Cleburne Glen Rose Granbury

Cleburne

Glen Rose

Granbury TEXAS EDUCATION AGENCY

Application for an Open-Enrollment Charter School- Fourth Generation Coversheet

Type: Open Enrollment__ Date of Submission: January 21, 2000 (check one) "75% Rule" _X_ RFA#701-006

Name of Proposed School:_Brazos River Charter School______

Maximum Grade Levels to be served:___,8 - 12______

Estimated 1st Year Enrollment__100,___ Max Enrollment_350__

Name of Sponsoring Entity:__Brazos River School______

Check one:_X_ 501 (c)(3) nonprofit organization __ Governmental Entity SBOE District:_14___ __ College or University Starting Date:August 2000_

Chairperson of Board of Sponsoring Entity:_Jason Rook______

Chief Executive Officer of Sponsoring Entity:_Mike Thames______

Chief Executive Officer of School:___,Mike Thames, ______

Applicant Mailing Address:_1112 Wildwood, Arlington, Texas J6011 _____

School Site Address:__FM 199 and FM 200 ______(If different from above) Contact Phone #_817-861-3566 Fax#,______

Contact Email Address:-,-,.---.,,-_---c:-----::c--:---:-=,.--_...,.,-_=-:c=-_-:--.-___--,_ I certify that I have the authority as the Chief Executive Officer of the sponsoring entity designated above to make application for an open-enrollment charter school. I further certify all information contained in this application is complete and accurate, realizing that any misrepresentation could result in disqualification from the charter application process or revocation after award. I authorize the agency to investigate the references included in this application. L(J;i ~~~ Sign re of Chief Executive Officer Of Sponsoring Entity/date

6i1 :( ~id I Z Nii' iJIZ Signature of Application Preparer Was this person paid? Yes_ No_X_

~, \ '~_.:V_"._\_/ ~.- : -. -, J' '} " f...: 'J 4 350/01/2IiOO-039 Proposed School Data (This page not provided to review committee members)

Projected Student Populations (indicate estimated percentages):

100_ Students "at risk of dropping out of school"

15 _ Students requiring Special Education services

_15_ Students of Limited English Proficiency

_60_ Students of Economically Disadvantaged Families

_60_ Minority Students

Will the school require all teachers to be certified? no

Will the school require that all teachers be degreed with at least a bachelor's degree? _yes_

Will the school allow an individual to serve as a paid employee of the school as well as member of the governing board? _no__.

Will the school allow members of the same family to serve on the governing board? _no_

Has any member of the governing board or any professional person to be employed by the school

No Been convicted of a felony?

No Been convicted of a misdemeanor?

No Been involved in bankruptcy?

Has the sponsoring entity been involved in

No Litigation?

No Sanctions from any state regulatory agency?

If YES to any of the above the applicant must give full disclosure and list all instances completely as required in other portions of the application.

The application preparer has viewed the training video provided at the Regional Education Service Center. _X__ yes no

OG3 BRAZOS RIVER CHARTER SCHOOL

Evidence of eligibility of sponsoring entity 3 Statement describing sponsoring entity 3 501 c3 determination letter from IRS 3 Articles of incorporation of sponsoring entity 5 Bylaws of sponsoring entity 5 Biographical Affidavits for each member of the governing board of the sponsoring entity History of sponsoring entity 5

Community Support 6 Community groups involved in the charter school planning process 6 Notice for, the registration log, and a synopsis of public hearing held to discuss the proposed charter school plan 6 Business arrangements and partnerships 10 Persons who serve as references for the sponsoring entity 10 Statement in newspaper 10

Governance of the Sponsoring Entity 12 Profile of the Initial Incorporators of the sponsoring entity 12 Organizing group of initial incorporators 12 Role each person will play and why he/she has chosen to support the application 12 Further recruitment of founders or organizers of the school 14

School Management Board 14 Biographical Affidavit for each member of the school management board I Involvement of private entities in operations 14 Textbook selection 15

School Demographics 15 Enrollment projections for the first five years,

maximum enrollment goal, grades will be \ '"J I N3J served, number of ~tudents exp~cteq ~~ R~;:;~lN3'NIi:JOO In each grade, maximum class size IOw~".JJ 15

004 The community or region where the school will be located 16 Why was this location selected? 16

Human Resource Information 16 Human resources policies governing salaries, contracts, hiring, and dismissal, sick and other leave, and benefits 16

Administrators 19 Administrator Biographical Affidavit 19 Powers and duties 19 Chief Executive Officer and organizational charter 20 CEO experience 20 Academic and financial leaders selection CEO and financial director 20 Job description 20 Evaluation of administrative personnel 20 Salary and benefits for administrative staff 20

Faculty and Staff 21 Qualifications required for all classroom teachers and staff 21 Staff size and the teacher-to-student ratio 21 Proposed faculty description 21 Faculty and staff evaluation 21 Job descriptions for faculty and staff duties 22 Graduation Requirements 22

Code of Conduct 22 School rules governing student behavior 22 Policies regarding student expUlsion and suspension 25 Mandatory student attendance plan 25

Business Plan 27 Financial Management 27 Preliminary startup budget 27 Three year budget covering all projected sources of revenue, both public and private, and planned expenses 27 Three year cash flow projection 27 Fundraising efforts and goals 28 Proposed business procedures handbook for the school 28 Proposed monthly budget status report 28 The financial accounting and payroll accounting system to be used 28

OC5 Facility Management 29 Description of and address for the physical facility 29 Special use areas of the facility 29 Partnership development 30 Lease agreement 30

Student Attendance Accounting 30 Attendance accounting procedures 33 Hours of school operation 33 Board policy providing for the admission of students eligible for a public education grant (PEG) .33 .

Transportation and Food Service 33 Provision for transportation for students 33 Provisions for food service 33

Geographic Boundaries and Statements of Impact 33 Geographic Boundaries 33 Geographic area to be served by the school 33 Districts within the geographical area that may be affected by the charter school 34 Statements of Impact 34

Governance Structures and Processes 35 Steps taken to maintain continuity between the founding coalition's vision and future governing boards 35 Roles and responsibilities of the board(s) 35 Procedures for receiving and responding to complaints from both parents and employees 36 Steps taken to facilitate a productive relationship between administrators and teachers 37 Nature of parental and student involvement in decision-making matters 37

Vision of the School 38 Long-range vision of the school 38 Educational philosophy or pedagogy of the proposed school that supports how the vision will be reached 38

oe6 Goals for the School 40 Student Goals: Improvement and Attainment 40 Goals and Objectives 40 Academic goals for student learning for the first five years 40 Non-academic goals for student performance 40 School performance and objectives 40 Progress measurement 41 Progress timeline 41

Community Outreach and Marketing Plan 42 Attracting a sufficient pool of eligible applicants 42 Outreach to potential students and their families 42

General Description of School 43 Statement of Need: 43 A need of this type of school 43 The charter school model is the appropriate vehicle 43

Educational Plan 45

Educational program of the school to be offered 45 Required minimum curriculum as provided by Section 28.002, Texas Education Code 45 Incorporation of the Texas Essential Knowledge and Skills (TEKS) into the curriculum, objectives, and content in all subject areas and grade levels 46 State graduation requirements 50

Teaching methods to be used, pedagogy enhancing student learning 50

Professional development opportunities 50

Admissions Policy 51 I To be followed 52 Timeline to be used for admitting students 52 These policies further the mission of the school in a non­ discriminatory fashion 52

OC7 Accommodating SPECIAL EDUCATION needs 53 Child Find 53 Confidentiality 53 Procedural safeguards 53 Notice of admission, review and dismissal (ARD) committee meetings 54 Assessment of children to determine eligibility 54 Development and implementation of the individual educational plan (IEP) 55 Least restrictive environment (LRE) placement 55 Transition planning 56 Certified personnel for the provision of services to children with special needs 56 Services to expelled students .56 .

Meeting the needs of children who qualify for federal programs 56

Meeting needs of children who quality for state programs 58

Educational support for students who are identified as being "at risk of dropping out of school" 60

Other student activities 60 Programs planned for the charter school 60 Agreements with other public or private agencies 61

Student Assessment 61 Plan to assess individual student performance in the core academic areas 61 Methods to identify the educational strengths and needs of the individual students 62 Student evaluation results will be used by the school to improve instructional programs 63

ATTACHMENTS I

oe8 APPLICATION QUESTIONS REVIEWED BY AGENCY

I. Evidence ofEligibility ofsponsoring entity A. Statement describing sponsoring entity.

Brazos River Schools is a 501 (c )(3) Texas Non-Profit Corporation established for the specific purpose of sponsoring this charter school application. It is not designed to conduct other types of business. The non-profit will provide stability to support long term sustainability of the charter. The non-profit was created by incorporators who have agreed to work together to insure that the initial creation and development of the charter might take place. The incorporators have secured some public donations and will apply for foundation grants on behalf of the non-profit. They have sought support and advice from some existing charter operations and desire to be involved in the Texas charter network. They have contacted the Texas Charter School Resource Center in San Antonio for information about the operation of a successful charter and have reviewed the Charter School Handbook.

Brazos River Schools has run a series of articles in area newspapers and has worked with representatives to contact and provide information directly to area Superintendents and school board members.

Because of the issues related to some existing charter schools' sustainability, a commitment exists from this board to insure that all available resources be used that will improve the finance, accountability, special population services and local public relations of the school. We understand the importance of being in compliance with all federal and state provisions of the charter regulations. We accept the responsibility of communicating with the state and local LEA's to solve issues before they become problems. With a strong desire to receive technical assistance in this application, the sponsoring entity has already counseled with other charter school boards. We have visited with some of the existing charter operators to get a "feel" of the issues related to the charter operation, and have had representatives talk to Chief Education Officers that would be affected by this charter application.

B. 501c3 determination letter from IRS or evidence ofapplication (The Texas Education Agency will not fund approved schools until the IRS determination letter is received by the Division of Charter Schools.)

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3 c. Articles ofincorporation ofsponsoring entity.

See attachment 1

D. Bylaws ofsponsoring entity.

See attachment 2

E. Biographical Affidavits for each member ofthe governing board ofthe sponsoring entity.

See attachment 3

F. History ofsponsoring entity

Brazos River Charter School was created by its incorporators to operate a 75% rule open-enrollment charter school. It was create at the beginning of this year in anticipation of the application process.

A discussion began in earnest during the summer among a small group of individuals consisting of parents and teachers who would like to see a program put together that would meet the needs of at risk students in the community. It was observed that each of the area school districts had implemented a variety of programs designed to keep kids in school and provide academic challenges, yet through no fault of their own, most of our area districts continue to have a longitudinal drop out rate. The option of creating a charter was suggested but was not seriously considered until the current RFP was announced. It had been previously understood that there may not be opportunities for charter applications for another year. Notwithstanding, it became important that a dialogue begin among those interested in forming a charter and the arduous task of putting together the application must begin. Visits were made with a few existing charters and a great deal of advice was taken that is directing the design of this application. The incorporators decided in December 1999 to create the non-profit and pursue donations for the application process. A bank account was opened in January and deposits have been made in excess of $10,000 that is committed to the opening of the school.

The incorporators wish to see a sustainable charter school established that becomes a partner with the local area districts accepting their referrals of students as well as non-referred students who wish to apply. The program will recovered drop outs, catch potential drop outs, work with local districts in assisting with alternative school overcrowding and provide adult literacy for community members who would be eligible.

5 There are no liens, neither litigation, nor pending litigation, and no credit history because no business has been conducted except to apply for the non-profit and tax exempt status and to run newspaper ads.

II. Community Support

A. Provide information on the manner in which community groups are involved in the charterschool planning process.

Because of the 75 % rule, Brazos River Charter School will be getting all of its students referred by local LEA's. It has been the approach so far to insure that the area Superintendents are not only aware of the progress of the application but to insure they understand they have input in the design and direction of the charter is welcome.

The sponsoring entity has held a public meeting, distributed a variety of brochures and posters in the community seeking support and asking community members to seNe on the advisory committee that will assist in identifying potential employees and community partnerships. A newspaper article has been run, and a town hall meeting held at the proposed site.

B. Provide a copy ofthe notice for, the registration log, and a synopsis ofa public hearing held to discuss the proposed charterschool plan.

Notice of Intent to Apply for Open-Enrollment Charter School

Brazos River School is applying to the Sate Board of Education for approval to operate an open-enrollment charter school ("charter school") to be located in Glen Rose. Charter Schools are public schools established by nonprofit organizations, institutions of higher education, or government entities. These schools are publicly funded and are free from many state regulations that apply to other public schools. The following descriptive information about the proposed school is being provided for the benefit of the community in which the school would be located if approved.

Name of the sponsoring entity proposing the charter school is Brazos River School. Chief Executive Officer of the proposed school is Mike Thames. Board members of the sponsoring entity include Jason Bunting, Jay Lewis, and Jason Rook. iJl1

6 Proposed location of the school is in Somervell County.

The school is designed to accept referred students from area school districts that need a different structured learning environment than provided by the school district. Students will do independent self paced studies using technology and direct teach. Opportunities will be provided for students to do community service projects, work on problem solving projects that relate to their everyday experiences, and participate in field trips that will develop team-building skills. Grade levels to be served include 8th through 1ih Opening date if approved August 2000.

An information meetin~ will be held at 6:00 p.m. Thursday January 20t at Glen Lake Camp and Retreat.

The State Board of Education invites comments about any aspect of the proposed school or its sponsoring entity. Comments must be communicated in the form of a signed letter directed to the State Board of Education. Only letters specifically addressing a proposed school will be considered by the board. Letters may be sent to the following address: Texas Education Agency, Division of Charter Schools, 1701 N. Congress, Austin, Texas 78701.

The only person in attendance of this meeting was Weldon Branham. A discussion covered the agenda posted items for the meeting. He was very supportive of the charter application.

It should be noted that the 75 % rule charter will draw few people because students will be expected to be referred to the charter from the local ISO. It is the intent of the charter that a close cooperation occurs between the administration of the local ISO and the charter. It is important that as issues surface about student referral, administrative communication and public awareness, that there be mutual cooperation.

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7 C. Discuss any business arrangements orpartnerships with existing schools, educational programs, businesses, or non­ profit organizations (Include letters from each entity represented).

Developing partnerships with educational entities and businesses will be accomplished by the advisory committee during the months before opening the school once the charter is approved. There are no existing business arrangements.

D. List five persons who are not directly involved with the school as employees or as board members, who will serve as references for the sponsoring entity. Provide phone numbers, addresses, and nature of experience with the sponsoring entity.

The following community individuals were appointed to serve on a steering committee as a laison between the community and the sponsoring entity. They will address issues as they relate to facilities, community public relations and express concerns as they are raised during the implementation of the charter.

Benny Brown,1327 Cr 325, Glen Rose, 76043 254-897-3741 Melba White, 2482 Cr 407, Nemo, 76070, 254-897"24~ Leta Pugh, P.O. box 86, Rainbow, 76077,254-897-3930 Don Baker, 5004 N. FM 199, Cleburne, 76031, 254-897-7751 Edwin Mucck, P.O. Box 1932, Glen Rose, 76043, 254-897-2629

E. Each applicant mustpublish the following statement in a newspaper ofgeneral distribution in the geographic area proposed for the school. The statement must also be mailed to the city council and commissioner's court with jurisdiction over the geographic area. Attach evidence ofpublication.

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10 III. Governance of the Sponsoring Entity B. Profile ofthe founding Board andlor initial incorporators of the sponsoring entity 1. Describe the organizing group ofinitial incorporators who are working together to apply for a charter, including the names of the organizers, their backgrounds and experiences, and three references for each.

The founding incorporators are mainly educators who are enrolled in a field based mid-management program at the University of Texas at Arlington and one who is a quality engineer for Abbott Industries. These are individuals who have been identified by their respective school districts as instructional leaders and individuals the districts want to support in their preparing for future administrative roles and an individual who has won awards for quality assurance. As part of the program, these mid-management candidates were exposed to charter schools and became interested in the potential for an area charter school benefiting their communities and the local traditional public school district. They are eager to integrate the experiences they have in public education, the prospects for school reform discussed at graduate level courses and the cooperation among these rural area districts who experience various isolation barriers to at risk programming.

John Lewis: Dr. Ron Sherwood, 710 N. Nolan River Rd., Cleburne Rev. Robert Graharn, 201 N. Field St., Cleburne Ms. Susie Sarchet, 920 Westhill, Cleburne

Jason Rook: Judith Dogan, 5009 Woodland Park Blvd., Arlington Brian Casey, 6609 Isla Del Ray, EI Paso Amanda Accardi, 8787 Southside Blvd.,#5309, Jacksonville, FI

Jason Bunting: Scott Halvska, 794 Barton Creek Dr., Hewitt Deidre Dowd, 4216 Normandy, Dallas Chuck Klander, 106 Conner St., Waxahachie

2. Describe what role each person will play and why slhe has chosen to support the application.

Chairman Jason Rook As chairman, Jason will seek to conduct the board meetings in such a way as to follow open records, meeting rules, provide access for the public to participate in the meetings and encourage the growth of the board to look to

12 innovative thinkers balanced by sound business minds. He is committed to a successful program as a and as a community employee: Treasurer Jason Bunting Jason is eager to support the board and its actions that will result in a strong balanced board that focuses on fiscal management and growth. His commitment to public education and employment in a neighboring district causes him to be interested in school reform. Secretary John Lewis John has experience as a businessman, he and his wife own motels and restaurants in the area and he is an architect. He is employed in administration in one of the geographic districts identified and is encouraged with the potential of providing an exciting and productive program to the community.

3. Describe the following: a. the officerpositions designated;

Chairperson, Secretary and Treasurer

b. the manner in which officers are selected and removed from office;

The beginning of each school calendar year, the board will accept nominations from the board on officers and vote on their selection. The officer's term will be three years. An officer may be removed from office with a majority of the other board members approval.

c. the manner in which members of the governing body are selected and removed from office;

The initial officers/incorporators agreed to serve because of their interest in the communities and their desire for students success, they will be joined by two other members to be elected by August 2000. The selection of board members will be by a nominating committee appointed by the board who will solicit nominations. The board will vote on the nominees for appointment. Any board member may resign during their tenure and replaced with a majority of the other board members approval.

d. the manner in which vacancies on the governing board are filled;

A vaoancy on the governing board will be filled by the sitting board with nominations coming from the board and selected by the board until the vacancy term is complete. 1115

13 e. the term for which members of the governing body serve; The term for governing members is three years. (the initial five board members will each have a staggered number of years to serve from one to three years each). Each newly elected board member will serve a three-year term.

f. Whether the terms are to be staggered.

The initial five board members will serve staggered terms as follows: Two members to serve one year each Two members to serve two years each One member to serve three years Each new board member will serve three-year terms

4. Include any plans for further recruitment offounders or organizers ofthe school.

Recruitment of additional founders or organizers of the school will include the creation of an advisory committee that will be heavily involved with the recruitment of faculty and staff, permanent CEO, and additional board members. The expansion of the group interested in the long-term sustainability of the school is important for all stakeholders.

c. School Management Board

1. Boards

The school will only have one board that of the sponsoring entity since it was created for the sole purpose of operating the school. The board will designate specific duties to staff for the day to day operation of the school and to insure its accountability.

2. Specify the extent to which any private entity will be involved in the operation ofyour charter school. Identify any members of the governing board or officers of the charter school who are affiliated with that entity.

No private entities are involved with the operation of the school.

14 3. The manner in which charter schools will conduct textbook selection.

A local textbook sub committee will be formed. The Board will determine the make up of the sub committee. Members will be allowed to review textbooks at the area regional service centers.

IV. School demographics B. What are the school's enrollment projections for the first five years?

Because the school will serve students referred to it by the local education agencies and/or recovered from drop outs, and because the districts served are isolated or rural districts, it is anticipated that the initial enrollment would be about 100 students from all areas and grow to 350 during the five year period of the charter.

What is the school's maximum enrollment goal?

The maximum enrollment goal is 350 students.

What grades will be served?

The school will serve grades 8-12.

How many students are expected to be in each grade or grouping?

It is anticipated that there will be about 25% of the student body in the tenth grade with the other grades fairly evenly distributed.

What will be the maximum class size allowed?

The design of the program allows for students to come together in large groups of mulitgrade levels for part of the day (this would mean as many as 30 to 50 students may be in one group at certain times) and break out to individualized computer studies for part of the day under the supervision of the instructors. Students will also be pulled out into small (groups of 4 to 10) for group work.

Any increase in the grade levels served and maximum enrollment as specified on the cover sheet of this application, and any increase in maximum class size must be approved by the SBOE.

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15 c. Describe the community or region where the school will be located.

The region is a rural area isolated by distance and size. It provides great opportunities for at-risk youth in the local education agencies and shows community support of youth with needs. This program, however, would be an accepted addition to those programs already existing to serve as one more layer of public education opportunities for students who have left the traditional system or who are not successful in the traditional setting. Many enrichment opportunities exist in the communities that include areas such as the Brazos River, Nuclear Power Plant, Dinosaur digs and tracks, and an exotic animal preserve. These areas will provide an opportunity for the curriculum to be interwoven into local scientific, geological, and historical, and employment uniqueness.

D. Why was this location selected? Are there other alternative locations suitable to the needs and focus ofthe school?

These communities were selected because of the support of area educators and parents for a 75 % Rule charter, the availability of enrichment activities and the . facility was chosen because of its access by both local and bused students from the area. It was important to select a facility that will meet all state, federal, and county restrictions for a public school but also would fit into the anticipated budget of the school.

v. Human Resource Information A. Describe your human resources policies governing salaries, contracts, hiring, and dismissal, sick, or other leave, and benefits. (Provide salary schedules, sample contracts, and copies ofpolicies on other issues in)

The board will set the salaries for all staff in the course of approving annual budgets. Salaries will be based upon competitive rates for the area for similar duties.

Professional Faculty Pay-Schedule:

Starting Salary with no experience is $27,000 with a step increase of $300 per year experience.

An additional $1,000 will be paid each year if the employee has a Master's degree.

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16 Paraprofessional Pay-Schedule:

Starting Salary with no experience is $15,000 with a step increase of $1,000 increase per year of employment.

Administrative Pay-Schedule:

Starting Salary is negotiable.

Employees are on "at will" contracts with 199 workdays.

The Board will act upon the recommendation of the Chief Education Officer to hire and dismiss the following categories of employees, who shall serve on an at-will basis: professionals (other than administrators), paraprofessionals, auxiliary personnel, and substitutes. The employment-at-will doctrine is the law of Texas, under which an employer has no duty to an employee regarding continuation of employment. Jones v. Legal Copy, Inc., 846 S. W 2d [Tex. App.­ Houston (1st Dist.) 1993J The employment-at-will doctrine places no duties on an employer regarding an employee's continued employment and thus bars contract and tort claims based on the decision to discharge an employee. Sabine Pilot Serv., Inc. v. Hauck, 687 S. W 2d 733 (Tex. 1985) In Texas, at-will employment is presumed unless shown otherwise. Gonzales v. Galveston Ind. Sch. Dist., 865 F. Supp. 1241 (S.D. Tex. 1994)

ASSIGNMENT The Chief Education Officer or designee has sole authority to notify AND employees of assignments, compensation rates, and conditions of EVALUATION employment.

Evaluation of at-will employees shall be conducted by the principal or supervisor in accordance with administrative procedures.

REASONABLE District employees in positions normally requiring less than 12 ASSURANCE OF months of service, who are expected to report to work at the EMPLOYMENT beginning of the following school session, shall be provided a letter of reasonable assurance of employment. [See CRF(LOCAL)]

DISMISSAL At-will employees may be dismissed at any time for any reason not PROCEDURE prohibited by law or for no reason, as determined by the needs of 0; 9 17 the District.

An at-will employment relationship, standing alone without benefit of recognized exception, triggers no due process requirement nor right. Mott v. Montgomery County. Tex., 882 S. W 2d 635, 638 [Tex. App.-8eaumont, 1994J Employment for an indefinite term may be terminated at will and without cause, except as otherwise provided by law. Garcia v. Reeves County, Texas, 32 F. 3d 200 (5th Cir. 1994); Irby v. Sullivan, 737 F.2d 1418 (5th Cir. 1984); Winters v. Houston Chronicle Pub. Co., 795 S.W 2d 723 (Tex. 1990)

An at-will employee cannot be discharged if the sole reason for the discharge was that the employee refused to perform an illegal act. EXCEPTION Sabine Pilot Serv., Inc. v. Hauck, 687 S. W 2d 733 (Tex. 1985) [See DG, DGA, DGB for other exceptions]

A dismissed employee may request to be heard by the Board in APPEAL TO accordance with DGBA(LOCAL). BOARD NOTICE TO THE See legal reference material at DF regarding circumstances under COMMISSIONER which a certified paraprofessional employee's dismissal will be reported to the commissioner of education.

Contracted employees receive five personal days each year without reduction in pay which will be bought back from the employee in August of each year, at the employee's per diem rate.

See Attachment 4 for employee contracts

The board will approve hiring and dismissal of employees with the recommendation of the Chief Education Officer. The charter school has adopted board policies that provide for sick and other leave needs for employees.

ADDITIONAL In addition to legally required deductions, the Board shall permit voluntary AMOUNTS deductions [See CFEA(LEGAL)] for:

1. Approved insurance programs; 2. Annuities/deferred compensation programs; 3. Other cafeteria plan options authorized by the Internal Revenue Service;

18 Employees may request approved voluntary salary deductions or change the amount(s) of those deductions in accordance with administrative regulations.

EXCESS LEAVE Deductions shall be made for unauthorized or excess personal leave or sick leave. [See DEC(LOCAL))

All full time employees are members of the Texas Teacher Retirement System and the Board of Brazos River Charter School will provide the premium for full health insurance coverage for each full time employee.

B. Administrators 1. Biographical Affidavit for each administrator ofthe school.

See attachment 5

2. Powers and duties a. Who wiJI be the school's ChiefExecutive Officer? Describe the chain ofcommand (attach an organizational chart).

Mike Thames will serve as the Chief Education Officer.

Board of Directors I

+ ~ I Legal Counsel r-~------~-----. Chief Education Officer

Advisory Committee I 1 I Business Administrator

~ I Faculty/Staff

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19 b. What experience has the proposed CEO had in managing a school and/or business?

Mike Thames has served in the capacity of administrator at Grandview ISO. he has been encouraged to apply for a superintendence position because of his experience and acceptance in the community. He has over 20 years experience as a successful teacher, coach and administrator. His ability to work with students, parents and the community, his integrity and respect in area comminutes and his ability to motivate children make him a perfect CEO for this charter school.

c. What criteria will the founders use to choose the school's academic and financial leaders?

The board will rely on a strong administrative individual from the traditional school field for leading the academic aspects of the school. This individual must not only understand and be able to insure accountability and compliance but also be a thinker outside the box when it comes to bringing at risk youth to a level of academic excellence. The board will also look for an individual who has an MBA and/or CPA background to handle the financial aspect of the school. It is obvious from the track record of currently operating charter schools that it is necessary to go after the experienced personnel to insure a smooth transition from opening to full operation of the school. The Board is committed to relying on professional leadership and guidance in the operation of the school.

d. Provide a complete job description for the CEO, school academic director, financial director, and other administrative personnel.

See attachment 6 e. How will the administrative personnel be evaluated?

Although the specific instrument has not been created yet, the administrative personnel will be evaluated annually by the board based upon surveys from faculty and staff, the timeliness and accuracy of making and submitting reports, and by using the state POAS evaluation.

...... ,., th. '"

20 f. What will be the salary range and benefits for administrative staff?

The administrative staff will be provided a salary based on a Board approved pay schedule. A principal will begin with a base pay of $40,000 plus full health insurance with the Chief Education Officer approximately $50,000.

C. For Faculty and Staff 1. Include a description of the qualifications to be required for all classroom teachers and staff.

Classroom teachers should have a bachelor's degree and a teaching certificate. At least one instructor will have a special education certification and at least one instructor will have a gifted and talented certification.

2. Describe the targeted staffsize and the teacher-to­ student ratio.

With a targeted number of one hundred students, it is anticipated that the following staff would be engaged: One case worker/Counselor One special education instructor Three classroom instructors One paraprofessional aide This gives a classroom instructor to student ratio of one to twenty.

3. Identify the proposed faculty and staffifpossible.

At this time the faculty and staff has not been hired.

4. How will the faculty and staffbe evaluated?

Although the instrument has not been selected at this time, there will be a combination of peer evaluation, self evaluation, administrator observations, survey from parents and the use of the PDAS evaluation. The faculty and staff will be evaluated based on the individual's demonstrated ability: to motivate students to learn, to manage instructional time effectively, to individualize the curriculum to meet the learning styles of each student, and to constantly strive to further develop his/her professional skills.

5. Provide completejob descriptions ofall charterschool faculty and staff, including instructional and non­ instructional duties.

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21 All faculty members will serve as facilitators for the learning process rather than as the sole source of information. Faculty members will maintain class rolls and keep records for each student assigned to them. They will monitor the progress for each student's coursework and grade all work in a timely manner. Faculty will be familiar will the TEKS and will make certain that instructional material complies with the TEKS. Faculty will be familiar with the State mandated assessment tests (TAAS) for the grade level they teach. Faculty will be responsible for managing their classrooms in an orderly and respectful manner. They will circulate among the students to ensure that students are working on their academic coursework.

Faculty will also interface with parents, guardians, and families of students. They will be available to answer family questions and to explain work the students are doing. Faculty will be creative in developing enrichment activities that support the academic program. They are to involve families in these activities whenever possible. At all times faculty will treat students with respect.

Non-instructional staff will handle the daily operations of the school such as: answering the phones, requesting records from sending schools, keeping accurate and up to date attendance records, making appointments with families and students for enrollment purposes, calling parents of absent students on the. day of the absence, issuing documents to students as needed, entering data into the computer, and performing other duties as required.

See attachment 7

6. For secondary schools, describe the method for determining that an individual student has satisfied the requirements for graduation.

Students must meet the minimum state graduation requirements as specified by TEA including passing all components of TAAS. The completion of core courses will be determined by satisfactory mastery of each course as evidence by grading of various assessment instruments.

D. Code of Conduct 1. Describe in detail your school rules or guidelines governing student behavior.

Student Code of Conduct

VI. Article I: Philosophy

All students will be expected to possess and display ethical arid appropriate social behaviors. Students will demonstrate respect for others, be held D24

22 accountable for their actions, seek excellence in performance and practice integrity.

E. Article II: Student Responsibilities

Students are expected to read and discuss this document with their parents and indicate both understanding and acceptance of such by retuming a completed and signed copy of an acknowledgment form.

Students are to be courteou's to others.

Students are expected to encourage and assist others.

Students are to respect the authority of the school by: attending school daily, except when ill or otherwise excused, according to school policy being on time to all classes and school functions where attendance is mandatory following the student dress code policy cooperating with all directives issued by school personnel seeking changes in school policies and regulations through approved channels in an orderly and responsible manner

Students are to cooperate with their teachers by: following directions the first time given being truthful and honest in responses being prepared for class with assigned work and appropriate material completing homework, class assignments and projects on time

Students are to develop themselves by: establishing an effective working relationship with parents, peers and adults meeting the challenges presented during the educational experience striving to reach the fullest potential setting individual goals improving work and study habits F. Article 1/1: Discipline Action Plan

Section 1: DISCIPLINE SYSTEM

If at any time the student's disciplinary record includes five documented disciplinary actions or if serious or unacceptable behavior occurs, the student may be removed from school (See Section 2). The following code of conduct applies to behaviors both at school and during school sponsored and related activity.

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23 The first disciplinary referral in a student's record will be a warning. The teacher/staff member notes that a verbal warning has been given and will make a written record.

The second disciplinary warning given to a student by a teacher/staff member will result in phone call by that teacher/staff rnember to the student's parent/guardian to explain behavior(s) and give warning to possible future disciplinary actions. The teacher/staff member notes that the phone call was made and that such warning has been given will make a written record.

Three or more disciplinary warnings in a students record will result in a parent meeting with the student's teacher and vice-principal to discuss the students behavior, gather information and discover pattems and circumstances surrounding the student's behavior. The purpose of the conference will be primarily to develop a plan that will help the student to control misbehaviors and effectively participate in the school's educational process. This may include disciplinary actions, such as, but not limited to, alternative classroom placement and/or suspension from school. The conference will also set the guidelines for which the student will abide in order to remain in school.

If, after the conference, further behavior results in additional disciplinary warnings, the student may be expelled from school.

Note: Serious misbehaving or those that do not occur in or relate to a particular classroom experience are handled at the discretion of the administration. Lack of participation of student and/or parent in the process does not preclude action to be taken by the administration.

If a student is expelled, the parent/guardian may appeal to the Board of Directors to consider the circumstances surrounding the expulsion.

Section 2: CLASSIFICATION OF SPECIFIC MISBEHAVIORS

The following list includes examples of behavioral actions that will receive no warning and will be assigned the appropriate level of disciplinary action, as deemed appropriate by the administration. These are to include, but are not limited to: vile, abusive or vulgar language defacing school property deceitful or dishonest activities fighting gambling obscene gestures or actions 0;:6 theft

24

------defiance to or refusing to follow directions of adults. injury to any person, intentional or not, caused by horseplay, malice and/or disobedience to rules or standards of good conduct. unexcused absences.

The following list includes examples of behavioral actions that will receive no warning and will result in the student being immediately dealt with.

Any criminal activity, including but not limited to possession or use of weapons or controlled substances, aggravated assault, terrorist threats, arson, sexual assault, retaliation.

Any activity that is dangerous or potentially dangerous to other people conducted in a premeditated way.

Any felony criminal conviction reported to the school by official authorities.

Section 3: UNEXCUSED TARDIES

The first two unexcused tardiness to school or in a particular class will result in a warning. The teacher/staff member that a warning(s) has been given will make a written record.

Third and subsequent tardiness will result in appropriate level of discipline in accordance with Art. III, Sec.2 and/or stated attendance policy.

2. Describe yourschools policies regarding student expUlsion and suspension. Include a description of procedures that satisfy due process requirements.

See attachment 8

3. Describe your school's mandatory student attendance plan and its fit with the code ofconduct and the mission ofthe school.

Attendance

State law requires that students be in attendance at least 90% of the scheduled class time to receive credit for a course. It does not matter if the absences are excused or not. A student must not miss more than 10% of class lime. We will look at each case on an individual basis if there are more than the 10 % '· .... ~ U(. I

25 absences. Please encourage your child to attend classes regularly and make every effort possible to limit absences from class.

When a student is absent, we must have a note from the parent concerning his/her absence(s). It must include the following:

• Student's name • Grade level • Days missed • Reason • Parent's Signature • Parent's home or work phone number If you, the parent, call and notify us that the student is absent, an excused note must also be provided. We keep a file of all notes received for audit purposes. The State has provided for us a list of excused and unexcused reasons that we must use to determine excused or unexcused notes.

Excused Reasons:

• School Related Activities - must have prior approval from Counselor or Principal • Illness - after 3 consecutive days missed, we must have a doctor's note • Family illness - immediate family only, subject to approval • Death in Family • Family Emergency - immediate family only, subject to approval • Religious Holidays - must have prior approval from Counselor or Principal • Doctor's Appointments - must have doctor's note

Other reasons such as traffic, waking up late, car problems and transportation problems (Le. missed bus, ride didn't pick up, etc.), are not excused.

If a student is absent and does not have a note when he/she returns, the absence is unexcused. We will give a 2-day grace period; which means that the student will be given an Unexcused Absent Slip until he/she provides us with an excused note. If he/she fails to give us a note between the date they were absent and the 2-day grace period, it will be unexcused.

Absences

In Texas, a child between the ages of 6 and 17, depending on the specific birth date is required to attend school unless otherwise exempted by law. School officials must investigate and report violations of the state compulsory attendance law. This law requires that a student be in attendance for at least 90% of class time before receiving credit for a class. iJ :. 8

26 Absences are considered excused for school-related activities and illness, family emergencies and deaths relating to the student and/or immediate family only. Prior arrangements must be made for excused student absences for religious holidays and family matters.

Students arriving for school after 8:30 am are required to go to the office for an admit slip. Three unexcused tardies will be counted as one unexcused absence. Students arriving to school after 10:00 am without prior arrangement and/or acceptable excuse will be considered absent for the day.

VI Business Plan.

A. Financial Management 1. Develop a preliminary startup budget, covering only the planning and capital expenses necessary before school opening (must be completed on a state-provided template A) and with supporting letters of credit and documentation verifying private sources offunds.

See attachment 9

2. Present a three (3) - year budget covering all projected sources of revenue, both public and private, and planned expenses (MUST BE COMPLETED ON STATE-PROVIDED TEMPLATE IN APPENDIX VI). NO IE: Estimate of State Aid (ESA) for budget purposes should be based on Average Daily Attendance (ADA). ADA is equal to average daily enrollment multiplied by the percent of attendance. ESA=ADA X $4000.00. A realistic estimate for rate of attendance for at-risk students would be 85%. To assist applicants in preparing a budget, a chart of accounts is available on the TEA website

See attachment 10

3. Present a three (3) year cash flow projection showing monthly cash in flows from all sources by month, including loans and all monthly cash outgoes for all purposes, including loans. NOTE: Must be completed on state-provided template in Appendix VI.

iJ::9

27 See attachment 11

4. Do you plan to conduct any fundraising efforts to generate capital or to supplement the perpupil allocations (ADA)? Ifso, briefly explain fundraising activities and goals. It is important to secure funding in addition to the funds flowing from the state such as ADA, technology and transportation and federal funding from the Title programs.

The school will, through it's advisory committee create at least three fund raisers each year that will focus on community awareness for the school and seek funds from local community businesses (goal of 5,000 first year), the community at large (goal of 2,000 first year), and the school stakeholders themselves (goal of 3,000 first year).

5. Provide a copy of the current and/orproposed business procedures handbook the school will be using, describe the policies, procedures, and forms for the daily business operation.

See attachment 12

6. Provide a copy ofthe current orproposed monthly budget status report to the board ofdirectors that will be used

See Attachment 13

7. Describe the financial accounting and payroll accounting system to be used and the system's capacity to use the state mandated financial accounting system in the Public Education Information Management System (PEIMS). The state requires an accounting system report that needs a software program to collect data and organize it into the correct format to submit to the education service centers.

The school will purchase a commercial software called Specialized Data Systems to accomplish this as well as train a staff member in the PEIMS U30

28 reporting system. This software is being used by several traditional and charter schools in Texas.

B. Facility Management (Reviewed by Agency) 1. Description of and address for the physical facility. Note that all site addresses must be approved by the State Board ofEducation.

The proposed facility is a church building located eight miles outside of Glen Rose on the way to Cleburne. It is an excellent facility for an at-risk population of students. It is located on an open field of several acres. Plenty of parking, an athletic area for basketball and volleyball, excellent classrooms and office areas. The facility is located next to a wooded area and a small pond. The facility is located at the intersection of FM 199 and FM 200.

2. Explain why this site would be a suitable facility for the proposed school. Address the necessity ofrenovation to the facility and compliance with applicable building codes. Describe the services ofthe facility including heating, ventilation, and lighting, sanitary conditions, and water supply.

The facility for the charter school is located seven miles outside of Glen Rose between Glen Rose and Cleburne The facility has well water and a septic tank for sanitation. All utilities will be evaluated by the landlord and the school administration once the charter is granted to see if the number of students would pose any demands that would require upgrading/expansion. One of the steering committee members is with Texas Utilities and has agreed to work with any electrical needs. GTE has a major trunk line on the property so access to T -1, voice, data and broadband can be handled.

This location is perfect because of its convenient central location. Because it is out of town, the ability to remove students from their peers and other distracters and bus them is a plus.

The members of the church are excited about the presence of the students on their property and believe that their facility is more than adequate to meet the needs of these young people.

3. Describe special use areas ofthe facility including playground/athletic areas, cafeteria, laboratories, general assembly areas, etc. 031

29 It is an existing church facility that is in excellent condition and will be leased to the school. The facility sets at the intersection of two farmer market roads. There are two 10 ft x 40 ft portable classrooms with existing air conditioning and heating. The access to these two buildings will have to have ADA compliant ramps provided. The portables are open classrooms. The main building consists of a large auditorium, kitchen facilities, offices, and nine classrooms. The building has a concrete basketball court and is developing a volleyball ground. The open field area is about 4 acres.

4. Discuss any progress, partnership developments or future steps towards acquisition ofa facility/land.

At this time there is no interest in acquiring land. There is an advantage for a small school with a five-year charter contract to be in a leased facility.

5. Attach a copy of a lease agreement, deed to property, or purchase agreement as applicable. ­

See attachment 14

C. Student Attendance Accounting (Reviewed byAgency). 1. Describe your school attendance accounting procedures. Note: The TEA Student Attendance Accounting Handbook must be followed. (Copies ofwhich can be obtained from publications department of TEA).

Student Attendance Accounting Procedures

Brazos River Charter School's Attendance Accounting Procedures adhere to the TEA Student Attendance Accounting Handbook_ Our student accounting computer program is "Specialized Data System" which is an accurate taking, recording, and reporting of attendance accounting system (TEC 42.006)b. The attendance and contract hours will be reported on the student level for the entire school year through the Public Education Information Management System (PEIMS). Our attendance year contains 180 student attendance days. The Chief Education Officer is responsible for the safekeeping of all attendance records and reports. Information for all Foundation School Program (FSP) attendance reports shall be made a part of the school's permanent records. Chief Education Officers, principals, and teachers are responsible to their school board and to the state for maintaining accurate and student attendance records, regardless of the attendance accounting system in use (19 TAC 129.21 (a)

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30 General Attendance Requirements:

Upon a student's enrollment in the district students are allowed 30 days from the date of enrollment to provide immunization records as provided in TEC 38.001. If the district does not receive proof of immunization within 30 days, the district may withdraw the students.

Compulsory Attendance Students who are enrolled at Brazos River Charter School must attend 90% of the semester days to receive credit for the class.

Student Attendance time for Brazos River Charter School is 10:30 each morning for morning students and 2:30 each afternoon for afternoon students. Students can only be counted in attendance at the time associated to the program time they are enrolled in (either morning or afternoon) The student shall be considered in attendance if a student is: • Participating in an activity which is approved by the school board and is under the direction of a professionall adjunct staff member of the district. • Participating in a mentor program approved by district personnel to serve as one or more measures needed to complete the achievement program of the student. • Misses school for the purpose of observing religious holy days, including traveling for that purpose. Travel shall be limited for no more than one day to and one day from the site where the student will observe the holy days. • Is temporarily absent due to a documented appointment with a health care professional if that student commences classes or returns to school on the same day of the appointment. The appointment should be supported with a document such as a note from the health care professional.

Student absentees follow-up: When a student is absent the student must present a note form the parent concerning that absence. A note is required even if the parent previously made a phone call. It will include the student's name, grade level, days missed, reason, parent's signature, and parent's phone number. All notes will be kept on file for audit purposes. The state list of excused and unexcused reasons will be used to determine excused or unexcused absences.

Excused reasons include: • School related activities with prior approval from the counselor or principal. • Illness (After 3 consecutive days missed a doctor's note is required) • Family illness (immediate family with prior approval) • Death in the family • Family Emergency (immediate family with prior approval) • Religious Holy day (prior approval) • Doctor's Appointments (must have doctor's note) 0::;3

31 The absence is unexcused if there is no parent's note within two days of when the student returns to school.

If an attendance committee denies a student credit for a class, the student may appeal the decision to the board of trustees. The decision of the board may be appealed by trial denovo to the district court of the county in which the school district's central administration office is located. (Sec. 25.092)

Tardy • Students that arrive late for class before official roll call will be counted present for ADA and FSP purposes. • Students that arrive late for class after the official roll call will be counted absent for ADA and FSP purposes.

School Day A school day shall be at least four hours each day, including intermissions and recesses. The school day is either a morning program or an afternoon program. The district may provide for a period of silence at the beginning of the first class of each school day during which a student may reflect or meditate (TEC 25.082). The Board shall limit interruptions of classes during the school day for nonacademic activities (TEC 25.083). Non instructional school activities shall be held outside of scheduled academic class periods. (19 TAC 75.411(a). Students that arrive late for class before official roll call will be counted present for ADA and FSP purposes. Students that arrive late for class after the official roll call will be counted absent for ADA and FSP purposes.

2. Indicate name ofcomputer program to be used for student accounting purposes and describe the capacity ofthat program to track ofstudent related data required in PEIMS.

Our student accounting computer program is "Specialized Data System" which will accurately record and report attendance to the accounting system (TEC 42.006) b. The program can generate principal and superintendent six-week reports according to the state requirements. The attendance and contract hours will be reported on the student level for the entire school year through the Public Education Information Management System (PEIMS).

034

32 3. Attach a school calendar and identify the hours ofschool operation including a description of teacher/student contact hours.

Students will attend class from 8:00 until noon or an aftemoon program from noon until 4:00. Students will be enrolled in no more than four courses at a time and will complete all required coursework until completing the course. The students will have equal access to the instructors during the four hours each day.

See attachment 15 for calendar

4. Provide a draft ofa board policy providing for the admission ofstudents eligible for a public education grant (PEG) under Texas Education Code, Subchapter G, and Chapter 29. Describe how the school will implement the policy.

See attachment 16

D. Transportation and Food Service (Reviewed by Agency) 1. Describe provision for transportation for students served by the charter school. Pursuant to federal law, the school must provide transportation to students eligible for special education services as required by their Individualized Education Plan (IEP).

The school will provide transportation to all students including special education students.

2. Describe provisions for food service, ifany, for students served by their charterschool, include plans for free or reduced lunch and breakfastprograms. (If 10% ofyour students qualify for free or reduced lunch program, you are required to provide a breakfast program for those students).

Because it is anticipated that there will be more than 10% of the student body qualifying for the program, the school will participate in the free and reduced breakfast program and will look at the lunch program as well.

VII Geographical Areas to be served and Statements ofImpact A. Geographic Boundaries 1. Describe the geographic area to be served by the school. 0::5

33 The geographical area to be served by the Brazos River Charter School will include the ISO attendance zone boundaries of Cleburne, Granbury, and Glen Rose.

2. Statement ofImpact.

34 APPLICATION QUESTIONS SCORED BY COMMITTEE

VIII. Governance Structures and Processes A. What steps will be taken to maintain continuity between the founding coalition's vision and future governing boards?

The national trend among charter schools is for the school to become more like a traditional public school over a period of time because of the comfort level among participants in traditional ways of doing things. Founding incorporators of charter schools are people of vision and great hope. They are using researched based methods to create a learning environment that will both provide enriched learning opportunities and the possibilities for meeting the individual needs of each participant. The charter school concept provides for grass roots participation in the governance of the charter school. This grass roots influence is strength to the charter school (it increases the accountability of the school to meet the needs identified by parents, students, community, and staff).

It is important that the charter school holds true to its charter design, maintains financial integrity and meets all of the state and federal accountability and compliance requirements. The governing board will focus on maintaining that design while at the same time insuring all participants have equal access to the decision making process and have access to participate in the positions of governance.

The board is designed to provide staggered terms insuring a continuity of experienced-trained board members to work with new members. The board will participate in two annual retreats with all staff and administration to discuss issues of goal setting, self-evaluation, and team building. The board itself will attend two annual retreats for board training sponsored by charter school networks.

B. Describe the roles and responsibilities of the board.

It is important that the charter school holds true to its charter design, maintains financial integrity and meets all of the state and federal accountability and compliance requirements. Therefore, it is the responsibility of the Board of Directors to insure that the charter framework as presented to the State be adhered to.

The Board's role is to provide policy guidance for growth and direction within the design of the charter, insure financial solvency, insure due process and access by all participants to the charter operation, and that accountability and compliance is maintained at an acceptable level based upon both state and federal guidelines. The Board will insure that the faculty and staff, the

35 administration and the related service providers are competent and willing to provide quality services.

The Board is responsible for being acutely aware of the financial matters of the school. They are to set policy, which guarantees the fiscal management of the school. The board's policy is to insure that curricular delivery systems are appropriate and providing learning opportunities for students. The board is to monitor student achievement.

C. Describe the procedures.for receiving and responding to the complaints from both parents and employees.

As a part of the agenda of each board meeting, a period of time is set aside for public input on any subject. The public also has the opportunity to make statements or ask questions during the discussion stage of all action items considered by the Board. Every board member will make themselves accessible to calls and conversations with any public member (including parents, students and staff). An issue may be discussed with individual board members at any time and the individual board member may investigate the issue.

A formal complaint may be submitted, in writing, to the Board at any time and the board chairman will be responsible to ask appropriate personnel to provide the board documents related to the complaint. If it is a complaint that can be handled at the next board meeting, it will be put on the agenda for discussion and action. (It may be a complaint that requires executive session discussion) If the complaint is of a more urgent nature, the chairman of the board may call a special meeting to discuss and take action on the complaint. If the complaint is of a nature that needs a formal hearing. The board may take as its action the creation of a hearing.

A public hearing may be called by majority vote of the board to discuss issues of a complaint.

The Board of directors will have a standing committee available to meet with parents and students to handle discipline and attendance violation complaints after the standard procedures required by the students and staff handbook for discipline and attendance violations have been followed. The committee will also handle special population complaints and civil rights complaints after the standard procedures found in the student and staff handbook have been followed.

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36 D. What steps will be taken to facilitate a productive relationship between administrators and teachers?

The campus will operate as a team with each person contributing effort and ideas in their areas of strength. Weekly staff meetings will be conducted in an informal atmosphere that encourages each person to discuss issues of importance and to make constructive suggestions for problem solving. Each teacher will be trained to step into the role of administrator if required by circumstances to do so.

Board members will regularly visit the campus and visit with students, staff and administration in their learning environment. There will be every effort made to insure that all participants feel that the Board desires to understand the challenges, successes and needs of the program and facility on an on going basis. Administrators will be expected to participate in every Board meeting presenting an update report during the session. Administrators and staff will meet with the board twice a year at a one-day retreat that will focus on goal setting, self-evaluation, and team building.

The administrators will create an advisory committee to include faculty and staff in the planning and implementation of staff development, short and long term goals for academic delivery, and plans for identifying and meeting individual needs of students.

The administration will work with parents, students, and faculty in planing short and long term goals for the school.

E. Discuss the nature ofparental and student involvement in decision-making matters.

The success or failure of the charter school is dependent on many issues not anymore important than the satisfaction level of parents and students. Without these participants a charter school does not exist. Students will be encouraged to participate on a student council and student judicial counsel. Parents and students will be encouraged to participate in an advisory committee created by the Administration. This committee meeting with staff and administration will be an opportunity for all participants to address all issues related to the charter school's operation and make recommendations to the Board for action that will improve the long tenm sustainability of the school.

Parents will more completely be a part of the learning process if they are also provided an opportunity to participate in that process. The offering of evening and weekend parenting classes, computer training and basic academic classes will bring the parent into a partnership with the school and the teacher to work together for improved student performance. This close collaborative ;.J -: ( v ~ ,

37 arrangement will bring in ideas and help identify needs of the community that may have not been brought forward in the traditional school setting.

Parents and students will be encouraged to contribute to the decision-making process. Their input will be sought in matters of enrichment activities, dress code, field trips, family night projects, school-to-home connection, campus discipline, and academic motivation and rewards.

IX. Vision of the School (1-2 pages)

A. Describe the long-range vision of the school. Brazos River Charter School is committed to providing a quality public education opportunity for youth. The school will be successful in preparing youth for full lives as citizens and individuals providing instruction that includes teamwork, creativity and innovation. To live rich and fulfilling lives as citizens and individuals, the charter school participants will be prepared for and have access to choices that affect their futures. The school will develop a learning environment where the purpose for learning does not lie only in the future. Skills, knowledge, and experiences must be relevant to the present. These skills will make an individual more capable of self-support and self-respecting independence. The school will be able to add to this self-respecting independence, imagination and creativity, thereby applying the belief that imagination designates a quality that animates and pervades all meaning, making and observation, allowing learners to make connections and see possibilities that may not be evident without the adventure of mind.

This new learning environment creates belonging and builds experiences in which every learner is not only included, but also needed. Both inclusion and teamwork are necessary for meeting the social, professional, and daily living requirements that are important to building a common and shared life.

Brazos River Charter School will take its place as an important community learning center that provides experiential learning opportunities to its students and provides experiential learning resources that benefit the community as a whole.

B. In succinct terms, describe the educational philosophy orpedagogy of the proposed school that supports how you will reach your vision. An Educational Framework The school's vision is supported by an educational framework that is central around John Dewey's core practices: (1) All the work teachers and students do together must flow from student desire and concerns. (2) The role of the teacher must be that of collaborator and team leader and guide rather than boss. (3) The academic integrity of the work must be absolutely clear. (4) The work is characterized by student action, rather than passive receipt of processed () .: 0 information. (5) A constant feature of the process is its emphasis on peer

38 teaching, small group work, and teamwork. (6) Field Based connections between the classroom work and surrounding communities and the real world outside the classroom are clear. (7) There must be an audience beyond the teacher for student work. (8) As the year progresses, new activities should spiral gracefully out of the old, incorporating lessons learned from past experiences, building on skills and understandings that can now be amplified. (9) As teachers, we must acknowledge the worth of aesthetic experience, model that attitude in our interactions with students, and resist the momentum of policies and practices that deprive students of the chance to use their imaginations. (10) Reflection-some conscious, thoughtful time to stand apart from the work itself-is an essential activity that must take place at key points throughout the work. (11) The work must include unstintingly honest, ongoing evaluation for skills and content, and changes in student attitude.

This framework allows teachers to weave fragmented pieces of classroom life into an integrated whole, providing guidance in implementing mandated activities that do not fit together easily or well. In this process, a cohesive approach emerges to help teachers construct rich, meaningful, experience-based educational environments. When applied as a way of thinking rather than a way of doing, the core practices make the complexities of teaching decisions explicit and manageable.

Experiential Learning Over half a century ago, Dewey expressed the belief that all genuine education comes through experience. Since then, many educators have struggled with the complex implications of that simply stated notion. Recognizing its complexity, Dewey advised using those cases in which we find there is a real development of desirable experiences to find out how this development took place and using this new understanding to guide our efforts at teaching and leaming.

In the spirit of Dewey, desirable teaching and learning experiences for students enrolled in Brazos River Charter School are used to develop and refine the framework of the school. Students are encouraged to utilize experiential learning in the community through service projects and through opportunities for field trips to explore science, geography, history, and ropes course challenges.

Active Learning, Audience, and Spiraling The human mind is an organ relentlessly driven to make sense of its world. The most powerful learning experiences are those that engage learners in posing and solving problems, making meaning, producing products, and building understandings.

Another intersection of Dewey's theories and the charter school approach is purpose: For what purpose is the content to be learned? We call for an audience beyond the teacher that the learners want to serve or engage to affirm

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39 the work is important, needed, and worth doing. When audience is central, course content takes on new and deeper purpose.

Brazos River Charter School emphasizes what Dewey referred to as the continuous spiral. There is a need for activities to be linked cumulatively, defining educative experiences as those that give rise to the learner's need to gather more facts, become more skilled, and use lessons learned in one experience as the basis for future experiences.

X. Goals for the School (1-3 pages)

A. Student Goals: Improvement and Attainment 1. Goals and Objectives. a. What are the school's academic goals for student learning for the first five years? 1. The school will have an improved student achievement in TAAS and TLI. 2. The school will have improved student graduation rate. b. Describe any non-academic goals for student performance. 3. Enable students to relate to a multi-cultural society as demonstrated by increased tolerance 4. Students will participate in high quality and meaningful activities that reflect real world activities, develop skills in the areas of self-motivation and team building: 2. List 3 to 5 clear and measurable school performance objectives for each goal listed above. 1. T AAS improvement performance objectives: • The school will have 35% of all student groups of African Americans, Hispanics, White, and Economically disadvantaged on the Texas Assessment of Academic Skills (TAAS) passing each test of mathematics and reading. • 45 % of students retaking the TAAS will pass it. • 80 % of all students with current and previous TAAS scores will demonstrate an increase in the Texas Learning Index (TLI). 2. The graduation rate Improvement performance objectives • There will be a graduation rate of 60% for all students. • The drop-out rate will be less than 5% • Students will earn a minimum of 5 credits per year • 60% of all class credits attempted will be earned 3. Multicultural tolerance • The students will participate in February's Black History cultural month • The students will participate in March's Hispanic Cultural month by reading, writing, and the arts.

40 • A resource speaker from the African and Hispanic culture will speak and discuss with the students the importance of a multicultural society in which they live. 4. Self Motivation • Students will participate in 10 hours of community service each year. • Students will be on a self-paced curriculum, which creates self­ motivation for task completion. • Learning will include field trips and group projects with real life applications of knowledge and skills. • Students will increase skills associated with technology Each student will be required to have classes in technology

3. Clearly state how progress will be measured relative to each of these objectives. The charter school will contract with a university to conduct a five-year study of student performance while attending the school. Although the University will develop its own instruments and additional learning objectives to analyze, it will provide information to the Board of Directors in annual reports on student performance. It is of great value to have a third party conduct an authentic assessment of the program and student success.

4. Clearly state the timeline or method by which this progress will be reported. Every student will take a pre test within the first 30 days of enrollment in the school to determine benchmark levels of academic and skill performance. Students will also be tested at the end of each semester to identify growth. Student exit course exam scores, TAAS exam scores, TLI results, course completion and attendance data will be reported to the Board of Directors as data is collected. An annual performance report will be prepared by the Chief Education Officer in cooperation with the university team to present to the board during the summer of each year.

B. School Goals 1. What are the goals ofthe school as an entity? (growth, facilities development, etc.) 1. Teachers supplied with the resources and responsibility to track student success. 2. Partnerships will be created and shared among business, community, students, parents, and school faculty and administration. 3. The school will participate in experiential and new learning opportunities

2. List 3-5 measurable performance objectives for each goal listed above. 1. The school will provide teachers with resources and responsibility to track student success.

; j ., .... T.J 'I j 41 • Teacher will be given a time for reflection to plan on Friday afternoons to discuss goals, objectives and implementations. • Teachers will be provided training on campus, at the regional service center, and with special curriculurn training sessions with other educational organizations. • Materials including release test and technology to help deterrnine individual needs will be provided for to faculty and administration. 2. Partnerships will be created and shared among business, community, students, parents, and school faculty and administration. • Students and parents will be surveyed each year for input and insight. • Special school recognition times will be observed by the community organizations. • The school will work with business and community members in special projects and on school committees and through student internships.

3. The school will participate in experiment and new learning opportunities • Our teachers will work on a national level with other teachers to have online credited high school classes on Virtual High School Internet communication. • Teachers will use technology to communicate with parents bye-mail and individual web sites. • Students and teachers will evaluate the learning styles of students and provide a curriculum best fitted for the individual student.

C. Community Outreach and Marketing Plan 1. Demonstrate how you will publicize the school to attract a sufficient pool ofeligible applicants.

• Each quarter, a reception will be held for area LEA administrators and counselors to give a tour of the facilities and describe the programs offered. • A reception will be held, each quarter, to give community members a tour of the facilities and describe the programs offered. • Once each summer, a youth celebration will be planned for area youth. The advertisement for such an event will be through local media, churches, and civic organizations.

2. What type ofoutreach will be made to potential students and their families? (recruiting specific students or groups ofstudents is prohibited)

• Each summer the school will provide a free technology-training program that will prepare students to use technology and/or provide opportunities for students to practice with on-line T AAS preparation and/or SAT preparation courses. • Parents will be invited to participate with their students in these summer technology programs at no charge to the parent.

42 • Tuition free summer parenting skill classes will be offered in addition to the technology courses. . • A community resource desk will be maintained year round to provide information to the community about available social and economic support programs available in the community.

XI. General Description ofSchool (2 pages)

A. Why is there a need of this type ofschool? What evidence exists that there is a sufficient demand for the educational program you are proposing?

Given each issue that affects the lives of young people today: violence, academic failure, gangs, and teen pregnancy, the vast majority of practitioners and researchers believe that the best programs build on a youth's strengths rather than concentrating solely on his/her problems. Positive youth development requires that young people be offered the opportunity to express themselves, to think and reflect, and to contribute to their community. At the center of these beliefs, is the value placed on allowing youth to grow and develop positive self­ esteem. The Brazos River Charter School gives our area a vehicle for providing services for adolescent youth in a non-traditional educational setting. At the center of the charter school, is the task of creating high quality programming that is developmentally appropriate, promotes expanding learning opportunities, and fosters healthy behavior among young people. Communities participating in the initiative have an invitation to participate as a full partner in irnplementing the charter program. Characteristics, founded on a widely accepted list of critical elements for successful youth development, include quality staffing, effective partnerships with a variety of community-based organizations, and a connection between learning and the school day.

While the Brazos River Charter School is designed to meet the needs of our youth ages 14 through 21, it is important that this center be available for community use. The communities served by the school are rural and have natural barriers that prevent many in the community from having access to the Internet. The school will provide opportunities for computer training for senior citizens, and an E-mail delivery system, for the entire community.

B. Explain why the charter school model is the appropriate vehicle to address this need.

The educational program flexibility provided in the charter school model allows Brazos River Charter School to utilize the four primary instructional strategies: community service, technology-based instruction, experiential learning, and small group instruction. Upon entry (any time during the school year), students are : I • , U 'l ...

43 assigned a home teacher and case worker, who develop an individual learning plan in cooperation with the parent, student, and site administrator. Instruction is individualized to fit the student's academic needs and current ability levels. The Brazos River Charter School is structured using a block schedule so that high school students can earn credit in academic areas while concentrating on only a few courses at a time instead of a traditional six to eight courses. The schedule allows for short term goal setting and concentration on one academic area. Along with the academic core, students also are enrolled in career-tech classes. Small group settings teach social skills, provide opportunities for hands-on learning in science and math, set up opportunities for group projects, and allow for community involvement through service learning and job shadowing. Every student will be provided an opportunity to participate in challenge course activities and character training to help improve self-image and team building skills.

The term "community involvement" carries dual responsibility. Brazos River Charter employs a broad range of adults in creating a caring and supportive environment for young people. Teachers, parents, young adults, youth, business, civic, religious, and social and educational groups all playa role in making sure the charter choice reaches a growing number of young people. Adolescents attending the Charter School are engaged in meaningful activities that allow them to take on adult like responsibilities and become contributing members of their community.

At the heart of the program is youth development through service and learning. Learning happens when we connect something new with something that we already know. In many instances, most of what young people begin to connect is what they learn in school to their service experience and ultimately to their lives. This evolves to a higher level of problem solving that encourages them to begin connecting what they learn in class to the basic academic foundations representative of each course. An important part of the framework, the youth development principle is consistent with recognized youth development "best practice" models. These attributes present in the Brazos River Charter School include: • Relationships with caring, supportive adults • High expectations and clear standards • Opportunities for contribution • Engaging activities and continuity

One of the more striking features of Brazos River is that in addition to its explicit focus on the problem behaviors that it directly impacts, i.e. school success. It also seeks to enhance participant's competence in decision making, interacting with peers and adults and recognizing and handling their own emotions. The effectiveness of the program in preventing two very different types of problem advances ... research by indicating that behaviors leading to academic difficulties do not just occur. There is evidence that these behaviors share a common iJ.j 6

44 underlying casual agent or alternatively that they share a common protective factor that is enhanced by program participation.

XII. Educational Plan

A. Describe the educational program ofthe school to be offered. 1. The program must include the required minimum curriculum as provided by Section 28.002, Texas Education Code.

Relationships among teachers, learners, curriculum, and the community.

Various techniques (role play, journals, portfolios, oral and written presentations) are used to help youth practice skills developed (reading, cornprehension, persuasive writing, problem solving, critical thinking, reasoning, organizing) in core subject disciplines (math, social studies, science, and language arts) by applying them in the execution of specific tasks associated with service projects. This principle is the essence of school reform and positions Brazos River Charter as a powerful learning model.

The administration of Brazos River Charter School focuses on four areas: Student choice, teacher as facilitator, academic integrity, and community connections. The charter school approach is learner centered and community focused. Implementing it requires a give-and-take relationship among teachers, learners, the curriculum, and community. Teachers constantly strive to increase learner's participation in decisions that affect them, integrate the curriculum into the community, and ensure that learning objectives are met or surpassed. In this process, these four core practices become so interwoven they are inseparable.

Dewey often wrote about these same interwoven relationships. He advocated placing the learner at the center of experiences, and defined the teacher as the learner's co-partner and guide in a common enterprise-the youth's education as an independent learner and thinker. He also called for an organic connection between the school and community, assuming it necessary for school experiences to bear some relationship to a child's experiences at home.

At the heart of the program is youth development through service and learning. Learning happens when we connect something new with something that we already know. In many instances, most of what young people begin to connect is what they learn in school to their service experience and ultimately to their lives. This evolves to a higher level of problem solving that encourages them to begin connecting what they learn in class to the basic academic foundations representative of each course. iJ ,;

45 2. The description must address the incorporation of the Texas Essential Knowledge and Skills (TEKS) into the curriculum and must address goals, objectives, and content in all subject areas and grade levels.

Mathematics and Science are included in a single category and are taught around common themes such as: systems, models, constancy, patterns of change, and scale. This area contributes strongly to the school-wide commitment to "inquiry" and takes the lead in the school-wide commitment to scientific method, skills in computation, manipulation, and observation. All mathematics and science courses are aligned with and will satisfy Texas Education Agency requirements (TEKS) and prepare students for successful completion of TAAS and End of Course Exams.

All students will:

• Identify and use appropriate strategies in problem solving situations • Apply appropriate computational techniques in a variety of situations • Use a variety of means to communicate mathematical concepts and processes • Effectively collect and analyze various forms of data • Explore and analyze the aspects of systems, models, constancy, patterns of change, and scale • Investigate scientific phenomena at various levels of complexity and magnitude • Apply key concepts and principles of ecology to environmental issues and their resolutions • Use various electronic means of communication • Apply the scientific process to solving problems in a variety of applications • Examine the relationship of science with history • Examine the interactions of cultural movements with scientific discovery

The study of mathematics develops and refines the use of logical reasoning skills. Mathematics highlights and emphasizes the outcomes of logical and illogical reasoning. The disciplined study of mathematics is readily extended to all other areas of thought providing an essential element to many occupations and educational advancement, especially in the sciences.

Mathematics is of great importance to the success of every Brazos River graduate. Additional efforts will be put forward to improve student comprehension of math models.

The study of science is rooted in the understanding of mathematics. J

46 The use of the scientific method is critical for exploring and understanding the planet Earth. Studies in science will include; laboratory work, data analysis, proofs of basic laws and principles, problem solving, and text based learning. Awareness of the nature and limitations of science, as well as its relationship to and dependence on other academic disciplines will be fostered. Students will discover scientific principles with the use of mini labs, computers and projects designed in cooperation with local businesses and industry. Students will be given an opportunity to do field based studies in science that may include one to three week trips to natural exploration sites.

History, Government, Economics, and Geography are included in a single category and are taught around such common themes as systems, patterns of change, technology, scale, structure, and stability. This category contributes strongly to the school-wide commitment to "inquiry". All history, government, economics, and geography courses will meet Texas Education Agency requirements (TEKS) and prepare students for successful completion of TAAS and End of Course Exams.

All students will: • Analyze how people are affected by and adapt to different physical and cultural environments • Demonstrate how social needs and creative inquiry result in the development of inventions and increased quality of life • Analyze democratic and constitutional principles and practice and demonstrate the ability to take action within the political system • Demonstrate the ability to evaluate and analyze historical evidence to local, national and international issues and conflicts for a variety of perspectives • Analyze how individuals and groups respond to social conditions and pressures • Recognize similarities and differences of various cultures and describe the relationships among them • Examine concepts that demand cultural diverse societies such as ours to find ways to live together with trust, honor and dignity • Examine concepts, issues and events from the perspectives of different groups • Develop an education and career plan • Demonstrate skills needed to secure and maintain employment • Use and apply sound research skills to a variety of problems and situations • Apply systematic intellectual effort to solving problems An understanding of history, geography, economics, and government is fundamental to becoming an effective citizen. Current world events may be understood through the perspective of the past. History explores politics, iJ'9 47 philosophies, and economic situations that effect man's behavior. Courses build upon previous knowledge so students will gain greater understanding of recurring historical themes. All courses will be delivered in such a way that students will be able to connect thoughts and events to a historical timeline. The emphasis in the "inquiry" and "expression" of this category will be the ingenuity of mankind in the ability to develop inventions and make discoveries. Connections will be made between the historical events as they relate to market systems and quality of life instead of wars.

The study of geography can be enhanced with the availability of one-week field based units to various sites.

Language Arts, Foreign Language (Writing, Reading, and Vocabulary of English and Spanish) are included in a single category and are taught in support of the school-wide commitment to "expression", in English and Spanish. All students will:

• Read, comprehend, interpret, evaluate and use written materials and symbols • Write clearly for a variety of purposes and audiences • Use spoken language effectively in formal and informal situations to communicate ideas and information, to ask and answer questions and to give and understand directions • Listen actively, critically and analytically • Use key principles and concepts of the arts to create quality products and performances • Integrate the arts with other disciplines • Integrate communication of academic/technical knowledge • Use the skills of memorization and study, including test taking skills • Develop Spanish language skills that will prepare them to compete in a growing global economy. .

Competency in the use of English is required of all students to insure that they can acquire information and communicate their ideas. Students will be expected to continually increase their understanding and use of vocabulary and grammar. Oral and written exercises will be designed to elicit increasing sophistication of thought and structure of expression from every student. Essay questions will be used as one method of measuring of a student's growth in the recognition and understanding of literary elements. The student's mastery of written skills is fostered by the practice of writing on subjects of established and recognized value. A focus on great literature will encourage personal growth. All literature will demonstrate connections to the social studies time-line.

Brazos River Charter School provides Spanish to allow students proficiency in communication. Knowledge and understanding of the associated culture and UE;O

48 literature will be a component of the foreign language course. The school will provide additional language courses based upon the demand for specific languages, which will be provided on-line.

Students will practice communication skills during interactions with community organizations, business and industry learning opportunities.

The category of Career and Technology will prepare students with marketable skills needed to compete in local and global markets. Brazos River Charter School focuses on identifying the skills needed by students in a variety of careers. Through partnerships with local companies, students are able to do internships and structured training at the actual job location. Graduates therefore become a part of a quality workforce. All courses will meet Texas Education Agency requirements (TEKS) and prepare students to successfully complete the TAAS.

All students will:

• Identify tasks required to complete processes in business/industry • Work through a sequence of problem-solving steps necessary to accomplish success in managing systems • Demonstrate a connection between academic skills and facts with real world work prerequisites • Integrate high school curriculum with successful employment skills • Demonstrate mastery of computer technology including use of computers in manufacturing, service assignments, and management of business • Demonstrate mastery of computer technology in a variety of word processing, spreadsheet, database, and business applications • Use technology to improve communication and data storage • Use technology to do research and find resources for information processing . • Use technical skills necessary for independent living, leisure, and employment • Participate in career and technology professional development organizations

Recorded history of mankind indicates the importance of market systems to both social and political life. Individual success in our society has depended upon competitive participation in market systems. The future of our economy and our quality of life now depends upon how prepared we are for future markets. Graduates of Brazos River Charter School will be prepared for future markets because they will have acquired competitive employability and job specific skills. Graduates will have developed a relationship with national employers during high school and will have the opportunities to choose careers that are appropriate to their own personalities and aptitudes. 051 49 3. The description must include state graduation requirements.

The transcripts of all students will be evaluated upon enrolling in the school. Students will be given the state graduation requirements as the minimum graduation goals. Courses will be completed based upon demonstrated mastery of curriculum aligned with TEKS. Required Curriculum for graduation includes: English language arts; mathematics; science; and social studies. consisting of Texas, United States, and world history, government, and geography; and an enrichment curriculum that includes: to the extent possible, languages other than English; health; physical education; fine arts; economics, with emphasis on the free enterprise system and its benefits; career and technology education; and technology applications. The State Board

B. What teaching methods will be used? How will the pedagogy enhance student learning?

Padeia is a method of allowing a small class to identify individual interest in a subject and bring to the class discussion a level of knowledge that is different from student to student. This technique will provide opportunities for at risk students to begin to become a part of the learning process and still maintain their separate interest in the content.

Experiential Learning provides the faculty and students opportunities to make choices, even choices to participate. The idea of this process is to motivate students to attain their highest level of success by providing them steps toward their success.

Community Service beings accountability and understanding of the dynamics of group and social relationships to the learning process. This will bring the students closer to understanding community needs and how they are a part of the problem or possible solution.

Self-Paced Web-based Instruction enriches the learning process and provides the leveling agent between schools with unlimited resources and those that are lacking resources. This component will ensure students equitable access to unlimited resources as they work toward the process of learning new skills.

C. What professional development opportunities will be available to teachers and otherstaff? How do these opportunities support the mission ofthe school?

Thinking about what is learned and how or reflection, require faculty to plan time for learners to stand apart from their work to reflect consciously on what they

50 have learned and how they have learned it. Building reflective environments increases the transfer of knowledge and enables teachers and learners to engage in rigorous, ongoing assessment and evaluation. Because these activities take place at key points during a study-rather than just at the completion-they evoke insight and give rise to revisions and refinements critical to improving learning and addressing accountability. Reflection is central to all learning experiences, enabling us to act in a deliberate and intentional fashion to convert action that is merely blind and impulsive into intelligent action. In calling for educational experiences that open possibilities for all, there exists the need for building learning experiences upon a firm understanding of what learners know, what they need to know, and how they come to know. Staff development for instructors and administrators will be available to prepare them to work in an environment where reflection is a key ingredient.

Learning Styles of each student will be identified through screening during the first thirty days of enrollment. All faculty and staff should have a clear understanding of the relationship between the individual uniqueness of the student and the instructor and how best to facilitate maximizing learning.

The techniques of Padeia (Socratic Debate) are important to the method of allowing students to dig into the content of themes covered in the curriculum as· well as to reflect on content and concepts. Staff development will be provided to prepare staff and administration for these techniques.

All staff and administration are responsible for understanding and maintaining the regulations related to each of the chapter 12 accountability and compliance issues. Staff and administrative development will prepare each employee to appropriately support the need of the charter school to successfully meet all compliance issues.

The integration of technology across the curriculum is an important component in the design of this charter. All staff will be provided opportunities to continually improve their technology skills and to have better understanding on how to use this technology in the classroom.'

Strong instruction and support will be given on instructing special populations.

D. Admissions Policy

1. Describe the admissions methods/process you will follow. NOTE: The charter school admission policy must prohibit discrimination in any manner on the basis of sex, national origin, ethnicity, religion, disability, academic, or athletic ability, or the district the child would otherwise attend in accordance with this code, although the charter may provide for the exclusion ofa il_ r-J 3

51 student who has a documented history ofa criminal offense, a juvenile court adjudication or discipline problems under Subchapter A, Chapter 37.

Brazos River Charter School admission policy states that any student ages 14 through 21 who has not successfully completed a high school graduation plan or GED may enroll in the charter school. (According to provisions of the 75% rule, at lease 75% of the students must meet the state guidelines for 'At-Risk"). Students must complete a standard application form and submit documents required by the Texas Education Agency for enrollment in a Texas public school.

Students must complete a one day orientation before enrolled in curriculum based classes.

The school will not discriminate against entering students because of disability, race, creed, color, gender, national origin, religion, ancestry, academic ability, athletic ability, or need for special education services.

Every effort will be made to inform the parents and students of the high expectations and the active nature of the learning environment provided by the school.

If a student is not classified as "At-Risk" they may enroll as long as the 75 % rule is applied. If this can not be accomplished, the student would be placed on a waiting list.

2. Describe the timeline to be used for admitting students, including a plan for the admission lottery for students. NOTE: This is a federal requirement for any school accepting money through the Title X, Part C subgrant program.

A lottery for students will only be necessary for those non- at-risk students who may want to apply if their enrollment may jeopardize the 75% rule. Otherwise, the school will make provisions to accept all children that desire to enroll instead of placing a cap on individual grade levels. Students may apply for enrollment at any time and upon completing the application may set up an appointment with the administrator for processing the enrollment.

3. Explain how these policies further the mission ofthe school in a non-discriminatory fashion.

Since students are not screened, they may immediately begin their journey to academic success. The administration is responsible for gathering former school transcripts and evaluating appropriate placement in core courses. The administration is also responsible for insuring the 75% rule is maintained.

52 E. Describe in detail how your school will accommodate students with SPECIAL EDUCA TION needs. Address the following:

The Charter School, will become a member of the Texas Charter School Special Education Shared Service Arrangement chartered by the Texas Education Agency in November 1999. The SSA established special education policy and operating guidelines that adhere to Code 34 of IDEA -Part 300 and the Commissioners Rules and Regulations, and local Board policy and operating guidelines. The regional educational service centers provide on-going support and guidance.

The Operating Guidelines were developed by Carlene Marak, recognized by the state division of special education. Specific operating procedures for the following areas are included in this approximately 160 page Operating Manual. See attachment 19

1. Child Find Note: A 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.

The charter school implements a comprehensive system of "Child Find" in which personnel actively search for all individuals with disabilities or developmental delay, and will evaluate stUdents identified. Written procedures are in place for (1) internal identification, location, and evaluation procedures through referral and assessment systems and (2) public awareness and community-based efforts throughout the year to identify and locate children in the community through such means as community newspaper, information sent home to parents, and local agencies. Full educational opportunity, timelines to identify children, free appropriate public education are provided and ensured. Faculty and staff will receive at a minimum annual staff development in the implementation of the "Child Find" provisions and procedures.

2. Confidentiality.

The charter school will implement the regulations of the Family Education and Privacy Act. Documents will be maintained in confidential locked files; access rights for those with vested interest and parents/guardian will be ensured; access record list will be maintained. A list of types of records and location are on file. Parental consent for release of information, use, or disclosure of information is required unless for use by charter

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53 school. Fees, opportunity for hearings, destruction of information are addressed. Faculty and staff receive annual staff development.

3. Procedural Safeguards.

The Texas Education Agency written document will be used to notify students, parents, or guardian of students having or suspected of having a disability of their educational rights based on the Office of Special Education. The charter school protects the confidentiality of information, ensures that the parent understands his/her rights under IDEA, and provides copies of this information at times of referrals, assessment, and ARDIIEP meetings. Faculty and staff, and most specifically special education personnel receive staff development training so that the document can be explained to parent, guardian, or student. The procedural rights and safeguards, which the charter school addresses, include: confidentiality of information, notice, consents, procedural due-process, least restrictive environment, complaint procedures, and assessment process.

4. Notice ofAdmission, Review and Dismissal (ARD) Committee Meetings.

All members of the ARD committee will receive notice to ensure participation in the meetings. Parents will be given written notice within a reasonable time as determined by law. Parent will be given ample time before the charter school proposes or refuses to initiate or change the identification, evaluation, or educational placement of the student or the provision of a free appropriate public education. The charter school will obtain parental consent prior to conducting a pre-assessment or pre-placement evaluation and initial placement of a student with a disability in a program providing special education services and related services. If a parent does not respond to request to participate, the charter school will document its efforts and proceed with its responsibilities for planning and educating the student. Every effort will be exercised to ensure parent participation in the proceedings and consent process. A parent may request an ARD meeting at a mutually agreeable time to address specific concerns about his/her child's educational program.

5. Assessment of Children to determine eligibility.

Before any action is taken for initial placement for any special education program or related services, appropriate multi disciplinary diagnostic teams of the charter school conduct a full and individual evaluation. At least one teacher and person certified in area of suspected disability is included on the team. Tests and evaluation materials and procedures used for the purposes of evaluation and placement of children with disabilities are selected and administered so as not to discriminate by race or culture, validated for the purpose for which they are used, administered in the child's native language or other mode of communication 056

54 unless not feasible to do so, administered by trained personnel and in accordance with instructions by producers of the instruments. Assessment will be conducted in the time line directed for initial evaluations and reevaluations. The documentation of the assessment will be maintained in the student files in the SSA special education office.

6.· Development and Implementation of the Individual Educational Plan (IEP).

The charter school ensures that the individual educational plan developed by the admission review and dismissal (ARD -IEP ) committee is in effect before a student may receive services, be implemented as soon as possible following the meeting, and be in effect at the beginning of the school year. Any changes in program or placement during the school year require the consensus of an ARD committee. The IEP contains the following components: present competencies of student, annual goals, short term objectives and measurable, outline of time, dates, position of person responsible for implementing the program, evaluation procedures, modifications if appropriate, and basic skills assessment. Signatures on document indicate agreement, accommodation for recess and following ARD meeting. Each teacher has opportunity to provide input regarding the student's performance as well as request assistance in implementing the IEP goals and objectives. Teachers providing services will receive or have easy access to relevant sections of the document that address goals, objective, modifications, and adaptations.

7. Least Restrictive Environment (LRE) Placement.

Each student's educational placement is reviewed and determined at least annually and is based on the individual educational plan. Unless a student's individualized education program requires some other arrangement, the student is educated in this charter school. The least restrictive environment is reviewed and consideration is given to any potentially harmful effect on the child on the quality of services, which he or she needs. The charter school ensures that to the maximum extent possible the students are educated with children who are not disabled, and that separate programs and classes occur only when the nature of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Students have the opportunity to participate in educational and extra curricula programs as other non-disabled students. All students with disabilities are offered a day commensurate with that of non­ disabled students. The admission review and dismissal IEP committee will determine the appropriate instructional setting and length of day for each students and this program will be specified in the individual educational plan.

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55 8. Transition planning.

The charter school addresses transition planning for each student. Transition planning begins by age 16 with specific collaborative and long range planning goals addressed. Members of this planning committee include student and parent special education, and general education, special education and/or vocational educational personnel. Representatives from participating outside agencies are included or materials from said agencies provided to the student. A student's progress is reviewed and revisions and additions made on each individual transition plan at least annually. Information in preparation for these individual transition-planning meetings is provided to students beginning at age 14 and at the annual ARD meetings until 16 when the ITP is first developed. The ITP is developed prior to and apart from annual ARD-IEP meeting. The decisions of the ITP meeting are noted in the IEP meeting proceedings. Notification for an ITP meeting is 30 days prior to the meeting. Planning information for future life and educational needs is provided at these meetings. Decisions at the Individual Planning Meeting reflect the intent of a collaborative planning process

9. Certified personnel for the provision of services to children with special needs.

Personnel are certified, plan to be certified in special education, or are in process of receiving Texas certification via (1) emergency permit based on certification transfer from another state, review of transcripts, and ExCET exam in generic special education; (2) alternative education program through Educational Regional Service Center; (3) emergency permit pending certification based on current Texas certification in regular education and successful completion of the ExCET exam for generic special education. All assessment and related service staff are Texas certified diagnosticians, psychologists, and speech therapists.

10. Services to expelled students.

Students will not be expelled to the street. The charter school will see that any expelled special education student is appropriately placed in a program that meets the state requirements for the charter school's obligations to an expelled student.

F. Describe how your school will meet the needs of children who quality for other federal programs such as: Title I Part A; Title I Part C; Title I Part D, subpart 1; Title I Part D, subpart 2; Title II Part B; Title IV; Title VI; Migrant Education; and Section 504.

Title 1 Part A The purpose of title 1 is to enable charter schools to provide opportunities for children

56 Served to acquire the knowledge and skills contained in the challenging State content Standards and to meet the challenging State performance standards developed for all children. Title 1 partA, section 1114 allows the charter school to use Title 1 part A funds to upgrade the entire educational program in a school if that campus meets the schoolwide campus eligibility criteria. Eligible students are identified as failing or most at risk of failing to meet the state's performance standard (TAAS). Students who are economically disadvantaged, students with disabilities, migrant students, and students with limited English proficiency are eligible. The design of the charter school program will enable eligible students to experience a new learning environment that will greatly enhance their understanding of the learning process and provide motivational opportunities for personal academic and "community" growth.

Title I, Part C, Education of Migratory Children: The charter school will support an educational program for migrant children to help reduce the educational disruptions and other problems that result from repeated moves; ensure that they are provided with an appropriate educational program; and ensure that they have the opportunity to acquire the knowledge and skills contained in the challenging state content and student performance standards that all children are expected to meet

Title I, Part D, Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At Risk of Dropping Out, Subpart 2, Local Agency Programs subpart 1 For neglected or delinquent children: the purpose of this subpart is to support the charter school district's efforts that involve collaboration with locally operated correctional facilities to carry out high quality education programs to prepare youth for secondary school completion, training, employment, or further education; provide activities to facilitate the transition of youth from the correctional program. subpart 2 The charter school may operate dropout prevention programs in local schools for youth at risk of dropping out of school and youth returning from correctional facilities.

Title II, Part B, Dwight D. Eisenhower Professional Development Program: The charter school will ensure that teachers and, where appropriate, other staff members and administrators have access to sustained and intensive high-quality professional development that is of sufficient intensity and duration to have a positive and lasting impact on the teacher's performance in the classroom. Training must be aligned to both the challenging state content standards and the state student performance standards in the core academic subjects, with a primary focus on mathematics and science.

Title IV, Safe and Drug-Free Schools and Communities: The purpose and intent of the Safe and Drug-Free Schools and Communities program is to provide funds for the charter school to develop and carry out a comprehensive drug and violence prevention program that must be designed for all students and employees through the coordinated efforts of

i.JS9 57 school, families, and the community. Title IV money will be used in a ROPES program, School Safety Assessment, and current drug information.

Title VI, Innovative Education Program Strategies-­ Title VI of the 1964 Civil Rights Act prohibits intentional discrimination in the context of race, color, or national origin in all aspects of public and private employment. The funds will be used to support our efforts in implementing our educational reform program. The purposes of program funding for the charter school under this title is to: • meet the special educational needs of at-risk and "high cost" students

Section 504 of the 1973 Rehabilitation Act and Individuals with Disabilities Education Act (IDEA) prohibits discrimination against persons with disabilities. A 504 referral committee will be set up to receive referrals from parents and teachers in the same way that the special education referral is set up. Based upon recommendations from the committee, a 504 meeting may be conducted for the purpose of identifying the disabling condition and making modifications that will insure the student has continued opportunities for success.

Individuals with Disabilities Education Act (IDEA) Part B: The charter school will use a per-child share of its Part B, IDEA funds in a schoolwide program school in which children with disabilities are participating. Specifically, the amount of Part B funds that may be combined will not exceed an amount equal to the number of children with disabilities participating in the schoolwide program multiplied by the amount of Part B funds per child with disabilities the district received. All other requirements of the IDEA, such as those concerning the rights and services afforded to individual children with disabilities, will still be met for children in schoolwide program schools. Similarly, the district will use funds provided for eligible children with disabilities under section 8003(d) of the Elementary and Secondary Education Act (ESEA) (Impact Aid) in the same manner.

G. Describe how your school will meet the needs of children who quality for otherstate programs such as: Bilingual/English as a Second Language (ESL), State Compensatory Education, Dyslexia, and Gifted and Talented.

Title VII, Bilingual Education, Language Enhancement, and Language Acquisition Programs: The purpose of this program is to educate limited English proficient children and youth to meet the same rigorous standards for academic performance expected of all children and youth, including meeting challenging state content standards and challenging state student performance standards in academic areas. The charter school will identify students who are bilingual and those who are ESL. Appropriate programs will be offered with certified instructors to facilitate a quality program. It is anticipated that a large number of Hispanic students may enroll and it is important to provide a quality Jeo 58 bilingual and ESL program including software that is appropriate for their curriculum.

State Compensatory Education For each student who is educationally disadvantaged or who is a student who does not have a disability and resides in a residential placement facility in a district in which the student's parent or legal guardian does not reside funds will be spent to support a program of remediation to support the district goals of improved student academic success.

For purposes of this section, the number of educationally disadvantaged students is determined by averaging the best six months' enrollment in the national school lunch program of free or reduced-price lunches for the preceding school year.

Therefore students will be identified as eligible for the national school lunch program and steps will be taken to seek appropriate funds to improve and enhance programs and services funded under the regular education program. The compensatory education allotment will be used for costs supplementary to the regular program, such as costs for program and student evaluation, instructional materials and equipment and other supplies required for quality instruction, supplemental staff expenses, salary for teachers of at-risk students, . smaller class size, and individualized instruction. An open-enrollment charter school must use funds allocated under Subsection (a) to provide compensatory education services but is not otherwise subject to Subchapter C, Chapter 29.

Dyslexia Screening and Treatment for Dyslexia and Related Disorders. Students enrolled in the charter school will be tested for dyslexia and related disorders at appropriate times in accordance with a program approved by the State Board of Education. In accordance with the program approved by the State Board of Education, the board of trustees of each school district shall provide for the treatment of any student determined to have dyslexia or a related disorder.

Gifted and Talented "Gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: (1) exhibits high performance capability in an intellectual, creative, or artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field. Although this is an at-risk charter, it is expected that many of the at-risk students have significant talents and multiple intelligence. It is anticipated that these will be identified and encouraged by staff.

iJGl 59 H. Describe how your school will identify and provide educational support for those students who are identified as being "at risk ofdropping out of school" as defined in TEe section 29.OB 1(d)).

This charter application is for a 75 % Rule charter with all students being referred to the charter school by local education agencies. So these students have already been identified by the local education agency as At-Risk. In addition, our local at-risk student referral committee will refer any student not previously identified. The identification of at-risk students is based upon:

The school will use the student performance data resulting from the basic skills assessment instruments and achievement to design and implement appropriate compensatory or accelerated instructional services for students in the district's schools. The district will provide accelerated instruction to a student enrolled in the district who has taken the secondary exit-level assessment instrument and has not performed satisfactorily on each section or who is at risk of dropping out of school. The school district will evaluate and document the effectiveness of the accelerated instruction in reducing the dropout rate and in increasing achievement among students.

"Student at risk of dropping out of school" includes: each student in grade levels 8 through 12 who is under 21 years of age and who: was not advanced from one grade level to the next for two or more school years; has mathematics or reading skills that are two or more years below grade level; did not maintain an average equivalent to 70 on a scale of 100 in two or more courses during a semester, or is not maintaining such an average in two or more courses in the current semester, and is not expected to graduate within four years of the date the student begins ninth grade; did not perform satisfactorily on an assessment instrument; or is pregnant or is a parent; is a student of limited English proficiency, is sexually, physically, or psychologically abused; or engages in conduct described by Section 51.03(a), Family Code; and each student who is not disabled and who resides in a residential placement facility in a district in which the student's parent or legal guardian does not reside, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster family group home.

I. Other Student Activities. Describe the programs planned for the charter school.

Although the school will not provide traditional extra curricular activities and participation in organizations such as UIL, the school will participate in State Marketing and Technology Youth Leadership Programs which provide students a venue for competitions and participation in various projects and workshops. Students will have opportunity to participate in clubs organized by the students and sponsored by teachers and/or community members. There will be an on-line

. ,,~ uu ,­.'

60 publication department where students will post their creations in writing and art on the Internet and do their yearbook on the Internet.

1. Describe whether any agreements have been entered into orplans developed with other public/private agencies.

Rural communities rely on agencies such as 4 H, Boys and Girls Clubs, as well as scouting, to help provide after school activities, it is important that we also seek their support in providing additional activities for our students.

Because the students enrolled in this program have a strong family need for support, it is obvious that we will be creating partnerships with social support agencies and faith based agencies that can help provide various support opportunities to the whole family such as economic support and counseling support. The facilities of the school will be made available as a location for area agencies to be able to serve our students and their families. Also, because we will be serving a student population that are pregnant or have young children themselves

J. Student Assessment NOTE: All students are required to participate in the Texas Assessment ofAcademic Skills (TAAS) exams to the same extent as required while in attendance in an independent school district in Texas.

1. Describe your plan to assess individual student performance in the core academic areas. Include the process to determine the baseline ofachievement levels ofstudents, the results to be achieved, and the methods ofmeasurement to be used.

Student's growth in basic skills is measured by the use of standardized test scores and documentation of the successful completion of assigned course work. "At Risk" students typically enter with test scores showing average ability levels to be significantly below grade level. The average levels of growth expected for each student in the areas of basic skills will be above the average length of enrollment.

In order to measure rate of academic growth, a preliminary evaluation of the student's credit and educational history is done on the student's enrollment in Brazos River Charter School. Transcript checks, grades in progress, test scores, areas of need, areas of strength, and behavioral problems are reviewed and documented in an orientation with the student, the student's parent/guardian, and the site administrator, to provide a base line for evaluation purposes. An

61 individual educational achievement plan is developed with input from the teacher to best determine the educational goal for each student. There is a quarterly evaluation from the teacher to determine the extent to which each student is achieving the educational goal. Families are notified via telephone, post cards, or letters if there are specific concerns or commendations. The team of parents, teacher, site administrator, and student, may meet periodically if the educational plan needs adjustment based upon student progress.

In order to measure growth in expertise in technology, an enrollment survey using a Lichert scale is given upon entry to determine which technology the student is currently using along with their proficiency levels. Students are then introduced to various forms of technology in a systematic approach. Growth in the area of acquired technology skills can be identified when the survey is re­ administered. The enrollment survey also measures the students' attitudes about their previous school experiences. There exists a definite correlation between the student's attitude towards school and performance. For both males and females, research shows the number one reason for dropping out was that the student did not like school. When the survey is administered upon transfer from the Charter School, the students answer the same questions using Brazos River Charter School for their experience. Positive changes in attitudes about the educational process can be identified. Pre and post scores are obtained from the enrollment survey regarding improvement of attitudes about teachers and other school staff. Using directed instruction, as part of the multi-strategy approach, allows students and teachers to establish strong, committed relationships. The teacher connects with the student often with one-on-one instruction, scheduled appointments, and telephone calls. Small group instruction allows for more personalized student attention.

2. Describe the methods to identify the educational strengths and needs ofindividual students and the extent to which educational goals and performance standards are being met.

The faculty and staff will use pre and post standardized tests to establish benchmarks during the student's high school development. Students will be identified according to learning styles and personality traits to better equip them with an understanding of their own potential. Reading evaluations will be of great importance and a strong reading program should demonstrate over time increased potential.

Upon entry to the school, several assessments of the students' strengths and needs will be made. There will be an evaluation of their basic skills in reading, writing, and math as demonstrated on various standardized testing instruments. Incoming transcripts will be analyzed and an academic program that complies with Texas graduation requirements will be made. A learning styles inventory will tJ G·1

62 be given to determine the way in which each student learns best. Participation in previous state and federal programs will be taken into consideration (gifted, special education, bilingual, etc.)

All educational goals and performance standards developed and required by the state will be met. At all times the academic program for each student will comply with state requirements for course completion, TAAS, End of Course exams, and overall state graduation requirements.

3. Describe how student evaluation results will be used by the school to provide instructional programs.

As described earlier, the initial enrollment process establishes a baseline for each student in his or her academic achievement and graduation needs. Appropriate placement in courses is subject to that evaluation and pre-tests offered each student.

The use of academic tracking software will give each instructor and administrator an updated description of the progress of students toward meeting their course completion, TAAS, End of Course test, and graduation goals.

Students not progressing will be easily identified and given the attention needed to bring the student, parent/guardian, and teacher together to work on distracting issues.

iJG5

63 OMB No. 1545·0056 Fonn 1023 Application for Recognition of Exemp~jon (Rcv, September 1998) NOb!!:: Ifexempt status is Under Section 501 (c)(3) of the Internal Revenue Code spprcNed. INs Department at ttwt Trea:suy spplkat;on will be __ IrterM! Revenue SeMc:e fOr pU:iic in>peaion. Read the instructions for each Pan carefully. A User Fee must be attached to this application.: If the required information and appropriate documents are not submitted along with Form 8718 (with payment of the appropriate user fee). the application may be returned to you. Complete the Procedural Checklist on page 8 of the instructions. ·Will Identification of Applicant

1a Full name of organization (as shown in organizing document) Z Employer identification number (EN) (If none. see page 3 of the Specific InstructionsJ Brazos River School 75 12855334 1b clo Name Uf applicable) 3 Name and telephone number of person to be contacted if additional information Jason Rook is needed 1c Address (number and street) Room/Suite 1112 Wildwood ( 817 ) 861-9566 1d City. town. or post office. state. and ZIP + 4. If you have a foreign address. 4 . Month the annual accounting period ends . . see Specific Instructions for Part I. page 3. " . August Arlington, Texas 76011 5 Date incorporated or formed 01/20/2000 1e Web site address 6 Check here if applying under section; • o 501 (e) bO SOl(n cOS01(k) dOS01(n) 7 Did the organization previously apply for recognition of exemption under this Code section or under any other section of the Code? . . . . 0 Ves Dil No If "Yes." attach an explanation. 8 Is the organization required to file Form 990 (or Form 990-EZ)? ....., 0 N/A ~ Ves 0 No If "No." attach an explanation (see page 3 of the Specific Instructions). 9 Has the organization filed Federal income tax returns or exempt organization information returns? • • 0 Ves Oi:' No If "Yes." state the form numbers. years filed. and Internal Revenue office where filed.

10 Check the box for the type of organization. ATIACH A CONFORMED COpy OF THE CORRESPONDING ORGANIZING DOCUMENTS TO THE APPLICATION BEFORE MAILING. (See Specific Instructions for Part I. line 10. on page 3.) See also Pub. 557 for examples of organizational documents.) ( a"~ Corporation-Attach a copy of the Articles of Incorporation (including amendments and restatements) showing approval by the appropriate state official; also include a copy of the bylaws. t' b 0 TruSl- Attach a copy of the Trust Indenture or Agreement. including all appropriate Signatures and dates.

c 0 Association- Attach a copy of the Articles of Association. Constitution. or other creating document. with a declaration (see instructions) or other evidence the organization was formed by adoption of the document by more than one person; also include a copy of the bylaws.

If the organization is a corporation or an unincorporated association that has not yet adopted bylaws. check here ~ 0 . I d~Jate under the penalties of pc1jury that r am autf'lonzcd to sign this appicarion on behaff 01 the above organization and that I have examined this appk.adon. Includmg the a panyi d attachmentS, and to the ~t of my knCMiedge it is tJ"UC'. correct. and com~ctc_

Jason Rook 01/20/2000 (Type or print name and title or c1uthOrilY of signet) (OalC)

Reductic)n Act Notice, see page 7 or the instructions. Cat. No. 171331< JG6 Charter School Public Meeting Brazos Charter School th January 20 , 6:00 pm Glen Rose Camp and Resort Center

Agenda

Meeting called to order with introductions

Definition of 75% Rule Charter School

Design of the Proposed Charter School

Projections of impact and cost

Location

Board of Directors

Chief Education Officer

Questions and Answers

Close of Meeting

iJ67

8

Family Educational Rights and Privacy Act Protected Material

1 page has been withheld

PLEASE NOTE: Public hearing sign-in sheets have been removed from the responsive material. These sign-in sheets contain material that is protected by the Family Educational Rights and Privacy Act (FERPA). Information redacted could include items such as the student's name, names of family members, addresses, personal identifiers such as social security numbers, and personal characteristics or other information that make the student's identity easily traceable. If you have any questions or concerns regarding the redaction of this material, please contact the Open Records Office at [email protected].

p~~.; GLEN ROSE REPORTER, Thursd2y, January 20,2000 -p,;"t':-'.. , L ' ',' GLEN Rose Defen­ £NTS '. , SiveDrivingScbool •• icesched~~ '~Wil1 have classes Mon...... ___C_Ia_s_si_fi_e_d_A_.d_s_-_8_9_7 -_2.;.:~.;.;,~._2_.....;..~ ;L, for politi- "& Thes" Jan 24-25, at, . " . '" ts"in the ',~:', the Senior Citizens 'Center in the Paluxy Room from 6:30 to FIRST NATIONAL ,.. , $80.00 9:30 p,m, Please bring I . "" $70.00 " .. $50.00 your driver license and proof of where you have to pay your BANK CAN { ticket. For further in­ formation call (254) is autho­ 897-3068 or 897­ Thank you for supporting the the (DHow_ 4290, Jimmy D, Mc­ lnnounce­ Kinney, USA CllS5, :0 action of Somervell County Youth Fair Cl Primary Walk-ins welcome. 'or pUblica­ 38G-llet louncement and purchasing my candy. JY the indi­ ~ unless ath­ TRACTOR L & DOZER Kacie Shadowens udge. SERVICE ial Dist.: Site preparation, build­ EILL ing pads, final grade, i.ttorney. driveways/roads, NOTICE OF INTENTTO APPLY FOR OPEN· ~ial Dist: drainage correction, pushbrush, small tanks, ENROLLMENT CHARTER SCHOOL iNA Steve Cook, (254) 897­ Brazos River Schools is applying to the State Board of Education for approval lERS 3984, 45C-tfe- to operate an open-enrollment chaner school ("charter school") to. be locate'd doner. in Glen Rose. Charter Schools are public schools established by nonprofit "lo.l: DOOLEY Manage­ organizations. institutions of higher education, or government entities. These 11!vIINGS ment Co)Somervell County Expo & Texas schools are publicly funded and are free from many state regulations that" sioner, Amphitheatre: Food & apply to other public schools. The following descriptive information about the :-.lo.3: beverage asst. man­ proposed school is being provided for the benefit of the community in which ;E "PAT' ager position avail­ the school would be located if approved.. E able. Busy, fast paced environment. Experi­ Name of the sponsoring entity proposing the charter school is Brazos River CRATIC enced preferred, Apply Schools. RTY M-F, Expo business of­ Chief Executive Officer of me proposed school is Mike Thames. rter is autho­ fice, or mail resume lish the toUow­ Attn: Tammy Dooley, Board members of the sponsoring entity include Jason Bunting, Jay Lewis, al announce­ P.O, Box 2031, Glen ect to action of Rose, TX 76043, and Jason Rook.. ratic Primary ·'ee for publica­ 33D-tfe- Proposed location of the school is Somervell County. . announcement aid by the indi­ FOR RENT: 2-bdrm, The school is designed to accept referred students from area school districts idate unless oth­ singlewide trailer. that need a different structured learning environment than provided by the oak,t Washer/dryer connec­ school district. Students will do independent self-paced studies using epresentative, tions, Rental $275,00 technology and direct teach. Opportunities will be provided for students to do lng. Dist.: per month, Call Jean community service projects. work on problem solving projects that relate to IE STENHOL\I King at (254) 897-2960 their everyday experiences, and participate in field trips that will develop ext, 211 for additional team-building skills. ty Attorney.: information. 38F-tfc-

~D D. HANKINS Grade levels to be served include 8th through 12th. Opening date if approved: BIGAL'S August 2000. iff: FENCING An information meeting will be beld at 6:00 p,m. on Thursday, January at R D, lflLL 20, Chain link, barbed Glen Lake Camp and Retreat 'OCHAM wire, net wire and re­ \sse8sor­ pairs, 897-3787, The State Board of Education invites comments about any aspect of the !tor: . 44F-tfc- proposed school or its sponsoring entity. Comments must be communicated in !I'HY KELtER the form of a signed letter directed 10 the State Board of Education, Only FOR ALL your Avon letters specifically addressing a proposed school will be considered by the lmissioner, needs,callLaverne. board. Letters may be sent to the following address: Texas Education Agency. tnct No.1: (254) 897-3783_ Division of Charter Schools, 1701 N- Congress, Austin. Texas 78701. :SKEESE 5E-pdFeb24> (Y HULSEY :m:..t>. EARKER ." "'''.':I-l. I9.zo -- _"'U~ , ~ n 6v6R-l6R I JUJ , I i' .., 0 '" (

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..., . . I 1 Attachment 1

Articles of Incorporation Brazos River School

We, the undersigned natural persons of the age of twenty-one years or more, all of whom are citizens and residents of the state of Texas, acting as incorporators of a corporation under the Texas Non-Profit Corporation Act, do hereby adopt the following Articles of Incorporation for such Corporation:

ARTICLE ONE The name of the corporation is Brazos River School.

ARTICLE TWO A. The corporation is a NON-PROFIT CORPORATION.

B. The corporation shall be organized and operated exclusively for non-profit purposes. No part of its net earnings shall inure to the benefit of any officer, director, or private individual, nor shall it ever declare or make to any of such persons any dividend or other distribution.

C. Nothing herein contained shall prevent the payment of reasonable compensation for services rendered or the reimbursement of reasonable expenses incurred in connection with the corporations affairs.

ARTICLE THREE The period of duration of the corporation is perpetual.

ARTICLE FOUR The purposes for which the corporation is organized are exclusively charitable and educational and will be non-discriminatory according to the provisions of Federal and State laws. The general purpose of the corporation is to render and provide on a non-profit basis, services designed to strengthen the academic and vocational education of individuals desiring to acquire skills preparing them for further study or employment. Such services shall include, but are not limited to, one or more of the following: academic, vocational, and life skills training. Particular purposes for which the corporation is organized are:

A. To plan, construct, operate, maintain, and improve such physical facilities and services as may be necessary, incidental to, or connected with the carrying out of the non-profit education aims and purposes of the corporation.

B. To acquire by gift, purchase, hold, sell, convey, assign, mortgage, or lease any property, real or personal, which may be necessary to, incidental to, or

J72 64 connected with the rendition of the services for which this corporation is organized to render.

C. To engage in any kind of activity, and to enter into, perform, and carry out contracts of any kind necessary to, in connection with, or incidental to the accomplishment of anyone or more of the non-profit charitable, and educational aims and purposes of the corporation.

D. To engage in the operation of a proprietary and/or public school, extended campus, or research facility to enable the non-profit aims of this corporation to be accomplished.

E. To maintain a service delivery system, designed to deliver services, utilizing teamwork system of volunteers and professionals that are trained to assist students.

F. To engage in such activities as may be necessary, connected with, or incidental to meeting the physical, social, and educational needs of those the corporation seeks to serve, and contribute to their education and employability.

G. Nothing herein contained shall be construed as prohibiting the corporation from exercising any or all powers enumerated in the Texas Non-Profit corporation Act, so long as the exercise of such power or powers is consistent with the non-profit charitable and educational aims and purposes of the corporation.

H. This corporation is organized exclusively for one or more of the purposes as specified in Section 501c(3) of the Internal Revenue Code, including, for such purposes, the making of distributions to organizations that qualify as exempt organizations under section 501 c(3) of the Intemal Revenue Code, or corresponding section of any future federal tax code.

ARTICLE FIVE The corporation shall have no capital stock or shares.

ARTICLE SIX The corporation shall have no members. Its affairs shall be managed by a Board of Directors, whose number and qualifications shall be fixed by the By-laws, but in no event shall the number of the Directors be less than three (3).

ARTICLE SEVEN A. The corporation shall not carry on political propaganda or otherwise try to influence legislation.

v,"3I 65 B. The corporation shall not participate or intervene in any political campaign on behalf of any candidate for public office.

C. The corporation shall not carry on any activity not permitted a corporation exempt from Federal Income Tax under section 501C (3) of such Internal Revenue Code of 1954 (or corresponding provisions of any such future law.)

ARTICLE EIGHT Upon dissolution, liquidation, or winding up of the corporation (whether voluntary or involuntary), the net assets shall be distributed as determined by the Corporation, but only to one or more charitable, or educational organizations exempt from Federal Income Tax under section 501 C (3) or the Internal Revenue Code of 1954 or the corresponding provisions of any such future law).

ARTICLE NINE The address of the initial registered office of the corporation is 1112 Wildwood, Arlington, Texas 76011

ARTICLE TEN The number of directors constituting the initial Board of Directors of the Corporation is three (3), and the names and addresses of the persons who are to serve on the initial board: Jason Rook 1112 Wildwood, Arlington, Texas 76011 John Lewis 805 Berkley, Cleburne, Texas 76031 Jason Bunting 100 Eldorado, Hewitt, Texas 76643

ARTICLE ELEVEN The persons who are elected officers of the Board of Directors also serve as incorporators. The name and street address of each incorporator is:

Jason Rook Chairman 1112 Wildwood, Arlington, Texas 76011 John Lewis Secretary 805 Berkley, Cleburne, Texas 76031 Jason Bunting Treasurer 100 eldorado, Hewitt, Texas 76643

;)74 66 Attachment 2

Bylaws Brazos River School

ARTICLE 1 NAME OF CORPORATION

The name of the Corporation is the Brazos River School, hereinafter designated as "school". Any reference to the Board shall mean the Board of Directors of "school" unless other-wise specified.

ARTICLE II OFFICES

Section 1. PRINCIPAL OFFICE. The principal office of the "School" in the State of Texas shall be in the City of Arlington, County of Tarrant. The "School" may have such other offices, either within or without the State of Texas, as the Board of Directors may determine or as the affairs of the "School" may require from time to time.

Section 2. REGISTERED OFFICE AND REGISTERED AGENT. The "School" shall have and continuously maintain in the State of Texas a registered office, and a registered agent whose office is identical with such registered office, as required by the Texas Non-Profit Corporation Act. The registered office is identical with such registered agent whose office is identical with such registered office, as required by the Texas Non-Profit Corporation Act. The registered office may be, but need not be, identical with the principal office of the "School" in the State of Texas and the address of the registered office may be changed from time to time by the Board of Directors.

ARTICLE III PURPOSE

Section 1. GENERAL PURPOSES. The general purpose of the corporation is to render and provide, on a non-profit basis, services designed to strengthen the education of people of all ages and in so doing to assume, to a material extent, that which might otherwise become the duty of the community or the State. Such services shall include, but not be limited to, one or more of the following: Provide a continuous sequential series of courses that provide a pathway for students to progress through an educational system that will prepare them for post secondary training or job training and or job placement. Provide guidance and crisis counseling, Provide parenting training, Further descriptions of the

J 75 67 purposes of the corporation are stated in Article 4, sections A-J of the Articles of Incorporation of the "school".

The purposes for which the corporation is organized are exclusively charitable and educational within the meaning of Section 501 (c) 3 of IRS Code of 1954 and will be non-discriminatory according to Federal and State mandates.

ARTICLE IV BOARD OF DIRECTORS

Section 1. POWER OF MANAGEMENT. The affairs of the "School" shall be governed by a Board of Directors, which shall have all the powers and duties necessary or appropriate for administration of the business and affairs of the "School", including control and disposition of its properties and funds.

Section 2. NUMBERS. The Board of Directors of the "School" shall consist of no less than three (3) members and no more than seven (7) members. The number of Directors may be increased or decreased from time to time by amendment to these By-Laws, but no decrease shall have the effect of eliminating or excluding from office any Director.

Section 3. QUALIFICATIONS. The directors shall be broadly representative of community interests and professional experience having an interest in serving the community by strengthening the Education and Employment of persons served by the "School".

Section 4. TERM. Unless a Director resigns, or becomes disqualified to serve, as provided in Section 17, each Director shall serve in office for three (3) years or until a successor has been elected.

Section 5. TERM OF OFFICE. Upon the expiration of the original term of office of an initial Director, the respective successor Director shall be elected for a term of three (3) years.

Section 6. ELECTION Directors shall be elected annually to the Board of Directors on or before the August meeting of each year by a majority of the members then serving on the Board of Directors.

Section 7. VACANCIES. A vacancy shall be declared, by a majority of the Board, in any seat on the Board, upon the death or resignation of the occupant rendering him or her incapable of participating in the management and affairs of the corporation.

Section 8. FILLING OF VACANCIES AND UNEXPIRED TERMS. A Director elected to fill a vacancy shall be elected for the unexpired term of his or her predecessor in office.

076 68 Section 9. BOARD SELF-PERPETUATING. The Board shall be a self­ perpetuating body. The manner of electing successors to the Directors, filling vacancies occurring in the Board, and filling any Directorship created by reason of an increase in the number of Directors shall be by the affirmative vote of a majority of the remaining Directors through less than a quorum of the Board.

Section 10. SUCCESSOR. Any Director whose term of office shall have expired may be elected to succeed himself or herself.

Section 11. REGULAR MEETINGS. The regular meetings of the Board shall be held at least once per quarter at the corporation's principal office or at any other place which may be designated by resolution of the Board for the election of Directors and officers and for the transaction of such other business as may lawfully come before the meeting. The Secretary shall give notice to the Directors of regular meetings as required under Texas law or these By-laws.

Section 12. SPECIAL MEETINGS. Special meetings of the Board shall be held whenever called by the Chairperson of the Corporation upon the direction of the Chairman of the corporation and it shall be the duty of the Secretary to give sufficient notice of the meeting at least three (3) days in advance of the meeting in person or by mail, telegraph, or telecopy to enable the Directors so notified to attend such meetings. The person calling the special meeting of the Board may fix any place, either within or without the State of Texas, as the place for holding such a meeting of the Board called by them.

Section 13. QUORUM. A majority of the Board shall constitute a quorum for the transaction of business at any meeting of the Board convened according to these By-laws; but if less than a majority of the Directors is present at said meeting, a majority of the Directors present may adjourn the meeting from time to time without further notice.

Section 14. MANNER of ACTING. The act of a majority of the Directors present at a meeting at which a quorum is present shall be the act of the Board, unless the act of a greater number is required by law or by these by-laws.

Section 15. INFORMAL ACTION by DIRECTORS. Any action required by law to be taken at a meeting of Directors, or any action which may be taken at a meeting of Directors, may be taken without a meeting if the Secretary, acting at the direction of the Chairman, issues a consent in writing setting forth the action so taken and signed by all of the Directors.

Section 16. PROXIES. A Director may vote in person or by proxy executed in writing by that Director. No proxy shall be valid after three (3) months from the date of its execution. Each proxy shall be revocable unless expressly provided

J i7 69 therein to be irrevocable and unless otherwise made irrevocable by law. A Director represented by proxy shall not be counted toward a quorum.

Section 17. REMOVAL and RESIGNATION. Any Director may be removed from office, with cause and after notice and hearing by the affirmative vote of two-thirds (2/3) of the Board of Directors present at a meeting in which a quorum is present. Any Director may resign at any time by giving written notice of such resignation to the Board of Directors.

Section 18. COMPENSATION. Directors shall not receive any compensation for their services other than reimbursement or payment of expenses incurred by them and authorized or approved by the Board in the performance of their duties. Nothing herein contained shall be construed to preclude any Director from serving the corporation in any other capacity and receiving compensation therefor.

Section 19. ACTIONS by CONFERENCE TELEPHONE. Subject to any notice of meeting requirements in these By-laws or under Texas law, members of the Board of Directors or members of any committee designated by such Board may participate in and hold a meeting of such board or committee by means of a conference telephone or similar communications equipment by means of which all persons participating in the meeting can hear each other. Participation in such a meeting shall constitute presence in person at such meeting, except where a person participates in the meeting for the express purpose of objecting to the transaction of any business on the ground that the meeting is not lawfully called or convened. Minutes ofany such meeting shall be promptly prepared by the Secretary of the same, circulated to all members entitled to vote at the meeting (whether they participated or not), meeting minutes, and called to the attention of such Board of Directors or committee at its next regular meeting.

ARTICLE V OFFICERS

Section 1. DESIGNATION. The officers of the corporation shall be a Chairman, a Secretary, a Treasurer.

Section 2. ELECTION and TERM of OFFICE. The officers of the corporation shall be elected at its first meeting and annually thereafter by the Board at the August meeting. If the election of officers shall not be held at such meeting, such election shall be held as soon thereafter as it conveniently may be held. New offices may be created and filled at any meeting of the Board. Each officer shall hold office for a period of one ( 1 ) year or until his or her successor shall have been duly elected.

Jj8 70 Section 3. REMOVAL. Any officer elected or appointed by the Board may be removed by the Board whenever, in its judgment, the best interests of the corporation would be served thereby, but such removal shall be without prejudice to the contract rights, if any, of the officer so removed, except in a case involving moral turpitude or criminality.

Section 4. VACANCIES. A vacancy in any office because of death, resignation, disqualification or otherwise, may be filled by the Board for the unexpired portion of the term.

Section 5. CHAIRMAN. The Chairman shall be the principal executive officer of the corporation and shall preside at all meetings of the Board and all Executive Committee meetings. He or she may sign, with the Secretary or any other proper officer of the corporation authorized by the Board, any deeds, mortgages, bonds, contracts, or other instruments which the Board has authorized to be executed, except in cases where the signing and execution thereof shall be expressly delegated by the Board or by these By-laws or by statute to some other officer or agent of the corporation; and in general he or she shall perform all duties incident to the office of Chairman, including the power to appoint committees and employ personnel, and such other duties as may be prescribed by the Board from time to time.

Section 6. SECRETARY. The Secretary shall keep the minutes of the meetings of the Board and Executive Committee in one or more books provided for that purpose; give all notices in accordance with the provisions of these By-laws or as required by law; be custodian of the corporate records and of the seal of the corporation, and affix the seal of the corporation to all documents, the execution of which on behalf of the corporation under its seal is duly authorized in accordance with the provisions of these By-laws; keep a register of the post office address of each Director which shall be furnished to the Secretary by each Director; and, in general, perform all duties incident to the office of Secretary and such other duties as from time to time may be assigned to hem or her by the Chairman or by the Board.

Section 7. TREASURER. If required by the Board by written resolution, the Treasurer shall give a bond for the faithful discharge of his or her duties in such sum and with such surety or sureties as the Board shall determine. He or she shall have charge and custody of and be responsible for all funds and securities of the corporation; receive and give receipts for monies in the name of the corporation in such banks, trust companies, or other depositories as shall be selected by the Board of Directors; and in general perform all the duties incident to the office of Treasurer and such other duties incident to the office of Treasurer and such other duties as from time to time may be assigned to him or her by the Chairman or by the Board. ARTICLE VI COMMIIIEES

Section 1. Executive Committee. The Board of Directors, by resolution adopted by a majority of the Directors in office, may designate and appoint an Executive Committee which shall consist of officers then in office, who shall, to the extent provided in said resolution, have and exercise the authority of the Board of Directors in the management of the corporation, except that the Executive Committee shall not have the authority of the board of Directors in reference to amending, altering or repealing the By-Laws; electing, appointing or removing any member of any such committee or any Director of officer of the corporation; amending the Articles of Incorporation; restating Articles of Incorporation; adopting a plan of merger or adopting a plan of consolidation with another corporation; authorizing the sale, lease, exchange or mortgage of all or substantially all of the property and assets of the corporation; authorizing the voluntary dissolution of the corporation or revoking proceedings therefor; increasing the annual budget adopted by the Board; adopting a plan for the distribution of the assets of the corporation; or amending, altering or repealing any resolution of the Board of Directors which by its terms provides that it shall not be amended, altered or repealed by such committee and the delegation and appointment of any such committee and the delegation thereto of authority shall not operate to relieve the Board of Directors, or any individual Director, of any responsibility imposed upon it or him or her by law.

The Executive Committee shall report back to the full Board on its activities, specifically identifying any resolutions which have been altered, repealed or amended by the Committee since the previous regularly scheduled meeting. The Chairman of the Board of the corporation shall chair the Executive Committee. This Committee shall meet as called by the Chairman. The Chief Education Officer shall be a non-voting member of the Executive Committee.

Section 2. OTHER COMMITTEES. Other committees not having and exercising the authority of the Board of Directors in the management of the corporation may be appointed in such manner as may be designated by a resolution adopted by a majority of the Directors present at a meeting at which a quorum is present. The Chairman of the Board shall appoint the chairmen thereof.

Section 3. NOMINATING COMMITTEE. A Nominating Committee shall be elected by the Board at the June (regular) meeting and that Committee shall present a slate of officer nominees to all Board Members within thirty (3) days prior to the August meeting. Additional nominations from the floor are accepted (with consent of the nominee). Elections shall be held at the August meeting, as set forth in Article V, Section 2 of these By-laws.

0::;0 72 Section 4. TERM of OFFICE. Each chairman and members of a committee shall continue as such until the next annual meeting of the Board of Directors.

Section 5. QUORUM. Unless otherwise provided in the resolution of the Board of Directors designating a committee, a majority of the whole committee shall constitute a quorum and the act of a majority of the members present at the meeting at which a quorum is present shall be the act of the committee.

Section 5. RULES. Each committee may adopt rules for its own government not inconsistent with these By-laws or with rules adopted by the Board of Directors.

ARTICLE VII CHIEF EDUCA liON OFFICER

Section 1. APPOINTMENT. The Chief Education Officer shall be employed by the Board of Directors (who shall set compensation) and shall report to the Chairman and the Board of Directors.

Section 2. RESPONSIBILITY AND AUTHORITY. The Chief Education Officer shall coordinate and supervise the business of the "School" as directed by the Board of Directors; shall appoint such other employees as the Board of Directors shall deem necessary; shall direct and be responsible for the work deem necessary; shall direct and be responsible for the work of such employees; shall, unless otherwise limited by the Board of Directors, have the power to remove all employees.

The Chief Education Officer shall meet with and report to the report to the Board of Directors. The Chief Education Officer or staff designee shall likewise meet with and advise all other committees of the "School".

Section 3. REMOVAL. The Chief Education Officer, or any agent or employee may be removed by the Board of Directors whenever in the judgment of the Board, the business of the "School" will be served thereby. In such event the Chief Education Officer, agent or employee shall have the right of a hearing before a regular or special meeting of the Board of Directors. A two-thirds (2/3) vote of the Board of Directors (present at the meeting in which a quorum is present) shall be required for removal.

73 ARTICLE VIII ADVISORY BOARDS AND VOLUNTEER POSITIONS

The Chief Education Officer shall appoint advisory Boards as authorized by Resolutions of the Board of Directors. Such boards shall consist of un-paid volunteers serving the purposes of the Brazos River Charter School and are supervised by the Chief Education Officer.

Other volunteer positions, such as "Mentors" and office volunteers, shall be appointed and supervised by the Chief Education Officer as authorized by Resolutions of the Board of Directors.

ARTICLE IX FINANCE AND ACCOUNTING

Section 1. CONTRACTS. The Board may authorize any officer or officers, agent or agehts, of the corporation in addition to the officers so authorized by these By­ laws to enter into any contract or execute and deliver any instrument in the name of and on behalf of the corporation. Such authority may be general or confined to specific instances.

Section 2. CHECKS and DRAFTS. All checks, drafts, or orders for the payment of money, notes, or other evidences of indebtedness issued in the name of the corporation shall require the signature of two (2) persons out of officers of the Board and the Chief Education Officer.

Section 3. DEPOSITS and FUNDS. All funds of the corporation (with the exception of a Petty Cash fund) shall be deposited in a timely manner to the credit of the corporation in such banks, trust companies, or other depositories as the Board may select. The accounts of the "school" shall be audited annually be an outside accounting firm selected by the Board after the close of the fiscal year and a copy of the audit submitted to the Board of Directors. Periodic financial reports shall be submitted to the Board. The Board of Directors shall provide bonding for officers and staff having access to the funds of the "school".

Section 4. FISCAL YEAR. The fiscal year of the corporation shall be from Septmeber 1st through August 31 st.

Section 5. BUDGET. An annual operating budget shall be prepared by the Chief Education Officer in conjunction with the Finance Committee,. The budget shall be submitted to the Board of Directors at its October meeting. A majority vote of members present at a meeting of the Board presented by the Chief Education Officer may be proposed at any Board meeting, provided that three days prior notice of such amendments has been given to all Board members.

0;)2 74 Section 6. CONDITIONAL GIFTS. The Board may accept or reject gifts to the corporation carrying conditions or restrictions as to use. Conditions or restrictions placed on gifts that are accepted by the Board shall be complied with by the Board.

ARTICLE X BOOKS AND RECORDS

The corporation shall keep correct and complete books and records of account and shall also keep minutes of the proceedings of its Board, and shall keep at the registered or principal office a record giving the names and addresses of the Directors. All books and records of the corporation may be inspected by any member or his/her agent or attorney, for any proper purpose at any reasonable time.

ARTICLE XI POWER OF BOARD 10 SOLICIT DONATIONS

The Board of Directors shall have full power and authority to solicit donations in the name of the Brazos River or to apply for grants and funds whenever, in the discretion of the Board, the exercise of said power is required in the general interest of the "school"

ARTICLE XII RULES OF ORDER

The rules contained in "Robert's Rules of Order Revised" shall govern this organization in all cases to which they are applicable and in which they are consistent with these By-Laws.

ARTICLE XIII SEAL

The Board of Directors may provide a corporate seal which shall have inscribed thereon the name of the corporation and me be in such form as the Board of Directors may determine, and may be used by causing it or a facsimile thereof to be impressed or affixed or in any other manner reproduced.

ClS3

75 ARTICLE XIV NOIICES

Section 1. ATTENDANCE as WAIVER. Any Director may waive notice of any meeting. The attendance of a Director at any such meeting shall constitute a waiver of notice of such meeting, except where a Director attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened.

Section. WRITTEN WAIVER. Whenever any notice is required to be given under provisions of the Texas Non-Profit Corporation Act or under the provisions of the Articles of Incorporation or the By-laws of the corporation, a waiver thereof in writing signed by the person or persons entitled to such notice, whether before or after the time stated therein, shall be deemed equivalent to the giving of such notice.

Section 3. PURPOSE. Neither the business to be transacted at, nor the purpose of, any regular or special meeting of the Board need be specified in the notice or waiver of notice of such meeting, unless specifically required by law or by these By-laws.

ARTICLE XV AMENDMEN I S 10 BY-LAWS

These By-laws may be altered, amended, or repealed and new By-laws may be adopted by a two-thirds (2/3) majority of the Directors present at any regular scheduled meeting or at any special meeting, if at least five (5) days written notice is given of an intention to alter, amend, or repeal these By-laws or to adopt new By-laws are hereby authenticated as the By-laws adopted at the organizational meeting of the organization on January 12th, 2000.

.,,.. A V (')"$

76 TEXAS EDUCATION AGENCY OPEN-ENROLLMENT CHARTER SCHOOL APPLICANT BIOGRAPHICAL AFFIDAVIT (Print or Type)

Full Name of Sponsoring Entity and Name of Proposed Charter School: ______Brazos River Charter School______

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSWER IS "NO" OR "NONE", SO STATE.

Full Name (Initials Not Acceptable): John Dixon Lewis, Jr.

2. Have you ever had your name changed? No If yes, give reason for the change: ­ b. Maiden Name (iffemale)-:-:-___ c. Other names used at any time ______

3. Social Security Num ------_

4. Date and Place of Birth: Conroe, Texas

5. Business Address: 103 S. Walnut Cleburne, Texas Business T elepho:....ne....::~8-i17~-""5cO=5""6-::.;5""6;,,0-;:0---=::.:::::=.:..:.::.c...:..:=:=...... ______

6. List your residences for the last ten (10) years starting with your current address, giving:

DATES ADDRESS CITY and STATE ZIP CODE 1996-current 805 Berkley Cleburne, TX 76031 1988-1996 141 Sandlewood Burleson, TX 76028

7. Education: Dates, Names, Locations and Degrees

College Baylor University - BA '80

Graduate Studies._~U.:...... !,T.:....A~rl~in~g~to~n.!.._-..!,M~a~s~t~e!.:rs~A~rc:::.h~it~e~c!.:tu:!.!.r::::e...:'8:::8~______

Others pursuing Masters in Education - Mid-Management - graduation Spring 2000

Va· "5 8. list Membership in Professional Societies and Associations: _____ Texas Elementary Principals/Supervisors Association

9. Present or Proposed Position with the Proposed Charter School :Board Member

10. list complete employment record (up to and including present jobs, positions, directorates or officerships) for the past twenty (20) years:

DATES EMPLOYER ADDRESS TITLE 95-present Cleburne ISO 103 S. Walnut Teacher/Admin 88-95 Vincent Architects 103 Technology Blvd. Architect 84-88 full time graduate student 80-84 Boy Scouts of America 4917 BriarHaven, FW Public Relations

11. Present employer may be contacted: Yes No (Circle One)

Former employers may be contacted: Yes No (Circle One)

12. Have you ever been in a position which required a fidelity bond? No If any claims were made on the bond, give details: ______

Have you ever been denied an individual or position schedule fidelity bond, or had a bond cancelled or revoked? No______If yes, give details: ______

13. list any professional occupational or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination): Texas Board of Architectural Examiners (Architectural Registration, 1995)

14. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or Revoked? No If yes, give details:)

15. Will you or members of your immediate family be employed by (directly or through contract) or receive remuneration from the proposed charter school? No

ilS6 16. Have you ever been adjudged bankrupt? ~Nc.::o:....-______

17. Have you ever been convicted or had a sentence imposed or suspended or had pronouncement of a sentence suspended or been pardoned for conviction of or pleaded guilty or nolo contendere to any information or indictment charging any felony, or charging a felony or misdemeanor involving moral turpitude, or have you been the subject of any disciplinary proceedings of any federal or state regulatory agency? No If yes, give details,:...:______

18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship? No

19. Are you now, or have you been, within the past five years, a plaintiff or defendant in any lawsuit? No If so, please furnish details,:...:______

Dated and signed this _1 g-i-A- day of _January , 2000_, at __~--~~~----~--~~--~------~------~~~~- I hereby certify under penalty of perjury that I am acting on my own behalf, and that the foregoing statements are true and correct to the best of my knowledge and belief.

(Signature of Affiant)

State of TEXAS County of TARRENT

Personally appeared before me the above named , \OkV'\. D l:£y) ,'') je, ~2>... Personally known tolme, who, being duly sworn, deposes and says tha~he executed the above instrument and that the statements and answers contained therein are true and correct to the best a:[E])/her knowledge and belief.

Subscribed and sworn to before me this _19.Jl day of _January__, 2000. ~dL/v('~~df CV ~ (Notary Public) ...-..,...... ______..:.tMy commission expires ..!/--7 -.:io«,;:2 -/.~v-:;.;;. ROSALYN H. RANDAl.L ....'.J:,.;. '\ Notary Public .\"J!.]7I'(.I;/ StoIeotTexa. 0 S 7 , ~ Commilalon ExpI.... 4-07:2002 TEXAS EDUCATION AGENCY OPEN-ENROLLMENT CHARTER SCHOOL APPLICANT BIOGRAPHICAL AFFIDAVIT (Print or Type)

Full Name of Sponsoring Entity and Name of Proposed Charter School: ___ _ Brazos River Charter School ______

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSWER IS "NO" OR "NONE", SO STATE.

1. Full Name (Initials Not Acceptable): Jason Ray Bunting

2. Have you ever had your name changed? No If yes, give reason for the change: b. Maiden Name (if female) ______c. Other names used at any time ______

3. Social Security Number·

4. Date and Place of Birth: Houston, Texas

5. Business Address: 800 Hewitt Drive, Hewitt, TX 76643 Business Telephone:.---=-2:::54c:.-~6~6~6-----,6~5~2,--,-1______

6. List your residences for the last ten (10) years starting with your current address, giving:

DATES ADDRESS CITY and STATE ZIP CODE 8/31 - present 100 EI Dorado Hewitt, Texas 76643 3/97 - 8/31/99 108 Magnolia #5 Mansfield, Texas 76063 6/88 - 3/97 906 Cockrell Hill Ovilla, Texas 75154 (lived in several dorms/apartments during college 91 - 95)

7. Education: Dates, Names, Locations and Degrees

College BS from Southwest Texas State University

Graduate Studies University of Texas at Arlington Others,______

uSB 8. List Membership in Professional Societies and Associations: Texas Association of Secondary School Principals

9. Present or Proposed Position with the Proposed Charter School: Board Member

.10. List complete employment record (up to and including present jobs, positions, directorates or officerships) for the past twenty (20) years:

DATES EMPLOYER ADDRESS TITLE 8/98 - ~resent Midwal'lSD 800 Hewitt Drive Assist. Princi~al 8/95 - 8/98 Midlothian ISD 700 George Ho~~er TeacherlCoach 6176 - 8/97 Citl' of Dallas 2713 Live Oak Su~ervisor 5/94 - 8/95 Restoration Ranch 4320 Flite Acres Road Handl'man 6/92 - 8/95 T BarM P.O. Box 310600 Counselor

11. Present employer may be contacted: Yes

Former employers may be contacted: Yes

12. a. Have you ever been in a position which required a fidelity bond? No If any claims were made on the bond, give details: ______

b. Have you ever been denied an individual or position schedule fidelity bond, or had a bond cancelled or revoked?__No______If yes, give details:______

13. List any professional occupational or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination): ~N~o::.:n~e~______

14. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or Revoked? No If yes, give details:) ______

15. Will you or members of your immediate family be employed by (directly or through contract) or receive remuneration from the proposed charter school? No

vo:, " 9 16. Have you ever been adjudged bankrupt? ~N~o____

17. Have you ever been convicted or had a sentence imposed or suspended or had pronouncement of a sentence suspended or been pardoned for conviction of or pleaded guilty or nolo contendere to any information or indictment charging any felony, or charging a felony or misdemeanor involving moral turpitude, or have you been the subject of any disciplinary proceedings of any federal or state regulatory agency? No If yes, give details:..:______

18. _Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship? No

19. Are you now, or have you been, within the past five years, a plaintiff or defendant in any lawsuit? No If so, please furnish details.:..:______

Dated and signed this _1 ~~ay of _January , 2000_, at_~__~~~____~__~______~____~,,______~~~ I hereby certify under penalty of perjury tha am acti· on my own behalf, and that the foregoing statements are true and 0 ect to e best of my knowledge and belief.

State of TEXAS County of TARRANT

Personally appeared before me the above named ::)l'Isc,,-, \3 YNTI~ personally known to me, who, being duly sworn, deposes and says th hehe executed the above instrument and that~tatements and answers contained therein are true and correct to the best e/her knowledge and belief.

Subscribed and sworn to before me-ln· ~\Jay of January , 2000_ /

ry Public) My commission expires 51- 7-dQ~d-­ ~~------~ ; 0' ,~ commlHlon Exp/fes 4-07·2002 TEXAS EDUCATION AGENCY OPEN-ENROLLMENT CHARTER SCHOOL APPLICANT BIOGRAPHICAL AFFIDAVIT (Print or Type)

Full Name of Sponsoring Entity and Name of Proposed Charter School: Brazos River School, Brazos River Charter School

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSEWER IS "NO" OR "NONE", SO STATE.

1. Full Name (Initials Not Acceptable): Richard Jason Rook

2. Have you ever had your name changed? No If yes, give reason for the change: Maiden name (if female) Other names used at any time

3. Social Security number:

4. Date and Place of Birth: Grand Prairie, Texas

5. Business Address: 1941 Hurd, Irving, Texas 75038 Business Telephone: 972-518-7575

6. List your residences for the last ten (10) years starting with your current address, giving:

ADDRESS CITY AND STATE ZIP CODE DATES 76011 3/95-present 1112 Wildwood Arlington, TX 805 NE 1ih Street Grand Prairie, TX 75050 9/93-3/95 75052 5/82-9/93 1906 Dodge Trail Grand Prairie, TX

7. Education: Dates, names, locations, and degrees

College: UTA part-time, 19971998, Arlington, TX Texas Tech, 1990-1991, Lubbock, TX TCJC, present, SE Campus, Arlington, TX

GraduateStudies: NIA Others: NIA US1 8. List Membership in Professional Societies and Associations: None

9. Present or Proposed Position with the Proposed Charter School: Board Chairperson

10. List complete employment record (up to and including present jobs, positions, directorates, or officerships) for the past twenty (20) years: Abbott Laboratory 1995-present material handler UPS 1993-1995 Student prior to that

11. Present employer may be contacted yes

Former employers may be contacted yes

12. a. Have you ever been in a position which required a fidelity bond? No If any claims were made on the bond, give details: No____~--~~~--~~~~ b. Have you ever been denied an individual or position schedule fidelity bond or had a bond cancelled or revoked? No If yes, give details: ______No______

13. List any professional, occupational, or vocational license issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination): None

14. During the lastten (10) years, have you ever been refused a professional, occupational, or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? No If yes, give details: ______

15. Will you or members of your immediate family be employed by (directly or through contract) or receive remuneration from the proposed charter school? If yes, give details: No

16. Have you ever been adjudged bankrupt? No

17. Have you ever been convicted or had a sentence imposed or suspended or had pronouncement of a sentence suspended or been pardoned for conviction or pleaded guilty or nolo contendre to any information or indictment charging any felony, or charging a felony or misdemeanor involving moral turpitude, or have you been the subject of any disciplinary proceedings of any federal or state regulatory agency? No If yes, give details: 18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, or was placed under supervision or in receivership, rehabilitation, liquidations, or conservatorship? No

19. Are you now, or have you been, within the past five years, a plaintiff or defendant in any lawsuit? No . If so, please furnish details:

Date and signed this _20_ day of _January__, 2000 , at Tacra",,± (1",oY T.exCi:S".

I hereby certify under penalty of perjury that I arn acting on my own behalf, and that the foregoing statements are true and correct to the best of my knowledge and belief.

State of TEXAS County of TARRANT

Personally appeared before me the above named Ki effie(\. ".\c&\r\ Roo\::'. personally known to me, who, being duly sworn, deposes and says that he/she executed the above instrument and that the statements sand answers contained therein are true and correct to the best of his/her knowledge and belief.

Subscribed and sworn to before me this _20_ day of _January_, 2000.

, " Not Public q . My Commission Expires ." -I L{·ama-­

(SEAL)

oo~ JENNIFER JOHNSTON '" ::.A.,; Notary I'utlIIC .\~ ,~. i Stale ot Texas : ~.. Comm. expires 9·14·2002

:, r .. 'J J J Attachment 4

Brazos River Charter School Glen Rose, Texas

THE STATE OF TEXAS AT WILL CONTRACT COUNTY OF SOMERVELL

This contract made and entered into by and between the Board of Directors of the Brazos River School, referred to herein as "School" and referred to herein as "Employee".

WITNESSETH

1. EMPLOYMENT: That the School hereby agrees to employ said Employee to perform those duties assigned and for which Employee is qualified. Said employee agrees to accept such employment and to serve the School performing such assignments and responsibilities as assigned by the School's Administrator. The Administrator's initial assignment for you as an Employee under this contract with the Brazos River Charter School is instructor.

2. TERM: The term of this contract shall be from August 6, 2000 month to month. I he contract is effective from the date of execution hereof. It is agreed that thereafter, Employee will not be released during the contract term unless it is found by the School to be in the School's best interest to do so. It is further agreed that the Brazos River Charter School may terminate this contract pursuant to the terms and policies adopted by the School and as they may be amended from time to time. This agreement is NOT to be construed so as to grant any right of renewal. No showing of good cause shall be necessary to non­ renewal hereof. No tenure or right of continued employment is created by this contract. It is understood and agreed that no property interest, express or implied, is created in continued employment beyond the contract term, or in any specific assignment to any position, duties, or responsibilities.

3. CONDITIONS: All contracts of employment are subject to any necessary reduction of school personnel. The School may terminate this contract in the event that any necessary reduction of school personnel may be required. This contract is further subject to available funds and subsequent salary schedules and such other adjustments in duration and rate of compensation as determined by the Brazos River Charter School Board of Directors to be necessary for the School to operate within its adopted budget and appropriations. It is understood and agreed by the parties to this contract that employment in a federal or state funded position is expressly conditioned upon availability of sufficient federal or state funding for the position.

054 86 4. COMPENSATION: The School agrees to pay Employee for services rendered pursuant to this contract a salary as may be provided in salary schedules approved, adopted, and authorized by the Board of Directors applicable for or to the position to which, from time to time, the Employee is assigned. Applicable compensation shall be payable in equal consecutive monthly installments according to the School's monthly payroll calendar, until the termination date of this contract or unless earlier terminated by the School as herein provided. Employee pay schedules are based on 199 workdays. Employee has five personal days they may take over the course of one year without reduction in pay according to Board policies. Any unused days will be purchased on a per diem basis in August.

5. REASSIGNMENT: The School reserves the right through its Administrator to assign and/or reassign said Employee to any school duties or position at any time during the term of this contract which the School or its Administrator deems proper and/or is the best interest of the School. Employee agrees such reassignment shall not constitute a demotion, Board Policies notwithstanding.

6. DUTIES AND RESPONSIBILITIES: It is understood and agreed by the parties hereto that said Employee shall perform his/her assigned duties to the best of his/her skills and abilities and shall discharge the duties required by the rules and regulations of the State Board of Education, and such rules and regulations as may be determined by said School and/or its Administrator in effect when this contract is signed or as may hereafter be adopted during the term of this contract. Failure to comply with any of these rules and regulations may be cause for immediate termination of this contract.

7. PERSONNEL RECORDS: Said Employee agrees that prior to entering upon hisfher duties under thiS contract, he/she will file with the Administrator through the Business Office the following documents and credentials: service record, valid teaching certificate/filed deficiency plan, transcript, birth certificate, and such records and credentials that may be required. It is understood and agreed upon by the parties hereto that no salary check will be issued until all of these required records and credentials have been turned in to the Administrator's office or the office of his/her designee. Any misrepresentation of these records may be grounds for dismissal.

8. COMPLETION OF RECORDS: It is further agreed that said Employee shall make a full and complete term report and shall deliver all required reports and records properly completed to the Administrator or his/her designee before receiving pay for the last month of service to the School.

9. COMPLIANCE: Said Employee is responsible for creating a learning enVIronment that will insure the success of all students. Acceptance of this contract acknowledges employee's diligence of all Local board policies as

87 ------

expressed in the "Staff Handbook" and the "Code of Ethics and Standard Practices for Texas Educators".

10. COMMUNICATION: Said Employee is expected to communicate to a parenUguardlan of every assigned student something positive before communicating something negative. This must occur at least once each quarter. Parents are to immediately be notified if at any time their child's behavior is disruptive in your class or if a student's academic performance is not acceptable. All communications with parenUguardian are to be documented.

11. The parties agree that this contract supersedes all prior agreements and representations concerning employment of the Employee.

12. This contract is conditioned on Employee providing and maintaining necessary certification and experienced records, medical records, other state­ mandated credentials, oath of office, and other records required for the personnel files or payroll purposes. Any misrepresentation may be grounds for dismissal.

EXECUTED IN DUPLICATE THIS DAY OF ---====' A. D. BOARD OF DIRECTORS Brazos River Charter School

By:

Chief Education Officer

88 TEXAS EDUCATION AGENCY OPEN-ENROLLMENT CHARTER SCHOOL APPLICANT BIOGRAPHICAL AFFIDAVIT (Print or Type)

Full Name of Sponsoring Entity and Name of Proposed Charter School:

Brazos River Charter School

In connection with the above-named organization and charter school application, I herewith make representations and supply information about myself as hereinafter set forth. (Attach addendum or separate sheet if space hereon is insufficient to answer any questions fully.)

IF ANSEWER IS "NO" OR "NONE", SO STATE.

1. Full Name (Initials Not Acceptable) James Michael Thames

2. Have you ever had your name changed? No If yes, give reason for the change: Maiden name (if female) Other names used at any time 3. Social Security number:

4. Date and Place of Birth: Fort Worth, Texas

5. Business Address: P.O. Box 310, Grandview, TX 76050-0310 Business Telephone . 817-866-2450 (~vlcl'1\1.(..)

6. List your residences for the last ten (10) years starting with your current address, giving:

DATES ADDRESS CITY AND STATE ZIP CODE 1/96-present 1301 S. Fourth Grandview, TX 76050 4/92-1/96 F.M.916 Grandview, TX 76050 5/86-4/92 #8 Lively Lane Lampasas, TX 76550

7. Education: Dates, names, locations, and degrees

College: Austin College, Sherman, Texas B.A. 1979

Graduate Studies:Tarlton State University, Stephenville, Texas 1980-82 University of Texas at Arlington, Arlington, Texas, Summer 1999 to present - to obtain Mid-Management Certification, Masters Degree in Education Administration by June 2000

OS7 8. List Membership in Professional Societies and Associations: THSCA

9. Present or Proposed Position with the Proposed Charter School: CEO/Headmaster

10. List complete employment record (up to and including present jobs, positions, directorates, or officerships) for the past twenty (20) years:

DATES EMPLOYER ADDRESS TITLE 8/98-present Grandview ISO P.O.Box 310 Ass!. Principal 3/92-8/98 GISD POBox 310 Teacher/Head Coach 8/82-3/92 Lampasas ISO Lampasas, TX Teacher/Head Coach 8/79-8/82 Cleburne ISO Cleburne, TX Teacher/Ass!. Coach

11 . Present employer may be contacted yes

Former employers may be contacted yes

12. a. Have you ever been in a position which required a fidelity bond? No If any claims were made on the bond, give details: No b. Have you ever been denied an individual or position schedule fidelity bond or had a bond cancelled or revoked? No

If yes, give details: N/A

13. List any professional, occupational, or vocational license issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the pas!. (State date license was issued, issuer of license, date terminated, reasons for termination): Texas State Teachers Certificate, 8/1982, T.E.A.

14. During the last ten (10) years, have you ever been refused a professional, occupational, or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? No If yes, give details: N/A

15. Will you or members of your immediate family be employed by (directly or through contract) or receive remuneration from the proposed charter school? Yes If yes, give details: Wife - Leona, Administrative Secretary, Data Processor

0::;8 16. Have you ever been adjudged bankrupt? No

17. Have you ever been convicted or had a sentence imposed or suspended or had pronouncement of a sentence suspended or been pardoned for conviction or pleaded guilty or nolo contendre to any information or indictment charging any felony, or charging a felony or misdemeanor involving moral turpitude, or have you been the subject of any disciplinary proceedings of any federal or state regulatory agency? No If yes, give details:

18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, or was placed under supervision or in receivership, rehabilitation, liquidations, or conservatorship? No

19. Are you now, or have you been, within the past five years, a plaintiff or defendant in any lawsuit? No. If so, please furnish details: N/A

Date and signed this 19f~ay of January ,2000_, at 1:Lkotih )~ ­ I hereby certify under penalty of perjury that I am acting on my own behalf, and that the foregoing statements e true and correct to the best of my knowledge and belief. ~~

State of TEXAS County of TARRANT

~l(6i{c My Commission Expires 4- 2-cP! (D (SEAL) ~~"'V.-;;;:.., ROSALYN H. RANDAlL f."(~ Notary Public ~ .. ~ . .: state of Texas i~ Of ..t.~ Commission EXpires 4-07·2002 " r 0 •U J J Attachment 6

JOB DESCRIPTION

JOB TITLE: CHIEF EDUCATION OFFICER

REPORTS TO: BOARD OF DIRECTORS

JOB GOAL: Carry out the mission of the school district by directing and managing the instructional program and supervising general operations at the campus level; provide leadership which will result in an instructional program that meets the needs of all students and operates at a high level of student academic performance.

TERMS OF EMPLOYMENT:

Length of Work Year:

230 Days

Salary:

Approved by Board of Directors of Brazos River Charter Schools.

QUALIFICATIONS:

Education/Certification

Master's Degree Valid Texas Mid-Management Certification

Special Knowledge/Skills:

Ability to evaluate instructional programs and teaching effectiveness.

Knowledge of curriculum and instruction.

Excellent communication, public relations, and interpersonal skills.

Ability to exercise good judgment in decision making.

Knowledge in the selection, training, and supervision of personnel.

; oJ 0

92 Knowledge of laws, rules, procedures, and programs specifically related to the operation of school in Texas.

Experience:

At least three years' successful experience as a classroom teacher.

Previous experience as an administrator in an educational setting.

MAJOR PERFORMANCE RESPONSIBILITIES AND DUTIES:

Instructional Management:

1. Monitor the instructional program by reviewing teacher lesson plans, observing classroom instruction on a regular basis, conferencing with staff, and carefully analyzing assessment data related to student academic performance.

2. Work closely with staff to plan, implement, and evaluate the curriculum on a systematic basis.

3. Evaluate and recommend improvements in the design and implementations the instructional program.

4. Provide instructional resources and materials to support the accomplishment of instructional goals.

5. Provide appropriate campus level curriculumlinstruction staff development in a timely and effective manner.

6. Seek the assistance of central office staff in planning and implementing instructional program improvements.

School/Organizational Climate:

7. Project a positive image; establish and maintain a work environment conducive to positive staff morale.

8. Promote and provide a positive teachingllearning environment for staff and students.

9. Practice good listening skills and be receptive to suggestions and input from staff, students and parents.

10. Communicate with staff, students, and, parents in a clear and effective manner. IGi

93 11. Take an active and sincere interest in the well-being of students and staff.

12. Demonstrate skill in working with students, staff, and parents to successfully resolve conflict.

13. Promote activities to recognize and honor students, staff, and community volunteers for various types of service and accomplishments.

School/Organization Improvement:

14. Demonstrate an understanding of and commitment to the school's mission; collaboratively build with staff a common vision for school improvement.

15. Promote high expectations for staff and students in an enabling and supportive manner.

16. Provide leadership, which produces desired results and significant improvement in student academic achievement.

17. Identify and apply research findings to facilitate school improvement.

18. Assess various aspects of the school program and effectively use the resultant information to implement actions that improve leaming and provide an orderly and purposeful environment.

19. Provide appropriate leadership in working with the campus site based decision making (S8DM) committee.

20. Develop, in collaboration with the campus site based decision making; (S8DM) committee, the annual campus plan for school improvement; provide leadership in formulation performance objectives and action plan that address identified student needs and academic excellent indicators.

21. Communicate effectively with the school staff on the activities of the site based decision making (S8DM) committee.

22. Implement actions that ensure each staff member's knowledge and understanding of the annual campus plan for school improvement.

IG2

94 23. Monitor student attendance; devise and implement strategies that improve student attendance.

Personnel Management:

24. Assume leadership in the selection of new staff members for the campus.

25. Define expectations for staff (e.g. routine procedures, classroom management, instructional strategies, communication with the public, and personal contributions to positive staff morale.)

26. Observe and document job performance, provide developmental supervision, and conduct evaluation conferences with staff members.

27. Make recommendations relative to personnel placement, transfer, retention, promotion, and dismissal.

28. Involve the campus staff in identifying needs and implementing staff development and other campus activities.

29. Develop leadership among the staff and delegate responsibilities as deemed appropriate.

30. Complete personnel management reports in a timely manner. .

31. Assist individual staff members in developing professional growth/plans, setting realistic improvement goals, and attending . professional conferences/workshops as time and funds allow.

Administration and Fiscal/Facilities Management:

32. Develop an annual budget based on program needs, estimated enrollment, staffing, and other fiscal needs; implement programs within budget limits; maintain fiscal control; accurately and responsibly report fiscal information.

33. Manage the use of the school plant and grounds; supervise the maintenance to the physical plant and grounds to ensure a clean, orderly, and safe environment.

34. Provide required reports for all school operations including, but not limited to, enrollment, attendance, funds accounting, payroll, and transportation.

Student Management: lC3

95 35. Assist staff to implement a student discipline plan that encourages and rewards positive student behavior.

36. Communicate student discipline expectations to staff, students, and parents, and encourage parent involvement in promoting responsible student behavior.

37. Support teachers in the campus discipline program and deal with student discipline matters in a serious and effective manner.

38. Stress the importance of following school rules and impose reasonable and appropriate consequences in a consistent manner when misconduct occurs.

39. Ensure that staff members who experience sever or frequent student disciplinary problems are provided appropriate assistance to bring satisfactory resolution to the matter.

School/Community Relations:

40. Articulate the school's mission to the community and solicit support in accomplishing it.

41. Demonstrate awareness of school/community needs initiate activities to meet these needs.

42. Promote a positive image of the school and district and maintain a positive working relationship with parents and other community members.

43. Involve parents and other community members in school activities through such avenues as PTA groups, Partners in Education (PIE) program, and other Volunteer work opportunities.

44. Encourage parents to visit the school to gain a better understanding of and appreciation for the education program in action.

Professional Growth and Development:

45. Engage in activities to improve leadership skills; utilize information and insights gained in professional development programs for self­ improvement.

lCtl

96 46. Use information provided through assessment instruments, the district appraisal process, and evaluative feedback from colleagues to improve performance.

47. Provide leadership in addressing current educational issues.

48. Provide leadership in journals and books; identify practical ideas that can be implemented; share relevant ideas and information with other professionals.

49. Learn from daily experiences; profit from decisions made; seek advice and assistance for colleagues.

Professional Practices:

50. Comply with all state and federal laws, local board policies, administrative guidelines, and the Texas Educators Code of Ethics.

51. Serve as appropriate role model for colleagues, students, staff, and parents.

52. Treat staff, students, and parents with respect and dignity.

53. Conduct all meetings and conferences in a professional manner.

54. Demonstrate trustworthiness in dealing with confidential matters.

55. Use wisdom, intelligence, tact, courtesy, sensitivity, good judgment, and utmost professional conduct in carrying out the responsibilities of school principal.

56. Make decisions regarding students and staff after reasonable and appropriate measures have been taken to gather important data and information; solicit input from outside sources when appropriate.

SUPERVISORY RESPONSIBILITIES:

Supervise and evaluate the performance of professional and paraprofessional staff members as assigned to the campus.

WORKING CONDITIONS: lG5

97 Mental Demands:

Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; coordinate campus functions; maintain emotional control under stress.

Physical Demands/Environmental Factors: Occasional diStrict, and statewide travel; frequent prolonged and irregular hours of duty; some light manual labor; occasional need to physically restrain students; endure inclement weather conditions to provide student safety.

The forgoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

JOB TITLE: COUNSELOR

REPORTS TO: PRINCIPAL

JOB GOAL: Plan, implement, and evaluate a comprehensive program of guidance and counseling services based on the defined needs of the population served. Provide guidance and counseling program to assist all students in· maximizing personal growth and development.

TERMS OF EMPLOYMENT:

Length of work Year:

220 days

Salary:

Annual salary schedule approved by the Board of Directors of Brazos River Charter School.

QUALIFICATIONS:

Education/Certification:

Master's Degree Valid School Counselor Certification

98 Special Knowledge/Skills:

Knowledge of counseling procedures/techniques, student appraisal, and career development.

Knowledge of family and peer group dynamics

Excellent organizational, communication, and interpersonal skills.

Experience:

Three years teaching experience

MAJOR PERFORMANCE RESPONSIBILITIES

Program Management:

1. Plan, implement, and evaluate a comprehensive program of guidance, including counseling services.

2. Provide guidance to individuals and groups to develop educational, career, and personal plans.

3. Provide input to other school district staff in planning testing and appraisal programs for students.

4. Coordinate and supervise the compiling and maintenance of reports, records, and other required documents.

5. Use an effective information and referral process to help students and others utilize special programs and services.

6. Comply with policies established by federal and state law, State Board of Education rule, and the local board policy as they relate to the guidance and counseling program.

School Climate:

7. Present for students a positive role model that supports the mission of the school district.

8. Consult with parents, teachers, administrators and other relevant individuals to enhance their work with students. .1 C7

99 9. Advocate for students.

10. Participate in student registration and orientation.

11. Demonstrate skills in conflict-resolution with administrators, parents, teachers, and/or the community.

12. Effectively communicate with colleagues, students, and parents.

School Climate:

13. Assist the administration in adapting school programs to meet student needs.

14. Develop and coordinate a continuing evaluation of guidance and counseling service and implement revisions based on findings.

15. Conduct, participate in and/or use the results of valid research.

Student Management:

16. Consult with teachers, parents, administrators, and multi­ disciplinary teams to promote effective student management and assist in the development of individualized educational plans.

17. Participate in case conferences and staffing regarding students with special needs.

18. Assiststudents in course selection to meet graduation requirements and/or needs.

19. Assist students in evaluating and developing their aptitudes and abilities through interpretation of individual standardized test scores.

20. Assist in the identification of students that may have special needs.

21. Provide individual and small group counseling.

22. Develop and maintain effective working relations with students and their parents.

23. Assist in the coordination of at risk programs and Section 504 referrals.

Professional Growth and Development: 1G8

100 24. Develop needed professional skills appropriate to job assignment.

25. Demonstrate behavior that is professional, ethical, and responsible.

26. Participate in workshops, seminars, and conferences to enhance counseling knowledge and skills.

School/Community Relations:

27. Articulate the district's mission and goals in the area of guidance and counseling to the community and encourage support on realizing the mission.

28. Develop and maintain positive working relationships with representatives of community resources.

29. Coordinate with school and community personnel to bring together resources for students.

30. Educate the school staff, parents, and the community about the guidance program.

31. Demonstrate awareness of school/community needs and initiate activities to meet those identified needs.

32. Encourage the use of appropriate and effective techniques for community and parent involvement.

33. Model an accepting and optimistic attitude about the potentialities of people and the belief that people can change in positive ways.

Working conditions:

Mental Demands:

Ability to communicate effectively (verbal and written); flexibility; ability to manage simultaneous demands from a variety of sources; ability to manage crisis situations that impact individuals as well as large groups; interpret policy, procedures, and data; compile and coordinate student data; coordinate district­ wide and campus level functions; maintain emotional control under stress.

Physical Demands/Environmental Factors:

1 C9

101 Occasional prolonged and irregular hours; lifting and carrying of moderately heavy boxes of testing materials.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

JOB TITLE: PRINCIPAL

REPORTS TO: CHIEF EDUCATION OFFICER

JOB GOALS: Assist the Chief Education Officer in the administration of the instructional program, management, and the operation of the school campus.

TERMS OF EMPLOYMENT:

Length of Work Year: 230 days

Salary: Annual salary approved by the Board of Directors of Brazos River Charter Schools.

QUALIFICATIONS:

Ed ucation/Certification:

Master's Degree Valid Texas Administrator's Certificate

Special Knowledge/Skills:

Ability to evaluate instructional programs and teaching effectiveness

Knowledge of curriculum and instruction

Excellent communication, public relations, and interpersonal skills.

Ability to exercise good judgment in decision making. 110

102 Knowledge in the selection, training, and supervision of personnel.

Knowledge of laws, rules, procedures, and programs specifically related to the operation of charter schools

Experience:

At least three years' successful experience as a classroom teacher.

MAJOR PERFORMANCE RESPONSIBILITIES AND DUTIES:

Instructional Management:

1. Monitor the instructional program by reviewing teacher lesson plans, observing classroom instruction on a regular basis, conferencing with staff, and carefully analyzing assessment data related to student academic performance.

2. Work closely with executive director and staff to plan, implement, and evaluate the curriculum on a systematic basis.

3. Evaluate and recommend improvements in the design and implementation of the instructional program.

4. Assist the executive director to provide appropriate campus level curriculum/instruction staff development in a timely and effective manner.

School/Organizational Climate

5. Project a positive image; establish and maintain a work environment conducive to positive staff morale.

6. Promote and provide a positive teaching/learning environment for staff and students.

7. Practice good listening skills and be receptive to suggestions and input from staff, students, and parents.

8. Communicate with staff, students, and parents in a clear and effective manner.

9. Take an active and sincere interest in the well-being of students and staff. 111

103 10. Demonstrate skill in working with students, staff, and parents to successfully resolve conflict.

11. Assist the executive director to promote activities to recognize and honor students, staff, and community volunteers for various types of service and accomplishments.

School/Organizational Improvement:

12. Demonstrate an understanding of and commitment to the school's mission; collaboratively build with staff a common vision for school improvement.

13. Promote high expectations for staff and students in an enabling supportive manner.

14. Provide leadership which produces desired results and significant improvement in student academic achievement.

15. Identify and apply research findings to facilitate school improvement.

16. Assess various aspects of the school program and effectively use the resultant information to implement actions that improve learning and provide an orderly and purposeful environment.

17. Implement actions that ensure each staff member's knowledge and understanding of the annual campus plan for school improvement.

18. Monitor student attendance; devise and implement strategies that improve student attendance.

Personnel Management:

19. Assist in the selection of new staff members for the campus.

20. Define expectations for staff (e.g. routine procedures, classroom management, instructional strategies, communication with the public, and personal contributions to positive staff morale.)

21. Observe and document job performance, provide development supervision, and conduct evaluation conferences with staff members.

< ') 1 .i.e...

104 22. Make recommendations relative to personnel placement, transfer, retention, promotion, and dismissal.

23. Complete personnel management reports in a timely manner

24. Assist individual staff members in developing professional growth plans, setting realistic improvement goals, and attending professional conferences/workshops as time and funds will allow.

Administration and Fiscal/Facilities Management:

25. Assist the Chief Education Officer to develop an annual budget based on program needs, estimated enrollment, staffing, and other fiscal needs; implement programs within budget limits, maintain fiscal control; accurately and responsibly report fiscal information.

26. Manage the use of the school plant and grounds; supervise the maintenance of the physical plant and grounds to ensure a clean, orderly, and safe environment.

27. Assist the Chief Education Officer to provide required reports for all school operations including, but not limited to, enrollment, attendance, funds accounting, payroll, and transportation.

Student Management:

28. Assist staff to implement a student discipline plan that encourages and rewards positive student behavior.

29. Communicate student discipline expectations to staff, students, and parents and encourage parent involvement in promoting responsible student behavior.

30. Support teachers in the campus discipline program and deal with student discipline matters in a serious and effective manner.

31. Stress the importance of following school rules and impose reasonable and appropriate consequences in a consistent manner when misconduct occurs.

32. Ensure that staff members who experience severe of frequent student disciplinary problems are provided appropriate assistance to bring satisfactory resolution to the matter.

School/Community Relations: 113

105 33. Articulate the school's mission to the community and solicit support in accomplishing it.

34. Demonstrate awareness of school/community needs and initiate activities to meet these needs.

35. Promote a positive image of the school and district and maintain a positive working relationship with parents and other community members.

36. Involve parents and other community members in school activities through such avenues as PTA groups, Partners in Education (PIE) program, and other volunteer work opportunities.

37. Encourage parents to visit the school to gain a better understanding of and appreciation for the education program in action.

Professional Growth and Development:

38. Engage in activities to improve leadership skills; utilize information and insights gained in professional development programs for self­ improvement.

39. Use information provided through assessment instruments, the district appraisal process, and evaluation feedback from colleagues to improve performance.

40. Assist the Chief Education Officer to provide leadership in addressing current educational issues.

41. Read professional journals and books; identify practical ideas that can be implemented; share relevant ideas and inforrnation with other professionals.

42. Learn from daily experiences; profit from decisions made; seek advice and assistance from colleagues.

Professional Practices:

43. Comply with all state and federal laws, local board policies, administrative guidelines, and the Texas Educators Code of Ethics.

44. Serve as appropriate role model for colleagues, students, staff, and parents. 1 ~ 4

106 45. Treat staff, students, and parents with respect and dignity.

46. Conduct all meetings and conferences in a professional manner.

47. Demonstrate trustworthiness in dealing with confidential matters.

48. Use wisdom, intelligence, tact, courtesy, sensitivity, good judgment, and utmost professional conduct in carrying out the responsibilities of Chief Education Officer.

49. Make decisions regarding students and staff after reasonable and appropriate measures have been taken to gather important data and information; solicit input from outside sources when appropriate.

SUPERVISORY RESPONSIBILITIES Supervise and evaluate the performance of professional and paraprofessional staff members as assigned by the executor director.

WORKING CONDITIONS:

Mental Demands:

Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; coordinate campus functions; maintain emotional control under stress.

Physical Demands/Environmental Factors:

Occasional district, and statewide travel; frequent prolonged and irregular hours of duty; some light manual labor; occasional need to physically restrain students; endure inclement weather conditions to provide student safety.

The forgoing statements described the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

- .. c 1 .1 ,)

107 Attachment 7

JOB TITLE: TEACHER

REPORTS TO: PRINCIPAL

JOB GOAL: Provide students with appropriate learning activities and experiences designed to fulfill their potential for intellectual, emotional, physical, spiritual, and social growth. Enable students to develop competencies and skills to function successfully in society.

TERMS OF EMPLOYMENT:

Length of Work Year: 199 Days

Salary:

Annual salary schedule approved by the Board of Director of Brazos River Charter Schools.

QUALIFICATIONS:

Education/Certification:

Bachelor's Degree Valid Texas Teacher's Certificate for subject/level assigned

Special Knowledge/Skills:

Knowledge of subject assigned

General knowledge of curriculum and instruction

Windows computing proficiency

Knowledge of secondary subject area

Experience:

At least one year of student teaching or approved internship

MAJOR PERFORMANCE RESPONSIBILITIES AND DUTIES:

Instructional Strategies:

108 1. Develop and implement plans for the curriculum program assigned and show written evidence of preparation as required.

2. Present the subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations.

3. Plan and use appropriate instructional/learning strategies, activities, materials, and equipment that reflect accommodation for individual needs of students assigned.

4. Work cooperatively with special education teachers/staff to modify curricula as needed for special education students according to guidelines established by Individual Education Plans (IEP).

5. Cooperate with other members of the staff in planning and implementing instructional goals, objectives, and methods according to district requirements.

6. Plan and supervise purposeful assignments for teacher aid(s) and/or volunteer(s).

7. Use appropriate technologies in the teaching/learning process.

Student Growth and Development:

8. Assist students in analyzing and improving methods and habits of study.

9. Consistently assess student achievement through formal and informal testing.

10. Assume responsibility for extracurricular activities as assigned and may sponsor outside activities approved by the school.

11. Present a positive role model for students that supports the mission of the campus and the school district.

Classroom Management and Organization:

12. Create a classroom environment conducive to learning and appropriate to the intellectual, physical, social, and emotional development of students.

109 13. Manage student behavior in the classroom and other areas as appropriate and administer discipline according to board policies, administrative regulations, and IEP.

14. Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.

15. Assist in the selection of books, equipment, and other instructional materials.

Communication:

16. Establish and maintain open lines of communication with students and their parents which includes home visits.

17. Maintain a professional relationship with all colleagues, students, parents, and community members.

18. Use appropriate and acceptable communication skills to present information accurately and clearly.

Professional Growth and Development:

19. Demonstrate current knowledge, understanding, and skill in teaching strategies and the learning process.

20. Participate in district and campus staff development programs.

21. Demonstrate interest and initiative in professional improvements.

22. Demonstrate behavior that is professional, ethical, and responsible.

Policy Implementation:

23. Keep informed of and comply with state, district, and school regulations and policies for classroom teachers and charter schools.

24. Compile, maintain, and file all reports, records, and other documents required.

25. Adhere to the Professional Code of Ethics.

WORKING CONDITIONS:

110 Mental Demands:

Ability to communicate (verbal and written); ability to instruct; ability to maintain emotional control under stress.

The forgoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.

119

111 Attachment 8

CAUSE FOR A student shall be expelled if the student, on school EXPULSION­ property or while attending a school-sponsored or school­ SCHOOL related activity on or off school property: RELATED Uses, possesses, or exhibits a firearm, an illegal knife, a club, or a prohibited weapon, a those terms are defined in the Penal Code, or any knife prohibited by local policy [see FNCG (LEGAL) and (LOCAL)]; Engages in conduct that contains the elements of the offense of aggravated assault, sexual assault, aggravated sexual assault, arson, murder, capital murder, criminal attempt to commit murder or capital murder, indecency with a child, or aggravated kidnapping, as those offenses are defined in the Penal Code; Commits a drug-or alcohol-related offense described at Education Code 37.006(a)(3) or (4), if that conduct is punishable as a felony. FIREARM Education Code 37.007(a)

In accordance with the Gun-Free Schools Act, the District shall expel from the student's regular program, for a period of one year, any student who is determined to have brought a firearm, as defined by federal law, to any District school. The Superintendent may modify the term of expUlsion for a student or assess another comparable penalty that results in the student's exclusion from the regular school program, on a case-by-case basis. The District or other local educational agency may provide educational services to an expelled student who is older than ten years of age in an alternative education program. [See also GRA(LEGAL)]

20 U.S.G. 3351; Education Code 37.007(e)

For this purposes of this provision, "firearm" means:

Any weapon (including a starter gun), which will or is designed to or which may readily be converted to expel a projectile by the action of an explosive; The frame or receiver of any such weapon; Any firearm muffler or firearm silencer; Any destructive device. "Destructive device" means any explosive, incendiary, or poison gas bomb, grenade, rocket having a propellant charge of more than four ounces, 1 ::: ()

112 missile having an explosive or incendiary charge of more than one quarter ounce, mine, or device similar to any of the preceding described devices. It also means any type of weapon (other than a shotgun shell or a shotgun that is generally recognized as particularly suitable for sporting purposes) by whatever name known which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which has any ALCOHOL OR barrel with a bore of more than one-half inch in diameter; DRUGS and any combination of parts either designed or intended for use in converting any device into a destr.uctive device as described in this item, and from which a destructive device may be readily assembled.

18 US.C. 921

A student may be expelled if the student, while on school property or while attending a school-sponsored or school­ related activity on or off of school property:

Sells, gives, or delivers to another person, or possesses, uses, or is under the influence of any amount of:

Marijuana or a controlled substance, as defined by Chapter 481, Health and Safety Code, or by 21 U.S.C. section 801 et seq.; or A dangerous drug, as defined by Chapter 483, Health and Safety Code; or An alcoholic beverage, as defined by Section 1.04, Alcoholic Beverage Code. PERSISTENT MISBEHAVIOR Engages in conduct that contains the elements of an offense relating to abusable glue or aerosol paint under Section 485.031 through 485.035, Health and Safety Code, or relating to volatile chemicals under Chapter 484, Health and Safety Code. CAUSE FOR EXPULSION-OFF­ Education Code 37.007 (b) CAMPUS CONDUCT A student who continues to engage in serious or persistent misbehavior that violates the District's student code of conduct while placed in an alternative education program may be removed from class and expelled.

Education Code 37.007 (c) 121

113 The District shall expel a student who engages in conduct that contains the elements of any offense listed above DUE PROCESS against any District employee in retaliation for or as a result of the employee's employment with the District. Education Code 37.007(d)

The District may use its discretion to expel a student who has engaged in conduct that contains the elements of criminal mischief, as defined in the Penal Code, if the conduct is punishable as a felony. Regardless of whether the student is expelled, the District shall refer the student to the authorized officer of the juvenile court. Education Code 37.007(f)

REPRESENTATIV Before a student may be expelled, the Board or its E designee shall provide the student a hearing at which the student is afforded due process, which shall include the following:

Prior written notice of the charges and the proposed sanctions so as to afford a reasonable opportunity for preparation, including a written invitation to the student's parent or guardian to attend the expulsion hearing; Right to a full and fair hearing before the Board or its designee; Opportunity to examine the evidence presented by the school administration and to question the administration's witnesses.

At the hearing, the student is entitled to an adult representative or legal counsel, who can provide guidance to the student and who is not an employee of the District. If APPEALS the District may hold the hearing regardless of whether the student, the student's parent or guardian, or another adult representing the student attends.

The notice shall include the date and time of the hearing, the names of witnesses against the student, and the nature of the evidence. In an expulsion hearing, the District may rely on the hearsay evidence of school administrators who TO STAFF investigate disciplinary infractions. The decision shall be based exclusively on the evidence presented at the hearing and shall be communicated promptly to the student and parent.

RESTRICTIONS Education Code 37.009(f); Boykins v. Fairfield. 492 F.2d 122

114 ON COURT 697 (5th Cir. 1974), cerl. Oen. 95 S.Ct. 1350 (1975); Tasby ORDERS v. Estes. 643 F.2d 1103 (5mCir. 1981); Brewer v. Austin ISO. 779 F.2d 260 (5 th Cir. 1985)

RETURN TO A decision by the Board's designee to expel a student may CLASS be appealed to the Board. A student with a disability shall (EARL Y/PERMISS not be excluded from his or her current placement pending IVE) appeal to the Board for more than ten days without ARD committee action to determine appropriate services in the interim. Pending appeal to a special education hearing officer, unless the District and parents agree otherwise, a student with a disability shall remain in the present REQUIRED education setting. Education Code 37.009(f); 34CFR 300.513, 300.533

The District shall inform each teacher of the conduct of a student who has engaged in expellable conduct. A teacher's certificate may be suspended or revoked for intentional failure to keep such information confidential. Education Code 37.007(g)

A court may not order an expelled student to attend a EXPELLED FROM regular classroom, a regular campus, or a District ANOTHER alternative education program as a condition of probation. DISTRICT On the recommendation of the placement review cornmittee, or on its own initiative, the District may readmit an expelled student while the student is completing any court disposition requirements, including conditions of a deferred prosecution ordered by the court, or such conditions required by the prosecutor or probation department. After an expelled student has cornpleted any court disposition requirements successfully, the District may not refuse to admit the student.

The District may place a student returning from expulsion in an alternative education program. The student may not be returned to the classroom of the teacher under whose supervision the offense occurred without that teacher's consent. The teacher may not be coerced to consent.

Education Code 37.010(f)

If a student has been expelled from another school district, the student is not eligible to enroll at Brazos River Charter School. 1 Z3

115 Charter School Brazos River Page 1 Start Up Costs ------­

Charter School Budget Categories

Temporarily Object Unrestricted Restricted Total Code Net Assets Net Assets

Net Assets at Beginning of Year $0

Estimated Revenues: Local Sources $10,000 State Sources $0 Federal Sources $30,000 Other Sources $0 Total Estimated Revenues $0 $0 $40,000

Estimated Expenses: Payroll Costs 6100 $3,000 Professional and Contracted Services 6200 $3,550 Supplies and Materials 6300 $3,700 Other Operating Costs 6400 $800 Debt Expense 6500 $0

Total Estimated Expenses $0 $0 $11,050

Gains 7950 $0 Losses 8950 $0

Change in Net Assets $0 $0 $28,950

Net Assets at End of Year $0 $0 $28,950

124

Texas Education Agency June 99 1 of VI ill, Charter School Brazos River Page 2 Start Up Costs ------­

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Instruction 11 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Instruction $0 $0 $0

Instructional Resources and 12 Media Services

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Instructional Resources and $0 $0 $0 Media Services

Curriculum Development and Instructional Staff 13 Development Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Curriculum and Instructional Staff $0 $0 $0 Development 125

Texas Education Agency June 99 20fVI

\ \1 Charter School Brazos River Page 3 ~~~~------Start Up Costs

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Instructional Leadership: 21 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total Instructional Leadership $0 $0 $0

School Leadership: 23 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total School Leadership $0 $0 $0

Guidance, Counseling and Evaluation Services 31

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total GUidance, Counseling and $0 $0 $0 Evaluation Services

1:-:6

Texas Education Agency June 99 30lVI Charter School Brazos River Page 4 Start Up Costs ------­

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Social Work Services: 32 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Social Work Services $0 $0 $0

Health Services: 33 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Health Services $0 $0 $0

Student Transportation 34 $0 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Student Transportation $0 $0 $0

127

Texas Education Agency June 99 4 of VI

l\~ Charter School Brazos River Page 5 Start Up Costs ------­

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Food Services: 35 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Food Services $0 $0 $0

Cocurricular/Extracurricular 36 Activities: Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Cocurricular/Extracurricular $0 $0 $0 Activities:

General Administration: 41

Payroll Costs 6100 $3,000 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $1,500 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total General Administration $0 $0 $4,500

r8

Texas Education Agency June 99 50fVI Charter School Brazos River Page 6 Start Up Costs ------­

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Plant Maintenance and Operations: 51 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $3,550 Supplies and Materials 6300 $1,200 Other Operating Costs 6400 $800 Debt Expense 6500 $0

Total Plant Maintenance $0 $0 $5,550 and Operations

Security and Monitoring 52 Services: Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Security and Monitoring $0 $0 $0 Services:

Data Processing Services: 53

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Data Processing Services $0 $0 $0

Texas Education Agency June 99 60lVI

\;)..\ Charter School Brazos River Page 7 Start Up Costs ~==~~------­

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Community Services: 61 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Community Services $0 $0 $0

Fund Raising: 81 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $1,000 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Fund Raising $0 $0 $1,000

1.;;. '") 0

Texas Education Agency June 99 70fVI Charter School Brazos River Page 1 For the Fiscal Year--~~~--~~~~~--~------Ended August 31,2001 Year 1 -

Charter School Budget Categories

Temporarily Object Unrestricted Restricted Total Code Net Assets Net Assets

Net Assets at Beginning of Year $28,950

Estimated Revenues: Local Sources $0 State Sources $475,200 Federal Sources $12,000 Other Sources $0 Total Estimated Revenues $0 $0 $487,200

Estimated Expenses: Payroll Costs 6100 $270,000 Professional and Contracted Services 6200 $117,680 Supplies and Materials 6300 $63,660 Other Operating Costs 6400 $11,800 Debt Expense 6500 $0

Total Estimated Expenses $0 $0 $463,140

Gains 7950 $0 Losses 8950 $0

Change in Net Assets $0 $0 $24,060

Net Assets at End of Year $0 $0 $53,010

1J1

Texas Education Agency June 99 1 of VI Charter School Brazos River Page 2 For the Fiscal Year.~~~~--~~-=~~--~------Ended August 31, 2001 Year 1 -

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Instruction 11 Payroll Costs 6100 $99,000 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $21,000 Other Operating Costs 6400 $4,000 Debt Expense 6500 $0

Total Instruction $0 $0 $124,000

Instructional Resources and 12 Media Services

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $11,000 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Instructional Resources and $0 $0 $11,000 Media Services

Curriculum Development and Instructional Staff 13 Development Payroll Costs 6100 $0 Professional and Contracted Services 6200 $13,150 . Supplies and Materials 6300 $1,875 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Curriculum and Instructional Staff $0 $0 $15,025 Development

1~?v ... Texas Education Agency June 99 . 20fVI

ilJ Charter School Brazos River Page 3 For the Fiscal Year,--~~~--~~~~~--~------Ended August 31, 2001 Year 1 -

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Instructional Leadership: 21 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total Instructional Leadership $0 $0 $0

School Leadership: 23 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total School Leadership $0 $0 $0

Guidance, Counseling and Evaluation Services 31

Payroll Costs 6100 $33,000 Professional and Contracted Services 6200 $8,000 Supplies and Materials 6300 $1,100 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total Guidance, Counseling and $0 $0 $42,100 Evaluation Services

Texas Education Agency June 99 30fVI

11'1 Charter School Brazos River Page 4 FortheFiscaIY~e~ar~E~n~d-ed~A~u-g-u-s~t~3~1-,~20~O~1~Y~e-a-r~1------

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Social Work Services: 32 Payroll Costs 6100 $33,000 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $1,685 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Social Work Services $0 $0 $34,685

Health Services: 33 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $1,830 Supplies and Materials 6300 $1,500 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Health Services $0 $0 $3,330

Student Transportation 34

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $47,000 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Student Transportation $0 $0 $47,000

Texas Education Agency June 99 40fVI Charter School Brazos River Page 5 For the Fiscal Year.--~~~~~~~~~--~------Ended August 31,2001 Year 1 -

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Food Services: 35 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $2,400 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Food Services $0 $0 $2,400

CocurricularJExtracurricular 36 Activities: Payroll Costs 6100 $0 Professional and Contracted Services 6200 $1,200 Supplies and Materials 6300 $4,700 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total CocurricularJl;xtracurricular $0 $0 $5,900 Activities:

General Administration: 41

Payroll Costs 6100 $81,000 Professional and Contracted Services 6200 $3,500 Supplies and Materials 6300 $2,700 Other Operating Costs 6400 $3,700 Debt Expense 6500 $0

Total General Administration $0 $0 $90,900

1;]5

Texas Education Agency June 99 50fVI

i)1 Charter School Brazos River Page 6 For the Fiscal Year--~~~----~-=~~--~----- Ended August 31,2001 Year 1 -

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Plant Maintenance and Ope ratio ns: 51 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $26,000 Supplies and Materials 6300 $4,700 Other Operating Costs 6400 $4,100 Debt Expense 6500 $0

Total Plant Maintenance $0 $0 $34,800 and Operations

Security and Monitoring 52 Services: Payroll Costs 6100 $0 Professional and Contracted Services 6200 $800 Supplies and Materials 6300 $400 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Security and Monitoring $0 $0 $1,200 Services:

Data Processing Services: 53

Payroll Costs 6100 $24,000 Professional and Contracted Services 6200 $15,000 Supplies and Materials 6300 $3,200 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Data Processing Services $0 $0 $42,513

1;)6

Texas Education Agency June 99 60lVI Charter School Brazos River Page 7 ,--~~~~----~~~~~--~------For the Fiscal Year Ended August 31,2001 Year 1

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Community Services: 61 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $3,800 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Community Services $0 $0 $3,800

Fund Raising: 81 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $1,200 Supplies and Materials 6300 $3,600 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Fund Raising $0 $0 $4,800

137

Texas Education Agency June 99 70fVI Charter School Brazos River Page 1 For the Fiscal Year,--~~~~~~~~~--~------Ended August 31,2002 Year 2 -

Charter School Budget Categories

Temporarily Object Unrestricted Restricted Total Code Net Assets Net Assets

Net Assets at Beginning of Year $53,010

Estimated Revenues: Local Sources $10,000 State Sources $968,000 Federal Sources $42,000 Other Sources $0 Total Estimated Revenues $0 $0 $1,020,000

Estimated Expenses: Payroll Costs 6100 $445,500 Professional and Contracted Services 6200 $230,552 Supplies and Materials 6300 $129,678 Other Operating Costs 6400 $24,037 Debt Expense 6500 $0

Total Estimated Expenses $0 $0 $829,767

Gains 7950 $0 Losses 8950 $0

Change in Net Assets $0 $0 $190,233

Net Assets at End of Year $0 $0 $243,243

138 Texas Education Agency June 99 8 of VI Charter School Brazos River Page 2 For the Fiscal Y'-:-e-::-a-::-r-;::E--:-n-:;d-::-e-:;d--;A;-u-g-u-s-=-t-:;;3C';1-,-=20=-O=:2~Y;--e-a-r""'2----­

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Instruction 11 Payroll Costs 6100 $201,667 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $42,778 Other Operating Costs 6400 $8,148 Debt Expense 6500 $0

Total Instruction $0 $0 $252,593

Instructional Resources and 12 Media Services

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $22,407 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Instructional Resources and $0 $0 $22,407 Media Services

Curriculum Development and Instructional Staff 13 Development Payroll Costs 6100 $0 Professional and Contracted Services 6200 $26,787 Supplies and Materials 6300 $3,819 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Curriculum and Instructional Staff $0 $0 $30,606 Development

139 Texas Education Agency June 99 9 of VI

I ~~ Charter School Brazos River Page 3 FortheFiscaIY~e-ar-;E-n~d-e~d~A~u-g-u-s~t~3~1-,~20~O~2~Y~e-a-r~2------

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Instructional Leadership: 21 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total Instructional Leadership $0 $0 $0

School Leadership: 23 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total School Leadership $0 $0 $0

Guidance, Counseling and Evaluation Services 31

Payroll Costs 6100 $47,056 Professional and Contracted Services 6200 $16,296 Supplies and Materials 6300 $2,241 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total Guidance, Counseling and $0 $0 $65,593 Evaluation Services

1; 0 Texas Education Agency June 99 10 of VI Charter School Brazos River Page 4 ~~~~--~~-=~~--~------­ For the Fiscal Year Ended August 31, 2002 Year 2

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Social Work Services: 32 Payroll Costs 6100 $47,056 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $3,432 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Social Work Services $0 $0 $50,488

Health Services: 33 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $3,728 Supplies and Materials 6300 $3,056 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Health Services $0 $0 $6,783

Student Transportation 34

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $95,741 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Student Transportation $0 $0 $95,741

141

Texas Education Agency June 99 11 of VI Charter School Brazos River Page 5 For the Fiscal Year,--~~~--~~~~~--~------Ended August 31, 2002 Year 2 -

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Food Services: 35 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $4,889 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Food Services $0 $0 . $4,889

Cocurricular/Extracurricular 36 Activities: Payroll Costs 6100 $0 Professional and Contracted Services 6200 $2,444 Supplies and Materials 6300 $9,574 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Cocurricular/Extracurricular $0 $0 $12,019 Activities:

General Administration: 41

Payroll Costs 6100 $115,500 Professional and Contracted Services 6200 $7,130 Supplies and Materials 6300 $5,500 Other Operating Costs 6400 $7,537 Debt Expense 6500 $0

Total General Administration $0 $0 $135,667

H2

Texas Education Agency June 99 120fVI Charter School Brazos River Page 6 For the Fiscal Year--~~~--~~~~~--~------Ended August 31,2002 Year 2 -

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Plant Maintenance and Operations: 51 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $52,963 Supplies and Materials 6300 $9,574 Other Operating Costs 6400 $8,352 Debt Expense 6500 $0

Total Plant Maintenance $0 $0 $70,889 and Operations

Security and Monitoring 52 Services: Payroll Costs 6100 $0 Professional and Contracted Services 6200 $1,630 Supplies and Materials 6300 $815 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Security and Monitoring $0 $0 $2,444 Services:

Data Processing Services: 53

Payroll Costs 6100 $34,222 Professional and Contracted Services 6200 $21,389 Supplies and Materials 6300 $6,519 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Data Processing Services $0 $0 $62,130

1·; 3 Texas Education Agency June 99 130lVI Charter School Brazos River Page 7 FortheFiscaIY~e-a-r~E~n~d~e~d~A~u-g-u-s~t~3~1-.~20~O~2~Y~e-a-r=2------

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Community Services: 61 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $7,741 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Community Services $0 $0 . $7,741

Fund Raising: 81 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $2,444 Supplies and Materials 6300 $7,333 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Fund Raising $0 $0 $9,778

1~4

Texas Education Agency June 99 14 afVI Charter School Brazos River Page 1 For the Fiscal Year~-=~~~----~~~~~--~------Ended August 31,2003 Year 3 -

Charter School Budget Categories

Temporarily Object Unrestricted Restricted Total Code Net Assets Net Assets

Net Assets at Beginning of Year $243,243

Estimated Revenues: Local Sources $10,000 State Sources $1,056,000 Federal Sources $42,000 Other Sources $0 Total Estimated Revenues $0 $0 $1,108,000

Estimated Expenses: Payroll Costs 6100 $486,000 Professional and Contracted Services 6200 $251,511 Supplies and Materials 6300 $141,467 Other Operating Costs 6400 $26,222 Debt Expense 6500 $0

Total Estimated Expenses $0 $0 $905,200

Gains 7950 $0 Losses 8950 $0

Change in Net Assets $0 $0 $202,800

Net Assets at End of Year $0 $0 $446,043

Texas Education Agency June 99 150fVI Charter School Brazos River Page 2 FortheFiscaIY~e-ar-;E-n~d-e~d~A~u-g-u-s~t~3~1-,~20~O~3~Y~e-a-r~3------

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Instruction 11 Payroll Costs 6100 $220,000 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $46,667 Other Operating Costs 6400 $8,889 Debt Expense 6500 $0

Total Instruction $0 $0 $275,556

Instructional Resources and 12 Media Services

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $24,444 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Instructional Resources and $0 $0 $24,444 Media Services

Curriculum Development and Instructional Staff 13 Development Payroll Costs 6100 $0 Professional and Contracted Services 6200 $29,222 Supplies and Materials 6300 $4,167 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Curriculum and Instructional Staff $0 $0 $33,389 Development

1 ,j 6 Texas Education Agency June 99 160fVI

i~S Charter5chool~B~r=az=o=s~R~iv~e~r______Page 3 For the Fiscal Year Ended August 31, 2003 Year 3

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Instructional Leadership: 21 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total Instructional Leadership $0 $0 $0

School Leadership: 23 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total School Leadership $0 $0 $0

Guidance, Counseling and Evaluation Services 31

Payroll Costs 6100 $51,333 Professional and Contracted Services 6200 $17,778 Supplies and Materials 6300 $2,444 Other Operating Costs 6400 $0 Debt Interest 6500 $0

Total Guidance, Counseling and $0 $0 $71,556 Evaluation Services

1~7

Texas Education Agency June 99 17 01 VI Charter School Brazos River Page4 For the Fiscal Year~~~~--~~-=~~--~------Ended August 31,2003 Year 3 -

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Social Work Services: 32 Payroll Costs 6100 $51,333 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $3,744 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Social Work Services $0 $0 $55,078

Health Services: 33 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $4,067 Supplies and Materials 6300 $3,333 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Health Services $0 $0 $7,400

Student Transportation 34

Payroll Costs 6100 $0 Professional and Contracted Services 6200 $104,444 Supplies and Materials 6300 $0 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Student Transportation $0 $0 $104,444

1.i 8

Texas Education Agency June 99 180fVI Charter School Brazos River Page 5 ~==~~------~------­ For the Fiscal Year Ended August 31,2003 Year 3

Charter School Budget Categories (Continued)

Tern po ra rily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Food Services: 35 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $5,333 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Food Services $0 $0 $5,333

Cocurricular/Extracurricular 36 Activities: Payroll Costs 6100 $0 Professional and Contracted Services 6200 $2,667 Supplies and Materials 6300 $10,444 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Cocurricular/Extracurricular $0 $0 $13,111 Activities:

General Administration: 41

Payroll Costs 6100 $126,000 Professional and Contracted Services 6200 $7,778 Supplies and Materials 6300 $6,000 Other Operating Costs 6400 $8,222 Debt Expense 6500 $0

Total General Administration $0 $0 $148,000

Texas Education Agency June 99 190fVI

I rJ I Charter School Brazos River Page 6 For the Fiscal Year~==~~------~~------­ Ended August 31,2003 Year 3

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Plant Maintenance and Operations: 51 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $57,778 Supplies and Materials 6300 $10,444 Other Operating Costs 6400 $9,111 Debt Expense 6500 $0

Total Plant Maintenance $0 $0 $77,333 and Operations

Security and Monitoring 52 Services: Payroll Costs 6100 $0 Professional and Contracted Services 6200 $1,778 Supplies and Materials 6300 $889 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Security and Monitoring $0 $0 $2,667 Services:

Data Processing Services: 53

Payroll Costs 6100 $37,333 Professional and Contracted Services 6200 $23,333 Supplies and Materials 6300 $7,111 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Data Processing Services $0 $0 $67,778

150 Texas Education Agency June 99 20 01 VI Charter School Brazos River Page 7 For the Fiscal Year,--~~~~--~~~~--~------Ended August 31, 2003 Year 3 -

Charter School Budget Categories (Continued)

Temporarily Function Object Unrestricted Restricted Total Code Code Net Assets Net Assets

Community Services: 61 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $0 Supplies and Materials 6300 $8,444 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Community Services $0 $0 , $8,444

Fund Raising: 81 Payroll Costs 6100 $0 Professional and Contracted Services 6200 $2,667 Supplies and Materials 6300 $8,000 Other Operating Costs 6400 $0 Debt Expense 6500 $0

Total Fund Raising $0 $0 $10,667

151

Texas Education Agency June 99 21 of VI /l/fl1c;{ '.tfILI /1

Cash Flow Projection Worksheet Yr 1 For the Fiscal Year Ended August 31 sl 2001

Name of Charter Schorn ,B~'"."z,oo'cR"'"vOeO'______

Contact Person ,J,'"m,'~'~M"O~O""'ert,---______

TelephOne "9~72~-~25~B~-1~1~9~B______

Rounded 10 Even -­ S"", 0" Nov 0" Jon Feb M., Ap' M'Y Juo Jul Aug 22,985 24,995 , 26,000 , 27,005 Beg Bal.ance $26,950 , 24,955 , 20,960 , 16,965 , 12,970 , 20,975 21,980 , , 23,990 • Caah InfloW$. • local Sources '0 '0 '0 ,0 '0 '0 '0 '0 '0 , , " , State Sources $39,600 $39600 $39600 $39600 $39,600 $39600 $39,600 $39.600 $39,600 $39,600 $39,600 $39,600

Faderal Sources , $12,000 Loans • Total Receipts 39,600 39,600 39,600 , 39600 , 39,600 , 39,600 • 39,600 , 39.600 , 39,600 • 51,600 , 39,600 , 39.600 , , • Cash Outgoes

Pavrolt 522,500 $22,500 $22,500 $22,500 $22,500 $22,500 522,500 522,500 $22500 522,500 522,500 $22,500

SeJ"Iices Professional Services $8,207 $8.207 $8,207 $8.207 $8,207 $8.207 $8,207 $8,207 $8,207 S8,207 $8,207 58,207

Rent 1,000 1000 1,000 1000 1000 1000 , 1,000 S 1,000 , 1.000 , 1.000 , 1.000 • , • • • , , 1.000 U~lilies , 600 $ 600 $ 600 $ 600 , 600 , 600 , 600 , 600 , 600 , 600 , 600 , 600 OUler Services $ , , • , • • , , • 5 • Supplies 5,305 5,305 5,305 5.305 5,305 5,305 5,305 5,305 , 5.305 5.305 , 5.305 , • 5305 • , • , , • , • Travel & Other OperatinCl , 983 983 , 983 , , , 983 , 983 , 983 $ S 963 , S 983 ' • "3 '" g" 9" Principal and Interest for loans and Other Financing ObliQations , , , $ $ $ , $ $ $ , ,

Purchase of Equipment, Fumiture, Buildings, land and Other Capilal Outla... , , 5,000 , 5,000 5,000 , 5.000 5.000 • Tolal Cash Outgoes $ 43.595 , 43.595 , 43,595 , 43,595 , 43,595 , 38,595 , 38,595 , 38,595 , 38,595 , 38,595 , 38,595 , 38,595

Excess (Deficiency) Cash Inflows 10 Casfl Outgoes (or the Month , ...... h,995) $ (3,995) $ (3,995) $ (3,995 , 8,005 , 1,005 , 1,005 , 1,005 1,005 , 1,005 1,005 1,005 '"-' , • • • Ending Balance , 20,960 16,965 12,970 , 20,975 21,980 , 22,985 , 23,990 , 24,995 , 26,000 , 27,005 28,010 , ~,955 , , • , \t.\ t\ Cash Flow Projection Worksheet Yr 2 For the Fiscal Year Ended August 31st 2002

Name of Charter School Brazos Ri..er

Contact Person cJO'CmO'"'"MC"''''''"ort''--______

Telephone 972~258·1198

Rou-Id_" 10 Even uanars Sept 0<, Nov 0,,, Jon F.b "", Apr Moy Jun Jut Aug Beg Balance 28,010 , 60,529 , 63,049 , 70,568 , 78,088 $ 97,607 105,127 $ 117,646 , 130,166 $ 142,685 $ 155,204 S 166,724 Cash Inflows • • local Sources • 1.000 , 1,000 $ 1,000 $ 1.000 $ 1,000 , 1000 , 1.000 $ 1,000 , 1,000 , 1,000 $ $ Slate Sources • 80,667 $ 80,667 $ 80,667 $ 80,667 $ 80,667 $ 80667 $ 80,667 $ 80,667 $ 80667 • 80,667 $ 80,667 $ 80,667 Federal Sources $ 30000 $ 12,000

loans Total Receipts $ 111.667 $ 81.667 $ 81,667 $ 81,667 $ 93,667 $ 81,667 $ 81,667 $ 81,667 , 81,667 $ 81,667 , 80,667 • 80667 Cash Otitgoes

Payroll , 37,125 37,125 $ 37125 , 37125 $ 37,125 $ 37,125 $ 37,125 $ 37,125 S 37,125 $ 37,125 37,125 $ 37,125 • S Services Professional Services $ 17,513 , 19,213 , 19,213 $ 19,213 , 19,213 , 19,213 19.213 19.213 19,213 19.213 $ 19,213 19,213 • • S S • R.m $ 1,000 , $ $ $ $ $ $ $ • , S Ulilities $ 700 , $ $ $ $ $ $ S S $ $

Other Services $ $ $ $ $ $ $ $ 5 S , , Supplies $ 10,806 $ 10806 $ 10,806 • 10,806 $ 10,806 $ 10,806 $ 10,BOO $ 10,BOO $ 10.806 , 10.806 S 10,806 $ 10,806 Travel & Other Operating $ 2,003 , 2,003 $ 2003 $ 2,003 $ 2,003 $ 2,003 2,003 2.003 2,003 , $ , • 2,003 , 2,003 • 2,003 Principal and Inlerest for loans andOlher Financing Obligations • • • , , • $ , $ $ , , Purchase of Equipment, FumiltJre, Buildings, land and Other Capital Oullav , 10,000 • 10,000 • 5,000 , 5.000 , 5000 $ 5,000 Total Cash Outgoes 79.147 , 79,147 $ 74,147 74,147 $ 74,147 74,147 $ 69147 , 69147 69,147 $ 69.147 69,147 • • • , • • 69,147 Excess (Defldency) Cash Inflows to Cash ..... Outgoes for the Mo,,", C.~2,519 2,519 , 7,519 , 7,519 $ 19,519 7,519 $ 12,519 $ 12,519 , 12,519 12,519 , 11,519 $ 11,519 • W • • • endIng Balance , 60,529 $ 63,049 , 70,568 , 78,088 , 97,607 105,127 , 117.646 $ 130,166 $ 142,685 • • 155,204 • 166,724 • 178,243 IYS Cash Flow Projection Worksheet Yr 3 For the Fiscal Year Ended August 31st 2003

Name of Charter School Brazos River

Contact Person cJo'cmo'o'cMc"":.:::Ifo=rt'--______

Telephone 972-258-1198

RoundecS 10 Even UOlla" Sept 0" N., D" J.n F•• M" Ap' M., Jun Jul Aug

Beg Balance $ 178,243 $ 201,810 $ 204,916 , 218,022 231,129 256,235 $ 274,341 $ 292,447 310,553 328,659 I 346,766 $ 363,872 Cnh Innows • • • • Local Sources 1,000 1,000 1.000 $ 1000 , 1,000 $ 1,000 1,000 $ 1.000 1,000 $ • 1.000 I I • I • • Stale Sources • 88,000 I 88,000 • 88,000 • 68,000 • 88,000 • 88,000 $ 88,000 $ 88,000 • 88,000 $ 88,000 $ 88,000 $ 88,000 Federal Sources • 30000 • 12,000 Leans Total Receipt. , 119,000 • 69,000 • 69,000 • 89,000 • 101000 $ 89,000 • 89,000 • 89,000 • 89,000 • 89,000 • 88,000 • 88,000 Ca$h Outgoes P~YfOll $ 40,500 • 37,125 • 37125 • 37125 • 37,125 $ 37,125 • 37,125 $ 37,125 $ 37,125 • 37,125 $ 37,125 $ 37125 Services Professional Services $ 19234 $ 19234 • 19,234 • 19,234 $ 19234 $ 19,234 • 19,234 • 19234 • 19,234 • 19,234 $ 19,234 • 19,234 R,m $ 1000 $ 1,000 $ 1,000 • 1.000 • 1000 $ 1,000 • 1,000 • 1.000 • 1,000 $ 1,000 • 1,000 $ 1000 Ulililies $ 725 • 725 , 725 $ 725 , 725 $ 725 $ 725 • 725 • 725 $ 725 • 725 • 725 other Services • • • • • $ • • $ , • $ Suoolies • 11 789 • 10,806 • 10,806 • 10,800 • 10,806 $ 10,606 $ 10,606 , 10,806 S 10,806 $ 10,806 $ 10,806 • 10,806 Travel & Oloor Operating 2,185 $ 2,003 $ 2,003 $ 2,003 2,003 , 2,003 $ 2,003 2,003 $ 2,003 $ 2,003 2,003 2,003 • , • S • Principal and Interest for Loans and Other Financing Obliqalions • • • • $ • • • • • • • Purchase of Equipment, Fumiture, Buildings, Land and other Cepiial Outlay $ 20,000 $ 15,000 • 5,000 $ 5,000 $ 5.000 Total Cash Outgoes 95,433 $ 85,894 75,894 75,894 75,894 $ 70694 , 70,894 70,894 70,894 $ 70,894 70,894 70,894 • • • • • • $ , Exu$I (Deficiency) Cash Inflows 10 Cash Outgoe5 for the Month • io43,567 • 3,106 • 13,106 , 13,106 • 25,106 $ 18,106 • 18,106 • 18,106 • 18,106 • 18,106 , 17,106 $ 17,106 Ending Balance • ~?810 $ 204,916 $ 218,022 • 231,129 • 256,235 $ 274,341 • 292,447 • 310,553 $ 328,659 $ 346.7~ -'--­ 383,872 • 380,978

i '-l~ Attachment 12

POLICY ON EMPLOYEE PAYMENTS

Cash Disbursements:

Non Payroll Disbursements:

Employee Reimbursements: All requests for reimbursement must be approved by the campus administrator and turned in to the accounting office by the 1Sth of the month for payment by the 30th of the month. All approved employee reimbursements will be processed on the Friday after the approved reimbursements are presented to accounting. All reimbursements must be tumed in using the approved forms provided by XXXXXXXXXXXX. All reimbursements must have supporting documentation such as receipts, statements, notes or other supporting documentation that provides evidence that the reimbursement is for school related functions.

Any reimbursement made without supporting documentation will be treated as an advance and treated as income and added to the employee's W-2 if not cleared by the Sth of January of the following year.

Employee Advancements for Training: Employees who receive an advance for travel 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 to the employee, and deducted from the employee's next paycheck.

Eligible Employee Reimbursements: Employees may receive reimbursement for approved sChool related expenditures. This includes approved supplies, mileage for professional development, hotel, and other related costs associated with an approved activity. Because of the complexity of the IRS rules, it is the policy of HA only to pay the registration fee for professional develo~ment activities that occur within a 50-mile radius of the main cam~us. leretore, HA Will not reimburse the cost of mileage, meals, or other costs i Incurred within a SO-mile radius of the main campus. I Vendor Payments: Only the accounting department can commit when a vendor Will be paid. As a general rule vendor payments will be made on the 30th of the month if the vendor invoices are received by the1Sth of the month. Vendors will only be paid based upon invoices approved by the campus administrator and CEO. All emergency requests for payments must be by noon Wednesday.

All vendors must submit the following information to be considered an approved xxxxxxxxxxxx vendor. Vendor Tax Id Number, Vendor Name, Vendor Address. 155

147 Payroll Disbursements:

There are three types of payroll disbursements: Contract: 199 days 220 days Per Diem 3. Temporaries

Contract: Employees under contract will be paid in twelve equal installments beginning September 28 th • Any additional workdays beyond those contracted will be paid under a separate written agreement approved b~ the campus administrator, accounting and the CEO. Understand tha there are no . exceptions to this rule. If the employee works beyond there contracted days without a written agreement, the school will consider the employees' work voluntary and will not compensate the employee for the work performed.

Contract employees will be required to submit a time record when the employee works at a campus other than their home campus, or takes personal days. All time sheets are due by the 5th of the following month.

Per Diem: All per diem employees will be required to submit a time sheet by the 5th of the following month. Per Diem employees will be paid based on an hourly rate of pay. The hourly rate of pay will be determined by using 2080 hours. Therefore; the employee rate of pay will be their agreed upon salary divided by 2080 to determine their hourly rate. Per Diem employees are required to record their time by the location where they worked.

Tem oraries: Temporaries are employees who are hired for period less than 30 consecutive ays. These employees will be paid on a per diem basis but not entitled to any benefits that are provided to contract and per diem employees.

Falsification of Time Records: The employee is subject to immediate dismissal if the employee provides false information on their time record or i application.

Em~IOyee Payroll Advances: It is the policy of xxxxxxxxxxxx not to provide empoyee payroll advances. However; the administration of HA understands that there are unique occasions that require such an advance. The campus administrator must approve all advances, as well as, the accounting/personnel office. As a rule an employee can not receive an advance greater than y, of his/her earned time. The advance must be repaid within the current payroll cycle unless other arrangements are made with personnel. 156

148 Holiday, Vacation and Sick Pay for Per Diem Employees: The charter school expects each employee to utilize the available days that the school is closed for vacations. Each year the administration will post a work calendar that the employee's should adhere too. If the employee needs additional time off, the employee will need to utilize their personal days that they have available.

Personal Days: Employees will earn 3 days per semester of service. Personal days are to be used for sick, funeral, and any other reason that the employee might need time off, with the exception of jury duty. The employee can use Y, day increments if needed. These days can not be accumulated during the year. The employee can cash out his/her earned days in August, provided that their request is tumed into the accounting department by the 5th of August. The employee will receive $150.00 per day of unused personal days.

Payroll Errors: When payroll errors occur the employee must go to his/her campus administrator first. The campus administrator will then provide the accounting department with the necessary corrections. All payroll corrections will occur on or before the second of the month. All corrections must be reported by the last day of the month.

Payroll Check Distribution: During the school year the payroll checks will be delivered to the campus administrators office for distribution. Only the employee may receive the check, unless the employee provides a written authorization to the personnel office designating who may pick up the employee's paycheck. All held checks must be pick up at the administrative offices.

During the summer the school will mail all checks to the address provided by the employee. If the employee does not want his/her check mailed they must provide a written request to the accounting office.

Employees Hired During the School Year.

( For employees who are under the 199-day or 220 day contract, the annual salary " less a per diem will determine their monthly pay for workdays that have been J elapsed. The per diem adjustment will be determined by dividing the annual salary by either 199 or 220 days and then multiplying the per diem by the school workdays that have been elapsed. This amount will then be subtracted from the annual salary to determine the remaining amount to be earned by the employee. The employee monthly pay will then be the adjusted salary divided by the remaining months of HA fiscal year. HA fiscal year runs from September 1st to August 31 st of each year.

1S7

149 For Example: Teacher Smith is hired on September 15th to teach math for an annual salary of $30,000. Since HA 199-day contract year begins August 11 th, 24 workdays have elapsed. Therefore, the per diem reduction is $30,000/199days or $150.75 per day or 24 days times $150.75 for a total reduction of $3618. The remaining amount of $26,382 will be divided by the 11 remaining months of the school's fiscal year, providing the employee monthly gross pay of $2,398.36.

Access to Personnel Files:

Only the administrative office will have access to employee's personnel files. No employees or administrators may access these files without having an employee from the administration present. Absolutely no files may leave the office without signed permission from the CEO.

Hiring:

It is the policy of the charter school that no employee has been hired until all information has been received. All employees must meet the requirements established by the Texas Education Agency. If the employee goes to work prior to the completion of the required information, the school will have the option to treat all work as voluntary and will not reimburse the employee for time worked ..

All requests for additional staff must be turned into the personnel office. The personnel office will establish a preliminary salary scale and take the responsibility of placing advertisements in the local papers if necessary.

I I

158

150 -

Revenue Report Page Unreslricled Net Assel Group '99

A B B-A AlB Account Description M.T.D. Revenue Y. T.O. Revenue Revenue Budgel Budget Balance Revenue % of Budget Slate Account Number

199-5144 Donation 0 0 0 0 199-5749 Vending Revenue 0 0 0 0 199-5752 Athletic Activities 0 0 0 0 199-5753 Siudents 0 0 0 0 199-5755 Enterprising SeNiees 0 0 0 0 '99-5760 Grants 0 0 0 0 199-5810 State Funds 0 0 0 0 '99-5830 State Funds 0 0 0 0 199-5929 Federal Funds 0 0 0 0 199-5940 Federal Funds 0 0 0 0 199-5999 Revenue Clearing Account 0 0 0 0

199 Unrestticted Net Assel Group o o o 0 Fund

'-"­ U'\ -- C"l 'Y CJ -

Expendllure Report Page Unrestricted Net Asset Group '99

A B c C-{A+Bl (A+B)fC Account Description M.l,O. Actlvlt:t Y.T.D. Actlvlt~ OJ;!en Encumb, Budget Budget Balance % of Budget State Account Numbtr 199-11-6112 Subs for Teachers 0 0 0 0 0 0 199-11-6119 Salaries Teech'ers 0 0 0 0 0 0 199-11--6141 Medicare - Teachers/Prottes 0 0 0 0 0 0 199-11-6142 Heallh-Teachers/Profes 0 0 0 0 0 0 199-11·6145 Unemployment Compo 0 0 0 0 0 0 199-11·6146 TRS-Teachers 0 0 0 0 0 0 199-11·6149 Employee 8ener.1$ 0 0 0 0 0 0 6'00 Payroll Costs 0 0 0 0 0 0 199-t 1-6223 Student Tuition - College 0 0 0 0 0 0 199-11-6239 Siaff Development 0 0 0 0 0 0 199-1 '-6249 Contracted Services 0 0 0 0 0 0 6200 Professional and Contracted ServiCes 0 0 0 0 0 0 1~"-6321 Te)(tbooks 0 0 0 0 0 0 199-11-8329 Reading Materials-Mag. Newspap 0 0 0 0 0 0 1~11-8339 Testing Malerlals 0 0 0 0 0 0 199-11-8399 Instructional Supplies 0 0 0 0 0 0 6300 Supplies and Malerials 0 0 0 0 0 0 199-11-6411 Travel-Slart Development 0 0 0 0 0 0 199-11-6412 Travel- Studenl Events 0 0 0 0 0 0 199-11·6499 Mise Operating Costs 0 0 0 0 0 0 6400 Other Operating Costs 0 0 0 0 0 0 11 Instruction 0 0 0 0 0 0 Function 199-23-6129 Salaries-SChooJ Leaders 0 0 0 0 0 0 199-23-6141 Medicare-School leaders 0 0 0 0 0 0 199-23-6141 Salaries-SChoOl Leaders 0 0 0 0 0 0 199-23-6142 Health-School leaders 0 0 0 0 0 0 199-23-6146 TRS-Schoolleaders 0 0 0 0 0 0 6'00 Payroll Costs 0 0 0 0 0 0 '99-23-6239 Staff Development 0 0 0 0 0 0 6200 Professional and Contracted Services 0 0 0 0 0 0 199-23-6411 Travel-Schootleaders 0 0 0 0 0 0 199-23-6499 Misc Costs-Schoolldrs 0 0 0 0 0 0 6400 Other Operating Cosls 0 0 0 0 0 0 23 School Leadership 0 0 0 0 0 0 Function 199-31·6119 Salaries Instr Spec, Ed 0 0 0 0 0 0 199-31-6129 Salaries-Counseling 0 0 0 0 0 0 199-31-6141 Medicare-Counseling 0 0 0 0 0 0 199-31-6142 Heahh-Counseling 0 0 0 0 0 0 199-31-6146 TRS-Counseling 0 0 0 0 0 0 6'00 Payroll Cosis 0 0 0 0 0 0 199-31-6299 Contracted Services SJE 0 0 0 0 0 0 6200 Professional and Contracted Services 0 0 0 0 0 0 31 Guidance & Counseling Services 0 0 0 0 0 0 Fundlon 199-33-6219 S5 Heal1h Services - Dr. 0 0 0 0 0 0 6200 Professional and Contracted Services 0 0 p 0 0 0 33 Health Services 0 0 0 0 0 0 Function 199-34-6311 SlUdent Transportation 0 0 0 0 0 0 6300 Suppllellnd Material. 0 0 0 0 0 0

k'=­ ~ C, I--> -,.

.:-­

Expenditure Report Page Unrestricted Net Asset Group I ••

A B C C.(A+8} (A + B)lC Account Descrlptlon M.T.D. Actlylty V.T.D. Activity Open Entumb Budgl!! Budget Balance .%...QlBudget §tall Account Number 1~11-6112 Subs for Teachers 0 0 0 0 0 0 1~11-6119 Saf.aries Teachers 0 0 0 0 0 0 199-11·61., Medicare· TeachersJProffes 0 0 0 0 0 0 199-11-6142 Health-TeachersJProres 0 0 0 0 0 0 199-11-6145 Unemployment Comp. 0 0 0 0 0 0 199-11-6146 TRS·Teachers 0 0 0 0 0 0 199--11·6149 Employee Benefits 0 0 0 0 0 0 6100 Payroll Costs 0 0 0 0 0 0 199-11-6223 Student Tuition· College 0 0 0 0 0 0 199-11-6239 Start Development 0 0 0 0 0 0 199-11-6249 ConlraC!ed Services 0 0 0 0 0 0 6200 Professional and Contracted Services 0 0 0 0 0 0 199-11-6321 Textbooks 0 0 0 0 0 0 1~11-6329 Reading Materials-Mag. Newspap 0 0 0 0 0 0 199-11-6339 Tesling Matenals 0 0 0 0 0 0 199-11-6399 Instructional Supplies 0 0 0 0 0 0 6300 Supplies and Materials 0 0 0 0 0 0 199-11~11 Travel-Staff Development 0 0 0 0 0 0 199-11-6412 Travel· Student Events 0 0 0 0 0 0 199-11-6499 Mise Operating Costs 0 0 0 0 0 0 6400 Other Operating Costs 0 0 0 0 0 0 11 Instruction 0 0 0 0 0 0 Function 199-23-6129 Salaries-SchoollaadBrs 0 0 0 0 0 0 199-23-6141 Medieare-Sehoolleaders 0 0 0 0 0 0 199-23-6141 Satarles-Schoolleadera 0 0 0 0 0 0 199-23-6142 Health-Sehoolleaders 0 0 0 0 0 0 199-23-6146 TRS·Sehoolleaders 0 0 0 0 0 0 6100 Payroll Costs 0 0 0 0 0 0 199-23-6239 Staff Development 0 0 0 0 0 0 6200 ProfessIOnal and Contracted SeN Ices 0 0 0 0 0 0 199-23-6411 Travel-Sehoolleaders 0 0 0 0 0 0 199-23-6499 Mise Costs-Sehoolldrs 0 0 0 0 0 0 6400 Other Operating Costs 0 0 0 0 0 0 23 SehOOlleadership 0 0 0 0 0 0 Fundlon 199-31-6119 Salaries Inslr Spec. Ed 0 0 0 0 0 0 199-31-6129 Salaries-Counseling 0 0 0 0 0 0 199-31-6141 Medicare-Counseling 0 0 0 0 0 0 199-31-6142 Health-Counseling 0 0 0 0 0 0 199-31-6146 TRS-Counseling 0 0 0 0 0 0 .100 Payroll.Costs 0 0 0 0 0 0 199-31-6299 Contracted Services SJE 0 0 0 0 0 0 6200 Professional and Contracted Services 0 0 0 0 0 0 31 Guidance & Counseling Services 0 0 0 0 0 0 Function 199-33-6219 SS HeaHh Services - Or. 0 0 0 0 0 0 6200 Professional and Contracted Servtces 0 0 0 0 0 0 33 Health SeJVlees 0 0 ci 0 0 0 Function 199-34-8311 Student Transportation 0 0 0 0 0 0 1 6300 Supplies and Materials 0 0 0 0 0 0 .... V' .t"- '-'­ O") N -.. -.

A B C C.(A+B, (A+B)/C Account DeSCription M.T.D. Acllvl(~ V.T.D. Actlvlt~ O~en EnclJmb. Budget Budgel Balance % of Bud9!! State Account Number 413-53-6429 Ins Bond 0 0 0 0 0 0 413-53-6499 Miscellaneous Costs 0 0 0 0 0 0 6400 Other Operating Cosls 0 0 0 0 0 0 53 Data Proeessill9 Services 0 0 0 0 0 0 Function 80 Fund Raising 0 0 0 0 0 0 Function 413 TIF Fund Report Total:

sdl_b4'06.rpl

>-'. C') c:n VI ..J Sent By: Bruce Carpenter, MO; 254 897 2102; Jan·19·QO 9:16AM; Page 2:~

li£Y{ f"R0Si."£CT BAPl'lST CHURCH NlUlO. TItXAS

- No JeSUS - No Peace; ------!"nQW J("S'U$ - !<,"now P~8,~!

To: State Board of Education Austin, Texas

Dear Sirs,

During a called business session of New Prospect Baptist Church on 16 January, 2000, we the congregation of New Prospect Baptist Church did resoNe by unanimous vote to enter into an agreement with Brazos River Charter for the purpose of permitting Brazos River Charter to conduct both classroom and administrative functions on our campus in Nemo Texas. The agreement stipulates the following:

• Brazos River Charter will have access to the space needed in order to open classes in August of 2000. This space has been discussed and reviewed by both parties. • Brazos River Charter has agreed in good faith to provide all necessary ( modifications to buildings and surroundings in order to comply with , " applicable state standards. These mOdifications are subject to the I granting of the charter by the State Board. • New Prospect Baptist Church will make available all Know!"! concems conceming the property and its buildings in written form upon receipt of the charter. • New Prospect Baptist Church will draw up a lease agreement noting all terms and conditions of the lease which have been discussed and agreed to in principle by both parties.

New Prospect Baptist Church is pleased and excited to enter into this partnership with Brazos River Ch8rter and respectfully 8sks the Board of lG6 Sent By: Bruce Carpenter, MO; 254 897 2102; Jan-19-00 9:17AM; : Page 3!4

. :..

Education to grant the necessary authority for Brazos RiVer Charter to open classes using our oropecty and buildings for their campus.

Respectfu lIy. tU~&~-- Weldon Branham Pastor, New Prospect Baptist P.O. Box 1947 Glen Rose. Texas, 76043 Phone (254) 897-7268 (home) (254) 897-2867 (office)

Ii "

lG7 ·4tI~/[-6,-,-I- /J-­ 2000-2001 Charter School Brazos River '---~A~u~g~u~st~2~0~0~0----~~:::::::::::::: ~::::::::::::::-r~~F~e~b~rU~a~ry~2~0~0~1~---

SMTWTFS SMTWTFS 2345 123 6 7 8 I 9 10 111 12 Reporting Periods [BeginlEnd] Days Taught 4 5 6 7 8 9 10 13 [14 15 16 17 18 19 IrtReportingPeriod 8-14/9-25 30 1112 13 14 15 16 17 20 21 22 23 24 25 26 20" Reporting Period 9-26/11-6 30 18 19 20 21 22 23] 24 27 28 29 30 31 25 [26 27 28 3"' Reporting Period 11-7/I-11 30 September 2000 March 2001 S M T W T F S 4"ReportingPeriod 1-12/2-23 30 S M T W T F S

2 5" Reporting Period 2-26/4-13 30 1 2 3 3 f4\ 5 6 7 8 9 4 5 6 7 8 9 10 \V 6th Reporting Period 4-16/5-25 30 10 11 12 13 14 15 16 11 @@@@@ 17 17 18 19 20 21 22 23 Total Days Taught 180 18 19 20 21 22 23 24 24 25] [26 27 28 29 30 25 26 27 28 29 30 31 October 2000 April 2001

S M T W T F S Holiday Date S M T W T F S 234567 234567 Labor Day September 4 8 9 10 11 12 13 14 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Thanksgiving November 22-24 15 16 17 18 19 20 21 22 23 24 25 26 27 28 MLK January 15 22 23 24 25 26 27 28 29 30 31 29 30

November 2000 May 2001 SMTWTFS T W T F S 234 2 3 4 5 5 6) [7 8 9 10 11 8 9 10 11 12 12 13 14 15 16 17 18 15 16 17 18 19 19 20 21 @ @ @ 25 22 23 24 25 26 26 27 28 29 30 29 30 31 December 2000 June 2001 SI'!TWTFS T W T F S 2 1 2 ,3 4 5 6 7 8 9 5 6 7 8 9 Legend 10 11 12 13 14 15 16 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Begin Attendance Reporting Period [ 17 18 19 20 21 22 23 24 25 26 27 28 29 30 24 25 26 27 28 29 30 31 End Attendance Reporting Period I January 2001 July 2001 Staff Development 0 SMTWTFS SMTWTFS 2 3 4 5 6 Holiday 0 2 3 4 5 6 7 7 8 9 10 11) [12 13 8 9 10 11 12 13 14 14 @ 16 17 18 19 20 15 16 17 18 19 20 21 21 22 23 24 25 26 27 22 23 24 25 26 27 28 28 29 30 31 29 30 31 1GB

\ 1,0 Attachment 16

INTERDISTRICT TRANSFERS: PUBLIC EDUCATION GRANTS (PEG)

ELIGIBLE STUDENTS A student is eligible to receive a public education grant to attend a school in another district chosen by the parent or transfer to another campus within the District [see FOB] if the student is assigned to attend a public school campus:

At which 50 percent or more of the students did not perform satisfactorily on the TAAS in any two of the three preceding years; or That was identified as low performing at any time in the preceding three years.

After a student has used a public education grant to attend a school in a district other than the district in which the student resides: The student does not become ineligible for the grant if the school on which the student's initial eligibility is based no longer meets the criteria described above; and The student becomes ineligible for the grant if the student is assigned to attend a school that does not meet the criteria described above. Education Code 29.201, 29.202

FUNDING A district is entitled to a public education grant allotment for each eligible student using a public education grant. If the District has a wealth per student greater than the guaranteed wealth level but less than the equalized wealth level, the District is entitled under rules adopted by the commissioner to additional state aid. That aid is in an amount equal to the difference between the cost to the District of providing services to a student using a public education grant and the sum of state aid received. Thataid received was because of the public education grant allotment and money from the available school fund attributable to the student.

"Cost to the District of providing services" is defined as the Foundation School Program cost per student, including the equalized state and local share of the I guaranteed yield allotment at the District's tax effort for the applicable school year, as limited by Texas Education Code 42.253(e).

A district is entitled to additional facilities assistance if the District agrees to: Accept a number of students using public education grants that is at least one percent of the district's average daily attendance for the preceding school year; and Provide services to each student until the student either voluntarily decides to attend a school in a different district or graduates from high school.

lG9 161 SUPPLEMENTAL PAYMENTS A district with property wealth per student greater than the guaranteed wealth level but less than the equalized wealth level is entitled to a supplemental payment for the number of net additional students educated under the public education program. "Net additional students" is defined as the number of the District's resident stUdents who are educated in other districts under the public education grant program. For the purposes of computing supplemental payments, the number of net additional students cannot be less than zero. The amount of the supplemental payment shall be computed as the guaranteed level multiplied by the District enrichment and facilities tax rate as specified in Education Code 42.302(a), as limited by Education Code 42.253 (e), multiplied by the number of net additional students. The supplemental payment shall be made to the district in a lump sum in the subsequent school year

AVERAGE DAILY ATTENDANCE A student who uses a public education grant to attend a public school in a district other than the district in which the student resides is included in the average daily attendance of the District in which the student attends school. Education Code 29.203; 19 TAC 61.1011

PUBLIC EDUCATION GRANT ALLOTMENT For each student in average daily attendance who is using a public education grant to attend school in a district other than the District in which the student resides, the District the student attends is entitled to an annual allotment described in Education Code 42.157. The District may also qualify for additional assistance under Education Code 42.4101. Education Code 42.157; 42.4101

ADMISSION A district may accept or reject an application for a student using a public education grant, provided it does not discriminate on the basis of the student's race, ethnicity, academic achievement, athletic abilities, language proficiency, sex, or socioeconomic status.

PRIORITIES: If a district has more applicants seeking admission under public education grants than it has available positions, it shall give priority to students at risk of dropping i out of school and shall fill the positions by lottery.

EXCEPTION To achieve continuity in education and for the convenience of parents, guardians, or custodians of those children, however, a district may give preference over at­ risk students to: Enrolled students; Siblings of enrolled students living in the same household; or Other children residing in the same household as enrolled students ]70

162 TUITION A district admitting a public education grant student may not charge that student tuition. Education Code 29.203(b)(c)

CONTRACT FOR SERVICES The Board may contract for the provision of educational services to a student eligible to receive a public education grant. Education Code 29.205

COMMISSIONER'S NOTICE No later than January 1 of each year, the commissioner shall provide notice to a district in which a campus described above is located. The notice shall identify each campus in the District that meets the description at ELIGIBLE STUDENTS and inform the District that it must notify the parent of each student in the campus so identified that the student is eligible for a public education grant. The notice must contain a clear, concise explanation of the public education grant program and of the manner in which the parent may obtain further information about the program. Education Code 29.204

TRANSPORTATION When a student uses a public education grant, the district from which a student transfers shall provide free transportation for that student to and from the school the student would otherwise attend. Education Code 29.203(f)

IMPLEMENTATION BY ADVERTISEMENT Parental Choice (PROGRAM Sec. 29.201) Brazos River Charter School embraces the Public Education Grant (PEG). A student is eligible to receive a public education grant to attend a school in another district chosen by the parent or transfer to another campus within the District if the student is assigned to attend a public school campus: At which 50 percent or more of the students did not perform satisfactorily on the T AAS in any two of the three preceding years; or That was identified as low performing at any time in the preceding three years.

ELIGIBLE A student is eligible to receive a public education grant or to I STUDENT attend a school in another district chosen by the parent if the student is assigned to attend a public school campus:

At which 50 percent or more of the students did not perform satisfactorily on the T AAS in any two of the three preceding years; or

That was identified as low-preceding three years. 'j, .., I 1 Education Code 29.201 ,29.202

163 After a student has used a public education grant to attend a school in a district other than the district in which the student resides:

The student does not become ineligible for the grant if the school on which the student's initial eligibility is based no longer meets the criteria; and The student becomes ineligible for the grant if the student is assigned to attend a school that does not meet the criteria described above.

FUNDING A school district is entitled to a public education grant allotment for each eligible student using a public education grant. If the District has a wealth per student greater than the guaranteed wealth level, but less than the equalized wealth level, the District is entitled under rules adopted by the commissioner to additional state aid in an amount equal to the difference between the cost to the district ofproviding services to a student using a public education grant and the sum of state aid received because ofthe public education grant allotment and money from the available school fund attributable to the student.

A district is entitled to additional facilities assistance if the District agrees to:

Accept a number of students using public education grants that is at least one percent ofthe District's average daily attendance for the preceding school year; and

Provide services to each student until the student either voluntarily decides to attend a school in a different district or graduates from school.

AVERAGE A student who uses a public education grant to attend a public DAILY school in a district in which the student resides is included in the ATTENDANC average daily attendance ofthe District in which the student I I E resides.

The policy will be implemented with an annual advertisement listed in the newspaper and communication given to area civic organizations to enlist their aid in communicating this important information to the public.

172

164 Brazos River Charter School

The Brazos River Charter School, to be located outside Glen Rose, Texas, is applying for an "At-Risk" Charter from the Texas State Board of Education. Brazos River Charter School will serve 150 - 300 students, using tech­ nology based, character based, experiential, and direct instructional learning. This application initiates a plan for I) the adoption and implementation of high academic content and perfonnance standards, 2) implementation of tech­ nology-based instructional strategies, 3) use of experiential learning techniques, and 4) an assessment and account­ ability system by which to measure student learning.

The development of high academic and perfonnance standards will accompany the traditional course of study to strengthen the emphasis on student learning. In true style of charter schools, a cadre of community members, par-. ents, and staff will periodically review the instructional fonnal. The focus will be to insure that the standards proc­ ess strengthens student learning and keeps the instructional strategy true to perfonnance based learning and measur­ able outcomes as stated in the charter. A rubric for scoring will be established and staff will be trained for imple­ mentation. Reportable outcomes will be filed in a database for continual assessment of the instructional strategy and its impact on student learning.

Currently, media-based and textbook-based instruction can be described as passive learning. After recent studies on assessment processes, it has been detennined that this passive fonnat is ineffective for "'at-risk" students and the instructional fonnat used by the charter will be an active learning process. In addition to providing a one-on-one instructional opportunity for students to work with their mentor teacher, students will be directed by both computer and media technology to problem solving projects. A project evaluation using such technology has already begun with other Charter Schools and we will be given an opportunity to participate with them in the production and dis­ tribution of student led curriculum units.

Over half a century ago, Dewey expressed the belief that all genuine education comes through experience. Since then, many educators have struggled with the complex implications of that simply stated notion. Recognizing its complexity, Dewey advised using those cases in which we fmd there is a real development of desirable experiences to fmd out how this development took place and using this new understanding to guide our efforts at teaching and learning. In the spirit of Dewey, desirable teaching and learning experiences for students enrolled in Brazos River Charter School are used to develop and refme the framework of the school. Students are encouraged to utilize ex­ periential learning in the community through service projects and through opportunities for field trips and ropes course challenges.

Through project evaluation, it will be detennined which current assessment procedures are accurately measuring "at risk" student learning and how collection of data can help guide changes in instructional strategies to improve stu­ dent learning.

According to the research, Newman and Wehlege in an article titled Successful School Restructuring state that re­ structuring has no precise defmition, but the tenn suggests that schooling needs to be comprehensibly redesigned. Important examples are site-based management and shared decision making, students and teachers organized into teams responsible for student instruction, student's participating in multi-year instruction; students grouped hetero­ geneously for instruction in core subjects and enrollment based on student and parent choice, rather than residential location. 173 1 Brazos River Charter School is a Charter School to be located outside Glen Rose, Texas. Brazos River is a charter school that will serve a large geographic area including Cleburne, Grandbury and Glen Rose.

The students to be served fall into four categories: a) Students who have been expelled from a school. b) Students who have been referred to county community schools by a school district as a result of the recommen­ dation by a school attendance review board or students whose school districts of attendance have, at the re­ quest of the student's parent or guardian, approved the student's enrollment in a county community school. c) Students who are probation-referred. or who are on probation or parole and who are not in attendance in any school. d) Homeless andlor migrant children.

These students have proven many times over that a traditional school environment is not a successful learning expe­ rience for them.

Given each issue that affects the The Brazos River Charter School youth development, include quality lives of young people today: vio­ community learning center gives staffing, effective partnerships lence, academic failure, gangs and our area a vehicle for providing with a variety of community-based teen pregnancy, the vast majority services for adolescent youth in a ;,xganizations, and a connection of practitioners and researchers non-traditional educational setting. between learning and the school believe that the best programs At the center of the charter school day. build on a youth's strengths rather is the task of creating high quality than concentrating solely on hiS/ programming that is developmen­ While the Brazos River Charter her problems. Positive youth de­ tally appropriate, promotes ex­ School is a community learning velopment requires that young panding learning opportunities, center designed to meet the needs people be offered the opportunity and fosters healthy behavior of our youth ages 14 through 21, it to express themselves, to think and among young people. Communi­ is important that this center be reflect, and to contribute to their ties participating in the initiative available for community use. The community. A~ the center of these have an invitation to participate as school will provide opportunities beliefs, is the value placed on al­ a full partner in implementing the for computer training for senior lowing youth to grow and develop charter program. Characteristics, citizens, and E-mail delivery for positive self-esteem. founded on a widely accepted list the entire community. of critical elements for successful 1i'4

2 The vision for Brazos River Charter School links the commitment to technology by the Charter School with stu­ dents who are currently not successful in traditional school settings. The charter specifically states that the program will provide increased learning opportunities for each student with special emphasis on learning experiences' for students identified as academically low achieving.

Brazos River Charter School provides a technologically strong education for students whose educational needs are umnet by the traditional school setting. The powerful combination of a knowledgeable, dedicated staff, a continu­ ally updated curriculum, and a technologically rich education design, empower students with the tools needed to function productively and enjoy future success. High standards, credibility, a positive focus, and the highest tech­ nology available, help provide an educational model for schools in Texas, the United States, and around the world. Broad Overall Goals The goals of Brazos River Charter School were designed to support the efforts of area school districts and work closely with related agencies, and provide alternative choices for students and families, These goals include:

• Offering students a strong academic program to help them increase basic skills and their rate ofacademic growth. • Increasing skills associated with technology. • Helping students realize success in school. • Developing skills in the areas of self-motivation and life long learning. • Striving to reach an isolated and invisible population ofstudents who are not successful in the traditional school setting.

The Brazos River Charter School vision, like its student population, is fluid and evolving. The evolution can be described by discussing answers to what?, now what,? and so what? The what? is providing a strong educational alternative to students who are not successful in traditional programs and skills for an increased chance of success once they return to their school of residence. The now what? focuses on how that is accomplished. Methods in­ clude individualized instruction, integration of technology, a multi-strategy approach, use of experiential opportuni­ ties, and a blend of the best from classroom instruction with the strengths of independent study. This evolution leads us to the so what? What does all this mean to our students and how does the integration of technology with curriculum increase student learning? With the funds made possible through this charter school, standards will be developed by which to measure this increased student learning and to measure which parts of the curriculum are producing the most effective student learning and, therefore, create an atmosphere for a stronger educational alter­ native to evolve.

Brazos River Charter operates with pIe's developmental needs and as­ and telecommunication skills that a curriculum-based youth develop­ sists them in acquiring the core are in demand by both rural and ment strategy that combines tech­ assets and competencies that they urban employers. nology based learning, experiential need to participate fully in adoles­ learning, and community service, cent and adult life. Experiential learning prepares the bringing together many of the es­ building of skills necessary for sential aspects of the most success­ Students may begin their quest to success in relationships and com;,. ful youth programs. prepare for a competitive market­ munity responsibility. This tech­ place and their future with a strong nique works on the process of The program uses problem solving technological foundation. High learning, as students are able to projects to focus the learner on School must be a place for acquir­ focus on gaining great depths of core subjects. ing these skills. The charter insight in fewer concepts and make School will insure that each stu­ connections with real world prob­ The program meets young peo­ dent will graduate with computer lems.

3 Brazos River brings youth together with their peers, in discussions fa­ cilitated by a trained adult, to talk The Brazos River Charter School with parents, peers, and commu­ about school, family, friends, rela­ is an exciting comprehensive pub­ nity. Through a series of curricu­ tionships, ambitions, their commu­ lic school aimed at fostering the lum guided interactive exercises, nity, and everything else that is on positive development of adoles­ youth develop life skills such as the mind of a teenager. When a cents. In a non-threatening envi­ communication, decision making, young person who feels alienated, ronment, under the guidance of and goal setting. rejected, worthless, or a failure is caring teal.:hers, young people approached by adults who are will­ thrive and develop a positive self­ In conjunction with the group ex­ ing to take inventory of the youth's image, learn valuable life skills, periences, young people partici­ talents, potential, and strengths and establish future goals. Youth pate in individual and team service before judging them, then they can are able to approach each course projects designed by the youth begin the process of learning how with the support of someone who themselves. These experiences to learn from their new-found men­ ensures that every component of help youth develop the life-long tor. every lesson is understood and learning skills of assessment, in­ completed with a degree of mas­ formation gathering, problem­ Youth perform community service tery before proceeding to more solving, negotiation, and evalua­ work. Under the service learning difficult and comprehensive levels tion. umbrella, program participants of understanding and problem­ Through service, young people prepare for service work, perform solving. contribute to their communities. meaningful projects that improve their communities, reflect on their This program is designed to effec­ Technology based curriculum adds experiences, and make connections tively prevent risk factors that im­ the dimension of excitement tha[ to school learning in related dis­ pact drop out rates, academic fail­ captivates the students' interest in cussion, writings, research activi­ ure, teen pregnancy, and other exploring other communities and ties, or creative presentations. challenging behaviors among pro­ societies in their quest to master This integrated learning strategy gram participants. each of the Texas Essential has been key in promoting aca­ Knowledge and Skills identified demic success among program The Charter School program is for each course required for participants. grounded in contemporary re­ graduation. search and theory regarding the The combination of group discus­ developmental, social, and educa­ Experiential learning allows the sion and community service work tional needs of young people, ages youth to go to various parts of the has the added benefit of bringing 14 - 21. The program employs a state to experience challenging the youth in contact with other three-part strategy of technology projects that are tied to curriculum public and non-pi-atit agencies and learning, experiemial learning. and content such as Texas history, bi­ organizations, which most often community. Group discussions ology, and entreprenuership. oversei::!' the community service offer each participant an opportu­ portion of the progr:l.71. nity to enhJ.I1ce their personal de­ velopment through an exploration of their values and relationships

176

4 Structure of the Educational Program Brazos River Charter School utilizes two primary instructional strategies: technology-based instruction and experi­ entiallearning. Upon enlly (any time during the school year), students are assigned a home teacher (case worker) who develops an individual learning plan in cooperation with the parent, student, and site administrator. Instruction is individualized to fit the student's academic needs and current ability levels. The Brazos River Charter School is structured using a block schedule so that high school students can earn credit in academic areas while concentrating on only a few courses at a time instead of a traditional six to eight courses. The schedule allows for short term goal setting and concentration on one academic area. Along with the academic core, students also are enrolled in career­ tech classes. Small group settings ieach social skills, provide opportunities for hands-on learning in science and math, set up opportunities for group projects, and allow for community involvement through service learning and job shadowing. Every student will be provided an opportunity to participate in ropes course activities and character training to help improve self-image and team building skills. Measurable Outcomes An integral part in all charter proposals is the description of measurable student outcomes. "Student outcomes mean the extent to which all students of the school demonstrate that they have attained the skills, knowledge and attitudes specified as goals in the school's educational program." The broad overall measurable outcomes as stated in the Brazos River Charter School charter are: • Students will demonstrate growth in basic skills. • Students will increase their rate ofacademic growth while enrolled in Brazos River Charter School over their growth while enrolled in their school ofresidence. • Students will increase expertise with the use of various forms oftechnology. • Students will improve their attitudes about the educational process. • Students will improve their attitudes about teachers and school staff.

Student's growth in basic skills is measured by the use of standardized test scores and documentation of the suc­ cessful completion of assigned course work. Students enter with test scores showing average ability levels to be three and a half years below grade level. The average levels of growth expected for each student in the areas ofba­ sic skills will be above the average length of enrollment.

In order to measure rate of academic growth, a preliminary evaluation of the student's credit and educational history is done on the student's enrollment in Brazos River Charter School. Transcript checks, grades in progress, test scores, areas of need, areas of strength, and behavioral problems are reviewed and documented in an orientation with the student, the student's parent/guardian, and the site administrator, to provide a base line for evaluation pur­ poses. An individual educational plan is developed with input from the teacher to best determine the educational goal for each student. There is a quarterly evaluation from the teacher to determine the extent to which each student is achieving the educational goal. Families are notified via telephone, post cards, or letters if there are specific con­ cerns or commendations. The team ofparents, teacher, site administrator, and student, may meet periodically if the educational plan needs adjustment based upon student progress.

The measurement of increased technological expertise is determined from results of an enrollment survey using a Lichert scale given upon entry to determine which teclmology the student is currently using along with their profi­ ciency levels. Students are then introduced to various forms of teclmology in a systematic approach. Growth in the area of acquired technology skills can be identified when the survey is re-administered. The enrollment survey also measures the students' attitudes about their previous school experiences. There exists a defmite correlation between the student's attitude towards school and performance. For both males and females, research shows the number one reason for dropping out was that the student did not like school. When the survey is administered upon transfer from the Charter School, the students answer the same questions using Brazos River Charter School for their expe­ rience. Positive changes in attitudes about the educational process can be identified. Pre and post scores are ob­ tained from the enrollment survey regarding improvement of attitudes about teachers and other school staff. Using directed instruction, as part of the multi-strategy approach, allows students and teachers to establish strong, 177 5 committed relationships. The teacher connects with the student often with one-an-one instruction, scheduled ap­ pointtnents, and telephone calls. Small group in!!lruction allows for more personalized student attention.

According to the research, Newman and Wehlege in an article titled Successful School Restructuring state that re­ structuring has no precise definition, but the term suggests that schooling needs to be comprehensibly redesigned. Important examples are site-based management and shared decision making, students and teachers organized into teams responsible for student instruction, student's ?articipating in multi-year instruction; students grouped hetero­ geneously for instruction in core subjects and enrollment based on student and parent choice, rather than residential location.

Even though all of the above strategies will be used by Brazos River Charter School. none are signiticant alone and the strength lies in their cumulative effect on student learning. Change needs to be fundamental in order to be ef­ fective. Central variables such as learner outcomes, curriculwn, instruction, and assessment/evaluation need to be at the core of restructuring for the student learning to be the most profoundly affected. Therefore, to measure their effect on student learning, the focus of this charter proposal will be on three of the four central variables: learner outcomes, instruction, and assessment/evaluation.

Brazos River Charter School is committed to improving the learning environment and providing an equitable op­ portunity for each student to be successful.

An Educational Framework

The educational framework of Brazos River Charter School is central around John Dewey's core practices: (I) All the work teachers and students do together must flow from student desire, student concerns. (2) The role of the teacher must be that of collaborator and team leader and guide rather than boss. (3) The academic integrity of the work must be absolutely clear. (4) The work is characterized by student action, rather than passive receipt ofproc­ essed infonnation. (5) A constant feature of the process is its emphasis on peer teaching, small group work, and teamwork. (6) Connections between the classroom work and surrounding communities and the real world outside the classroom are clear. (7) There must be an audience beyond the teacher for student work. (8) As the year pro­ gresses, new activities should spiral gracefully out of the old, incorporating lessons learned from past experiences, building on skills and understandings that can now be amplified. (9) As teachers, we must acknowledge the worth of aesthetic experience, model that attitude in our interactions with students, and resist the momentum of policies and practices that deprive students of the chance to use their imaginations. (10) Reflection-some conscious, thoughtful time to stand apart from the work itself-is an essential activity that must take place at key points throughout the work. (II) The work must include unstintingly honest, ongoing evaluation for skills and content, and changes in student attitude.

This framework allows teachers to weave fragmented pieces of classroom life into an integrated whole, providing guidance in implementing mandated activities that do not fit together easily or well. In this process, a cohesive ap­ proach emerges to help teachers construct rich, meaningful, experience-based educational environments. When ap­ plied as a way ojthinking rather than a way ojdoing, the core practices make the complexities of teaching deci­ sions explicit and manageable.

Experiential Learning

Over half a century ago, Dewey expressed the belief that all genuine education comes through experience. Since then, many educators have struggled with the complex implications of that simply stated notion. Recognizing its complexity, Dewey advised using those cases in which we fmd there is a real development of desirable experiences to find out how this development took place and using this new understanding to guide our efforts at teaching and learning. In the spirit of Dewey, desirable teaching and learning experiences for students enrolled in Brazos River Charter School are used to develop and refine the framework of the school. Students are encouraged to utilize ex­ periential learning in the community through service projects and through opportunities for field trips and ropes courSe challenges. 6 ns The relationships among teachers, learners, tbe curriculum, and community.

The administration of Brazos River Charter School focuses on four areas: Student choice, teacher as facilitator, academic integrity, and community connections. The charter school approach is learner centered and community focused. Implementing requires a give-and-take relationship among teachers, learners, the curriculum, and commu­ nity. Teachers constantly strive to increase learner's participation in decisions that affect them, integrate the cur­ riculum into the community, and ensure that learning objectives are met or surpassed. In this process, these four core practices become so interwoven they are inseparable.

Dewey often wrote about these same interwoven relationships. He advocated placing the learner at the center of experiences, and defmed the teacher as the leamer's co-partner and guide in a common enterprise-the youth's edu­ cation as an independent learner and thinker. He also called for an organic connection between the school and com­ munity, assuming it necessary for school experiences to bear some relationship to a child's experiences at home.

How learning occurs. The charter administration focuses on active learning, audience, and spiraling. Dewey saw the human mind as a meaning-making organ, relentlessly driven to make sense of its world-an idea that predates today's notions of constructivism and active learning. The most powerful learning experiences are those that engage learners in posing and solving problems, making meaning, producing products, and building understandings.

Another intersection of Dewey's theories and the charter school approach is purpose: For what purpose is the con­ tent to be learned? We call for an audience beyond the teacher that the learners want to serve or engage to affmn the work is inaportant, needed, and worth doing. When audience is central, course content takes on new and deeper purpose.

Brazos River Charter School emphasizes what Dewey referred to as the continuous spiral. There is a need for ac­ tivities to be linked cumulatively, defining educative experiences as those that give rise to the learner's need to gather more facts, become more skilled, and use lessons learned in one experience as the basis for future experi­ ences.

Preparing for full lives as citizens and individuals, instruction must include teamwork, creativity, and innovation. To live rich and fulfilling lives as citizens and individuals, learners must be prepared for and have access to choices that effect their futures. But the purpose for learning does not lie only in the future; skills, knowledge, and experi­ ences must have meaning in the present, as well. Skills must be useful in the here and now and make an individual more capable of self-support and self-respecting independence. To add to this self-respecting independence, imagi­ nation and creativity, applies the belief that inaagination designates a quality that aninaates and pervades all mean­ ing, making and observation, allowing learners to make connections and see possibilities that may not be evident without the adventure ofmind.

Belonging, or building experiences in which each learner is not only included, but needed, and emphasizes the value of teamwork. Both inclusion and teamwork are necessary for meeting the social, professional, and daily liv­ ing requirements that are inaportant to building a common and shared life.

Thinking about what is learned and how, or reflection, require faculty to plan tinae for learners to stand apart from their work to reflect consciously on what they have learned and how they have learned it. Building reflective envi­ ronments increases the transfer of knowledge and enables teachers and learners to engage in rigorous, ongoing as­ sessment and evaluation. Because these activities take place at key points during a study-rather than just at the completion-they evoke insight and give rise to revisions and refmements critical to inaproving learning and ad­ dressing accountability. Reflection is central to all learning experiences, enabling us to act in a deliberate and inten­ tional fashion to convert action that is merely blind and inapulsive into intelligent action. In calling for educational experiences that open possibilities for all, there exists the need for building learning experiences upon a firm under­ standing ofwhat learners know, what they need to know, and how they come to know.

7 Ii9 "Parents, students, and educators will work in c~ncerl to ensure each student has every opportunity to achieve and succeed." The collaboration of these resources will provide more opportunity for the student to be "an educated person in the 21" Century students will associate with resources from the community both.in consultation and training for the three specific goals of the proposal. Not only will the charier support the community, but the com­ munity will aid the charter by providing knowledge and services. Parents will be included in the project serving as members of the steering committee as well as viewing the productions. Students will be referred by the area school district to provide choice options to those students who have exhausted local district programs. redesigned. Important examples are site based ma::agement and shared decision making, students and teachers or~ ganized into teams responsible for student instruction, student's participating in multi year instruction; students grouped heterogeneously for instruction in core subjects and enrollment based on student and parent choice rather than residential location.

Even though all of the above strategies will be used by Brazos River Charter School, none are significant alone and the strength lies in their cwnulative effect on student learning. Conley states that change needs to be fundamental in order to be effective. Central variables such as learner outcomes, curriculum, instruction, and assessment/evaluation need to be at the core of restructuring for the student learning to be the most profoundly affected. Therefore to measure their effect on student learning, the focus of this charter proposal will be on three of the four central vari­ ables: learner outcomes, instruction, and assessment/evaluation.

Summary

Brazos River Charter School Brazos River Charter needs the underpinning of solid infrastructures if it is • Is an effective youth devel­ to meet the needs of the participants. The School Board is committed to opment approach first establish a secure foundation of program management that includes strong community partnerships, stable funding and committed and well­ • Uses a three-part strategy of trained staff. Stable funding requires that area traditional public schools technology learning, experi­ assist the charter by referring students to the program. Funding is provided entiallearning, and commu­ by state ADA, average daily attendance, and federal grants. nity service. • Promotes positive behavior and outcomes • Fosters improvement in aca· demic performance ofyouth On this foundation of program continuity rest the "pillars" of the frame­ work. Brazos River Charter School principles are rooted in broadly ac­ • Leads to completion ofa cepted research and theory in the youth learning field. The keys of each high school diploma principle are the methodology, strategies, and techniques used to transfonn research and theory into everyday practice in the youth program.

lS0 8 Youth Development Learner Centered Education the execution of specific tasks as­ sociated with service projects. An important part of the frame­ Brazos River utilizes challenging This principle is the essence of work, the youth development prin­ content and materials that engage school reform and positions Bra­ ciple is consistent with the vast young people in activities that are zos River Charter as a powerful majority of practitioners and re­ affective, adaptable, and age­ learning model. searchers in the education field. appropriate. They agree that high quality pro­ Program Components gramming for youth should include Group discussions are guided by a number of attributes. These at­ the curriculum. Topics in the cur­ The program components are tributes are often present in a vari­ riculum are the expression of Community Service, web based ety of nationally recognized youth young people and are aligned with learning, Classroom Instruction, development "best practice" mod­ state curriculum guidelines. and Experiential Learning. Just as els across the country. While no Young people do most of the talk­ the key elements interpret the re­ two experts agree on the same list, ing and adults act, as ~'facilitators" search and theory of each princi­ there is nonetheless, a good deal of in conversations that center on a ple, the program components serve consensus about what works. clearer understanding of the con­ as conduits for operationalizing These attributes present in the Bra­ tent required for mastery to suc­ program strategies and techniques. zos River Charter School include: cessfully advance in a course. For The graphic below illustrates how many youth, the school becomes a strategies and techniques applied • Relationships with caring, "safe place" to learn about them­ in each program component can be supportive adults selves and the world around them carefully interwoven to create a • High expectations and clear and a p lace to begin asking ques­ seamless operational design. standards tions that result in a better compre­ • Opportunities for contribu­ hension of content. Brazos River Charter School oper­ tion ates on a 180 day year round cal­ • Engagin,g activities and con­ Academic Extensions endar. tinuity At the heart of the program is youth development through service Community Involvement and learning. Learning happens Brazos River Charter School when we connect something new Goals The term "community involve­ with something that we already ment" carries dual responsibility. know. In many instances, most of The measure of any successful en­ Brazos River Charter employs a what young people begin to con­ deavor is graded on the extent to broad range of adults in creating a nect is what they learn in school to which the outcomes reflect the caring and supportive environment their service experience and ulti­ stated measurable goals. Brazos for young people. Teachers, par­ mately to their lives. This evolves River goals are reflected in the ents, young adults, youth, business, to a higher level of problem solv­ successful outcomes realized by civic, religious, and social and ing that encourages them to begin the young people who participate educational groups all playa role connecting what they learn in class in the program. Brazos River in making sure the charter choice to the basic academic foundations seeks to promote healthy behav­ reaches a growing number of representative ofeach course. ior among teens, help them gain young people. Adolescents attend­ valuable life skills, give youth a ing the Charter School are engaged Various techniques (role play, sense of purpose through mean­ in meaningful activities that allow journals, portfolios, oral and writ­ ingful opportunities to contribute them to take on adult like responsi­ ten presentations) are used to help and a strong sense of academic bilities and become contributing youth practice skills developed improvement, and provide an op­ members of their community. (reading, comprehension, persua­ portunity to gain a high school sive writing, problem solving, diploma. critical thinking, reasoning, organ· izing) in core subject disciplines (math, social studies, science, and language arts) by applying them in 101 9 The sociiti problems of school fail­ interacting with peers and adults ure cause failure, school suspen­ and recognizing and handling their sion, and other indicators of aca­ ovm emotions. The effectiveness demic difficulties are strong pre­ of the program in preventing two dictors of dropping out of school very different types of problem prior to graduation. Too early advances ... research by indicating childbearing has long-term cost, that behaviors leading to academic which are often severe for the ado­ difficulties do not just occur. lescent parents, their children, and There is evidence that. these behav­ society as a whole. Estimates of iors share a common underlying societal cost of teen parenthood casual agent or alternatively that range from $9 to $29 billion annu­ they share a common protective ally. Brazos River Charter School factor that is enhanced by program is committed to providing a pro­ participation. gram that is effective in changing choice paths. Evaluation of outcomes by Brazos River Charter will consist of a va­ Brazos River Charter School riety of tools to track the success • Offers youth a "safe place" to of reaching specific outcomes: express their innermost • Lower Rate of Course Failure in Summary thoughts and feelings about School their psychosocial develop­ • Lower Rate of School Suspen­ Brazos River Charter School ment; sion • Provides structured volunteer • Lower Rate of Pregnancy • Offers a replicable community service which is • Lower Rate of Dropout "framework" increasingly being linked to • Is grounded in contemporary positive outcomes for young research, theory. and com~ people; mon sense • Helps teens understand and • Is flexible and adaptable to evaluate their future life op­ Brazos River Charter School diverse youth and communi~ tions; • Uses a developmentally-based ties • Allows teens to establish com­ approach petence and autonomy in a con­ • Impacts multiple youth social text that maintains their sense issues of relatedness with important • Utilizes contemporary "'best adults; practice" intervention strategies • Gives youth opportUnitIes • Reaches both females and males (tbrouglt volunteer work) to • Works effective with older ado­ take on adult roles in ways that lescents to do not necessarily undermine • Works for youth from diverse parental or school authority backgrounds structures; • Provides an opportunity to be While Brazos River can be com­ viewed in a positive role by pared in various ways to similar adult and other youth. youth developmental strategies, it One of the more striking features has unique characteristics that set it apart from many approaches of Brazos River is that it does not aimed at addressing teen issues. It explicitly focus upon the problem behaviors that it directly impacts. has an approach to reach older youth with messages that Jre more Le. school success. Rather. it relevant to their ··here and now" seeks to enhance participant's real life situations. competence in decision making. 10 132 Coordinating Brazos River ence and involving continuity and Community Service Charter School Components interaction of learning" is the basis for contemporary efforts in educa­ Brazos River Charter School em­ The Brazos River Charter School tion reform. Today many educa­ ploys Community Service as a pri­ components are Community Serv­ tors agree that experiential educa­ mary intervention strategy. This ice, web based learning Classroom tion or active learning allows stu­ approach is grounded in the Instruction, and experiential dents to make connections be­ "helper therapy" theory. This the­ Learning. The role of the Charter tween classroom ideas and real life ory suggests that taking the least School Administrator is to experiences. empowered of a society and plac­ ing them in a "helping" role versus I. Assist in the design and exe­ The Brazos River classroom expe­ their more traditional role of the cution of a local model that rience is offered each week. one in need of help, can be very incorporates Brazos River Classroom/group sessions consist therapeutic. principles and elements; primarily of small group activities 2. Create a seamless system of and discussions on topics of spe­ Community Service offers partici­ operation among the program cial interest to young people. pants an opportunity to help others components; Structured activities are based on as they help themselves. Service 3. Supervise direct service deliv­ the Brazos River curriculum, work helps young people develop ery staff in program imple­ Changing Scenes. The curriculum new skills, learn about new people mentation; and is designed for use with groups of and places, and increase their own 4. Schedule experiential oppor­ 15-25 participants. Each facilita, awareness of their strengths and tunities with the community, tor assigned to a group of Brazos talents. Under the supervision of other charter schools, and or­ River participants is required to trained staff, participants identify ganizations. have a copy of the curriculum volunteer opportunities in local package. human services and other public This section outlines important and private institutions, assess features of each program compo­ Topics in curriculwn cover issues community needs and resources nent and offers direction to addi­ around values, relationships with and develop projects that can af­ tional program resources that can family and peers, life skills and fect entire neighborhoods. By cre-. help you understand the program sexuality. As a primary pregnancy ating opportunities for youth to be operational design. prevention model, Brazos River is come contributing members of best described as an "abstinence" their peer groups and communities, Classroom I Group Discussion program, a comprehensive ap­ adults can help bolster youth self­ proach to teen sexuality that em­ image, build self-esteem, and en­ The Brazos River "classroom" is phasizes the benefits of abstinence able young people to make healthy defmed as any setting where a in a developmentally appropriate life long choices. Community common group of teens meet rou­ manner. Service is the "action" phase of tinely over time. Because the pro­ Service learning. gram is offered in a variety of set­ A critical element of this program tings, Brazos River reaches a is the adults who facilitate the Staff responsible for this compo­ broad spectrum of young people classroom I group experience. nent of the program should be from various ethnic, racial, and Acting as "guides", adult leaders knowledgeable of connections be­ socioeconomic backgrounds. encourage youth to engage in dis· tween community service and cussions which result in youth positive youth development and The Brazos River classroom expe­ gaining both information and in­ have background in coordinating riences are braced by the theory of sight from their interaction with and implementing service projects. experiential education fashioned one another. by the noted educator and philoso­ The Service Learning component pher of the 1930's, John Dewey. Classroom/group learning focuses offers "hands-on" activities to en­ Dewey's distinction between tradi­ on building the skills and compe­ gage youth in identifying commu­ tional education, as "the transmit­ tencies young people need as they nity assets, resources and needs, ting of static and fmished knowl­ move from dependence to inde­ and facilitate the planning and se­ edge" and new education as pendence. lection of meaningful service proj­ "requiring learning from experi­ ects.

II 103 Service Learning strategy that can help adolescents riences in related discussions, writ­ connect academic learning. civic ings, or research activities. VOIWl­ Although experiences in the com­ responsibility, and future career teers begin to get a sense of their munity service and classroom! options in support of productive own self-worth and are recom­ group components are distinct, and contributing citizenry. mended to their communities they are bridged through the Serv­ The three phases of Service Learn­ through the age-old arts of caring ice Learning strategy. Service ing are Planing, Action, and Re· and helping. The Brazos River learning is defmed as a method of flection. It is Reflection that dis­ Charter School service learning teaching and learning that connects tinguishes services learning from program is specifically designed to meaningful community service other forms of volunteer service. support the planning and reflection with academic learning, personal As participants prepare for volun­ phases of service learning as pre­ growth, and civic responsibility. teer service, they thing about what sented in the Brazos River philoso­ Service learning is rapidly beeom· they have experienced in their vol­ phy. ing a popular youth development unteer work and share those expe­

The specific work (central variables) that will be undertaken can be broken down into four goals:

• LEARNER OUTCOMES: Development of the standards by which to assess student learning. • INSTRUCTION: Change in focus from passive/response to creator/producer in the technology-based in­ structional strategy. • EXPERIENTIAL: Students will learn by applying skills and content to specific real world problems. • ASSESSMENTIEVALUATION: The continued alliance with an independent contractor for project evaluation.

The first portion of our vision will be to develop standards to accurately measure student learning (student out­ comes). Assessment on student learning will be accomplished by the following three ways: I) standardized tests are given as a pre/post tests upon entry/exit, 2) school assessment by performance level of the student is currently measured by the amount of proficient work produced in a reporting period, through teacher generated tests, home­ work assignments. oral interviews, and portfolios, and 3) comparison of TASS and L TI scores.

The second focus will be on technology-based instruction which is one of the multi-strategy approaches to be used at Brazos River Charter School. The achievement plan will be to shift the focus from a viewer response approach to a creator/producer (from a consumer to a producer).

The third focus brings student skills and content to the table of problem solving. Unless students are able to use their knowledge in solving the issues of life, their time has not been productive. Students will be encouraged to reach out and challenge themselves in experiential learning. Trips will be made to sites across the area to facilitate the collection of data and then using the data to solve problems of self-responsibility, community needs, and human relationships.

The fourth focus is assessment evaluation. It will begin by offering a RFP to Universities and colleges to design and implement an on going third party evaluation team. The evaluation component I) is an integral part of the evaluation and assessment process incorporated with the development of standards and 2) demonstrates commit­ ment to assessment and evaluation.

12 184 Standards to assess student learning will be developed and incorporated into the current course of study. Content standards are what students know and can do in a content area and include facts and evidence and use of the knowl­ edge. Perfonnance standards show what students know and can do by perfonning in response to a task designed to measure the achievement of the content standard. Standards can be summarized as "student levels of knowing the content area and being able to do something with it." In order to measure student learning against these standards a four tiered hierarchy can be detennined using a rubric of scores 1 through 4. A score of I would represent below partially proficient. A score of2 will be partially proficient, 3 is proficient and 4 is advanced. Objectives: • research the science ofwriting standards of all content areas. • draft the standards fonnat (content/perfonnance). • obtain approval for the standards fonnat. • develop content/perfonnance standards. • conduct a field study on the viability ofthe standards for each course. • make revisions as needed of the standards. • initiate a final adoption process. • print and distribute standards for inclusion in the course of study. • train the staffon the implementation ofthe standards. • implement the use of a central data base for review by the independent contractor.

Who will do the work? Upon the granting of this charter a group of certified teachers (strong in the area of curriculum instruction and knowledge of the charter vision) will be recruited with the help of the steering committee to initiate research and the writing ofstandards in all content areas. Each course will be aligned with the TEKS and curriculum consultants will be asked to help in identifYing computer-based content that will enhance the curriculum needs. The teacher will also access available resources through the Internet in obtaining the most current products in the development and writing of standards. The teacher then begins the process of developing the content and perfonnance standards for each ofthe courses offered at Brazos River Charter School.

After fmal approval, these standards shall be incorporated into the Course of Study for each individual course. The certified teacher shall also be responsible for training the staff for implementation and application of the standards in the classroom and/or individualized instructional settings. Students, upon completion of the course, shall be evaluated on their learning based on the "standards". Each teacher will then subsequently report the outcome of each student to a central database, which will in tum be accessed and reviewed by the administration for on-going assessment.

Through accessing the database, continual assessment of the Brazos River Charter School's vision and goals will become possible to facilitate continual growth and adoption of high academic content and perfonnance through specific accountability systems.

The staff at the Brazos River Charter School is devoted to continual self-assessment to detennine which parts ofthe instructional design are working well and which ones are not. A survey has been devised to detennine which of the four instructional strategies was the most effective. The purpose of this survey is twofold: I) to remind charter staff that continual self-evaluation is important to success of student learning and 2) to detennine the area of focus for improvement. Especially for the visual learner, the opportunity to watch video repeatedly in order to learn the nec­ essary infonnation can be helpful. Students may elect to watch the video on campus to access the teacher as a guide in the process. Students are also assigned occasional educational programming to be viewed at home. This program will vary to fit the course work assigned and written and oral reviews ofthe work are submitted to the teacher. 13 10'''5 Web-based instruction will allow students to use interactive lessons that also require independent research from the web in each lesson. The vision and its accompanying plan will change the focus of the web-based instructional strategy from "passive/consumer" technique to "active/producer". This method of learning will allow the students to be in charge of the educational programming, as they will produce both live and taped productions. Students will plan and produce video taped programs by: I) developing an idea (perhaps with a community service slant), 2) se­ lecting a theme, 3) writing the script, 4) selecting the location for the shoot, 5) auditioning and selecting the on camera students, 6) filming the piece, 7) editing the tape, 8) selecting the title fonts and music, and 9) determining the method of advertisement to encourage the student body to view the student production. These student-produced videos will be used as a learning tool and a way to create an understanding among students ofhow to evaluate proj­ ect competitions.

Objectives: • The student will go through the formal process of choosing a theme. • The student will become familiar with using the video camera and how it relates to a presentation. • The student will be able to use the scanner. • The student will utilize creative skills in combining the various media to create a final presentation. • Studen(s will work as individuals as well as group activities throughout the year to record material for the presentation. • Students will be introduced to the basic operation of the video tape machines along \vith basic editing techniques for postproduction. • The student will become familiar with the writing ofa script for production. • The student will understand the procedures involved in selecting the location for the shoot. • Students will film their own individual piece of film and edit. • The student will become familiar with the selection oftitle fonts and music. • The student will determine the method of advertisement to encourage the student body to view the student production. • The student will be introduced and expand the theoretical and practical knowledge ofsystems used in the design and production ofimages for Audio Visual and multi-media applications. • Students will lise Web·based course content to enrich classroom curriculum. • Students will use technology based applications to develop technology skills to prepare for school to work transitions.

"Tell me, alld I will/orget; Show me, and I may remember; Involve me alld I will ullderstalld..• "

Although experiential education is really the oldest approach to learning, its practitioners have not had an easy time justifying its relevance in the educational world of the twentieth century. Experiential educators promote learning through participation. reflection, and application to situations of consequence. Although its practitioners are con­ vinced of the effectiveness of this approach, skepticism persists outside the field. In current usage, "assessment" is perhaps the general term, referring most often to an examination of the processes and contexts that influence learn­ ing. "Evaluation" is increasingly used to estimate the worth of the results of a program or activity. Recent changes in the methodologies of evaluation, however, have provided useful tools for experiential educators. Such tools can be used to refine programming, enhance student learning, and perhaps improve the credibility of the field-­ important when organizations compete for limited funding.

Though new developments in evaluation are critical for the future of experiential education, almost 40 years of as­ sessment and evaluation have shown that many experiential and outdoor education programs are effective in pOSt· tively impacting individuals and society. Demonstrated effects include enhanced self-concept, reduced rates of re­ cidivism, and effectiveness in treating chemical dependency. During this time, however, much has changed in edu­ cational assessmem and evaluation, including both tht: questions asked and the methods used to answer them.

14 186 Researchers have, in recent years, finally begun to appreciate the complexity ofthe educational process. Learning is no longer considered largely a matter of organizing appropriate sets of stimuli and responses, nor is the mind still viewed as an impenetrable "black box." Instead, much greater appreciation prevails for the role that learners take in actively constructing their own learning.

Educators (from practitioners to theorists) are giving up the idea that they can dissect, predict, and control learning with technological precision. As a result, qualitative approaches to assessment and evaluation are becoming more common, usually in addition too-and even in place of--quantitative approaches.

Experiential education is the process of actively engaging students in an experience that will have real conse­ quences. Students make discoveries and experiment with knowledge themselves instead of hearing or reading about the experiences of others. Students also reflect on their experiences, thus developing new skills, new attitudes, and new theories or ways of thinking.

John Dewey was an early promoter ofthe idea of learning through direct experience, by action and reflection. This type of learning differs from much traditional education in that teachers first immerse students in action and then ask them to reflect on the experience. In traditional classrooms, teachers begin by setting knowledge (including analysis and synthesis) before students. They hope students will later fmd ways to apply the knowledge in action. Despite the efforts of many would-be reformers, recent reports by researchers such as Goodlad and Sizer suggest that most teaching, particularly at the high school level, still involves the teacher as purveyor ofknowledge and the student as passive recipient of it.

These skills--listening, recognizing each other's strengths, and supporting each other through difficulties--can apply equally well to academic problem-solving or to schoolwide improvement efforts.

Experiential education can change schools because it requires new roles of students, teachers, and administrators. It can provide a different, more engaging way oftreating academic content through the combination of action and re­ flection. Experiential education can also provide a process for helping all those involved in schooling become more comfortable with the unfamiliar roles commonly proposed for restructured schools.

Objectives:

• Reflect real world needs, by increasing students' problem-solving abilities and ability to construe meaning; • Reveal how students solve problems, not just the final answer, since reasoning determines students' ability to transfer learning; • Reflect values ofthe intellectual community from which the tasks are derived, thus providing a context for learning and enhancing retention, meaning, and aesthetic appreciation; • Not be limited to solo performances, since much of life requires an ability to work in cooperation with others; • Allow more than one way to do things or more than one answer to a question, since real-life situations rarely have only one correct alternative; • Promote transference by presenting tasks that require students to intelligently adapt modifiable learning tools; • Require students to display an understanding ofthe whole, not just the parts; and • Allow students to choose a form ofresponse with which they are comfortable.

Accurately assessing the power of instruction is a primary concern for the instructional and administrative team at Brazos River Charter School. Charter Schools are often in the limelight and offer food for discussions on their effectiveness as an alternative for parents in their search for an effective setting for their students. In order to assess the effectiveness of the instructional strategies in place at Brazos River Charter School, an RFP will be offered to area Universities and colleges to develop and implement a third party evaluation of the program. This group will look at the proposed assessment procedures and accountability measures that are being used to determine if they are 1) accurately measuring what they are designed to measure, 2) providing unbiased data, and 3) providing sufficient

15 lG7 data for which future decisions about the to measure, 2) providing unbiased data, and 3) providing sufficient data for which furore decisions about the instructional strategies will be based. The alliance with an independent con­ tractor allows for unbiased data. Objectives: • The contractor will investigate and evaluate the current assessment process. • The contractor will evaluate the object codes being assessed. • The contractor will suggest stronger evaluation tools (standardized tests) and/or method ofreporting the results. • The contractor will determine a format for reporting the project evaluation results. • The contractor will suggest items for evaluation for furore projects.

Schedule and interim milestones Once the charter is approved, the certified teacher working on writing ofthe standards in order to align will consult the evaluator and collect the database desired. In addition, the evaluator will be consulted to create validity/ reliability assessments and evaluations for the media-based strategy.

Youth development is increasingly becoming the strategy of choice for youth serving organizations searching for strategies that positively impact the growth and development of adolescents. The "youth development" principle shifts emphasis historically placed on the problems and issues adolescents face to "asset based programming" and promotes a vision ofyoung people as competent, contributing members of society.

Brazos River Charter School is an excellent example of operationalizing youth development principles in an actual youth program. Brazos River Charter School's four-part strategy of community service work, web-based learning, experiential learning, and classroom discussion offers students opportunities to enhance their personal development through an exploration of their values and relationships with parents, peers, and community. Youth in Brazos River Charter School develop life skills such as communication, decision making, and goal setting. Participation in indi­ vidual and group service projects help to build confidence, learn new skills, and build self-esteem while having a positive impact on their communities. And best of all, Brazos River Charter School youth work toward completing their graduation requirements and a high school diploma.

Brazos River is an excel/entyouth development model that works!

16 1GB BRAZOS RIVER ADMINISTRATOR PROFILE BRAZOS RIVER ADMINISTRATOR ROLES AND RESPONSIBILITIES The Brazos River Charter School Administrator has: Tasks associated with the position ofBrazos River Ad­ KNOWLEDGE of ministrator • Program managementiDecision making • Implement sponsor's plan for the program • Community Development • Staff Training and Professional Development • Promote Brazos River Charter School to commu­ nity stakeholders (Le. Brazos River partners, par­ SKILLS to ents, businesses) • Set the stage for program partners to work to­ • Participate in developing and implementing a gether cooperatively funding strategy for the local program • Facilitate selection and training ofdirect service • Plan and implement the program • Effectively communicate the goals of the program delivery staff • Coordinate implementation ofBrazos River Char­ to potential funders and adult volunteers • Identify authentic opportunities for youth to con­ ter School components (i.e. classroom/service) • Oversee distribution and ensure completion of tribute to their community • Actively promote the program in the broader com­ Brazos River evaluation • Develop and implement a plan for the program munity which may involve initiation and maintenance of community and/or student advisory board(s) POSITIVE ATTITUDE towards • Provide formal recognition to students and adults • Young people as assets and resources who contribute to the local program's success • Good communication between the Brazos River Partners • Setting and achieving realistic goals • Celebrating the achievements ofprogram partici­ pants • Acknowledge the commitment and support of adults involved in the program • Diversity in the interest, skills, and abilities of youth and adults

1~9 17 Tbe Brazos River Cbarter School Staff bas: BRAZOS RIVER CHARTER SCHOOL STAFF ROLES AND RESPONSIBILITIES KNOWLEDGE of • Adolescent Development Tasks associated with the position ofBrazos River • Youth Development link to Teen Pregnancy Pre­ Charter Staff: vention • Current educational "best practices" (e.g. activ­ • Assist in selecting students to participate in Brazos ity - based, learn - centered) River Charter School • Create a supportive classroom environment where SKlLLS to students feel comfortable discussing issues that are • Set a positive stage for learning important to them • Gain the trust and respect of students/youth • Facilitate classroom component using materials • Communicate clearly (give good directions, feed­ from the Changing Scenes curriculum from one back, and active listening) week or more hours per week • Actively involve young people in experiential • Design a community service learning component learning activities of a minimum of20 hours during the prograrn year • Deal appropriately with sensitive subjects • Facilitate andlor support the service learning com­ • Promote the values of Brazos River Charter ponent by helping students identifY appropriate School service projects • Allow youth to express their personal values with­ • directing the process to acquire resources to im­ out being judgmental plement the projects • Nurture individual and group needs • arranging for transportation needs • Manage difficult classroom situations • coordinating volunteers to assist with supervision (inappropriate comments and/or behavior) and creating opportunities for participants to con­ • AffIrm and support group diversity nect learning gained through service to academic studies, and ultimately to their lives. • Make presentations to school personnel, commu~ POSITIVE ATTITUDE towards • The power of education nity groups, parent groups, and the business com­ munity on the benefits of Brazos River Charter • The personal values of others when different from School. one's own • Diversity ofall kinds • The benefits ofcooperative learning and positive peer influence • Active classroom participation • Individual learning styles • Healthy sexual development ofyoung people • The roles of adults in helping young people make a positive transition into adulthood • Sharing decision-making power with students • Student voice

Brazos River Charter School does not discriminate against any student on the basis ofethnicity, national origin, gender or disability. 18 130 U.S. Postal Service CERTIFIED MAIL RECEIPT (DomestIc Mail Only; No Insurance Coverage Provided)

U.S. PostaJ Service CERTIFIED MAIL RECEIPT (Domestic Mail Only; No Insurance Coverage Provided)

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j. .-'" ~ . '.>!- '---'<:... C.' / Name of Proposed School: Brazos River Charter School

Name of Sponsoring Entity: Brazos River School

A review of your application by agency legal staff has identified issues requiring clarification. Please respond to the questions listed below or provide the additional documentation requested. Note that if a charter is awarded to your organization, the charter contract will incorporate all statements and representations provided in response to this request as if provided in the application submitted by the organization.

Please provide an assurance that the charter school will admit students eligible for PEG grants on the same basis as residents. It is the position of the Texas Education Agency that pursuant to Section 12.1011, Texas Education Code, Public Education Grant Charters must treat students eligible for PEG grants as though they were residents of the geographic area served by the school.

1S3 Attachment 16

INTERDISTRICT TRANSFERS: PUBLIC EDUCATION GRANTS (PEG)

ELIGIBLE STUDENTS A student is eligible to receive a public education grant to attend a school in another district chosen by the parent or transfer to another campus within the District [see FOB] if the student is assigned to attend a public school campus:

At which 50 percent or more of the students did not perform satisfactorily on the T AAS in any two of the three preceding years; or That was identified as low performing at any time in the preceding three years.

After a student has used a public education grant to attend a school in a district other than the district in which the student resides: The student does not become ineligible for the grant if the school on which the student's initial eligibility is based no longer meets the criteria described above; and The student becomes ineligible for the grant if the student is assigned to attend a school that does not meet the criteria described above. Education Code 29.201,29.202

FUNDING A district is entitled to a public education grant allotment for each eligible student using a public education grant. If the District has a wealth per student greater than the guaranteed wealth level but less than the equalized wealth level, the District is entitled under rules adopted by the commissioner to additional state aid. That aid is in an amount equal to the difference between the cost to the District of providing services to a student using a public education grant and the sum of state aid received. That aid received was because of the public education grant allotment and money from the available school fund attributable to the student.

"Cost to the District of providing services" is defined as the Foundation School Program cost per student, including the equalized state and local share of the guaranteed yield allotment at the District's tax effort for the applicable school year, as limited by Texas Education Code 42.253(e).

A district is entitled to additional facilities assistance if the District agrees to: Accept a number of students using public education grants that is at least one percent of the district's average daily attendance for the preceding school year; and Provide services to each student until the student either voluntarily decides to attend a school in a different district or graduates from high school.

.154 SUPPLEMENTAL PAYMENTS A district with property wealth per student greater than the guaranteed wealth level but less than the equalized wealth level is entitled to a supplemental payment for the number of net additional students educated under the public education program. "Net additional students" is defined as the number of the District's resident students who are educated in other districts under the public education grant program. For the purposes of computing supplemental payments, the number of net additional students cannot be less than zero. The amount of the supplemental payment shall be computed as the guaranteed level multiplied by the District enrichment and facilities tax rate as specified in Education Code 42.302(a), as limited by Education Code 42.253 (e), multiplied by the number of net additional students. The supplemental payment shall be made to the district in a lump sum in the subsequent school year

AVERAGE DAILY ATTENDANCE A student who uses a public education grant to attend a public school in a district other than the district in which the student resides is included in the average daily attendance of the District in which the student attends school. Education Code 29.203; 19 TAC 61.1011

PUBLIC EDUCATION GRANT ALLOTMENT For each student in average daily attendance who is using a public education grant to attend school in a district other than the District in which the student resides, the District the student attends is entitled to an annual allotment described in Education Code 42.157. The District may also qualify for additional assistance under Education Code 42.4101. Education Code 42.157;42.4101

ADMISSION A district may accept or reject an application for a student using a public education grant, provided it does not discriminate on the basis of the student's race, ethnicity, academic achievement, athletic abilities, language proficiency, sex, or socioeconomic status.

PRIORITIES: If a district has more applicants seeking admission under public education grants than it has available positions, it shall give priority to students at risk of dropping out of school and shall fill the positions by lottery.

EXCEPTION To achieve continuity in education and for the convenience of parents, guardians, or custodians of those children, however, a district may give preference over at­ risk students to: Enrolled students; Siblings of enrolled students living in the same household; or Other children residing in the same household as enrolled students

lS5 TUITION A district admitting a public education grant student may not charge that student tuition. Education Code 29.203(b)(c)

CONTRACT FOR SERVICES The Board may contract for the provision of educational services to a student eligible to receive a public education grant. Education Code 29.205

COMMISSIONER'S NOTICE No later than January 1 of each year, the commissioner shall provide notice to a district in which a campus described above is located. The notice shall identify each campus in the District that meets the description at ELIGIBLE STUDENTS and inform the District that it must notify the parent of each student in the campus so identified that the student is eligible for a public education grant. The notice must contain a clear, concise explanation of the public education grant program and of the manner in which the parent may obtain further information about the program. Education Code 29.204

TRANSPORTATION When a student uses a public education grant, the district from which a student transfers shall provide free transportation for that student to and from the school the student would otherwise attend. Education Code 29.203(f)

IMPLEMENTATION BY ADVERTISEMENT Parental Choice (PROGRAM Sec. 29.201) Brazos River Charter School embraces the Public Education Grant (PEG). A student is eligible to receive a public education grant to attend a school in another district chosen by the parent or transfer to another campus within the District if the student is assigned to attend a public school campus: At which 50 percent or more of the students did not perform satisfactorily on the TAAS in any two of the three preceding years; or That was identified as low performing at any time in the preceding three years.

ELIGIBLE A student is eligible to receive a public education grant or to STUDENT attend a school in another district chosen by the parent if the student is assigned to attend a public school campus:

At which 50 percent or more of the students did not perform satisfactorily on the T AAS in any two of the three preceding years; or

That was identified as low-preceding three years.

Education Code 29.201 ,29.202 1St) After a student has used a public education grant to attend a school in a district other than the district in which the student resides:

The student does not become ineligible for the grant if the school on which the student's initial eligibility is based no longer meets the criteria; and The student becomes ineligible for the grant if the student is assigned to attend a school that does not meet the criteria described above.

FUNDING A school district is entitled to a public education grant allotment for each eligible student using a public education grant. If the District has a wealth per student greater than the guaranteed wealth level, but less than the equalized wealth level, the District is entitled under rules adopted by the commissioner to additional state aid in an amount equal to the difference between the cost to the district ofproviding services to a student using a public education grant and the sum ofstate aid received because of the public education grant al/otment and money from the available school fund attributable to the student.

A district is entitled to additional facilities assistance if the District agrees to:

Accept a number of students using public education grants that is at least one percent of the District's average daily attendance for the preceding school year; and

Provide services to each student until the student either voluntarily decides to attend a school in a different district or graduates from school.

AVERAGE A student who uses a public education grant to attend a public DAILY school in a district in which the student resides is included in the ATTENDANC average daily attendance ofthe District in which the student E resides.

The policy will be implemented with an annual advertisement listed in the newspaper and communication given to area civic organizations to enlist their aid in communicating this important information to the public.

157

Sent By: CORPORATE; 8174168114 ; Sep-13-00 11 :10AM; Page 1 D9/08~OO FRI 13:09 FAX 512 (B3 9732 TEA cHARTER SCHoOLS \falUI,I;':

Final Documentation: Charter Schools Opening Fall 2000

Be prepared to supply the following information and documentation to the Charter School Division at the July 20, 2000,. orientation. Pleal5e note that final authorization to operate the charter school is contingent upon the sUbmission of these documents. .

Name of School: Sf" (ll.DS Riller Chor*(Oate of Opening: 53' I, \QI CD_

Type of Charter; Open Enrollment 75"1.. Rule (At-Risk) ...;

Director of Charter School: rY',I

Phone Number: 'dQ!--\-\?4'6- Cida-LD Fax Number: 35Y ... ~q~ - ~~_Cjl

Email Address: ____~__---'______... _

Required Final Documentation

• Federal Assurances (Su.brY'·,\-k:c.\. in Aplf'; I In re\().-i-toll-tD • CharterCont;:~t (5 Pu.~\·\_~ CJr~YK~ 5 c:...h00I c;..--Q.I'\+)....,.-; . . ll..bn)'1-\LQ 0U(\{.) • IRS Determination Letter recognizing the tax-exempt status of the sponsoring entity (not applicable to schools sponsored by universiti~s or governmental entities) (SLAbrn,-l-k.d... \.J..)',-+YI C ho.rkr') • Certificate of Occupancy for school facility ((\D+- O-ppl, c.a.Io\e...1 r'urql) • Building Inspection Certificate (if local authority requires such a certificate in addition to a certificate of occupancy) n I Cl...

• Fire Safety Inspection Certificate (if local authority requires such a certificate in addition to a certificate of occupancy) . nlQ

1S9

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• A status report detailing steps taken to comply with applicable heath and safety reQuirements. Please provide copies of all communications with appropriate enfc)((:;ement agencies (e.g.. local health department. local fire marshal). ('\ I 0-..

• Final site plan n IC\.... • Final governance documents (to be submitted only if governancen information has changed since submission of the charter a.pplicatio ) (no Cha.n0<=-S") .. 1 _ submit final copies of the sponsoring entIty's articles of incorporation, by-lawS, contracts, and other documents required by application or applicable laws 2. Updated board members' names, addresses, telephone numbers, biographical affidavits and required disclosures(l'::;l..u (,\"",,"", \ ,c... a c~ '\n ~"1~~-c...r 1U..(.+e....-~A

• Evidence of deliberation by school board on the school's insurance cpverage plans, including employee health insurance, general liability insurance, property insurance, and directors' and officers' liability coverage, if any. BDo,ro.... (Y'\ i()Uek5 • Updated'budgets (50:- C..hu( ~r IflD C-'ll:JJ\:fS) • Final school c.~,endar (SUJ?n1'\ \.kA ,.,. -RA't\!cI--tt:, . NorD...... Ko'l(\(.L\)

09/13/00 WED 11:05 [TX/RX NO 5183) Sent By: CORPORATE- 8174168114 Sep-13-00 11:10AM; Page 3/4 ,- ' TEA CHARTER scaooLS O,9/0 8iOO FlU 13: 10 FAX 512 4tJ 9732

suggested Considerations for New Charter Schools

The following is not an exhaustive list.. Rather, the matters listed below are merely a few of the many you should address with your governing board prior to opening- In some cases, you are required to have policies and procedures in place by the beginning of school- In aU cases, these areas must be addressed near the opening of school, and policies and procedures in these areas will be monitored by TEA during on-site visits­ Please feel free, however, to contact your regional education service center or the Charter Schools Division at TEA if you would like to discusS any of , the following issues- Special Programs

• Special education policies and procedures

BilinguallESL policies and procedures

Child Nutrition policies and procedures

Student Health and Safety Plan

• Screening schedules (TEG §38.003)

• , Immunization:Re;"iew Plan (TEC §38_002) ,"

• Steroid Notice (Grades 7·12)

• Asbestos management plan • 'Student Code of Conduct, including procedures for ensuring that students' dU~ process rights are protected

.. Crisis Management Plan Admission and Enrollment

• Marketing plan covering alt parts of geographic area

2. lJ" ::. l'

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• Enrollment deadlines

• Admission forms and procedures

• Lottery procedures

Student Records Management Plan

• Procedures to maintain confidentiality of student records

• Procedures for recording student achievement. including provisions for transcripts that comply with state requirements

• Procedures for collecting and maintaining Home Language Surveys ~... ~ • Procedures for collecting and maintaining information regarding eligibility for the Free and Reduced Price Lunch program

• Procedures for collecting and maintaining student attendance data

• Procedures for distributing and collecting notices required by the Family Educational Right to Privacy Act Personnel

• Procedures for payment of funds owed to the Teacher Retirement system (IRS) • Procedures tor payment of funds owed to the Internal Revenue Servjce

• Arrangements for Workman's Compensation coverage

• publication of employee handbook

• criminal History Checks

09/13/00 WED 11:05 [TX/RX NO 5183] 'oJ;: '-:1; TEXAS EDUCATION AGENCY -r'"' 7 'CO 1701 North Congress Ave." Austin, Tt:!x.

Jim Nelson Commis~ioner of Education

June 26, 2000

James Michael Thames Brazos River School 1112 Wildwood Arlington, Texas 76011

Dear Mr. Thames:

Please find enclosed your charter school contract with original signatures. This document authorizes the operation of Brazos River Charter School by the sponsoring entity Brazos River School. Please note that the term of this contract is from June 21, 2000 to June 20, 2005.

Congratulations on your charter school. If the staff of the charter school office at the Texas Education Agency can assist you in any way, please do not hesitate to contact them at (512) 463-9575.

Respectfully, ;W4-!I\~ Robert Muller Associate Commissioner Continuing Education and School Improvement

Enclosure

Celebratillg 50 Years ofService to Public Educatioll , 0 AUS ; :=ROM ':,;m~;1r.'ll , TEXAS EDUCATION AGENCY i;",",l'IkRROOM Glo02 ; .~" :;"';1'/" ~" J11(:" >- i 1701 NCONGRESSAVE _""" "I.:l"'?<"".::c"'CE'"n"""!r1:-Cl ",::Cc;':'-,- :::;1:1-'; ~.:'~' ~!":) :.,,1 'G=-::'-'" -,' -'r'Y;", ~~ TX! 787OJ. ,~ "~ ere ~I ::;) ::J Z ~==-~--,"'L ,~ 3peclai Instructions 0- ::::: SemrdilV uellver., >- f- ,;.-.,,,,. -~-- - "'r~'-', .,. :.:J 1 ~ '~ 'fJ CJ ~ '" Z - w :;; ~

'Jl /liR80RNE ~:(PRE55.

_ \;;~crro') __-=~~:>",::c",,3{,.:..:,~,------____~~,,-',-"f"fC-'I7",-"r.~i~, ~G l.!CX,;62. ~E",nu::. 'NA ~6t I! .,~f62

:.:~~-:.~ ~------_____ ..J

UnitfJd SlQ':eS Shippif'jg limitttion.s of liabliHy 1. Complete applicable white sections of the U.S. Airbill. Liability of Airborne Express is limited to $100.00, unless Sign and date the Airbill at the Sender's Signature line. a higher value is declared for carriage on our airbill. Please press hart!' Airborne Express shall not be liable in any event for 2. Peel off protective covering from back of Airbill. special, incidental or consequential damages, including 3. Affix Airbill to pack within dotted lines shown. but not limited to loss of profits or income. Services are 4. When using a Drop Box - follow special provided as defined in the current Airborne Express instructions on the Drop BoL Service Guide (subject to change without notice). Copies dn'ernational Shipping are lvailable upon request. Ilrdvdes Ca"ad. & Pml0 Ric~l Shipment Weight 10 hel? ,n,.,e !e

To reach your loca~ (oSTOMEn SERVI~:E (ENTER call 1·80Q-A'R8()RN~ (1-800-247-2676). 2ti4 ~.~- ',~ TEXAS EDUCATION AGENCY ..,.=­ -c 1701 North Congrc.'is Ave. ~ Austin, Texas 7~70 1-\494 512/46J·9734 ... FAX: 512/463-9838 http://www.tea.state,[x.us '7 * * ./

Jim Nelson Commissioner of Education

May 19, 2000

Mike Thames Brazos River School 1112 Wildwood Arlington, Texas 76011

Dear Mr. Thames:

On May 12, 2000, the State Board of Education approved the contract to be executed with charter schools. Enclosed are two copies of the contract. Please review this contract, sign both copies, and return both copies to my office. Please leave the execution dates blank on page 1; page 2 paragraph 5; and page 8 (entered into this _ day of _ 2000). These dates will be entered when the chair of the State Board of Education signs the document. After Mr. Untermeyer has signed the contract, one copy with original signatures will be returned to you.

If you have any questions, please do not hesitate to contact me.

Respectfully, ~u~ Robert Muller Associate Commissioner Continuing Education and School Improvement

Enclosures

2G5

Celebrating 50 Years ofService to Public Education CONTRACT FOR CHARTER

This contract is executed the __ day of 2000 between the Texas State Board of Education (the "Board") and Brazos River School ("Charterholder") for an open-enrollment charter to operate a Texas public school to be known as Brazos River Charter School.

General

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.

"Charterholder" means the sponsoring entity identified in the charter application.

"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 0, Chapter 12, TEC. The terms of the charter include: (a) this contract; (b) applicable law; (c) Request for Application #701-00-006; (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. Authoritv 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. Charterholder may not engage or modify the

1 2[;6 terms of the engagement of a private management company without approval by the Board in accordance with Paragraph 7 of this contract.

5. Term of Charter. The charter shall be in effect from __,2000 through , 2005, unless renewed or terminated.

6. Renewal of Charter. On timely application by Charterholder in a manner prescribed by the Board, the charter 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 bv Aareement The terms of the charter may be revised with the consent of Charterholder by written amendment approved by vote of the Board. For purposes of this paragraph, the terms of the charter include, among other proVISions, speCifications concerning the school's governance structure, characteristics of the educational program to be offered, and the location, type and number of facilities at which the school will operate. 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.

Students

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 350 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

2 of 1973 ("Section 504"), 29 U.S.C.§794, and implementing regulations; Title II 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:

(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, Charterholder must develop and offer an individualized education plan appropriate to the needs of that student.

(b) Free Appropriate Public Education. Charterholder 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, Charterholder must implement 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, Charterholder must, at its own expense, place the child at an appropriate school.

(c) Services to Expelled Students. Charterholder 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 governing 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 includes responding to complaints, random on-site inspections and other investigations by the enforcing agencies, and will result in corrective actions imposed on Charterholder by these agencies for all discrepancies found.

(e) Due Process Hearings. The charter school's implementation of the laws governing education of children with disabilities will, in addition, be subject to court supervision via litigation against Charterholder 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. Charterholder shall satisfy Subchapters S, 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. Charterholder shall annually provide in a manner and form defined by the commissioner a written evaluation of _v""'8 . 3 the charter school's compliance with the statements, assurances, commitments and representations made by Charterholder in its application for a charter, attachments, and related documents.

13. Criminal History. Charterholder shall take prompt and appropriate measures if Charterholder 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. Charterholder 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. Charterholder shall adopt and disseminate to all charter school staff and volunteers a policy governing child abuse reports required by Chapter 261, Texas Family Code. The policy shall require that employees, volunteers or agents of Charterholder or the charter school report child abuse or neglect directly to an appropriate entity listed in Chapter 261, Texas Family Code.

15. Notice to District. Charterholder 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. Charterholder shall adopt a school year with fixed beginning and ending dates.

Financial Managment

17. Fiscal Year. Charterholder shall adopt a fiscal year beginning September 1 and ending August 31.

18. Financial Accounting. Unless otherwise notified by the Agency, Charterholder 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 Internal Revenue Service withholding regulations shall constitute a material violation of the charter.

20. Workers' Compensation. Charterholder 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. Charterholder 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 Public Accountancy. Charterholder shall file a copy of the annual audit report, approved by Charterholder, with the Agency not later than the

4 120'" 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 PEIMS. Financial statements in the audit must comply with Government 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.

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

5 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.

Governance and Operations

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 Government 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 latter 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 Government Code, in a transaction, such interest shall be disclosed in public session at a duly called meeting of the governing 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 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. 211 6 Charterholder may not suspend operation of the school for a period of more than three days without mailing written notice to the parent or guardian of each student and to the Agency at least 14 days in advance of the suspension. Suspension of operations in violation of this paragraph shall constitute abandonment of this contract and of the charter.

36. Charter School Facility. 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.

Enforcement

37. Agency 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 the Texas Education Code 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 sole discretion may take any action authorized by Section 39.131, TEC , Chapter 29, TEC, or Chapter 42, 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 sole 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.

This Agreement

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. Severabilitv. If any provision of this contract is determined by a court or other tribunal to be unenforceable or invalid for any reason, the remainder

7 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 #701-00-006; (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 Charterholder. Charterholder further represents that the person signing this contract has been properly delegated authority to do so.

Entered into this ___ day of _____, 2000.

Texas State Board of Education Charterholder

By Chase Untermeyer, Chairman (signature/date) Chairperson, Governing Board of Charterholder

(Printed Name

(signature/date) Chief Operating Officer, Charterholder

(Printed Name)

8