CEO/Superintendent . Patricia J. Byrd, Assistant Superintendent of Instruction Yvette McQure, FOCUS Board President • 235 APPLICATION • Table ofContents Introduction Staff Development Defined I Staff Development Committee 2 Staff Development Calendar 3 Staff Development Vision, Mission, Goals 4 Campus Improvement Plan Goals/Objectives 5 FOCUS Departmental Goals/Objectives 6-7 FOCUS Priorities 8 • Staff Development Focus Areas 9 Standards for Staff Development 10-12 Delivery Models and Designs 13-14 Evaluation of Staff Development 15-16 Staff Development Focus Areas Checklist 17-18 APPENDIX Needs Analysis Form A Evaluation Form B Evaluation Form C Evaluation Form D Site VIsit Accountability Form E Agendas ,,~ • 23(;, APPLICATION • Introduction Virtually evezy effort to improve the quality ofeducation since the publication ofA Nation at Rislc in 1983 has focused on overcoming deficits in student knowledge or on reshaping the struCture and organization ofschooling. Ever increasing research shows that improving teacher knowledge and skiDs is essential to improving student performance. Students spend considerable amounts oftheir time in school either interacting in some way with the teachers or worlcing under teachers' direction. It stands to reason, then, that what teachers know and can do direcdy affects the quality ofstudent learning. Other refonns- from smaller classes to charters to testing- are effective only to the degree that they affect what goes on behind the classroom door. We cannot move beyond our current achievement plateaus without eduCating teachers, administrators, and other educators on what they need to do to reach the higher levels of student achievement. Therefore to improve the education we provide our children, we !)lUSt improve the~go~·pre~pmenr we provide teachers aoifCreate..a ~~.fuIf:iJ1 their.untaP.p~tential. Improving education for children \-equires creating an organized staff development plan to upgrade the quality ofteaching by keepmg all educators, and all those who support these educators, learning throughout their careers • The National Staff Development Standards provide the framework for the FOCUS • LearningAcademy (FLA) comprehensive staff development plan. Specific FLA staff development focus areas are based on staff sdf-assessment, campus improvement plan objectives and priorities, depattmental goals, and student performance on state and local assessments. The FLA focus areas for staff development are leadership, instructional, endorsements, office and support personnd, and technology. The ddivery models and designs include training. observation and assessment, involvement in a devdopmenvamprovement process, individually guided activities, and mentoring. A staff development comminee (comprised ofteachers, administrators, and parents) assumes the responsibility for planning and evaluating all staff development sessions to ensure that quality programs and strategies are recognized and encouraged to grow. FOCUS learningAcademy believes that the most effective way to improve the achieVement ofour students is to improve the quality ofteaching. No effurt to improve the quality ofeducation for all students, especially the most disadvantaged, can succeed unless it changes the way in which teachers teach and students learn. We take seriously our commitment to make certain that our employees are trained, well-prepared, and supported. This we do for the children ofFOCUS Learning Academy. • 237 1 APPLICATION STAFF DEVELOPMENT DEFINED • Staff development is defined as those processes and activities designed to enhance the professional knowledge, skills, and attitudes ofeducators so that they will, in tum, improve the learning ofstudents. Quality staff development is intentional, ongoing, and systematic. Research and experiences have shown that widespread, sustained implementation of new practices for classroom teachers, school and District administrators, and other employees requires a new fonn ofstaff development. This staff development not only must affect the knowledge, attitudes, and practices of individual teachers, administrators, and other school employees, but it also must alter the cultures and structures ofthe organizations in which those individuals work. This new funn ofprofessional development is characterized by a fOcus on: iii Student needs and learning goals rather that adult needs. iii Organizational development as well as individual development. iii Long.-range planning for District, school, and department professional development. • iii Job-em.bedded learning through coaching, action research, study group participation, reflection, observation, and small group problem solving. iii Teacher study ofthe teaching and learning process. iii Content;specific skills as well as generic instructional skills. iii Staff developers who function as planning consultants and facilitators. iii An on~oing process fur which all take individual and group responsibility. iii All who affect student learning. • 238 APPLICATION STAFF DEVELOPMENT COMMITIEE • SY 2002-2005 Patricia J. Byrd, Asst.. Supt. oflnstruction Pamela Nickson, Principal Linus Walton, Principal Mattie Ford, Kindergarten Teacher Rhonda Mitchell, 2nd Grade Teacher Steffan Dirden, 3n1 Grade Teacher • Mary Tennison, 4'" Grade Teacher Carolyn Chaney, 5'" Grade Teacher Gail Nettles, 6'" Grade Teacher Allen Edwards, 7'" Grade Teacher Angelina Matthews, 8'" Grade Teacher T angila Jordan, Computer Teacher Kim Duncan, Computer Teacher « Every minute cIevoteJ to planning saves 34minutes in execution. W • FOCUS Learning Academy ". 239 2 APPLICATION • FOCUS Learning Academy Staff Development Days SY 2002,2003 Full Day Staff Development August 19 ...22 September 27 November 8 January 17 February 14 • Apri121 Half-. Day Staff Development September 13 October 18 November 26 December 13 April 4 May 9 • teaching... learning ... experiencing... growing... developing ,. 240 J APPUCATION • STAFF Development Plan VISION, MISSION, AND GOALS The FOCUS learning Academy StaffDevelopment plan focuses on ~e continuing education ofthe school community so that everyone has the competency, content, and confidence to ensure student learning and achievement• Our mission is to improve achievement by providing a wide range ofhigh, • quality continuing education programs and related services to all members ofour school community. In order to support the continual improvement ofstudent learning. we will: iii Design, develop, and implement research,based, high~uality developmental opportunities for all job categories. iii Provide services related to personaVprofessional development and certification. iii Support effective programs and services through responsible and cost--effective use ofresources. iii Develop an ongoing data collection and evaluation system. iii Communicate an authentic image which is staffcentered, professionally oriented, and solution seeking. • " 241 APPLICATION District!Campus Improvement Plan GoaWObjectives 2002.-2003 1. Improve READING ability so that students can read at grade level by grade 3, and • maintain or exceed this standard in grades 4-8. T AKS Passing Rate: 75% SDAA ARD Expectations: 85% 2. Improve MATH peifOlmance ofstudents so that students are performing at or above grade level by the end ofthe school year. TAKS Passing Rate: 70% SDAA ARD Expectations: 90% 3. Improve WRITING performance ofstudents so that students are performing at or above grade level by the end ofthe school year. T AKS Passing Rate: 80% SDAA ARD Expectations: 75% 4. Improve services for SPECIAL EDUCATION and other special,needs students through comprehensive assessments and re-evaluations according to state and federal guidelines and the Corrective Action Plan (CAP). • 10% increase in T AKS Perfonnance or One sublevel ofprogress (I,II,III) 5. Involve PARENT AND COMMUNI"IY members more in the operations ofFOCUS Learning Academy, and in worlQng with their children at home in the areas ofliteracy and math homework. and social skills. Volunteer Hours and/or Parent Meeting Attendance: 10% increase 6. Increase the TECHNOLOGICAL (COMPUTER) skill level ofstudents. teachers. and staff. Technology At:.cess (students/teaehers) and Technology Training: 10% increase 7. Provide increased opportunities for meaningful. research,based STAFF DEVELOPMENT. Clear and focused staff development plan that results in more effective teaehing and • increased student achievement. 242 5 APPLICATION FOCUS LeamingAcademy • Departmental Goals and Objectives Special Services Goal: Identify and provide for the specialized needs ofnon-traditional learners. Objectives: 1. Provide intervention-driven evaluation and testing ofstudents. . 2. Educate parents about Special Education services and how such services can benefit their child(ren). 3. Provide ongoing monitoring ofstudent perfonnance to ensure implementation ofresearch-based, proven methods in the classroom. 4. Provide a continuum ofquality services for traditional and non-traditional learners. 5. Provide staffdevelopment in Special Services. • Community OutreacblDevelopment Goal: Strengthen internal and external corrununity relations by involving parents and the community at-large in the education ofstudents. Objectives: 1. Establish quality communication between the school and home. 2. Create a comprehensive approach to communication through various methods to community, businesses, agencies, and civic leaders. 3. Develop and maintain innovative partnerships with community businesses and agencies to support our school and its programs. 4. Form state and local governmental partnerships. 5. Form partnerships with groups in the communityand collaborate with them in research, teaching. and professional development. 6. Develop and implement parent education programs. • 6 APPLICAnON Departmental Goals and O~ectives, cont'd • Instruction Goal: Improve academic skills, achieve high student performance, and prepare students for the future. Objectives: 1. Provide multisensory teaching approaches for all children. 2. Build character development to ensure mutual respect ofstudents, teachers, administrators, and parents in order to improve skills for all students. 3. Provide training for staffthat enables them to identify and meet the needs oftraditional arid non-traditionalleamers. 4. Train and certify teachers through state and specialized reading programs. 5. Utilize innovative systems to evaluate ongoing progress ofstudents. 6. Adopt research-based instructional practices that achieve desired results. 7. Critically analyze student performance data to improve instruction and provide educational services. 8. Provide rigorous and relevant standards and assessment systems for every student. . 9. Maintain a safe and nurturing environment ofmutual respect. • School Operations Goal: Provide effective and efficient support ofdaily school operations. Objectives: 1. Provide student support services that will enhance the educational experience. 2. Develop a comprehensive human resources system to attract, retain, and support a qualified professional staffthat creates and delivers the highest quality educational experiences for children. 3. Develop a system ofcontinuous learning and professional development to support high performance ofall employees and enhance employee effectiveness. 4. Enhance and modemize existing support services to assure desirable learning environments. 5. Implement a system offucilities support focused on efficient, effective, and predictive maintenance. 6. Provide adequate, safe education facilities that support high student achievement. • 7 244 APPLICATION • FOCUS Learning Academy Priorities Reading Improvement for all students Iii Provide increased teacher training in multisensory reading strategies. Iii Provide increased reading resources in the classroom. Improved Mathematics ability for all students Iii Provide increased teacher training in multisensory math strategies. Iii Ensure that TEKS-based program is fully implemented at all levels. Improved Writing skills ofall students Iii Provide increased teacher training in writing strategies. • Iii Implement school.-wide writing plan. Increased investment in Technology Iii Obtain new/upgraded computer systems for teacher and student use. Iii Provide increased stafftraining in technology. Improved Parent and Community Involvement Iii Provide more opportunities for parent and community members to be involved on campus. • 8 245 APPLICATION STAFF DEVELOPMENT FOCUS mAS • The following focus areas are based on the campus improvement plan goals, department goals, individual staffdevelopment needs assessments. and staff . development evaluations. Leadership iii Characteristics ofan Effective School iii Informed Instruction: Data Driven Decisions iii Instructional Leadership Training for Principals (lesson cycle. leamer' centered proficiencies, effective teaching practices, developmental supervision) Instructional iii Subject Area (Reading, Writing. Math, Science. Social Studies. Physical Education) iii Assessment iii Teaching Methods iii Qassroom Management iii School Safety • iii Special Education Endorsements iii Teacher Certification iii Instructional Assistant Certification iii Gifted and Talented Certification iii Special Education Certification iii Principal Certification iii Superintendent Certification Office and Support Personnel iii Job Specific Professional Development iii Customer 'Service iii General Practices iii Safety Technology Instructional Application (Excel. Desktop Publishing. Power Point) • 9 • 246 APPLICATION These standards are intended to be used by schools and departments to improve the quality of • their staff development effurts so that student learning will be increased. Based on the beliefthat ·improvement is always unfinished, w these standards can be used to stimulate discussion and analysis that leads to greater staffdevelopment effectiveness no matter what the current level of performance. The standards can be used in two primary ways: by individuals seeking to better understand and implement effective staff development practices, and by groups who wish to improve the organization's effectiveness. ~ Effective staff development requires and rosters continuous improvement. ~ Effective staff development requires strong leadership in order to obtain continuing support and to motivate all staff members, school board members, parents, and the community to be advocates for continuous improvement. ~ Effective staff development is aligned with the school's and the district's strategic plan and is funded by a line item in the budget. ~ Effective staff development provides adequate time during the work day for staff members to • learn and work together to accomplish the school's mission and goals. ~ Effective staff development is an innovation in itself that requires study ofthe change process. ~ Effective staff development provides knowledge, skills, and attitudes regarding organization development and systems thinking. ~ Effective staff development is based on knowledge about human learning and development. ~ Effective staff development provides for the three phases ofthe change process: initiation, implementation, and institutionalization. ~ Effective staff development bases priorities on a careful analysis ofdisaggregated student data regarding goals for student learning. ~ Effective staff development uses content that has proven value in increasing student learning • and development. 10 247 THE STANDARDS FOR STAFF DEVELOPMENT (continued) APPLICAnON ~ Effective staff development provides a framework for integraring innovations and relating those innovations to the mission ofthe organizaIion. ~ Effective staff development requires an evaluation process that is ongoing. includes multiple • soun:es ofinformation; and focuses on all levels ofthe organization. ~ Effective staff.development uses a variety ofstaffdevelopment approaches to accomplish the goals ofimproving instruction and stUdent success. ~ Effective staff development provides the follow-up necessary to ensure improvement. ~ Effective staff development requires staff members to learn and apply collaborative skills to conduct meetings, make shared decisions, solve problems, and work collegially. ~ Effective staff development requires knowledge and use ofthe stages ofgroup development to build effective. productive collegial teams. ~ Effective elementary school staff development increases administrators' and teachers' understanding ofhow to provide school environments and instruction that are responsive to the developmental needs of children in grades pre-kinderganen through six. ~ Effective elementary school staff development facilitates the development and implementation • ofschool and classroom-based management which maximize stUdent learning. ~ Effective elementary school staffdevelopment addresses diversity by providing awareness and training related to the knowledge, skills, and behaviors needed to ensure that an equitable and quality education is provided to all stUdents. ~ Effective elementary school staff development enables educators to provide challenging. developmentally-appropriate interdisciplinary curriculum that engage stUdents in integrative ways ofthinking and learning. ~ Effective elementary school staff development prepares teachers to use research-based teaching strategies appropriate to their instructional objectives and their stUdents. ~ Effective elementary school staff development prepares educators to demonstrate high expectations for stUdent learning. ~ Effective elementary school staff development facilitates staff collaboration with and support of fiunilies for improving stUdent perfoililance. • 11 248 THE STANDARDS FOR STAFF DEVELOPMENT (continued) APp LICATION ~ Effective elementary school staff development prepares teachers to use various types of petformance assessment in their classrooms. • ~tlmirfir~n~m~~lt&lR\mm~~~~~8[1f5~1~'tt~ ~ Effective middle level staff development increases administrators' and teachers' understanding ofhow to provide school environments and instruction that are responsive to the developmental needs ofyoung adolescents. ~ Effective middle level staff development facilitates the development and implementation of school and classroom-based management which maximize student learning. ~ Effective middle level staffdevelopment addresses diversity by providing awareness and training related to the knowledge, skills, and behaviors needed to ensure that an equitable and quality education is provided to all students. ~ Effective middle level staff development enables educators to provide challenging, developmentally-appropriate curricula that engage students in integrative ways ofthinking and learning. ~ Effective middle level staff development prepares teachers to use reseatch-based teaching strategies appropriate to their instructional objectives and their students. ~ Effective middle level staff development prepares educators to demonstrate high expectations for student learning. • ~ Effective middle level staff development fu.cilitates staff collaboration with and support of families for improving student petfOt !Dance. ~ Effective middle level staffdevelopment prepares teachers to use various types ofperformance assessment in their classrooms. ~ Effective middle level staff development prepares educators to combine academic student learning goals with service to the community. ~ Effective middle level staff development increases a.dministrators' and teachers' ability to provide guidance and advisement to adolescents. ~ Effective middle level staff development increases staff's knowledge and practices of interdisciplinary team organization and instruction . • 249 12 • • • New views on professional development have led to new models for adult learning. These models provide a wide variety of options and opportunities to enhance educator knowledge and skill and have become widely accepted as valid and effective means of professional growth. They include training. observation/assessment, involvement in a development or improvement process, study groups, inquiry/action research, individually guided activities, and mentoring. The chart below provides a description of each. -raining involves a presenter or tearn rraining is the most efficient and cost opportunities presenters that share ideas and expertise effective model for sharing ideas and or individualization so it is not appropriate for through a variety ofgroup-based activities. information with large groups. It also varied levels of educators' skUls and expertise. Training workshops or institutes can span provides all participants with a shared from one day to several weeks in length. knowledge base and a common vocabulary. model of major advantage is assessment require a Assessment professional development uses collegial benefits to both the observer and the"one significant commitment of time and flexibility observation to provide feedback on being observed. Both pin new insights and with scheduling. There must also be a clear changes implemented and on a different point ofview. separation from the evaluation process. performance. ina Participants in this model of professional Participants increase their Development! development are generally required to and skills, enhance their ability to work restricted to a relatively small portion of staff Improvement acquire new knowledge or skills through collaboratively, and share in decision making members. Also argued opinions can take Process reading. research, discussion, and precedence over research evidence and observation. knowledge ofbes! practice. This groups bring tocus and coherence to may take over a group improvement efforts, help break down others remain uninvolved. Studying and ~ isolation. and reinforce the idea of schools as reviewing research is also time consuming. ~ learning communities. and discussion can become more opinion N based than research based. ...C ~ ,0n o ~Z 13 • • • PROFESSIONAL DEVELOPMENT DELIVERY MODELS AND DESIGNS (continued) process requires significant initiative and Research the opportunity to thoughtfully search for more reflective pra.ctitioners. more systematic substantial time on the part of the individuals solutions or answers to pressing problem solvers. and more thoughtful involved. questions. Based on scientific method. declsion-makers. participants select a problem. collect information. research solutions. determine a.ctions. take a.ction and study results. own major own Actlvides professional development goals and then a.ctivities is their flexibility and the tendency is to "reinvent the wheer. There select the a.ctivities that they believe will opportunities they offer for choice and may also be little or no collaborative or result in the achievement ofthose goals. individualization. They are an excellent professional sharing involved with this model. format for self-analysis. personal reflection. and thoughtful decision-making. involves pairing an offers a of experienced and highly successful approach to professional development that professional development. mentoring may educator with a less experienced can benefit both of the individuals involved. limit opportunities for broader collaboration colleague and providing regular The process can lead to lifelong. highly and collegial sharing. opportunities for disCussion of productive professional relationships. professional goals. the sharing of ideas. and strategies of effective pra.ctice. and reflection on current methods. on-the-job observations. and tactics for improvement. ; ::j ~ N CJ1 ...... 14 • • • evAluation is the systematic investigation oFmerit or worth. Evaluation of professional development should provide sound, reliable, and meaningful information that can be used to make thoughtful and responsible decisions for the purpose of planning, program improvement, and program continuation. Three types of evaluation serve the major purposes of professional development evaluation. 1. Summative Evaluation - takes place after completion, judgments about program's impact or student leaming 2. Planning Evaluation - takes place before, understanding what is to be accomplished, 3. Fonnative Evaluation - takes place during. heading in right direction, to make changes, several times Five levels of evaluation provide information on program quality and effectiveness. FWE CRITICAL LEVELS OF PROFESSIONAL DEVELOPMENT evALUATION Reactions " Was their time well spent? at the end of the session experience " Did the material make sense? " Focus groups " Will it be useful? " IntelViews " Was the leader knowledgeable and helpful? " Penonalleaming loll' " Were the refreshments fresh and tasty? " Was the room the right temperature? program Learning instruments participants content, format, and " Simulations and organization demonstrations " Participant reHeedon. (oral and/or written) " Participant portfolios N U1 N 15 • • • EVALUATION OF PROFESSIONAL DEVELOPMENT (c:ontinued) wu the Impact on Support and Did it affect orsanizational climate and Minutes from follow-up . advocacy, support, improve orsanizational Chan.., " procedures? meetinp accommodation, facilitation, support Ii Was implementation advocated, facilitated, Ii" Questionnaires and recognition Ii To inform future change and supported? Ii Focus groups efforts " Wu the support public and overt? Ii Structured interviews with Ii Were problems addressed quickly and participants and school or efficiently? district administrators Ii Were .ufficient resources made available? Ii Participant portfolios Ii Were succe.ses reco~ized and participants Use of New knowledge and .kill.? Ii Structured interviews with Knowledse and participants and their Ii To document and improve Skills supervisors the implementations of Ii Participant reflections (oral program content and/or written) Participant portfolios Direct observations Video- wu the impact on students? SlUdent record. Iii Student learning outcome.: Ii To improve all upects Learning Ii Did it affect student performance or Ii School record. Cosnitlve (performance and program design, Outcome. achievement? "Ii Questionnaires achievement) implementation, and Ii Did it influence students' physical or Ii Structured interviews with Affective (attitudes and follow-up emotional well-being? students, parents, teachers, dispo.itions) Ii To demon.trate the Ii Are students more confident u learners? and/or administrators - Psychomotor (skills and overall impact of Ii I. student attendance improving? Ii Participant portfolios behaviors) professional development :? Adapted &em Ev.Ju.tIn, F'rofouionIJ Dovo/cpnulnt. Thorn.. R. o....key, Co.win Pr.... 1nc. pAg" 79-81. ~ t"'~ N 8 Ul 5 W 16 z • STAFF DEVELOPMENT fOCUS AREAS .CHECKLIST • .200~2001• (RecorJ dates on which categorical stafFdevelopment was provided.) Leadership EfFective Schools Data. Driven Decision Making Instructional Leadership Instructional Reading Writing Math Science Social Studies Assessment T eaehing ,. '''''mods . Classroom Mgmt School Safety Special Ed ?; 'd nt'"' '!. ~..... oz N ------tIl... 17 • STAFF DEVELOPMENT• FOCUS AREAS CHECKLIST • (Record dates on which CIltegorical srafTdevelopment was provided.) 200~2003 Office and Support Personnel Job Specific Customer Service General Practices Safety Endorsements Teacher Cert. Iinst. Asst. Cert. J Gifted(TalentedC~rtJ Sp. Ed.Cert. I Principal Cet!- Supt. Cert. I Technology Instructional Technology ~ , § g Z N U1 U1 18 APPLICATION .' STAFF DEVELIlPMENT NEEDS ANALYSlfPLICATION ~UCUS LEARNING ACADEMY • School Year 2002- 2003 Name ______Position ______ Date Completed 1. How many years have you worked in education (excluding the current school year)? 2. How many years experience do you have in your current assignment (excluding the current school year)? Include experience at FOCUS Learning Academy as well as experience gained atother schools/districts. ______ 3. Please list the names ofstaff development sessions in which you have participated within the last two years (prior to 8119/02) that have prepared you for your current position. • 4. List the areas in which you desire additional staff development opportunities. 5. Please indicate below the types of staff development opportunities you would prefer. . __ Book Study Saturday Sessions __ Independent Sf1Itfy After Schoof Sesmms (4:00 PM.-6:()() P.M.) __ Videotapeslw Reflection Form __ Region 10 Videoconference Other _____..:...... ______ 6. Please indicate the days ofthe week (M-F) on which you would not desire after school staffdevelopment. ______~______ • A 257 APPLICATION • FOCU~ LmingA~ Date __..,.-_____ Time: 1:00 P.M.-4:00 P.M. Title of Sessions: Air Borne Pathogens/First Aid Special Services 1302: IEP Basics Special Services 4602: IEP Advanced Administrative Management Cohort Group Food Service/After Care Symposium Rating Scale: Poor 1 2 3 4 5 Excellent .1. The staff development started on time. __~ 2. The sessions were well organized. ____ 3. The sessions were meaningful and relevant. ____ 4. How could we have improved on today's staff development? 5. In what ways will the knowledge and skill that you gained from this experience impact student learning and achievement? 6. What kind of follow up support do you need? • Name (optional) Date B •• 258 STAFF DEVELOPl\..ln EVALUATION FORM • FOCUS Learning Academy • Title of Session: "Staff Orientation Week" Date: August 19· 22, 2002 Rating Scale: Poor 1 2 3 4 5 Excellent Rating COMMENTS Welcome and Introductions -- Daily Principles of Success Out with the Old -- In with the New -- Programs and Services -- Staff Handbook Presentation -- Textbook/Supplies/Equipment Grade Book/Lesson Planning Student Assessment Presentations -- Progress ReportlReport Cards! -- Parent Communication Logs ~ ." t: , Curriculum Components (') -- -- ...... ,:> ..... 0 1",) Z U1 C "' • • Staff Development Evaiuatil cont'd Character Education Confidentiality Presentation Corrective Action Plan Presentation Reading Enrichment CIP Presentation School Day Procedures 1. What suggestions do you have for improving future staff orientations? 2. In what ways will the knowledge and skill that you gained from this experience impact student learning and achievement? 3. What kind of follow up support do you need? ....,?; r N Z~ OJ Name (optional) Date o APPLICATION STAFF DEVELOPMENT EVALUATION FORM DirectioDS: Think about what has been completed in this professional development activity or program. Circe! ifyou do not agree with the statement, 1 ifyou agree somewhat, or J. ifyou strongly agree. Use the • lines provided to make suggestions or write comments. 1 2 3 The way the sessions are organized helps me get the most from the time provided for each session. 1 2 3 The content is understandable and relevant to what I hoped to learn from this activity/program. 1 2 3 The pace ofthe activities keeps me interested without moving too fast. 1 2 3 The presentations are clear, and I am actively involved in what is • being done. 1 2 3 The objectives are clearly stated and help me stay focused. 1 2 3 I have opportunities to practice what I am learning and to receive feedback on that practice. 1 2 3 I will be able to use what I am learning in my classroom/department. 1 2 3 What I am learning will help students improve their academic • achievement. D .' 261 APPLICATION Site Visit Accountability Form FOCUS Learning Academy • Date IAbout YoU/ Nrune ______Assignment Site Visit Objective IAbout the Schooij School Nrune District Address Telephone Fax Grade Levels Served Total Population Econ. Dis. • % Organization: Self Contained Teruns Pods Other IAbout the Visiij SUbJecU'l'Iln. Teacller Dlle Pull!! Signatures: FOCUS Staff PrincipaVDesignee • 262 E .COMBINED STAFF MEETING fOCUS Lea.rtring Academy Tuesday, September 3, 2002 3:45 P.M. Lameland Gymnasium AGENDA I. Opening Remarks, Mr. L. McClure II. Departmental Updates (5 minute limit, please) • A. Curriculum and Instruction B. Alphabetic Phonics C. Special Services D. Business Office E. Parent/Community Outreach F. School Operations G. Principals III. Special Education Referral Process Training, Mrs. Peggy Signall IV. Closing Remarks: "Choose Your Battles Wisely" Sabrina Nwansi and Mary Tennison "A new idea is first condemned as ridiculous, and then dismissed as trivial, until finally it becomes what everybody knows." Williams James • .. 263 APPLICAnON • FOCUS Leatning Acac:\emy Ftic:\ay, Septembet 13,2002 1:00 P.M.- 4:00 P.M. OPENING REMARKS, Pamela Nickson "Don't Sweatthe Small Stuff' HEALTH COMPLIANCE TRAINING, Brenda Daniels, RN Blood-borne Pathogens/Fitst Aid CONCURRENT SESSIONS Special Setvices 1302: IEP Basics • Special Services 4602: IEP Advanced Aclministrative Management Cohort Group Food Service/After Care Symposium CLOSING REMARKS. Linus WCllton "Don't SweClt the Small Stuff' • "A mincf, once stretchec/, never returns to it's original c/imension." ". 264 • APPLICATION • DETIlG mOUBCElElft WHO? All 3rd-Bth Grade Reading/Language Arts Teachers WHA11 Meetiing • NOTE: Please bring the meeting. ftEvery minute devoted to planning saves 3-4 minutes in txtcUtUm.n • Meeting called by P. Byrd 9I30I02 .... 266 APPLICATION 5"._.·..... ~ • MEETING mOUNOE. L_~J WHO? Al13rd-Bth Grade Mathematics Teachers WHAT? Meeting with Mrs. Byrd. Asst. Supl of Curriculum WHEN? Thursday, October 3, 2002 3:45 p.m. (~oWL p/lOMpt atteJ1.daKee is MOKdatOIlY.) WHERE? FOCUS CONCORD ... Ms. D. Sanders' Room WHY? To discuss and develop the Mathematics TAKS preparation • plan ....- FIGURES- FIGURES- FIGURES- IGURES... "'"~, = -....CD -... ~- - ..., -= "'"CD ...... - - GURES- FIGURES- FIGURES- NmE: Please bring your MATHEMATICS YAKS Information Booklet to the meeting. nEvery minutt motel to planning saves 3-4 minutts in aecution.n • Meeting called by P. Byrd 9/30/02 267 APPLICATION • FOCUS LEARNING ACADEMY ~tandard 4: Advertising and Marketing 4.1 Promotional Pieces 4.2 Advertising (Flyers, etc.) 4.3 Advertising (Flyers, etc.) 4.4. Advertising (Flyers, etc.) 4.5 Advertising (Flyers, etc.) ~tandard 5: Educational ~taff 5.1 list of £taff with Qualifications/Organizational Chart 5.2 2002-2003 £taff Handbook, Evaluation Processes 5.3 Evaluation Procedures • 5.4 ~taff Positions ~tandard 6: Admission and Placement Procedures 6.1 Admissions and Placement Process, Parent/~tudent Handbook 6.2 ~tudent Assessment 6.3 Admissions Testing 6.4 Lottery ~ystem • Accreditation ofSpecial Purpose Schools ... 268 APPLICATION c,..."...... < -, I frS ) , ...... r.-, t >. -- ~ I .-'.-~ ::. t :: • CD : $ I • ~ I • I S OQ Carrying Fs t ::. • ForlNard : : the Vision I.~-, The challenge we now face is =:: ..... • FOCUS LearningAcademy Accreditation of'SpecialPurpose Schools "". 269 APPLICATION • • FOCUS Learning Academy K-Sth Grade Tuition-free, Charter School P.O. Box 210835 Dallas, TX 75211 972.572-ICAN • ., 270 APPLICAnON Marketing and Recruitment Campaign In an effort to successful inform students, parents, volunteers, and the community about the FOCUS Learning Academy, an aggressive Marketing and Communication Campaign, Community Awareness Programs, and Direct Mail Campaign was developed to successfully open the school as well as to see it • continue to grow through ongoing marketing strategies. Timeframe Strategies Person Responsible Increase community awareness of learning Sponsoring Agency with disabilities by implementing: assistance from Ongoing • a community outreach program though CEO/Superintendent & speaking engagements Community Outreach • host workshops for parents and Coordinator community • create and distribute printed materials such as flyers, and post cards • write letters to the editor/editorials • write and send press releases to local newspapers • write feature stories in newspapers • write and distribute a newsletter • place posters in children's organizations, businesses, day care centers, hospitals, etc. • display banners outside of the school advertising events • invite people to come in to visit the school on a regular basis • host information/orientation meetings • advertise on local TV stations that will • allow non-profit events free of charge • encourage word of moth (satisfied parents and satisfied staff) • place flyers in real estate offices Contact individuals who are on the waiting Sponsoring Agency with list through postcards, fliers, brochures, and assistance from January - May neWSletters, etc. CEO/Superintendent & Community Outreach Coordinator Community Outreach Director conduct Sponsoring Agency with activities for parents, students and the assistance from Ongoing community-at-Iarge. CEO/Superintendent & Community Outreach Coordinator Provide workshops on identified learning Project Director differences for teachers, parents, Ongoing professionals, administrators, volunteers, etc . • Marketing Strategies 271 APPLICATION Introduction The following marketing and communications goals to increase the awareness about the FOCUS Learning Academy are as follows: • Goals • Implement a public awareness campaign to educate the Dallas and surrounding communities about enrollment for the FOCUS Learning Academy. • Plan and coordinate communications and various marketing strategies to inform the community-at-Iarge regarding learning disabilities, special education services, and the academy. Target Market The aforementioned goals are designed to influence the following markets: • Parents of learning disability children and regular education children • Community-at-Iarge • Politicians, Civic leaders, Church leaders • Foundations and Corporations • • Members of the media, whose vehicles can influence all of the above Methods of Implementation We would concentrate our efforts in the following areas: Product/Services • Marketing and Communication Campaign • Creative writing in press releases, brochures, fliers, newsletter, etc. • Effective proposal and grant writing campaign to various donors • Layout and deSign of printed materials • Community Awareness Programs • Creative concepts in coordinating programs such as speaking engagements as ParenUTeacher organizations, churches, schools, and various community groups and organizations. • Marketing (Direct Mail Campaign) • Mail outs 272 • 1 APPLICATION Priority Project Recommendations The proposed Project Director for the FOCUS Learning Academy will adhere to the following steps as priorities within the next eight months in order to plan and coordinate a successful Marketing and Communication campaign for FOCUS Learning Academy: • MARKETING AND COMMUNICATION CAMPAIGN 1. Publicity (minimum of3 weeks needed) • Press releases - write timely press release featuring the Academy and event announcements to ensure pre-coverage and day of event coverage (see Appendix A). (writing and distribution -- to be determined) • Public Service Announcements - develop and write public service announcements for local radio stations for each event announcement to ensure pre-coverage and day of event coverage (see Appendix A). (writing and distribution - to be determined) • Talk shows - schedule talk show appearances on radio stations (see Appendix A) (appearance schedule - to be determined) • Cable television - send announcement to TCI and other metroplex cable stations (see Appendix A) (write and distribute for events and programs - to be determined) 2. Printed Materials (See Appendix A for Distribution List) • News/etter- develop a one-page, double-sided newsletter communicating various events about the Academy/program, special events, etc. (write and print for grand opening and other solicitations, etc. - to be determined) • Press packet - develop a press packet (include background on director, program, board of directors, etc. with photograph, fact sheet, etc.) to be distributed before and during the opening of the Academy and other events • (develop and distribution to be determined) • Brochure - design brochure about Academy and upcoming events. (production to be determined) • Invitations - design invitations for upcoming events. (develop and distribution to be determined) • Fliers - design fliers to be distributed to the community about the Academy and upcoming events. (develop and distribution to be determined) 3. AN Production • Video - write script and produce a 5 - 10 minute recruiting CD/DVD/video on the Academy. (production to be determined) ADVERTISING AND DESIGN • Logo - develop logo for the Academy. (production to be determined) • Theme - develop a slogan/theme for the Academy. (to be determined) • Ads - place an ad periodically in targeted print media about the Academy and its services as well as special events. (production and distribution to be determined) 273 • 2 DIRECT MAIL CAMPAIGN APPLICAnON • Mail outs - compile a list of perspective clients you want to attract based on target market (churches, schools, non-profit agencies, fratemal groups, political leaders, civic leaders, etc.) . • Develop a special letter to introduce Academy and services. • Send a printed material (flyer, newsletter, brochure, etc.) to the above • mentioned audiences. (development and distribution to be determined) SPECIAL EVENT PLANNING AND IMPLEMENTATION (DEVELOPMENT AND DISTRIBUTION TO BE DETERMINED) • Grand Opening - host a grand opening and ribbon cutting ceremony. Dignitaries, etc. will be invited to the ceremony. • Select date and time to host the event. • Develop a special invitation and program. • Develop media plan as part of the media relations strategies. • Schedule and conduct meetings to plan and finalize the event. • Contact radio stations to serve as sponsors and provide giveaways, etc. • Tours/Open Houses - host periodic tours and open houses. • Select dates and time to host the tours/open houses. • Develop a special invitation. • Develop media plan as part of the media relations strategies. • Schedule and conduct meetings to plan and finalize the tours/open houses. • Fund Raisers - host periodic fundraisers - sports events (basketball and golf toumaments), luncheons, etc. • Select dates and time to host events. • Develop media plan as part of the media relations strategies. • • Schedule and conduct meetings to plan and finalize the tours/open houses. COMMUNITY OUTREACH (SCHEDULE TO BE DETERMINED) • Meetings/Other Events - schedule meetings with church, school and community leaders and also attend various community meetings and events. • Develop a list of prospective groups to visit to recruit students. • Send a letter confirming visits to groups. • Memberships - research community and business organizations to become a members, etc. CORPORATION/FOUNDATION/COMMUNITY CAMPAIGN (FUND RAISING THROUGH PROPOSAL AND GRANT WRITING) • Proposals/Grants - develop a means of soliciting significant corporate and foundation funds through a structured fundraising campaign. • Research information and rewrite existing proposal. (rewrite and distribute to appropriate funding sources to be determined) • Establish a capital campaign to request donations from the community . 274 • 3 APPLICATION Evaluation A. Program Measurement Media coverage cannot be guaranteed. However, based upon the newsworthiness of the special event and the proper implementation of this proposed plan, the following results • can be realized: • Major feature in the Dallas Morning News • Articles in three community newspapers • Coverage by one television station • Use of PSA by 50% of radio stations (see Appendix A) B. Program Results Should the recommendation herein be implemented by at least 85%, the following results should occur: • Generate awareness of the Academy • Enrollment of minimum students for the opening of the Academy • Receipt of at least $25,000 support from corporation or foundation sources • 275 • 4 APPLICATION· Appendix A MEDIA LIST Newspapers: The Dallas Morning News (various sections - Education and Metro, and columnist Norma • Wade Adams) Dallas Examiner Metrocrest News Oak Cliff Tribune Post Tribune Texas Community Leader EI Sol de Texas EI Extra Mesquite News Plano Courier Television: Channel 4 (KDFW) Channel 5 (KXAS) Channel 8 (WFAA) Channel 11 (KlVT) TCI Cablevision and other suburban cable stations Radio: KCBI-FM KGGR-AM KHVN-AM • KJMZ-FM KKDA-AM K104-FM KLiF-AM KNON-FM KOAI-FM KRLD-AM KVIL-AM/FM COMMUNITY OUTREACH ORGANIZATIONS Chambers of Commerce Dallas Black Chamber of Commerce Dallas Hispanic Chamber of Commerce Greater Dallas Chamber of Commerce Other Metroplex Chambers of Commerce City of Dallas: Libraries Lakewood Library Oak Lawn Library •. 276 • 5 APPLICATION Camp Wisdom-Polk Library Hampton-Illinois Library Lancaster-Kiest Library Martin Luther King, Jr. Library North Oak Cliff Library Pleasant Grove Library Skyline Library Fraternities & Sororities Alpha Kappa Alpha Sorority Delta Sigma Theta Sorority Sigma Gamma Rho Zeta Phi Beta Alpha Phi Alpha Kappa Alpha Psi Fratemity Omega Psi Phi Phi Beta Sigma Phi Delta Kappa (teachers) DISTRIBUTION LIST FOCUS Learning Academy's current mailing list (parents, relatives, and other supporters) Day Care Centers Dallas and other suburban public schools (school officials, PTAs, etc.) Private schools (target at least 10 in the Dallas metropolitan area) Youth organizations (Boys and Girls Club, YMCA and YWCA, etc.) Various Hair Salons & Barber Shops • Arts organizations (target two to three groups) Banks (select four to five where African-Americans are in positions) Business and professional organizations (target about 10 groups) Churches (Largest 25 in area and other church organizations such as the Ministerial Alliance) City Service Offices (target four to five offices) Civic groups (target four to five groups) Community-based organizations (target four to five groups) Corporations (fax to some corporations) Govemment agencies (target four to five groups) Libraries (target four to five sites) Parkland Hospital (target two to three departments) Professional groups (Le., lawyers, doctors, etc.) Professional organizations (Ieaming disabilities, educational groups, etc.) Political Leaders •. 277 • 6 • • • Parent and Community Involvement .. Inreach Outreach .. Parents helping School School helping Parents (How can parents help school?) (How can we help parents?) • Volunteer programs: • Monthly Parent Meetings 0 Reading Partner program • Parent training opportunities Parents 0 Scholastic Book Fair • Family Literacy Night (aka Family 0 Yearbook Fun Night at the Library) 0 School Pictures • Other Parent Inclusion Activities • Donations ofgoods/services • School-to-Home materials • Monthly FOCUS newsletter (with Mrs. McClure) Community helping School School helping Community (How can Community help school?) (How can school help the Community?) • Donations of goods/services • Information about School Sponsorship of programs Community • • Information about LD in general • Community partners with MOU's • Information about special events • Volunteers in schools • We can give good publicity and tax write-offs! • ~ ~ N -..J co i APPLICATION ~ .. t p-> t:::::S t ) t ...... , fS t ) t -I -t ( j ( > ~(" > • • S Carrying pj co t Forward FOCUS LearningAcademy Accreditation ofSpecialPurpose Schools 279 APPLICATION INTERNAL REVENUE SERVICE DEPARTMENT OF THE TREASURY DISTRICT DIRECTOR P. O. BOX 2508 !~1 Ss'N:) CINCINNATI, OR 4520l (:177) Employer Identification Number: 75-2538384 Date OCT 1 5 1UI DLN: • l7053248726048 FOCUS CENTRE OF LEARNING INC Contact Person: C/O LEROY MCCLURE D. A. DCWNING 170l GREENVILLE AVE STE l005 Contact Telephone Number: RICHARDSON, TX 75081-1849 A519) 241 519lil Our Letter Dated: september 1994 Addendum Applies: No Dear Applicant: This modifies our letter of the above date in which we stated that you would be treated as an organization that is not a private foundation until the expiration of your advance ruling period. Your exempt status under section 501(a) of the Internal Revenue Code as an organization described in section 501(C) (3) is still in effect. Based on the information you submitted, we have determined that you are not a private foundation within the meaning of section 509(a) of the Code because you are an organization of the type described in section 509(a) (1) and 170(b) (1) (A) (vi). Grantors and contributors may rely on this determination unless the Internal Revenue Service publishes notice to the contrary. However, if you lose your section 509(a) (l) status, a grantor or contributor may not rely on this determination if he or she was in part responsible for, or was aware of, the act or failure to act, or the substantial or material change on the part of • the organization that resulted in your loss of such status, or if he or she acquired knowledge that the Internal Revenue Service had given notice that you would no longer be classified as a section 509(a) (l) organization. If we have indicated in the heading of this letter that an addendum applies, the addendum enclosed is an integral part of this letter. Because this letter could help resolve any questions about your private foundation status, please keep it in your permanent records. If you have any questions, please contact the person whose name and telephone number are shown above. District Director Letter 1050 (DO/CG) • 280 APPLICATION BYLAWS OF • THE FOCUS CENTRE OF LEARNING, INC. ARTICLE ONE NAME, PURPOSES, POWERS AND OFFICES Section 1.1. Name. The name of this corporation (the "Corporation") is The FOCUS Centre of Learning, Inc. Section 1.2. Purposes. The Corporation is organized and will be operated exclusively for charitable and educational purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code of 1986 or the corresponding provision or provisions of any subsequent United States revenue law (the "Code"). Within the scope of the foregoing purposes, and not by way of limitation thereof, the Corporation shall be organized and operated to provide a positive educational environment that enhances self esteem, values unique learning styles, encourages individual talents, promotes academic success incorporating a multisensory approach, fosters sensitivity to cultural attnbutes and therefore insures optimal development of the whole child. Section 1.3. Powers. The Corporation is a nonprofit corporation and shall have all of the powers, duties, authorizations and responSibilities as provided in the Texas Non-Profit • Corporation Act; provided, however, the Corporation shall neither have nor exercise any power, nor engage directly or indirectly in any activity, that would invalidate its status as a corporation that is exempt from federal income tax as an organization described in Section 501(c)(3) of the Code. Section 1.4. Offices. The Corp<1ration may have, in addition to its registered office, offices at such places, both within and without the State of Texas, as the Board of Directors may from time to time determine or as the activities of the Corporation may require. ARTICLE TWO BOARD OF DIRECTORS Section 2.1. General Powers; Delegation. The activities, property and affairs of the Corporation shall be managed by its Board of Directors, who may exercise all such powers of the Corporation and do all such lawful acts and things as are permitted by statute, by the Articles of Incorporation or by these Bylaws . • 281 APPLICATION Section 2.2. Number and Oualifications. The Board of Directors shall consist of such number of directors as shall be designated from time to time by resolution of the directors; provided, that at no time shall the number of directors be less than three (3), and no decrease in number shall have the effect of shortening the term of any incumbent director. • To the extent possible, the directors shall include an equal number of residents of Dallas County who are learning disability specialists, other representatives of the Dallas County community and representatives of the African American race. Section 2.3. Election and Term of Office. The initial directors of the Corporation shall be those persons named in the Articles of Incorporation as the initial directors. Each director shall hold office for a three-year term ending on the date of the third annual meeting of the Board of Directors after such director's election and until such director's successor is chosen and qualified, or until such director's earlier death, resignation, retirement, disqualification or removal from office. The directors of the Corporation shall be elected at the annual meeting of the Board of Directors each year. If the number of directors of the Corporation shall be nine (9) or greater, then the terms of the directors shall be staggered, with one-third (1/3) of the number of directors elected each year. Directors may be re-elected for any number of consecutive terms. Section 2.4. Filling of Vacancies. Any vacancy occurring in the Board of Directors resulting from the death, resignation, retirement, disqualification or removal from office of any director or as the result of an increase in the number of directors shall be filled by the affirmative vote of a majority of the remaining directors at any meeting thereof. Any director elected or appointed to fill a vacancy shall hold office until the expiration of the term of the vacating director. • Section 2.5. Removal. Any director may be removed, either for or without cause, at any meeting of the Board of Directors by the affirmative vote of a majority of the number of directors fixed by these Bylaws, if notice of the intention to act upon such matter shall have been given in the notice of such meeting. Section 2.6. Place of Meeting. Meetings of the Board of Directors shall be held at such places, within or without the State of Texas, as may from time to time be fixed by the Board of Directors or as shall be specified or fixed in the respective notices or waivers of notice thereof. Section 27. Annual Meetings. An annual meeting of the Board of Directors, commencing with the year 1994, shall be held in July of each year at such time and place as the directors shall determine. At such annual meeting, the directors shall elect the new Board of Directors of the Corporation in accordance with Section 2.3 of these Bylaws, shall elect officers and shall transact any and all other business as may properly come before the meeting. Written or printed notice stating the place, day and hour of each annual meeting of the Board of Directors shall be delivered not less than two (2) nor mote than 50 days before the date of such meeting, either personally, by hand delivery, by mail or by facsimile • 282 -2 APPLICATION transmission, by or at the direction of the President or Secretary, to each director entitled to vote at such meeting . Section 2.8. Regular Meetings. Regular meetings of the Board of Directors, of which • no notice shall be necessary, shall be held at such times and places as may be fixed from time to time by resolution adopted by the Board and communicated to all directors. Except as otherwise provided by statute, by the Articles of Incorporation or by these Bylaws, any and all business may be transacted at any regular meeting. Section 29. Special Meetings. Special meetings of the Board of Directors may be called by or the President upon not less than one (1) nor more than 50 days notice to each director, either personally, by hand delivery, by mail or by facsimile transmission. Special meetings shall be called by the President or the Secretary in like manner and on like notice on the written request of two (2) or more directors. Except as otherwise provided by statute, by the Articles of Incorporation or by these Bylaws, neither the business to be transacted at, nor the purpose of, any special meeting of the Board of Directors need be specified in the notice or waiver of notice of such meeting. Section 2.10. Quorum and Manner of Acting. At all meetings of the Board of Directors the presence of a majority of the number of directors then in office shall be necessary and sufficient to constitute a quorum for the transaction of business, except as otherwise provided by statute, by the Articles of Incorporation or by these Bylaws. Directors present by proxy may not be counted toward a quorum. The act of a majority of the directors present in person or by proxy at a meeting at which a quorum is present shall be the act of the Board of Directors unless the act of a greater number is required by statute, by the Articles of Incorporation or by these Bylaws, in which case the act of such greater • number shall be requisite to constitute the act of the Board. A director may vote in person or by proxy executed in writing by the director. No proxy shall be valid after three (3) months from the date of its execution. Each proxy shall be revocable unless expressly provided therein to be irrevocable and unless otherwise made irrevocable by law. If a quorum shall not be present at any meeting of the directors, the directors present thereat may adjourn the meeting from time to time, without notice other than announcement at the meeting, until a quorum shall be present. At any such adjourned meeting at which a quorum shall later be present, any business may be transacted Which might have been transacted at the meeting as originally convened. Section 2.11. Directors' Compensation. Directors may receive compensation for their services as directors or as members of a standing or special committee of the Board, may receive reimbursement for expenses incurred on behalf of the Corporation or in attending meetings of the Board of Directors and may receive compensation for serving the Corporation in any other capacity. Section 2.12 Consent of Directors. Any action required or permitted to be taken at any meeting of the Board of Directors or any committee may be taken without a meeting if a consent in writing setting forth the action to be taken shall be signed by all of the • 283 -3 APPLiCA1[01\" directors or all of the members of the committee, as the case may be. Such consent shall have the same force and effect as a unanimous vote, and may be stated as such in any document. • Section 2.13. Telephone Meetings. Subject to the provisions of applicable law and these Bylaws regarding notice of meetings, members of the Board of Directors or members of any committee designated by such Board may, unless otherwise restricted by statute, by the Articles of Incorporation or by these Bylaws, participate in and hold a meeting of such Board of Directors or committee by using conference telephone or similar communications equipment b)' means of which all persons participating in the meeting can hear each other, and participation in a meeting pursuant to this Section 2.13 shall constitute presence in person at such meeting, except when a person participates in the meeting for the express purpose of objecting to the transaction of any business on the ground that the meeting was not lawfully called or convened. ARTIClE TIiREE COMMITTEES Section 3.1. Committees of Directors. The Board of Directors by resolution adopted by a majority of the directors in office may designate one or more committees which to the extent provided in said resolution, shall have and exercise the authority of the Board of Directors in the management of the Corporation. Each such committee shall consist of two (2) or more persons, a majority of whom are directors. The designation of such committees and the delegation thereto of authority shall not operate to relieve the Board of Directors, • or any individual director, of any responsibility imposed on the Board or such director by law. Section 3.2 AdvisoI)' Boards or Committees. Advisory boards or committees not having and exercising the authority, responsibility or duties of the Board of Directors in the management of the Corporation may be designated by a resolution adopted by the directors. Except as otherwise provided in such resolution, members of each such advisory board or committee need not be directors of the Corporation. The President shall appoint the members of such advisory boards or committees. Any member thereof may be removed by the President whenever in the President's judgment the best interests of the Corporation shall be served by such removal. Section 3.3. Term of Office. Each member of a committee of directors or advisory board or committee shall continue as such until the next annual meeting of the directors of the Corporation and until such member's successor is appointed, unless the board or committee is sooner terminated, or unless such member is removed from such board or committee or shall cease to qualify as a member thereof. • 284 -4 APPLICATION Section 3.4. Chair. Unless otherwise designated by these Bylaws, one or more members of each directors' committee or advisory board or committee shall be appointed chair, or co-chair, by the person or persons authorized to appoint the members thereof. • Section 3.5. Vacancies. Vacancies in the membership of any committee of directors or advisory board or committee may be filled by appointments made in the same manner as provided in the case of the original appointments. Section 3.6. Quorum; Manner of Acting. Unless otherwise provided in the resolution of the Board of Directors designating a committee of directors or advisory board or co=ittee, a majority of the whole board or committee shall constitute a quorum, and the act of the majority of the members present at a meeting at which a quorum is present shall be the act of the board or committee. Section 3.7. Rules. Each committee of directors or advisory board or committee may adopt rules for its own government not inconsistent with these Bylaws or with rules adopted by the Board of Directors. ARTICLE FOUR NOTICES Section 4.1. Manner of Giving Notice. Whenever, under the provisions of any statute, the Articles of Incorporation or these Bylaws, notice is required to be given to any director or committee member of the Corporation, and no provision is made as to how such notice • shall be given, it shall not be construed to require personal notice, but any such notice may be given in writing by hand delivery, by facsimile transmission or by mail, postage prepaid, addressed to such director or committee member at such person's address as it appears on the records of the Corporation. Any notice required or permitted to be given by mail shall be deemed to be delivered at the time when the same shall be thus deposited in the United States mails, as aforesaid. Any notice required or permitted to be given by facsimile transmission shall be deemed to be delivered upon successful transmission of such facsimile. Section 4.2. Waiver of Notice. Whenever any notice is required to be given to any director or committee member of the Corporation under the provisions of any statute, the Articles of Incorporation or these Bylaws, a waiver thereof in writing signed by the person or persons entitled to such notice, whether signed before or after the time stated therein, shall be deemed equivalent to the giving of such notice . • 285 -5 APPLICATION ARTICLE FIVE OFFICERS, EMPLOYEES AND AGENTS: • POWERS AND DUTIES Section 5.1. Elected Officers. The elected officers of the Corporation shall include a President, a Secretary and a Treasurer, and may include one or more Vice Presidents as may be determined from time to time by the Board (and in the case of any such Vice President, with such descriptive title, if any. as the Board shall deem appropriate). Section 5.2. Election. So far as is practicable, all elected officers shall be elected by the Board of Directors at each annual meeting thereof. Section 5.3. Appointive Officers. The Board of Directors may also appoint one or more Assistant Secretaries and Assistant Treasurers and such other officers and assistant officers and agents as it shall from time to time deem necessary, who shall exercise such powers and perform such duties as shall be set forth in these Bylaws or determined from time to time by the Board. Section 5.4. Two or More Offices. Any two (2) or more offices may be held by the same person, except that the President and Secretary shall not be the same person. Section 5.5. Compensation. The compensation, if any, of all officers of the Corporation shall be fixed from time to time by the Board of Directors. The Board of Directors may from time to time delegate to the President the authority to fix the • compensation of any or all of the other officers, employees and agents of the Corporation. Section 5.6. Term of Office: Removal: Filling of Vacancies. Each elected officer of the Corporation shall hold office until such officer's successor is chosen and qualified in such officer's stead or until such officer's earlier death, resignation, retirement, disqualification or removal from office. Each appointive officer shall hold office at the pleasure of the Board of Directors without the necessity of periodiC reappointment. Any officer or agent may be removed at any time by the Board of Directors whenever in its judgment the best interests of the Corporation will be served thereby. If the office of any officer becomes vacant for any reason, the vacancy shall be filled by the Board of Directors. Section 5.7. President. The President shall be the chief executive officer of the Corporation and, subject to the provisions of these Bylaws, shall have general supervision of the activities and affairs of the Corporation and shall have general and active control thereof. The President shall preside when present at meetings of the Board of Directors. The President shall have general authority to execute bonds, deeds and contracts in the name of the Corporation and to affix the corporate seal thereto; to cause the employment or appointment of such employees and agents of the Corporation as the proper conduct of operations may require and to fix their compensation; to remove or suspend any employee or agent; and in general to exercise all the powers usually appertaining to the office of • 286 -6 APPLICATION president of a corporation, except as otherwise provided by statute, the Articles of Incorporation or these Bylaws. In the absence or disability of the President, the duties of such office shall be performed and the powers may be exercised by the Vice Presidents, if any, in the order of their seniority, unless otherwise determined by the Chair, the President • or the Board of Trustees. Section 5.8. Vice Presidents. Each Vice President, if any, shall generally assist the President and shall have such powers and perform such duties and services as shall from time to time be prescnbed or delegated to such office by the President or the Board of Directors. Section 5.9. Secretary. The Secretary shall see that notice is given of all annual and special meetings of the Board of Directors and shall keep and attest true records of all proceedings at all meetings of the Board. The Secretary shall have charge of the corporate seal and shall have authority to attest any and all instruments of writing to which the same may be affixed The Secretary shall keep and account for all books, documents, papers and records of the Corporation, except those for which some other officer or agent is properly accountable. The Secretary shall generally perform all duties usually appertaining to the office of secretary of a corporation. In the absence or disability of the Secretary, the duties of such office shall be performed and the powers may be exercised by the Assistant Secretaries in the order of their seniority, unless otherwise determined by the Secretary, the President or the Board of Directors. Section 5.10. Assistant Secretaries. Each Assistant Secretary shall generally assist the Secretary and shall have such powers and perform such duties and services as shall from time to time be prescnbed or delegated to such office by the Secretary, the President or the • Board of Directors. Section 5.11. Treasurer. The Treasurer shall be the chief accounting and financial officer of the Corporation and shall have active control of and shall be responsible for all matters pertaining to the accounts and finances of the Corporation and shall direct the manner of certifying the same; shall supervise the manner of keeping all vouchers for payments by the Corporation and all other documents relating to such payments; shall receive, audit and consolidate all operating and financial statements of the Corporation and its various departments; shall have supervision of the books of account of the Corporation, their arrangements and classification; shall supervise the accounting and auditing practices of the Corporation and shall have charge of all matters relating to taxation. The Treasurer shall have the care and custody of all monies, funds and securities of the Corporation; shall deposit or cause to be deposited all such funds in and with such depositories as the Board of Directors shall from time to time direct or as shall be selected in accordance with procedures established by the Board; shall advise upon all terms of credit granted by the Corporation; shall be responsible for the collection of all its accounts and shall cause to be kept full and accurate accounts of all receipts, disbursements and contributions of the Corporation. The Treasurer shall have the power to endorse for deposit or collection or otherwise all checks, drafts, notes, bills of exchange or other commercial papers payable to • 287 -7 APPLICATlON the Corporation, and to give proper receipts or discharges for all payments to the Corporation. The Treasurer shall generally perform all duties usually appertaining to the office of treasurer of a corporation. In the absence or disability of the Treasurer, the duties of such office shall be performed and the powers may be exercised by the Assistant • Treasurers in the order of their seniority, unless otherwise determined by the Treasurer, the President or the Board of Directors. Section 5.12. Assistant Treasurers. Each Assistant Treasurer shall generally assist the Treasurer and shall have such powers and perform such duties and services as shall from time to time be prescnbed or delegated to such office by the Treasurer, the President or the Board of Directors. Section 5.13. Additional Powers and Duties. In addition to the foregoing specially enumerated duties, services and powers, the several elected and appointed officers of the Corporation shall perform such other duties and services and exercise such further powers as may be provided by statute, the Articles of Incorporation or these Bylaws, or as the Board of Directors may from time to time determine or as may be assigned by any competent superior officer. ARTICLE SIX CONTRACTS, CHECKS, DEPOSITS AND FUNDS Section 6.1. Contracts. The Board of Directors may authorize any officer or officers, or agent or agents, of the Corporation, in addition to the officers so authorized by these • Bylaws, to enter into any contract or execute and deliver any instrument in the name of and on behalf of the Corporation, and such authority may be general or confined to specific instances. Section 6.2. Checks. Drafts or Orders for Payment. All checks, drafts or orders for the payment of money, notes or other evidences of indebtedness issued in the name of the Corporation shall be signed by such officer or officers, or agent or agents, of the Corporation and in such manner as shall from time to time be determined by resolution of the Board of Directors. In the absence of such determination, such instruments shall be signed by the President and the Treasurer of the Corporation. Section 6.3. Deposits. All funds of the Corporation shall be deposited from time to time to the credit of the Corporation in such banks, trust companies or other depositories as the Board of Directors may select or as may be selected in accordance with procedures established by the Board. • 288 -8 APPLICATION ARTICLE SEVEN MISCEllANEOUS • Section 7.1. Dividends Prolubited. No part of the net income of the Corporation shall inure to the benefit of any private individual and no dividend shall be paid and no part of the income of 'the Corporation shall be distnbuted to its directors or officers. The Corporation may pay compensation in a reasonable amount to its officers for services rendered and may compensate and reimburse its directors as provided in Section 2.11 of Article Three hereof. Section 7.2. Loans to Officers and Directors. Any loan by the Corporation to an officer may be made only in the manner and to the extent provided by the Texas Non-Profit Corporation Act. Except as provided in the preceding sentence, no loans shall be made by the Corporation to its officers, and in no event shall any loans be made by the Corporation to its directors. Any directors voting for or assenting to the making of any loan to a director or officer which is prolubited by the Texas Non-Profit Corporation Act, and any officer participating in the making thereof, shall be jointly and severally liable to the Corporation for the amount of such loan until repayment thereof. Section 7.3. Fiscal Year. The fiscal year of the Corporation shall be fixed by resolution of the Board of Directors. Section 7.4. Seal. The Corporation's seal, if any, shall be in such form as shall be adopted and approved from time to time by the Board of Directors. The seal may be used by causing it, or a facsimile thereof, to be impressed, affixed, imprinted or in any manner • reproduced Section 7.S. Gender. Words of either gender used in these Bylaws shall be construed to include the other gender, unless the context requires otherwise. Section 7.6. Invalid Provisions. If any part of these Bylaws shall be held invalid or inoperative for any reason, the remaining parts, so far as is possible and reasonable, shall remain valid and operative. Section 7.7. Headings. The headings used in these Bylaws are for convenience only and do not constitute matter to be construed in the interpretation of these Bylaws. ARTICLE EIGIIT AMENDMENTS These Bylaws may be amended or repealed, or new bylaws may be adopted at any meeting of the Board of Directors by the affirmative vote of a majority of the number of the • 289 -9 APPLICATION directors present at a meeting at which a quorum is present, provided notice of the proposed amendment, repeal or adoption be contained in the notice of such meeting; and provided further, that the foregoing notice requirement shall not prohibit the Board of Directors from adopting the proposed amendment, effecting the proposed repeal or adopting the proposed • new bylaws, as the case may be, in a modified form which is not identical to that descnbed or set forth in the notice of such meeting. * * * * • The undersigned, being the duly elected and qualified Secretary of the Corporation, hereby certifies that the foregoing initial Bylaws of the Corporation were duly adopted by the Board of Directors of the Corporation on , 1994. l7286 00194 FORMS 381" • • 290 -10 APPLICATION • SECRETARY OF STATE CERTIFICATE OF RESTATED ARTICLES OF INCORPORATION OF THE FOCUS CENTRE OF LEARNING, INC • The undersigned, as Secretary of State of Texas, hereby certifies that Restated Articles of Incorporation of the above corporation duly executed pursuant to the provisions of the • Texas Non-Profit Corporation Act, have been received in this office and are found to conrorm to law. ACCORDINGLY the undersigned, as Secretary of State, and by virtue of the authority vested in the Secretary by law, bereby issues this Certificate of Restated Articles of Incorporation and attaches hereto a copy of the Restated ArtIdes of Incorporation. March 2, 1994 . ;., .• " • _\t~~~-- 291 APPLICATION RESTATED ARTICLES OF INCORPORATION OF • THE FOCUS CEl'<1RE OF LEARNING, L"';C. ARTICLE 1 The name of this corporation is: The FOCUS Centre of Learning, Inc. ARTICLE 2 The registered office of the corporation is located at 301 TraiIridge Drive, Richardson, Texas 75081, and the name of its registered agent at such office is Leroy McQure, Jr. ARTICLE 3 • The corporation is organized and shall be operated exclusively for charitable and educational purposes within the meaning of Section 501(c)(3) ofthe Internal Revenue Code of 1986, as amended, or the corresponding provision or provisions of any subsequent United States Internal Revenue law or laws (herein collectively called the "Code"). Within the scope of the foregoing purposes, and not by way of limitation thereof, the corporation is organized and operated to provide a positive educational environment that enhances self esteem, values unique learning styles, encourages individual talents, promotes academic success incorporating a multisensory approach, fosters sensitivity to cultural attnbutes and therefdre insures optimal development of the whole child. °The corporation hereby pledges its assets and properties for use in performing its exempt functions. • 292 APPLICATION ARTICLE 4 The Board of Directors of the corporation (herein sometimes called the "Board") • shall be the governing body of the corporation. The number of directors of the corporation shall not be less than three (3). The number of directors to serve at anyone time shall be determined in the manner provided in the Bylaws of the corporation. The number of directors constituting the present Board of Directors is four (4) and their names and addresses are as follows: Name Address Leroy McClure, Jr. 301 Trailridge Richardson, Texas 75081 Tony Lewis 4400 Maize Plano, Texas 75093 Neal Lang 8114 Rainbo Rowlett, Texas 75088 Ricky Price 246 East Ridgegate • Garland, Texas 75040 ARTICLE 5 The period of the duration of this corporation is: perpetual. ARTICLE 6 In the event the corporation is dissolved, the Board of Directors shall, after all liabilities and obligations of the corporation are paid or prOvision is made therefor, adopt a plan for the distribution of all the assets of the corporation to such organization or organizations organized and operated exclusively for charitable or educational purposes and • -2- 293 APPLICATION exempt from federal income tax under Section 501(c)(3) of the Code. Any assets not so • disposed of shall be delivered to one or more organizations organized and operated exclusively for charitable or educational purposes and exempt from federal income tax under Section 501(c)(3) of the Code as shall be directed by any District Court of the State ofTexas in the county in which the principal office of the corporation is then located. No director or officer and no private individual ,viiI be entitled to share in the distnbution of any assets of the corporation in the event of its dissolution. ARTICLE 7 No part of the net earnings of the corporation shall inure to the benefit of any director or officer of the corporation, or any private individual; provided, however, that reasonable compensation may be paid for services rendered to or for the corporation and • expenses may be reimbursed or paid in furtherance of one or more of its purposes. ARTICLES No substantial part of the activities of the corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation (except as provided by Section 501(h) of the Code), and the corporation shall not participate in, or intervene in (including the publication or distnbution of statements) any political campaign on behalf of or in opposition to any candidate for public office . • -3- 294 ARTICLE 9 Notwithstanding any other provision of these Articles of Incorporation, if this • corporation shall be, or shall be deemed to be, a private foundation as described in Section 509(a) of the Code, then (a) the income of the corporation for each taxable year must be distnouted at such time and in such manner as not to subject the corporation to tax under Section 4942 of the Code; and (b) the corporation is expressly prohibited from engaging in any act of self-dealing as defined in Section 4941(d) of the Code, from retaining any excess business holdings as defined in Section 4943(c) of the Code, from maldng any investments in such manner as to subject the corporation to tax under Section 4944 of the Code and from miling any taxable expenditures as defined in Section 4945(d) of the Code. ARTICLE 10 • The corporation shall have no members . ARTICLE 11 The power to adopt, alter, amend or repeal the Bylaws of the corporation shall be vested in its Board of Directors. ARTICLE 12 The corporation shall indemnify any person who was, is, or is threatened to be made a named defendant or respondent in any proceeding because the person is or was a director or officer of the corporation to the fullest extent that a corporation may indemnify a director • -4- 295 APPLICATION or officer under the Texas Non-Profit Corporation Act, as the same exists or may hereafter • be amended . ARTICLE 13 To the fullest extent permitted by Texas law, a director of the corporation shall not be personally liable to the corporation or its members, if any, for monetary damages for any act or omission in such director's capacity as a director. IN WITNESS WHEREOF, these Restated Articles of Incorporation have been executed on this '" day of"; .J", • 1994, by the undersigned officer, thereunto duly authorized. THE FOCUS CENTRE OF LEARNING, INC. ~ _ . i I '.I ~'1" ( : J , ' ...., /""0 .. ,~ t ', '- ,,' ..... "V, By: ,...... ,.'.;: ,_., : I I • Leroy Mc ure, Jr., President • -5- 296 APPLICAnON RESTATED ARTICLES OF INCORPORATION FILED <: 1n the Office of the • FOR ~ecret.ry OfSta!c of Texa. THE FOCUS CENTRE OF LEARNING, INC. MAR 02 1994 ARTICLE I The FOCUS Centre of Learning, Inc. pursuant to the provisions of Article 4.06 of the Texas Non.Profit Corporation Act, hereby adopts Restated Articles of Incorporation which accurately copy its Articles of Incorporation and all amendments thereto that are in effect to date and as further amended by such Restated Articles of Incorporation as hereinafter set forth, and which contain no other change in any provision thereof. ARTICLE II The Articles of Incorporation of th~ corporation are amended by the Restated • Articles of Incorporation as follows: A Article 2 is amended in part to change the registered agent of the corporation. B. Article 3 is amended in part to clarify the purposes of the corporation. C. Article 4 is amended in part to provide that the Board of Directors shall be the governing body of the corporation and to provide that the number of directors of the corporation shall be determined in the manner provided in the Bylaws of the corporation. D. Article 5 is deleted in its entirety. E. Article 6 is redesignated Article 5. F . Article 7 is deleted in its entirety. • 297 APPLICATION G. Article 8 is redesignated as Article 6 and is amended in part to clarify the manner in which the assets of the corporation "'ill be distributed in the event • of its dissolution. H. New Articles 7 through 13 are added that shall read in their entirety as provided in the Restated Articles of Incorporation set forth in Article IV hereof and that shall: (i) prolubit the assets of the corporation from inuring to the benefit of any private individual; (ii) provide that the corporation shall not engage in political activities except as provided in Section 501(h) of the Internal Revenue Code; (iii) provide that, if the corporation should ever be deemed to be a private foundation within the meaning of Section 509(a) of the Internal Revenue Code, it shall not take any action which would subject it to the excise taxes imposed by Subchapter A of Chapter 42 of such Code; (iv) provided that the corporation shall have no members; (v) provide that the • Board of Directors shall have the power to adopt, repeal and amend the Bylaws of the corporation; (vi) provide for the maximum indemnification of the officers and directors of the corporation that is permitted under Texas law; and (vii) provide for the maximum limitation of the liability of the directors of the corporation to the corporation that is permissible under Texas law. ARTICLE III The corporation has no members with voting rights. Each amendment made by these Restated Articles of Incorporation has been effected in conformity with the provisions of the Texas Non-Profit Corporation Act and such Restated Articles of Incorporation, including -ii • ?~8 APPLICATION each such amendment, were duly adopted by unanimous consent of the directors of the • corporation in office on February 20, 1994. ARTICLE IV The Articles of Incorporation of The FOCUS Centre of Learning, Inc., a Texas nonprofit corporation, and all amendments and supplements thereto are hereby superseded by the following Restated Articles of Incorporation which accurately copy the entire text thereof, as amended as set forth above: • 299 • -iii / tU~U~ LtAKI1II1\i • ACAD EM Y APPLICATION Charter School • Application • 300 APPLICATION TEXAS EDUCATION AGENCY • 1701 North Congress Ave.* Austin. T.x", 78701-1494 * 5121463-9734 * FAX: 5121463-98~8 * http://www.tea.•tate.tx.us Jim Nelson Commis.,;ioncr of Education MEMORANDUM To: ChiefAdministrative Officers Bay Area Charter School, Bright Ideas Charter School, Burnham Wood Charter School, Calvin Nelms Charter School, Coastal Bend Youth City, Eagk. Advantage Schools, East Texas Charter High School, Eden Park Academy, Faith Family Academy ofOak: Cliff, Focus Learning Academy, Gateway Academy (Laredo), George I. Sanchez Charter High School (SA), Guardian Angel Performance Arts Academy, GulfShores Academy, Jesse Jackson Academy, NYOS Charter School, The Ranch Academy and Life Skills Center, The Raven School, Tekoa Academy and Two Dimensions Preparatory Academy From: Susan Barnes, Assistant Commissioner'iJ Division ofCharter Schools Date: Monday, February 11, 2002 Re: Notification ofCommissioner Action The commissioner has approved the requested amendments (11-02) from Bay Area Charter School, Calvin Nelms Charter School, Coastal Bend Youth City, Eagle Advantage Schools, East Texas Charter Hililh School, Eden Park Academy, Faith Family Academy of Oak Cliff, Focus Learnmg Academy, Gateway Academy • (Laredo), George I. Sanchez Charter High School (SA), Guardian Angel . . Performance Arts Academy, Gulf Shores Academy', Jesse Jackson Academy, NYOS Charter School, The Ranch Academy and Life Skills Center, The Raven School and Two Dimensions Preparatory Academy to amend their charters to include in the admission policy the use ofa lottery for choosing potential students; Bright Ideas Charter School to amend its charter to state: "Ifthere are more applicants than available spaces during the published enrollment period, or whenever there are more applicants than there are spaces available, a lottery system will be used. Exceptions to the policy are (a) students who are enrolled in a pubhc school at the time it is converted into a public charter school; (b) siblings ofstudents already admitted to or attending the same charter school; (c) children ofa charter school's founders, (so long as the total number of students allowed under this exemption constitutes only a sinall percentage of the school's total enrollment); and (d) children of employees in a work-site charter school(so long as the total number ofstudents allowed under this exemption constitutes onll' a small percentage ofthe school's total enrollment)"; Tekoa Academy to amend Its charter to state: "Ifqualified applicants exceed the school's capacity, students will be selected by lottery"; and Burnham Wood Charter School to amend Its charter to include in the admission policy t!te us~ ofa l!lttery for choosing potential students and also ~.state that the enrollment penod Will begm February 15ofeach year, and all students eligtble for exceptions will be able to exercise this prerogative between February 15 and March 1st. An open enrollment period will follow, beginning March 1. • Ifyou have any questions or concerns, please call our office at (512) 463-9575. 301 Preparing Children, Promoting Excellence APPLICATION TEXAS EDUCATION AGENCY 1701 North Congress Ave.* Austin. Texas 78701-1494 * 5121463·9734 * PAX: 5121463·9838 * http://www.tea.slale.tx.us lim Nelson Commissioner of Education NOTIFICATION OF STATE BOARD OF EDUCATION ACfION TO: Mr. Leroy McOure Focus Learning Academy FROM: Dr. Susan Barnes, Managing Director cgry Charter Schools Division RE: July 200 1 State Board ofEducation Action DATE: August 6, 2001 At the regular meeting of the State Board of Education on July 12, 2001, the requested amendments to delay opening the campus at 7440 Westmoreland in Dallas, Texas; remain at 6808 Boulder Drive, Dallas, Texas 75232; to open a campus at 1000 East • Redbird Lane, Dallas, Texas and to remove any mention in the charter of the Stanford Achievement Test and replace it with "the newly revised Woodcock-Johnson test and any others deemed appropriate for at-risk children" were approved. Approval for any new or relocated site or sites is contingent upon the location of the sitels within the approved geographic boundaries of your charter. In addition, the Charter Schools Division must receive a certificate ofoccupancy for the sitels ifrequired by local regulations. Please send the certificate to the attention of Kirsten Christophersen in the Charter Schools Division. Please feel free to call (512) 463-9575 or fax (512) 463-9732 ifyou have questions. The agency staff looks forward to working with you. • Preparing Children, Promoting Excellence 302 APPLICATION TEXAS EDUCATION AGENCY • 1701 North Congress Ave.* Austin, Texas 78701·1494 * S121463·9734 * FAX: 5121463-9838 *http://www.tea.state.tx.us Jim Nelson Commissioner of Education AMENDMENT NOTIFICATION TO: Mr. LeroyMcClure FOCUS Learning Academy PO Box 210835 Dallas, TX 75211-9998 FROM: Susan Barnes, Managing Director "l> Charter Schools DATE: November 6, 2000 RE: Charter Amendment The State Board ofEducation at its regularly scheduled meeting on November 3, 2000, deliberated on the amendment(s) submitted by your charter school with the following results: • The Board approved amendments from FOCUS Learning Academy to: 1. List by name 23 school districts in the original charter; 2. Add a new location at 6800 Westmoreland, Dallas, on July I, 2001, contingent upon securing a certificate of occupancy. 3. Add Grade 7 in 2001-2002 and Grade 8 in 2002-2003; 4. Remove requirement to use specific curricula; 5. Clarify that teacher certification may be required, except as specified by law; 6. Add staff with their respective Job descriptions; 7. Change narne of the office manager to business manger; 8. Remove the specific requirements for five academic therapists and change the certificationllicensure requirements to "qualified counselors; and "appropriate certification or licensure"; 9. Add professional support staff will have a bachelor's degree or be pursuing a degree in the appropriate field; 10. Remove references to parent support group and establish monthly parent meeting; 11. Clarify the annual report to the State Board ofEducation; and 12. Add a bid process for food services. • Preparing Children, Promoting Excellence 303 [sas ON XlI/X.Ll 91: SO nH.L OO/£OIZ.O CHARTER CONTINGENCIES BYLAWS OF THE FOCUS CENTRE OF LEARNING, INC. ARTICLE ONE NAME, PURPOSES, POWERS AND OFFICES Section I. I. Name. The name of this corporation (the "Corporation") IS The FOCUS Centre of Learning, Tnc. Section 1.2. Purposes. The Corporation is organized and will be operated exclusively for charitable and educational purposes within the meaning of Section 501(c)(3) of the Internal Revcnue Code of 1986 or the corresponding provision or provisions of any subsequent United States revenue law (the "Code"). Within the scope of the foregoing purposes, and not by way of limitation thereof, the Corporation shall be organized and operated to provide a positive educational environment that enhances self esteem, values unique learning styles, encourages individual talents, promotes academic success incorporating a multisensory approach, fosters sensitivity to cultural attributes and therefore insures optimal development of the whole child. Section 1.3. Powers. The Corporation is a nonprofit corporation and shall have all of the powers, duties, authorizations and responsibilities as provided in the Texas Non-Profit Corporation Act; provided, howe vcr, the Corporation shall neither have nor exercise any power, nor engage directly or indirectly in any activity, that would invalidate its status as a corporation that is exempt from federal income tax as an organization described in Section 501(c)(3) of the Code. Section 1.4. Offices. The Corporation may have, in addition to its registered office, offices at such places, both within and without the State of Texas, as the Board of Directors may from time to time determine or as the activities of the Corporation may require. '1 i ; .:' :" 't t~·.-I [6L~6 ON XH/X~1 91:80 ilRL 00/£0/~0 CHARTER CONTINGENCIES ARTlCLETWO BOARD OF DIRECTORS Section 2.1. General Powers. Delegation. The activities, property and affairs of the Corporation shall be managed by its Board of Directors, who may exercise all such powers of the Corporation and do all such lawful acts and things as are permitted by statute, by the Articles ofIncorporation or by these Bylaws. Section 2.2. Number and Oualifications. The Board of Directors shall consist of such number of directors as shall be designated from time to time by resolution of the directors; provided, that at no time shall the number of directors be less than three (3), and no decrease in number shall have the effect of shortening the term of any incumbent director. To the extent possible, the directors shall include an equal number of residents of Dallas County who are learning disability specialists, other representatives of the Dallas County community and representatives of the African American race. Section 2.3. Election and Term of Office. The initial directors of the Corporation shall be those persons named in the Articles of Incorporation as the initial directors. Each director shall hold office for a three-year term ending on the date of the third annual meeting of the Board of Directors after such director's election and until such director's successor is chosen and qualified, or until such director's earlier death, resignation, retirement, disqualification or removal from office. The directors of the Corporation shall be elected at the annual meeting of the Board of Directors each year. If the number of directors of the Corporation shall bc nine (9) or greater, then the terms of the directors shall be staggered, with one-third (1/3) of the number of directors elected each year. Directors may be re-elected for any number of consecutive terms. Scction 2.4. Filling of Vacancies. Any vacancy occurring in the Board of Dircctors resulting from the death, resignation, retirement, disqualification or removal from office of any director or as the result of an increase in the number of directors shall be filled by the affirmative vote of a majority of the remaining directors at any meeting thereof. Any director elected or appointed to fill a vacancy shall hold office until the expiration of the term of the vacating director. Section 2.5. Removal. Any director may be removed, either for or without cause, at any meeting of the Board of Directors by the affirmative vote of a majority of the number of directors fixed by these Bylaws, if notice of the intention to act upon such matter shall have been given in the notice ofsuch meeting. Section 2.6. Place of Meeting. Meetings of the Board of Directors shall be held at such places, within or without the State of Texas, as may from time to time be fixed by the Board of Directors or as shall be specificd or fixed in the respective notices or waivers of notice thereof. Section 2.7. Annual Meetings. An annual meeting of the Board of Directors, commencing with the year 1994, shall be held in July of each year at such timc and place as the directors shall determine. At such annual mceting, the directors shall elect the new Board of 305 2 [SLZS ON XH/X~l 91:90 oar OO/£O/ZO CHARTER CONTINGENCIES Directors of the Corporation in accordance with Section 2.3 of these Bylaws, shall elect officers and shall transact any and all other business as may properly come before the meeting. Written or printed notice stating the place, day and hour of each annual meeting of the Board of Directors shall be delivered not less than two (2) nor more than 50 days before the date of such meeting, either personally, by hand delivery, by mail or by facsimile transmission, by or at the dircctionofthe President or Secretary, to each director entitled to vote at such meeting. Section 2.8. Regular Meetings. Regular meetings of the Board of Directors, of which no notice shall be necessary, shall be held at such times and places as may be fixed from time to time by resolution adopted by the Board and communicated to all directors_ Except as otherwise provided by statute, by the Articles of Incorporation or by these Bylaws, any and all business may be transacted at any regular meeting_ Section 2_9_ Special Meetings. Special meetings of the Board of Directors may be called by or the President upon not less than one (I) nor more than 50 days notice to each director, either personally, by hand delivery, by mail or by facsimile transmission_ Special meetings shall be called by the President or the Secretary in like manner and on like notice on the written request of two (2) or more directors_ Except as otherwise provided by statute, by the Articles of Incorporation or by these Bylaws, neither the business to be transacted at, nor the purpose of, any special meeting of the Board of Directors need be specified in the notice or waiver of notice of such meeting. Scction 2.10_ Quorum and Manner of Acting. At all mcetings of the Board of Directors the presence of a majority of the number of directors then in office shall be necessary and sufficient to constitute a quorum for the transaction of business, except as otherwise provided by statute, by the Articles of Incorporation or by these Bylaws_ Directors present by proxy may not be counted toward a quorum. The act of a majority of the directors present in person or by proxy at a meeting at which a quorum is present shall be the act of the Board of Directors unless the act ofa greater number is required by statute, by the Articles of Incorporation or by these Bylaws, in which case the act of such greater number shall be requisite to constitute the act of the Board_ A director may vote in person or by proxy executed in writing by the director. No proxy shall be valid after three (3) months from the date of its execution. Each proxy shall be revocable unless expressly provided therein to be irrevocable and unless otherwise made irrevocable by law. If a quorum shall not be present at any meeting of the directors, the directors present there may adjourn the meeting from time to time, without notice other than announcement at the meeting, until a quorum shall be present At any such adjourned meeting at which a quorum shall later be present, any business may be transacted which might have been transacted at the meeting as originally convened. Section 2.11_ Directors' Compensation. Directors may receive compensation for their services as directors or as members of a standing or special committee of the Board, may receive reimbursement for expenses incurred on behalf of the Corporation or in attending meetings of the Board of Directors and may receive compensation for serving the Corporation in any other capacity. 3 306 [GLZG ON XH/X~l 9I:SO ilR1 OO/£OIZO CHARTER CONTINGE;,,{CIES Section 2.12. Consent of Directors. Any action required or permitted to be taken at any meeting of the Board of Directors or any committee may be taken without a meeting if a consent in writing setting forth the action to be taken shall be signed by all of the directors or all of the members of the committee, as the case may be. Such consent shall have the same force and effect as a unanimous vote, and may be stated as such in any document. Section 2.13. Telephone Meetings. Subject to the provisions of applicable law and these Bylaws regarding notice of meetings, members of the Board of Directors or members of any committee designated by such Board may, unless otherwise restricted by statute, by the Articles of Incorporation or by these Bylaws, participate in and hold a meeting of such Board of Directors or committee by using conference telephone or similar communications equipment by means of which all persons participating in the meeting can hear each other, and participation in a meeting pursuant to this Section 2.13 shall constitute presence in person at such meeting, except when a person participates in the meeting for the express purpose of objecting to the transaction of any business on the ground that the meeting was not lawfully called or convened. 4 307 [SLZS ON XH/X~1 91:80 ilH1 OO/~O/ZO CHARTER CONTINGENCIES ARTICLE THREE COMMITTEES Section 3.1. Committees of Directors. The Board of Directors by resolution adopted by a majority of the directors in office may designate one or more committees which to the extent provided in said resolution, shall have and exercise the authority of the Board of Directors in the management of the Corporation. Each such committee shall consist of two (2) or more persons, a majority of whom are directors. The designation of such committees and the delegation thereto of authority shall not operate to relieve the Board of Directors, or any individual director, of any responsibility imposed on the Board or such director by law. Section 3.2. Advisory Boards or Committees. Advisory boards or committees not having and exercising the authority, responsibility or duties of the Board of Directors in the management of the Corporation may be designated by a resolution adopted by the directors. Except as otherwise provided in such resolution, members of each such advisory board or committee need not be directors of the Corporation. The President shall appoint the members of such advisory boards or committees. Any member thereof may be removed by the President whenevcr in the President's judgment the best interests of the Corporation shall be served by such removal. Section 3.3. Term of Office. Each member of a committee of directors or advisory board or committee shall continue as such until the next annual meeting of the directors of the Corporation and until such member's successor is appointed, unless the board or committee is sooner terminated, or unless such member is removed from such board or committee or shall cease to qualify as a member thereof. Section 3.4. Chair. Unless otherwise designated by these Bylaws, one or more members of each directors' committee or advisory board or committee shall be appointed chair, or co-chair, by the person or persons authorized to appoint the members thereof. Section 3.5. Vacancies. Vacancies in the membership of any committee of directors or advisory board or committee may be filled by appointments made in the saine manner as provided in the case of the original appointments. Section 3.6. Quorum, Manner of Acting. Unless otherwise provided in the resolution of the Board of Directors designating a committee of directors or advisory board or committee, a majority of the whole board or committee shall constitute a quorum, and the act of the majority of the members present at a meeting at which a quorum is present shall be the act of the board or committee. Section 3.7. Rules. Each committee of directors or advisory board or committee may adopt rules for its own government not inconsistent with these Bylaws or with rules adopted by the Board of Directors. 5 308 (SLoS ON XH/X~l 9T:80 aRL 00/£0/00 CHARTER CONTINGENCIES ARTICLE FOUR NOTICES Section 4.1. Manner of Giving Notice. Whenever, under the provisions of any statute, the Articles of Incorporation or these Bylaws, notice is required to be givcn to any director or committee membcr of the Corporation, and no provision is made as to how such notice shall be given, it shall not be construed to require personal notice, but any such notice may be given in writing by hand delivery, by facsimile transmission or by mail, postage prepaid, addressed to such director or committee member at such person's address as it appears on the records of the Corporation. Any notice required or permitted to be given by mail shall be deemed to be delivered at the time when the same shall be thus deposited in the United States mail, as aforesaid. Any notice required or permitted to be given by facsimile transmission shall be deemed to be delivered upon successful transmission of such facsimile. Section 4.2. Waiver ofNotice. Whenever any notice is required to be given to any director or committee member of the Corporation under the provisions of any statute, the Articles of Incorporation or these Bylaws, a waiver thereof in writing signed by the person or persons entitled to such notice, whether signed before or after the time stated therein, shall be deemed equivalent to the giving of such notice. 309 6 90-d W~ aZ:S0 00-£0-g3~ (6LZ6 ON XM/X~l 9I:80 llRL OO/£O/ZO CHARTER CONTINGENCIES ARTICLE FIVE OFFICERS, EMPLOYEES AND AGENTS: POWERS AND DUTIES Section 5.1. Elected Officers. The elected officers of the Corporation shall include a President. a Secretary and a Treasurer. and may include one or more Vice Presidents as may be determined from time to time by the Board (and in the case of any such Vice Preside"t, with such descriptive title, if any, as the Board shall deem appropriate). Section 5.2. Electio". So far as is practicable, all elected officers shall be elected by the Board of Directors at each annual meeting thereof. Section 5.3. Appointive Officers. The Board of Directors may also appoint one or more Assistant Secretaries and Assistant Treasurers and such other officers and assistant officers and agents as it shall from time to time deem necessary. who shall exercise such powers and perform such duties as shall be set forth in these Bylaws or determined from time to time by the Board. Section 5.4. Two or More Officcs. Any two (2) or more offices may be held by the same person, except that the President and Secretary shall not be the same person. Section 5.5. Compensation. The compensation, if any, of all officers of the Corporation shall be fixed from time to time by the Board of Directors. The Board of Directors may from time to time delegate to the President the authority to fix the compensation of any or all of the other officers, employees and agents of the Corporation. Section 5.6. Term of Office. Removal: Filling of Vacancies. Each elected officer of the Corporation shall hold office until such office's successor is chosen and qualified in such officer's stead or until such officer's earlier death, resignation, retirement, disqualification or removal from office. Each appointive officer shall hold office at the pleasure of the Board of Directors without the necessity of periodic reappointment. Any officer or agent may be removed at any time by the Board of Directors whenever in its judgment the best interests of the Corporation will be scrved thereby. If the office of any officer becomes vacant for any reaSOn, the vacancy shall be filled by the Board of Directors. Section 5.7. President. The President shall be the chief executive officer of the Corporation and, subject to the provisions of these Bylaws, shall have general supervision of the activities and affairs of the Corporation and shall have general and active control thereof. The President shall preside when present at meetings of the Board of Directors. The President shall have general authority to execute bonds, deeds and contracts in the name of the Corporation and to affix the corporate seal thereto; to ca>1se the employment or appointment of such employees and agents of the Corporation as the proper conduct of operations may require and to fix their compensation; to remove or suspend any employee or agent; and in general to exercise all the powers usually appertaining to the office of president of a corporation, except as otherwise provided by statute, the Articles ofIncorporation or these By laws. In the absence or disability of the President, the duties of such office shall be performed and the powers may be exercised by 7 310 Le-d [SLZ6 ON XH/XLl 91:90 naL OO/£OIZO CHARTER CONTINGENClES the Viee Presidents, if any, in the order of their seniority, unless otherwise determined by the Chair, the President or the Board of Trustees. Section 5.8. Vice Presidents. Each Vice President, if any, shall generally assist the President and shall have such powers and perform such duties and services as shall from time to time be prescribed or delegated to such office by the President or the Board of Directors. Section 5.9. Secretary. The Secretary shall see that notice is given of all annual and special meetings of the Board of Directors and shall keep and attest true records of all proceedings at all meetings of the Board. The Secretary shall have charge of the corporate seal and shall have authority to attest any and all instruments of writing to which the same may be affixed. The Secretary shall keep and account for all books, documents, papers and records ofthe Corporation, except those for which some other officer or agent is properly accountable. The Secretary shall generally perform all duties usually appertaining to the office of secretary of a corporation. In the absence or disability of the Secretary, the duties of such office shall be performed and the powers may be exercised by the Assistant Secretaries in the order of their seniority, unless otherwise determined by the Secretary, the President or the Board of Directors. Section 5.10. Assistant Secretaries. Each Assistant Secretary shall generally assist the Secretary and shall have such powers and perform such duties and services as shall from time to time be prescribed or delegated to such office by the Secretary, the President or the Board of Directors. Section 5.11. Treasurer. The Treasurer shall be the chief accounting and financial officer of the Corporation and shall have active control of and shall be responsible for all matters pertaining to the accounts and finances of the Corporation and shall direct the manner of certifying the same; shall supervise the manner of keeping all vouchers for payments by the Corporation and all other documents relating to such payments; shall receive, audit and consolidate all operating and financial statements of the Corporation and its various departments; shall have supervision of the books of account of the Corporation, their arrangements and classification; shall supervise the accounting and auditing practices of the Corporation and shall have charge of all matters relating to taxation. The Treasurer shall have the care and custody of all monies, funds and securities of the Corporation; shall deposit or cause to be deposited all such funds in and with such depositories as the Board of Directors shall from time to time direct· or as shall be selected in accordance with procedures established by the Board; shall advise upon all terms of credit granted by the Corporation; shall be responsible for the collection of all its accounts and shall cause to be kept full and accurate accounts of all receipts, disbursements and contributions of the Corporation. The Treasurer shall have the power to endorse for deposit or collection or otherwise all checks, drafts, notes, bills of exchange or other commercial papers payable to the Corporation, and to give proper receipts or discharges for all payments to the Corporation. The Treasurer shall generally perform all duties usually appertaining to the office of treasurer of a corporation. In the absence or disability of the Treasurer, the duties of such office shall be performed and the powers may be exercised by the Assistant Treasurers in the order of their seniority, unless otherwise determined by the Treasurer, the President or the Board of Directors. 8 311 80"d [6L~6 ON XH/X~1 91:90 nHl OO/£O/ZO CHARTER CONTINGENCIES Section 5.12. Assistant Treasurers. Each Assistant Treasurer shall generally assist the Treasurer and shall have such powers and perfonn such duties and services as shall from time to time be prescribed or delegated to such office by the Treasurer, the President or the Board of Directors. Section 5.13. Additional Powers and Duties. In addition to the foregoing specially enumerated duties, services and powers, the several elected and appointed officers of the Corporation shall perfonn such other duties and services and ex.ercise such further powers as may be provided by statute, the Articles of Incorporation or these Bylaws, or as the Board of Directors may from time to time dctennine or as may be assigned by any competent superior officer. 9 312 60-d [SLZS ON XH/X~1 91:80 ilRL OO/£OIZO CHARTER CONTINGENCIES ARTICLE SIX CONTRACTS, CHECKS, DEPOSITS AND FUNDS Section 6.1. Contracts. The Board of Directors may authorize any officer or officers, or agent or agents, of the Corporation, in addition to thc officers so authorized by these Bylaws, to enter into any contract or execute and deliver any instrument in the name of and on behalf of the Corporation, and such authority may be general or confined to specific instances. Section 6.2. Checks, Drafts or Orders for Payment. All checks, drafts or orders for the payment of money, notes or other evidences of indebtedness issued in the name of the Corporation shall be signed by such officer or officers, or agent or agents, of the Corporation and in such manner as shall from time to time be determined by resolution of the Board of Directors. In the absence of such determination, such instruments shall be signed by the President and the Treasurer of the Corporation. Section 6.3. Deposits. All funds of the Corporation shall be deposited from time to time to the credit of the Corporation in such banks, trust companies or other depositories as the Board of Directors may select or as may be selected in accordance with procedures established by the Board. 313 10 [6L~6 ON XH/X~1 91:80 nRL 00/~0/~0 CHARTER CONTINGENCIES ARTICLE SEVEN MISCELLANEOUS Section 7.1. Dividends Prohibited. No part of the net income of the Corporation shall inure to the benefit of any private individual and no dividend shall be paid and nO part of the income of the Corporation shall be distributed to its directors or officers. The Corporation may pay compensation in a reasonable amount to its officers for services rendered and may compensate and reimburse its directors as provided in Section 2.11 of Article Three hereof. Section 7.2. Loans to Officers and Directors. Any loan by the Corporation to an officer may be made only in the manner and to the extent provided by the Texas Non-Profit Corporation Act. Except as provided in the preceding sentence, no loans shall be made by the Corporation to its officers, and in no event shall any loans be made by the Corporation to its directors. Any directors voting for or assenting to the making of any loan to a director or officer which is prohibited by the Texas Non-Profit Corporation Act, and any officer participating in the making thereof, shall be jointly and severally liable to the Corporation for the amount of such loan until repayment thereof. Section 7.3. Fiscal Y car. The fiscal year of the Corporation shall be fixed by resolution of the Board of Directors. Section 7.4. Seal. The Corporation's seal, ifany, shall be in such form as shall be adopted and approved from time to time by the Board of Directors. The seal may be used by causing it, or a facsimile thereof, to be impressed, affixed, imprinted or in any manner reproduced. Section 7.5, Gender. Words of either gender used in these Bylaws shall be construed to include the other gender, unless the context requires otherwise. Section 7.6. Invalid Provisions. If any part of these Bylaws shall be held invalid or inoperative for any reason, the remaining parts, so far as is possible and reasonable, shall remain valid and operative. Section 7.7. Headings. The headings used in these Bylaws are for convenience only and do not constitute matter to be construed in the interpretation of these Bylaws. 314 II [6LZ6 ON XH/X~1 9T:~O nRL OO/£OIZO CHARTER CONTINGENCIES ARTICLE EIGHT AMENDMENTS These Bylaws may be amended or repealed, or neW bylaws may be adopted at any meeting of the Board of Directors by the affinnative vote of a majority of the number of the directors present at a meeting at which a quorum is present, provided notice of the proposed amendment, repeal or adoption be contained in the notice of such meeting; and provided further, that the foregoing notice requirement shall not prohibit the Board of Directors from adopting the proposed amendment, effecting the proposed repeal or adopting the proposed new bylaws, as the case may be, in a modified form which is not identical to that described or set forth in the notice of such meeting. The undersigned, being the duly elected and qualified Secretary of the Corporation, hereby certifies that the foregoing initial Bylaws of the Corporation were duly adopted by the Board of Directors of the Corporation on 1994. Tony Lewis, Secretary 315 12 r::T!:~·:,.:.J. F.£:r!: ':". -, THE for::~ C2~lRE OF LEA~\I\G 1,''''''' -1:,..." -,-,'---. i -,-::-;, ?Rr:3TO~ RO.';D SCi7E _~69 ;,,!..~ 1 t L,-,-\,LJ'\.) DALL\S. IX C.Ojit,':Kt Te:t~")hc.i\t' .. L; ... ,j~~" (:1";') -f.--GC~3 A(:(:~·H.ij,tii1:S ?t::i0d Er.;jing: :.:«;-' 31 r0~ndutio[j S:.a-::1l:, ;,_icl:,:,:... if~..::('\ticn: 5CS(a; (2} ..:..(1':-('\iiC't:: R'Ul iii~ Fe;:- ~(iJ. Eegiiis; j~ne 1.5. 199.1 .;d;-,'lIlc..e Kul ing ?ei-i~,G Erin:;: \iay 31. 19cLS ';i..:~t:i"l~~~i.il i~PP ~ i e~: Dear _App I i can t : Based en inforiI.at ion you s'Jppl i ~d. ariG. u~,::,u,ninQ ycur \Jpt=!:'a~ lOriS ,:.i 11 be as ~td.~~\"l in your applic.atiGn f0[ ~'ecognitioi1 of exeiilptioH ..•,-t:;: han:' determined ';Oi.i a,-e :::~e;iip:, flou. fedci-al inco",!;: ~ax l.Ai1dCl- scc-~i0n SOlL,! (if ~l1C ILit~rj~(il Re·~e;it,;.e rude n,,,; ail l)rgtlnization <1e~cl"ib~d in sJ;:'cticn 50j(c.}{31. B('r..:3.!1se yc.u are a n;:~ 1y Ci'"l:d.t<:'(l or~aliild.t ivi~. ~e are ij~::'t. ~iQ'~ .hilklrig (\ finnl ut:::'tt'l"iliinut ion of Yoli.r fO~i1ci.at ion status undt:! 5oC'.Ct iOii 5C9{a) of ~bt; Code. ~i0.~t!';~r. ;,;.'~ ~1d.;;e deLerHi.iil-=ll that you can reasonabl:. c-~pect \:0 :i~ d pi.i.~~~icl:; sui+:..;rtt:ll olguilizat hiil descr ioeG in ~cct ion ::09 (a) {~} . .4.\...t:(ird i ng] y. dur i ng oil ad';ailce ru I ~ rig per iGU yc·y ;:; 11 ~ tH~ : !:'~a ~ i:C as d .!...... 'j;.::ty s'uppoTt:=-d urg&i1i~atioi1. dnd rlO: as tl P!iV<1tt: :\:~uildc.~i0i1. Th~~ ad'~-ai-j':'~ ~ \,.I, ii,g p\:r lOU begiii.!J ai1d ;.;11c.l:i on the da~es ~hc':';'~D (~Vl)"'·i:' • , "-' ~ ... i t JI1 i' so J,,:;s tLitt::'l" t.~It:' ':.j-,,,~ III'" ':I ~ :J1L"i'(i, IJT j'..·...Ht:'. :':'ii..iil~lo.~ i';"li'j unt i: '10 day~ af~;,;r tl~(; end (0 f ~~·Oi.ir d.G.",- <-iii';'';: ru ~ ~ iig P<: j- i "'~'l; . 7 f ~; ..... u ~t:'iJ"~ :....~ :h;;: rt:qu.i rt:d ii1f~jnlli,t~vjl ·;.ith~rl tht:. 90 '-~o:.s~ grcilti:C,r:!, and ,-:..)i'j~ribut.:-,rs lila;: \,;ont1i1i..i.e ~G L'c.::y Oli t~jc ad"'-c.~ilCC "::E:~":i·ihii·,c.i~ic...rl ~n~l~ ~c li":",,c d fiiiai (ll:tt::'J'il,~ild,:~Uil uf y:..:r..i' fG\lIl~l(iLi-vil St('lt".",~. 1 ii -' 'ol.ill riC i0nger tr\:'d~ you ,1;:. a p~;:'lic~y S~PiA");:~t=G Corgan~zi"t~ion. gi:Zti'.tc,i:'S ti.ilG c-ont.LiLut(;.:r~ iilo.y net rely Oil this dett2:i:"iilii1atLxl Gft.tr th~ da!.:~ '.~'r-.; pub:isli ~ht' nGt.icf.:!. In addltiuii. if you lose yOlii' st(~t~S as d. piltJil;,:l:~ Si.lPi~,jr~~l~ orgtll.i ~:,dtio...... and a grairt ...... r CI" Ci.Ji.1t:;ib-;J.t;,Jl :,;.;6.::' It.S~}'':'i'jsibic [c,'i'". C1" ',,'0.:;, aVI.-a~c. 0[. t~lt: Hct Oi" failure to clct. thLtt resulted in Y':,Lii l\)~~ or S\.l~ii S~t"t1.iS. t~ic.-~i: fk;i:'~~011 ,"Ct,' nl'\' ";'t:"ly ()i"l th13 ..letel"iiJination [i'Cii, tl1t: J.atE' ...",f !.:ht. ac~ \..J{ failL:.l"t- tv a~t. ..; 1SCI. if it gL!l.lil.uT or contr-ibutor l~ui'ne-J t.;~cJ~ ".. 2 huG g~\'E;j (IGt le(:: ~ijtl~ yv~ "ito..... : ;] b!: 1 t;:"jiiO\.-t?li [rOni clCis:;ific.u'L.ic.i", as a i";ublic::-; S"l.~ppo:Lttd Oi.§a.iliza~i0il. the!. that p\:'J'son i'ii;iY il~·j~ i.·el~~- CD thi~ de.t.~ril,li~('·l~iOj~ H.~ of' t1ic G.u~e he cr aC4uileu such knowiedge. 1 f YDil cha.nge you .... :5aL<.j:ce·::, of SUr~pol-t. :..-c,,J.i.' PU1.·.iJ0S,,=S. Cl'.i(.l.f&-C-;':l2f. ("iL" iliet1-,c,ll c; Gpt:idtlvii! please let \.l~' kli;...... sc. ·.:.e car. CVJ,.;,~der ~ht: effect of tIle clw.ilge Oil your C_\:Ciit.i?~ status and foundi.i~i{/i1 s:utl..i:!J. If :,,'Gu ail.elj{.: :...·Ulli:" orgiLi'iL..a~i.oncil d~")cumcj~t 0-;- bylc.i.·':"5~ please st:'.nd us a cop:.: vf the ai1lenGt:d dOCUiht;n~ vf tyl&w..·s. ,-\1 so. 1e t W::i kllC;;.; a 11 change~ i n yo~ r name 0i.- a(!d[ ess. As of Ja.iiuar:; .1. 198";', you ai'~ t;Ei.t.le fer :~ocia: SeCur I ~ ~t.:s tiiXE:5 unde: the Federal Insuranc.e Contributions Act Q(i aiiiGI...i.i1~S of SlOD Oi"' niere you ehch of :...·cur cmploYE::t:;,~ du.ring a calendar year, Y,,)u a4"t.: n()~ liab;e fvI" impGsell under tlie Fede1'aI t;neli,piu:~-ilient TaA Act Cr....iAl Oi:g~"laizat;(m:5 that art; nut pri',;e.tc LJliijdd.~;crjs al·e n~)t subject ~o tht PI"i vate fou.nd.1.tion excise ta~es t..:.llGel" Chtl.pter ~2 e,f t~ic Ii1l~LI,(.-~l Rt:vcnut: C(;Gc. RO';':c\-er. you art::' not aU~Qiiiaticaijy eA.t.iilp~ [i'viil O~hE..i:' ft!dt..ia.l e..\.(;is~ taXt;S, If Y0;.l ha.\;e an,:.. questions about {j~ci:=.c. cmplo:~·iT,~rlt. or othe:L" fcdt::r[~l taxes. i~l~ilsi,; , .. ~-.-...... let ..... ~ 1\,.11\..1". Donors lTiay deduct contr ibut 10113 t.o yeu o.~ pro\. ~dec1 Hi sect iOi! 170 (if tnt r;i~E"rila~ Rc-;;.:.nu(: Code. BeqUt'st:5! l~eCic:iE::.s! c;.e·,,·ist::.s~ tiansft'.rs. OI" g~fts ~o :,,'Oll or fOi" YoL.:.r usc are deduc.tible for Federal estti.te rille! gif~ tax pG.;-~G5e:s i f ~lj'::~~- .., ..... :: :: .... v.:.' • 25:2 Cor ~11~ ;:odt:: . .. l~ • _ ~ lid .... C·oi.~~·ibutiv;'S a.rt: gifts. ·,:.-it.~1 n ...', ,:vi1sideni'l.iGli i~ct;i'l.-ed. Tict\e.~ purchast:·s aild sl.;lil'_l.r lJ,... \,iICTit~ in cl)l~j~n(":ic);~ ';,·it1i fUiH::;·o.L~ill~ cVCli::'S ih(.l~; il,:)t IkCE:,::,-:;a.:ti:_~· 4ualif:; as dt:di..i.(".~ibiE· C\)j,tj'ibuL~GiI:;. J.t:pCiid~nE 0i1 ~1.c cirCUiilstan ...":t:s. "C;t:ij;.J.t: RlIlir.g 67-:";6. pu1)li:,;ied in CUffiu.:a.ti,,-c Bu~~eti.n i9G":"-:. on i=-ug'r; ~;;.;.. gi\-~~ gu~d.:lint::S regdl·ding ·,;;ht:r, ta:.. pa:;t:Is iiiay ;]cdu;.:~;: pa:~·ii.~nts for o.L1iui~~ivn to. or othe~' parti'-.:ipation HI. fllndl-ai.sing J.c~i~,;i::.i.e.j fur c.hurity. ~,· .. ~:l~,.~ :.~ ... .,..., ..... CUI,\oJ. l'-'U~ J.U,j.) c.on:::.i.- S 1."::1,"7.) , You [i.,:e nut ,equireJ. to fi Ie Fcrii, 990. Re~tirn of Orgdoizrlt iOli E.x:e-n,p;:: fC~Jill InCGili~ Tax. if you; g;'USS receipts each year are norffi&;l~ S25,OOO or less. If YOLi i"ecl'i',;e a FOi"i1I 990 package in ::he "Iuil. sin,pl~; attcJ.("~i thE: iii.be: ~rc;¥-~~c.J. ;.:;ht:ck t.lJ~ C<;\. lij ~he he&diJlg to indica:e t.i-;a: :~-vv.r ar,;maI g10SS H:~t;:::p:.s 6.7·>2 normal iy z~s,ocn e'L less. ane: sign the- leturi""i. -r ... _ .. r" 1 J J •• VU IUU.::J I. I 1. L t: , . {DO/,~G i ~42 the:: fifth month after til!: f:nG 01 YOUI'" anrn.iul uc.L:(".un~ing pt:riod. ',;-c ~:taI'"gt: u. pt:'.i"ioity of S~G n. ":0;: whe.n 0. rt;tLi:Lil 1>:0 fil~d 1b.~E;:.. l.iJ!less there L; H:a.SOiiah~t cacse fot the deluy. lic,"-e·v-e-;-. tIlE' il'laxiiiiuiI'l i)en,I.~~Y ;;"e choi-ge ~cJ.nr'CI;: t;;::':Ctc\..: 5::.000 O.i· :: i-'..;...i,-~i'it uf you!" gi;J6i...; i.e':.t.~~pts foi. ~hl= \I;.;.lr~ -,~-h~;;~l~\.t;;: ~s. 1-=..;:...... '~:;e may 0.1&0 charge this pClliLlty if u. rc~u..rn is iiGt cGii,plet,;;. So. p~ca.s.: hi: sure Y0ur return is (·.vTIiptt".t.e befoi"c yOu flle it. YGU aLe nc.~ requirt:d tc. fIle fede:n.Ll ii1;".;0i1k:: tU.A i'"c:t~rn;..; ;';'iilt:,s,; yOlo u..I.C sutjt;:'.(:t tc. th~ tax on Uiii'e:cited bu:.:,iness lncoiiit:: ~ndci ;;ecticI", 51~ of th~ Code. If YGU are subjec·t t.v this tax. yuu ffiu~t file an incolHt: ~o.x fc::"tUi'Ii I....n cui'ill 9SC-T. Ext:.iiipt Oi·ga.i'iii.atioil Business Incoilie Tax Re"tuj:n. L-, th~::- It~~Ci -t.t. oj'\::"· no~ dete:rminiilg whethe.r any of your present or Pi-0POScG. r.i.:tiv; t ~c.-:. t:u-I,; i.J.ili" ...· lu."i.cJ. trade or busillt:.:;:;S as ~~t.Jint:d in 5ccti0n 51~ of t~le ·...ode. You Heed an eiT,plo:-e~ identifico.tioIi nUir,0c:;:- (;v\;n if yOG lia\"..: ri':.' (;.ii'i~:l."j}..:::es. If arl l6iliploY~T ~Jel1tification nUiiibtl' '",as not t:!nt~.ili~d Oli yOUi' a.pp~ ica~ior.. We-, will a~~s.igti a iJuiT,be.r to you and u.d\'-i~e yOu of it. Pleu..;e u:je t~j(.i.t Ia;,.;r..t.~r 1..111 al: 'i't!ttir-l1S you f~ le aild ir. all (':OI"I"t:;spu:ilGt::nce; -;.. ~ th the Intt:rna~ Revt:nut: Service. This deteL"minatioll is ba&ed or: evlc!ence that YUI..a" fuiids (li:e d..;\.:~co.t~~ to the puff.o:=.e:=.. 1isted in sect ior, 50 I (c l (3! of ~he C()(!c... To &~sure you~ ~:Cint :nui.d e:~ei"p~ ion. yo~ ~hould keep recoi'Gs t.;) S~1G~' that fur,Gs (ti"t: ~P~ilt onl:. fCi" ::!i0:::'c P..... ;f;;.:,ses. If Y0v. Jist"LiLute fur.d~ tv atht;j' ;J;~n.i·i~Zo.~ ~ons~ Y':'Ui i·E.':'::"ids ;;hc'~~d ~ho..:.: ~'hcth~r they alc e.xeiiipt uncler sec~ion 5Gl(c~:Jl. IIi Ci&.,::,es :;,;ii..:!r~ ~~K L~cipient orgunizat ivi1 :is nc.t exeir,pt ui'lde.r :"':'t:C~ ion 501 (c)':1) 4 you lilt..i.St lia""t:, e .... id~i1ce that the fUfld~~ -..; ill rC;ltilin d~dica.ted. to ~lle rcqi..iiI"I;(: P"'ii;"'j~1,;:6 U.rl~.! ~;la~ ~b(: ,'t:cip:iE:',iit -,,'i Ii i.i.::JC: tht.:. fU::l~;S [vi ~h05e. PUi,:PVSt.6. If you di~tribute [ulId!l ~o iildi\."ltIuu!~. :"-uli "i!luL.~d kct:p cast: L~5~crics shu·,;,;1.ig the r<.:.cipiei"its & i/.u.lil25. E...... h ..... rcssL3. p;jrPvses of a~·a.rGs. iilallllc.r of Se~t::;':" tLGn. and relatloii,jilip {if ai1Y~ to illeUI0(;r~4 vfficGi"'s. tltist.;es (j1' G...:.r,Oj·;..:' I.·.f fujI;"!::' i.;,~, Y0u. ;:'0 t;)dt .~ul. ":'nu .;U.b;;triilt ~ott: upvn rli::4ues;:, i:.:...- the ~n~t..:Li·ic~: ~\;,:\-c;.;.n'ut: S~L"" ;Ce flily and 6.~ 1 di~~rli:"~u.t i\.jn~ you IhiLLlt; tc. ii"j(~i'...·i(~"'h!S. ;;C',,-1,;j-IU\: ~li.~ ~d~ 5('-3G";'. C.B. 1?-5f.-2, p.::-.gt: 306.) 1 . '" •• le L .. c, ~! Ie 5~cau;-j(: this ll:'t~cr CC'i..ilt! h~:f. u:, LCSV:VC:;: <.\,ri:-" 1.if.J...::s~luns i;.I.:~oui: .~'~);jJ.- ;..;:~.:;mr;~ stiltus UiiL. fOui1du.~ivi, ':,Li.Lt·J.;; ..••.u ,:,;iu"Uld r..c.cp i~ in .~"",.\.I..1. pti..&liic,:;-jt:.:j'it rIt-CG:i.-;:!,;i . t ~. = • ...., ...... 1 .... ,..' J.V-.' • LiIo,-,:, • ,1 I 343 - . -~- ....,... l ...... if you hd\"C any qU1". .tior;-:;. plc::a~e contact the person iiihost= naffic ant! tclephoi1~ nUiht.~;- arc shl.Jotn in tht: ht.-ading of this r~ttcr. Sincerely yuurs t ~~'-.~~ [...:>bty E. Scott District Director Eilciosurt:(s): Form 372-C Letter 1045 (DO/CG) 344 Internal Revenue Service Department of the Treasury District Director Internal Revenue Service Center AR Lcr lO~6 ALS EO P.O. Box 192 Covington KY 41012-019: Corrected Copy Date: 'May 1, 1998 FOCUS CENTRE OF LEARNING INC % LEROY MCCLURE 1701 GREENVILLE AVE STE 1005 RICHARDSON TX 75081-1849 EIN: 75-2538384 Advance Ruling Period Ended: May 31, 1998 Advance Ruling Follow-up Dear Sir or Madam: Our letter dated September 1994, stAted that we had riBtermineri your organiz('Ition is exempt under section 5011a) of the Internal Revenue Code as an organization described in section 501Ic)(3) and that you would be treated as a publicly supported organization and not as a private foundation during your advance ruling period. This was based on our determination that you could reasonably be expected to be an organization described in sections 170Ib)(1)(A)(vi) and 509 la)(l) or in section 509(a)12). We also stated that at the end of your advance ruling period you would have to establish that you were in fact an organization described in one of the above sections. Our records indicate that your advance ruling period ends on May 31, 1998. Your exempt status as an organization described in section 501Ic)(3) is still in effect. However, to establish that you are a publicly supported organization described in sections 1 701b)( 1 )(A)lvi) and 5091a}( 1) or in section 509Ia}(2), please complete the attached Form 8734, Support Schedule for Advance Ruling Period, for each of the tax years in your advance ruling period. The information requested in this letter is required to support your claim to be other than a private foundation, It is needed in addition to any required Form 990 or other annual return. Please send it to us within 90 days from the end of your advance ruling period. If we do not receive this information, we will presume you are a private foundation and you will be treated as a private foundation as of the first day of your first tax year for purposes of sections 5071d) and 4940 of the Code. In addition, if you do not provide the information by the time requested, it will be considered by the Internal Revenue Service that you have not taken all reasonable steps, in a timely manner, to secure the determination you requested. Under section 7428Ib)12) of the Code, not taking all reasonable steps, in a timely manner, to secure the determination may be considered as a failure to exhaust administrative remedies available to you within the Service, and may preclude the issuance of a declaratory judgment in the matter under judicial proceedings. If you have any questions please contact Dorothy Downing between the hours of 8 A.M. and 3:30 P.M. Eastern Standard Time at (513) 241-5199 for assistance. If you prefer to write please include a copy of this letter. Thank you for your cooperation. Sincerely yours ~~~ C. Ashley Bullard District Director Enclosures: Copy of this letter Letter 1046 Attachment Form 8734 AR Ltr 1046 ALS / 317 AUG-06-99 12:32 PM p.e2 INTERNAL REYBNUE SERVICE DEPARTMENT OF THE TREASURY DISTRICT DIRECTOR P. O. BOX 2508 (77 1) !i<-~ S~C1C) CINCINNATI. OK .5~01 Bmployar Identi!ication HUmber. 75-2538384 DLN, 1"7053248726048 POCUS CENTRE OF LEARNING INC Contact Person: C/O LBROY MCCLURE O. A. DOWNING 1701 GREENVILLB AVE 5TH 1005 Contact Telephone NUmber, RICHARDSON, TX 75081-1849 ....(:!It3) 241 5198 Our Letter Dated, September 1994 Addendum Applies: No Dear lIpplic This modifies our leLter of the above data in which we staLed ch.t you would be treated as an organization that 18 not a private foundation until the expiration of your advance ruling period. Your exempt statuB under section S01(a} of the Int@rnal Revenue Code &s an organiz~tion described in section 501(cl (3) is still in effect. Based on the intormation you submitted, we bave deeermined that you are not a- privat~ foundation within the meaning Of section 509(.) of the Code because you are .n organization Ot the type described in section 5091a) (11 and 170(b) (11 (A) (viI. Gra~tare and contributors may rely on this determination unless ~he Internal Revenue s~rvlce publiahea notice to the contrary. Howev@r, if you l08~ your s~~tion 509(a) (1) aeatu8, a grantor or contributor may not rely 00 tbia determination if he or she was in part responsible for. or was aware of. the act or failure to act, or the substantial or mat~rial change on the part of the organization that resulted in your 108s of such status, or if he or she acquired knowledge that the Internal Revenue Service had given notice that you would no longer be classified as a section S09{a) (1) organization. If we h~ve indicat~d in the headinq of this letter that an addendum applies, ~he eddendum enclosed ~a an integral part of this letter. Because this 1etter could help" resolve any questions about your private foundation s~aeU$. p1ease k~ep i~ in your permanent recorda. %f you have any qu••tiona, please contact the person who8e name and telephone number are shown above. " ~ - '. I District Director ~.~ter 1050 {DO/CG} 318 08/06/99 FRI 12:27 [TX/RX NO 7916] PIR #15482 – Sofia A. Valdez *990 FORM* PAGES 306-319 = 14 PAGES UNDER SECTION 6103 & 6104 OF U.S. CODE TITLE 26 14 PAGES HAVE BEEN WITHHELD .i:;>,. CONTRACT~b c 00;- ~L.,. CONTRACT FOR CHARTER ~-9h ./oS ~.o ~-9cSl {9.99 This contract is executed the 22 f~ day of /;'~1998 between the Texa;-'YOO/ State Board of Education (the "Soard) and ~O' .; ., L rV' JI1I Jl'V ( .. /'>1 ("CharterholdeJj for an open-enrollment charter to operate a exas public school. 1. Definitions. As used in this contract: ·Charter" means the open-enrollment charter, as provided by Subchapter D, Chapter 12, Texas Education Code (TEC), granted by this contract. ·Charter school" means the open-enrollment charter school. Charterholder agrees to operate as provided in this contract. The charter school is a Texas public school. "Agency" means the Texas Education Agency. 2. The Charter. This contract grants to Charterholder an open-enrollment charter under Subchapter D, Chapter 12, TEC. The terms of the charter include: (a) this contract; (b) applicable law; (c) Request for Application #701-98-016; (d) any condition, amendment, modification, revision or other change to the charter adopted or ratified by the Board; (e) all statements, assurances, commitments and representations made by Charterholder in its application for charter, attachments or related documents, to the extent consistent with (a) through (d); and (f) assurance by Charterholder, evidenced by execution of this contract, that no false information was submitted to the Agency or the Board by Charterholder, its agents or employees in support of its application for charter, . 3. Authority Granted by Charter. The charter authorizes Charterholder to operate a charter school subject to the terms of the charter. Action inconsistent with the terms of the charter shall constitute a material violation of the charter. 4. Alienation of Charter. The charter may not be assigned, encumbered, pledged or in any way alienated for the benefit of creditors or otherwise. Charterholder may not delegate, assign, subcontract or otherwise alienate any of its rights or responsibilities under the charter. Any attempt to do so shall be null and void and of no force or effect; provided, however, that Charterholder may contract at fair market value for services necessary to carry out pOlicies adopted by Charterholder or the governing body of the charter school. 5. Term F[ Charter. The charter shall be in effect from October I 2 t- , 1998 through July 31, 2003, unless renewed or terminated. 319 CONTRACT 6. Renewal of Charter. On timely application by Charterholder in a manner prescribed by the Board, the chartei' may be renewed for an additional period determined by the Board. The charter may be renewed only by written amendment approved by vote of the Board and properly executed by its chair. 7. Revision by Agreement. The terms of the charter may be revised with the consent of Charterholder by written amendment approved by vote of the Board. The commissioner of education ("the commissioner") may revise the charter on a provisional basis during an interim between Board meetings; however, such action shall expire unless ratified by the Board at its next regular meeting. Nothing in this paragraph limits the authority of the Board or the commissioner to act in accordance with other provisions of this contract. Il:li&mi;;W .:•••llm:H:nmll':mmlimm'llill'il111'11'iliiWilli$tQdentill; :;::::·:'.tthir·.·,,·i;.·;ti,.'•• ,.······:·········· ...... , ···',············,············,·······1 8. Open Enrollment. Admission and enrollment of students shall be open to any person who resides within the geographic boundaries stated in the charter and who is eligible for admission based on lawful criteria identified in the charter. Total enrollment shall not exceed /:;; C students. The charter school's admission policy shall prohibit discrimination on the basis of sex, national origin, ethnicity, religion, disability, academic or athletic ability, or the district the student would otherwise attend. Students who reside outside the geographic boundaries stated in the charter shall not be admitted to the charter school until all eligible applicants who reside within the boundaries have been enrolled. 9. Public Education Grant Students. Charterholder shall adopt an express policy providing for the admission of, and shall admit under such policy, students eligible for a public education grant, including those students who reside outside the geographic area identified in the charter application, under Subchapter G, Chapter 29, TEC. 10. Non-discrimination. The educational program of the charter school shall be nonsectarian, and shall not discriminate against any student or employee on the basis of race, creed, sex, national origin, religion, disability or need for special education services. 11. Children with Disabilities. The charter school is a "local educational agency" as defined by federal law. Charterholder must comply with the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. §1401, et seq., and implementing regulations; Section 504 of the Rehabilitation Act of 1973 ("Section 504"), 29 U.S.C.§794, and implementing regulations; Title" of the Americans with Disabilities Act, 42 U.S.C. §12131-12165, and implementing regulations; Chapter 29, TEC, and implementing rules; and the many court cases applying these laws. For example: 320 CONTRACT (a) Child Find. Charterholder must adopt and implement policies and practices that affirmatively seek out, identify, locate, and evaluate children with disabilities enrolled in the charter school or contacting the charter school regarding enrollment, and must develop and implement a practical method to determine which children with disabilities are currently receiving needed special education and related services. For each eligible child, Chartemolder must develop and offer an individualized education plan appropriate to the needs of that student (b) Free Appropriate Public Education. Chartemolder must provide a free appropriate public education to all children with disabilities otherwise eligible to enroll in the charter school. If the program, staff or facilities of the charter school are not capable of meeting the needs of a particular child, Chartemolder must iniplement changes necessary to accommodate the child at the charter school. If reasonable accommodations would be insufficient to enable the child to benefit from the charter school's program, Chartemolder must, at its own expense, place the child at an appropriate school. (c) Services to Expelled Students. Chartemolder must continue to provide a free appropriate public education to a child with disabilities even after expelling or suspending the child for valid disciplinary reasons. This obligation to serve the child continues until the end of the school year. (d) Monitoring. The charter school's implementation of the laws goveming education of children with disabilities will be monitored for compliance by the United States Department of Education, Office of Special Education Programs; the United States Department of Education, Office of Civil Rights; the Texas Education Agency; and others. This monitOring activity indudes responding to complaints, random on-site inspections and other investigations by the enforcing agencies, and will result in corrective actions imposed on Chartemolder by these agencies for all discrepancies found. (e) Due Process Hearings. The charter school's implementation of the laws goveming education of children with disabilities will, in addition, be subject to court supervision via litigation against Chartemolder brought by individuals affected by the actions of the charter school. The cost of this litigation can be substantial. Notice: These are only a few of the charter school's legal responsibilities in this area, included here for illustrative purposes only. 12. Student Performance and Accountability. Chartemolder shall satisfy Subchapters B, C, D, and G of Chapter 39 of the TEC, and related agency rules, as well as the student performance accountability criteria stated in its application for charter. Chartemolder shall annually provide in a manner and form defined by the commissioner a written evaluation of the charter school's compliance with the statements, assurances, 321 CONTRACT commitments and representations made by Chartemolder in its application for a charter, attachments, and related documents. 13. Criminal History. Chartemolder shall take prompt and appropriate measures if Chartemolder or the charter school, or any of their employees or agents, obtains information that an employee or volunteer of the charter school or an employee, officer, or board member of a management company contracting with the charter school has a reported criminal history that bears directly on the duties and responsibilities of the employee, volunteer, or management company at the school. Chartemolder further represents that the Board and the agencY shall be notified immediately of such information and the measures taken. 14. Reporting Child Abuse or Neglect. Chartemolder shall adopt and disseminate to all charter school staff and volunteers a policY goveming child abuse reports required by Chapter 261, Texas Family Code. The policY shall require that employees, volunteers or agents of Chartemolder or the charter school report child abuse or negled directly to an appropriate entity listed in Chapter 261, Texas Family Code. 15. Notice to District. Chartemolder shall notify the school district in which the student resides within three business days of any action expelling or withdrawing a student from the charter school. 16. School Year. Chartemolder shall adopt a school year with fixed beginning and ending dates. 17. Fiscal Year. Chartemolder shall adopt a fiscal year beginning September 1 and ending August 31. 18. Financial Accounting. Unless otherwise notified by the agency, Chartemolder shall comply fully with generally accepted accounting principles ("GAAP") and the Financial Accountability System Resource Guide, Bulletin 679 or its successor ("Bulletin 679") published by the agencY in the management and operation of the charter school. 19. Federal Requirements. Failure to comply with Intemal Revenue Service withholding regulations shall constitute a material violation of the charter. 20. Workers' Compensation. Chartemolder shall extend workers' compensation benefits to charter school employees by (1) becoming a self-insurer; (2) providing insurance under a workers' compensation insurance policY; or (3) entering into an agreement with other entities providing for self-insurance. 21. Annual Audit. Chartemolder shall at its own expense have the financial and programmatic operations of the charter school audited annually by a certified public accountant holding a permit from the Texas State Board of 322 CONTRACT Public Accountancy. Charterholder shall file a copy of the annual audit report, approved by Charterholder, with the agency not later than the 120'" day after the end of the fiscal year for which the audit was made. The audit must comply with Generally Accepted Auditing Standards and must include an audit of the accuracy of the fiscal information provided by the charter School through PEl MS. Financial statements in the audit must comply with Govemment Auditing Standards and the Office of Management and Budget Circular 133. 22. Attendance Accounting. To the extent required by the commissioner, Charterholder shall comply with the "Student Attendance Accounting Handbook" published by the Agency; provided, however, that Charterholder shall report attendance data to the agency at six-week intervals or as directed by the agency. 23. Foundation School Program. . Distribution of funds to the charter school under Section 12.106, TEC, is contingent upon charterholder's compliance with the terms of the charter. Charterholder is ineligible to receive Foundation School Program funds prior to execution of this contract by the board. Within 30 days of receiving notice of overallocation and request for refund under Section 42.258, TEC, Charterholder shall transmit to the agency an amount equal to the requested refund. If· Charterholder fails to make the requested refund, the agency may ; recover the overallocation by any means permitted by law, including but not limited to the process set forth in Section 42.258, TEC. 24. Tuition and Fees. Charterholder shall not charge tuition and shall not charge a fee except that it may charge a fee listed in Subsection 11.158(a), TEC. 25. Assets of Charter. Charterholder shall not apply, hold, credit, transfer or otherwise make use of funds, assets or resources of the charter school for any purpose other than operation of the charter school described in the charter. 26. Indebtedness of Charter. Charterholder shall not incur a debt, secure an obligation, extend credit, or otherwise make use of the credit or assets of the charter school for any purpose other than operation of the charter school described in the charter. 27. Interested Transactions. All financial transactions between the charter school and (a) Charterholder; (b) an officer, director, or employee of Charterholder or of the charter school; or (c) a person or entity having partial or complete control over Charterholder or the charter school shall be separately and clearly reflected in the accounting, auditing, budgeting, reporting, and record keeping systems of the charter school. Charterholder shall not transfer any asset of the charter or incur any debt except in return for goods or services provided for the benefit of the charter school at fair market value. 323 CONTRI':..CT 28. Non-Charter Activities. Charterholder shall keep separate and distinct accounting, auditing, budgeting, reporting, and record keeping systems for the management and operation of the charter school. Any business activities of Charterholder not directly related to the management and operation of the charter school shall be kept in separate and distinct accounting, auditing, budgeting, reporting, and record keeping systems from those reflecting activities under the charter. Any commingling of charter and non-charter business in these systems shall be a material violation of the charter. 29. Non-Profit Status.. Charterholder shall take and refrain from all acts necessary to be and remain in good standing as an organization exempt from taxation under Section 501 (c)(3) , Internal Revenue Code. If Charterholder is incorporated, it shall in addition comply with all applicable laws governing its corporate status. Failure to comply with this paragraph is a material violation of the charter, and the Board may act on the violation even if the Internal Revenue Service, Secretary of State, or other body with jurisdiction has failed to act 30. Records Retention and Management. Charterholder shall implement a records management system that conforms to the system required of school districts under the Local Govemment Records Act, Section 201.001 et seq., Local Government Code, and rules adopted thereunder; provided, however, that records subject to audit shall be retained and available for audit for a period of not less than five (5) years from the laller of the date of termination or renewal of the charter. 31. PEIMS Reporting. Charterholder shall report timely and accurate information to the Public Education Information Management System (PEIMS), as required by the commissioner. 32. Conflict of Interest. Charterholder shall comply with any applicable prohibition, restriction or requirement relating to conflicts of interest. If an officer or board member of Charterholder or of the charter school has a substantial interest, within the meaning of Chapter 171, Local Govemment Code, in a transaction, such interest shall be disclosed in public session at a duly called meeting of the goveming body prior to any action on the transaction. 33. Disclosure of Campaign Contributions. Charterholder shall adopt policies that will ensure compliance with the disclosure requirements of State Board of Education Operating Rule 4.3 or its successor. 34. Indemnification. Charterholder shall hold the Board and agency harmless from and shall indemnify the Board and agency against any and all claims, demands, and causes of action Of whatever kind or nature asserted by any third party and occurring or in any way incident to, arising 324 CONTRACT out of, or in connection with wrongful acts of Charterholder, its agents, employees, and subcontractors. 35. Failure to Operate. Charterholder shall operate the charter school for the full school term as described in the charter application in each year of the charter contract. Charterholder may not suspend operation for longer than 21 days without a revision to its charter, adopted by the Board, stating that the charter school is dormant and setting forth the date on which operations shall resume and any applicable conditions. Suspension of operations in violation of this paragraph shall constitute abandonment of this contract and of the charter. 36. Charter School Facilitv. Charterholder shall have and maintain throughout the term of the charter a lease agreement, title or other legal instrument granting to Charterholder the right to occupy and use one or more facilities suitable for use as the charter school facilities described by the charter. During any period of dormancy granted by the Board, this requirement may be waived by the Board. Facilities occupied and used as charter school facilities shall comply with all applicable laws, including, but not limited to, the Texas Architectural Barriers Act, Article 9102, Vernon's Texas Civil Statutes. 37. Agencv Investigations. The commissioner may in his sound discretion direct the agency to conduct investigations of the charter school to determine compliance with the terms of the charter or as authorized in Sections 39.074 and 39.075, Subchapter D, Chapter 39, TEC or other law. Charterholder, its employees and agents shall fully cooperate with such investigations. Failure to timely comply with reasonable requests for access to sites, personnel, documents or things is a material violation of the charter. 38. Commissioner Authoritv. The commissioner in his sale discretion may take any action authorized by Section 39.131, TEC or Chapter 29, TEC relating to the charter school. Such action is not "adverse action" as used in this contract. Charterholder, its employees and agents shall fully cooperate with such actions. Failure to timely comply with any action authorized by Section 39.131, TEC or Chapter 29, TEC is a material violation of the charter. 39. Adverse Action. The Board in its sale discretion may mOdify, place on probation, revoke or deny timely renewal of the charter for cause ("adverse action"). Each of the following shall be cause for adverse action on the charter: (a) any material violation of the terms of the charter listed in paragraphs 2, 3, and 20; (b) failure to satisfy generally accepted accounting standards of fiscal management; or (c) failure to comply with an applicable law or rule. 325 ... CONTRACT 40. Entire Agreement This contract, including all referenced attachments and terms incorporated by reference, contains the entire agreement of the parties. All prior representations, understandings and discussions are merged into, superseded by and canceled by this contract. 41. Severability. If any provision of this contract is determined by a court or other tribunal to be unenforceable or invalid for any reason, the remainder of the contract shall remain in full force and effect, so as to give effect to the intent of the parties to the extent valid and enforceable. 42. Conditions of Contract. Execution of this contract by the Board is conditioned on full and timely compliance by Charterholder with: (a) the terms, required assurances and conditions of Request for Application #701-97-028; (b) applicable law; and (c) all commitments and representations made in Charterholder's application and any supporting documents (to the extent such commitments and representations are consistent with the terms of this contract). 43. No Waiver of Breach. No assent, express or implied, to any breach of any of the covenants or agreements herein shall waive any succeeding or other breach. 44. Venue. Any suit arising under this contract shall be brought in Travis County, Texas. 45. Governing Law. In any suit arising under this contract, Texas law shall apply. 46. Authority. By executing this contract, Charterholder represents that it is an "eligible entity" within the meaning of Section 12.101 (a), TEC. Charterholder shall immediately notify the Board of any legal change in its status which would disqualify it from holding the charter, of any violation of the terms and conditions of this contract, or of any change in the chief operating officer of the charter school or Charterholder. Charterholder further represents that the person signing this contract has been properly delegated authority to do so. Entered into this /2 fL., day of tJCI",Je r ,1998. Texas State Board of Education Charterholder Fol$ivS j..€§lr,v,"5 ..J}c...dLli By ji';b;;j Ji1Fc::!f!.-,p. 326