C.S. Lewis Academy
Formerly Payson Preparatory Academy Charter School Application School Year 2007-2008
Applicant Name: Reba & Daniel Vest, Jeff & Marquita Earl, Diana & Chris Erb, Lauren & Dave Ploeger, Marilyn & Matt Roberts, Noele & Doug Corrigan, Gwen & Mitch Heath
I 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 understand that incomplete applications will not be considered.
The charter school applicant acknowledges that it has read all Utah statutes regarding charter schools and that, if approved, it is subject to and will ensure compliance with all relevant federal, state and local laws and requirements. The charter school applicant acknowledges that, if approved to operate a charter school, it must execute a charter contract with the Utah State Charter School Board within twelve months of the date of approval of the charter by the Utah State Charter School Board and must begin providing educational services within the timeframe outlined in the charter. Failure to do so may result in revocation of the charter approval and, if applicable, tennination of the contract and revocation of the charter.
Reba Vest Authorized Agent Signature of Authorized Agent Date
All information presented in this application becomes part of the charter contract and may be used for accountabili ur oses throuohout the term of the charter contract Table·of Contents
Table of Contents ...... 2
Utah Charter School Application ...... 4
Title Page ...... 4 Target Population ...... 5 Site/Location Description ...... 6 School Purpose ...... 7 Comprehensive Program of Instruction ...... 11 Curricular Emphasis ...... 11 Educational Philosophy ...... 11 Effectiveness Goals ...... : ...... 13 Unit lesson Plan/Summative Assessment ...... 17 Setting for Teaching Concept...... 17 Instructional Procedures ...... 18 Assessment Plan ...... 19 Monitoring Program of Instruction ...... 20 School Calendar ...... 21 Special Education ...... ·...... 21 Business Plan ...... 23 Start-up Plan ...... 23 1 - 3 Year Operational Budget...... 23 Organizational Structure ...... 24 Governing Body ...... 24 Board Member Elections ...... 26 Governing Body Powers and Responsibilities ...... 27 Day-to-Day Operational Responsibilities ...... 30 Organizational Flow Chart ...... ; ...... 33 Background Information ...... 34 Articles of Incorporation ...... 35 Bylaws ...... 40 Admission & Dismissal ...... 52 Admission Procedures ...... 52 Dismissal Procedures ...... 52 Complaints ...... 53 Parental Involvement ...... 54 Insurance ...... 56 Extracurricular Activities ...... 57 Teacher Qualifications ...... 58 Educational Qualifications ...... 58 Instructional Skills ...... 58
C.S. Lewis Academy 2 Management/Leadership Skills ...... 59 Personal Skills ...... 59 Library ...... 60 Administrative & Supervisory Services ...... 61 Fiscal Procedures ...... 64 Employee Termination ...... 67 Employee Evaluation ...... 68 Conversion Charter Schools ...... 70 Assurances ...... 71 Waivers ...... 72 Letters of Support ...... 73 Participation in Utah State Retirement System ...... 7 4 Student Dress Code ...... 75 Appendix A- Instructional Program ...... 77 Appendix B - Charter Application Budget...... 80 Appendix C- Detailed 1st Year Operational Budget ...... 82 Operating Budget Assumptions ...... 84 Appendix D -1 to 3 Year Operational Budget...... 87 Appendix E - Suspension & Expulsion Policy ...... 89 Appendix F- Complaint Policy ...... ~ ...... 92 Appendix G - Letters of Support ...... 94 Appendix H -Assurances ...... 99 Appendix I - Background Consent & Information ...... 103
C.S. Lewis Academy 3 Utah Charter School Application Title Page Instructions: Enter the name of the applicant and the name and mailing address of the individual who will serve as the authorized agent on behalf of the entity/individual seeking the charter.
Name of Proposed Charter School'--....:C=·=S.:..... ==L""ew..:..:..::is"""'A=-=::c=ad=e=m=y..z...______[x] New School []Converted School
Name of Applicant Applying for the Charter______,R""e""b'""'a'-V_,_e"""s'"""t ______(This may be a public body, private person, or private organization.)
Authorized Agent for Applicant.__ R~eb!::.!a=-V~e~st=------ (This may be the individual applicant or an authorized member of the corporate board.)
Authorized Agent Mailing Address ______~6:::2~0..:::S:..:... . .!.!M~a~in!....:S:::..!t"-. ______
City___ __,_P=ay'-"s=o.:...:.n ______State_---'U=t=ah=- __Zip_---'8=-4:...::6=5-=-1 ___
District school will be located'------=N-'-'e=b~o'--___.E-mail [email protected]
Daytime Phone (801) 494-3516 Fax (901) 234-6624
[x] NonProfit Corporation [ ] Tribal Entity []____ _
The governing body of a charter school is responsible for the policy decisions of the school. Please indicate the makeup of this body below.
Name Type of Member (if known at time of Phone Number (examples: parent, Position on Board application) business, potential staff) Reba & Daniel Vest 801-465-1303 Educator, Parent CAO Diana & Chris Erb 801-465-2449 Legal, Parent Founder Jeff & Marquita Earl 801-836-3615 Real Estate, Parent Founder Lauren & Dave Ploeger 801-465-93 51 Engineering, Parent Secretary Marilyn & Matt Roberts 801-465-9302 Parent Founder Noele & Doug Corrigan 801-465-3277 Parent VP Gwen & Mitch Heath 801-465-5693 Parent Founder
C.S. Lewis Academy 4 Target Population Instructions: Use this fonn to provide infonnation on the school's mission, grade levels to be served, outreach efforts, school calendar, and facilities.
Mission Statement (use only this space): I The mission of C. S. Lewis Academy is to create a dynamic learning environment where students can develop a love of learning through self-critique and self-motivation. An intensive study ofliterature combined with a collaborative effort between parents, students, and educators will empower students to engage in independent and creative thinking, problem solving, and effective communication. C.S. Lewis Academy is committed to developing a diverse school community and to instilling values of responsibility, accountability, and respect.
> TOTAL NUMBER OF. GRADES SERVED STUDENTS (Enrollment d1pj Yeai-1 *K 1 2 '3 4 5 6 7 8 9 JO 11 12 X X X X X X X 350 Year2 *K I 2 3 4 5 6 7 8 9 10 11 12 X X X X X X X 350 Year3 *K I 2 3 4 5 6 7 8 9 10 11 12 .·· X X X X X X X 350 Ultimate Enrollment 50 50 50 50 50 50 50 *Initial enrollment may include approximately 350 students. Kindergarten will have 2 teachers: 1 teacher teaching split sessions, the other teacher teaching a full day class. The morning session will be taught from 8:15a.m. to 11 :00 a.m. The afternoon session will be taught from 11 :45 a.m. to 2:30 p.m. Full day class will taught from 8:15a.m. to 2:30p.m. Each teacher will have a maximum of 17 students per kindergarten session or class. The total amount of students in kindergarten will not exceed 50. Grades 1 - 6 will start school at 8:15 a.m. and finish at 2:30 p.m. :(}utreaa:t:Phin (coJJ.sisteJJ.t'vi.tii tlie scliool's mission :?:;,~,;~. ANDth'epublic schoollaw·a~d}purpose~) ., · ·. •· ;;: ·C:5~·~: C.S. Lewis Academy has an aggressive outreach plan designed to provide parents equal opportunity to participate in the enrollment process. In accordance with the Academy's emphasis on second language acquisition, outreach literature/advertising will be in English, Spanish, or both, depending on the circumstances. The purpose of the literature/advertising will be to provide both Spanish speaking and English speaking parents the opportunity to understand and participate in the Academy's enrollment process. In furtherance of its plan, the Academy will use an interactive website, school-based marketing, press releases, posters, brochures, informational mail-outs, local news papers, radio, and television to generate awareness. To implement the Academy's outreach strategies, coalitions and task forces will be created, application processes will be simplified within the laws of the State of Utah, and fliers will be strategically located in churches, studios, shopping areas, grocery stores, gas stations, libraries, community centers and city halls. In an effort to meet the needs of all students, an Academy committee will communicate with community agencies and arrange for their involvement in the Academy's outreach program; these agencies may include: local social services such as the Utah Division of Child and Family Services (DCFS), family and community support services, and other agencies that can assist the Academy in their efforts to meet the needs of all students.
C.S. Lewis Academy 5 School Calendar [X] Standard [ ] Extended School Year Instructional Days 184 Start Date August 27, 2007 [ ] Alternative (please describe in 5 words or less)
Complete the following information for each site indicated above. If planning more than one site, attach an additional page with the following information.
If facility arrangements have been made, provide the information below.
Site Name ------'"-N'"'"'/A~------
Site Address ------'"-N'"'"'/A~------
City ______::..P"""ay.J...!s"-"'o~n ____ Zip Code ---=8'--'-4=65"""1..__ County Utah
Site/Location Description If facility arrangements have not been finalized, please provide general information on the location and type of facility planned for your school.
The area of Payson has multiple excellent locations for the Academy. Jeff Earl, a founding member, is a real estate agent in Payson. He has identified two commercial properties in the area. We have been discussing facility plans with several builders in the Utah County and Salt Lake County areas. We met with Leonard Lee of Leonard A Lee Construction, LLC about facility plans for our school. We believe this company's pre-fabricated buildings have worked well with other charter schools in the state. Multiple financing sources have been prearranged for the property and the facility upon approval.
Facility Needs Assessment C.S. Lewis Academy will have a maximum capacity of approximately 350 students K- 6. The Utah building code for public school buildings suggests there be 7 4 square feet per student. Anticipating a capacity of approximately 350 students, our building should be approximately 26,000 square feet.
There will be a minimum of 1 toilet for every 30 students and 1 toilet for every 10 staff members. We have consulted with the Americans with Disabilities Act (ADA) to assure that the facility will meet all requirements set forth therein.
The building will have 1 multi-use gymnasium that also functions as a cafeteria. A library will be established to accommodate student learning and the Academy's extensive reading program. See Also "Library'' section below.
C.S. Lewis Academy 6 There will be an area designated on the property for outdoor play. If needed, the Academy will utilize nearby parks, etc., if available.
There will be one parking space for each member of the schools staff. There will be a minimum of 1 parking space for every 50 students attending the school (for visitors). We will follow all ADA requirements for number of handicap parking spaces.
School Purpose Title 53A-1a-503 statutorily defines seven purposes for charter schools. Please provide a detailed description of how your school will meet these defined purposes. You may attach sample lesson plans and other information that demonstrates a fulfillment of a stated purpose. If a purpose does not apply to your proposed school, please so indicate.
1. Continue to improve student learning: An extensive body of research has been developed that describes how teachers' expectations can influence student performance. While it would be misleading and inaccurate to state that teacher expectations alone determine a student's success, the research establishes that teacher expectations do play a significant role in determining how well and how much students learn. Through high teacher expectations, professional development and consistent assessments of all students, we will strive for excellence in all our students. C.S. Lewis Academy will focus on developing excellence through literacy. All assessment and evaluation techniques will be employed to raise our students' ability to read and write. Test scores as well as classroom summative and formative methodologies will be used to ensure every child is on grade level throughout their years of education at the Academy
2. Encourage the use of different and innovative teaching methods: Certain conditions must exist in order for effective teaching to take place. These conditions include giving teachers the freedom to be risk takers, encouraging them to try new ideas, encouraging experimentation with various teaching styles, providing them with time to reflect on their teaching, and acknowledging that they need to work toward constructing a model of teaching that works in their specific setting and with various groups of students. In addition, the Academy's curriculum will include instruction in Total Physical Response- a research based Spanish language development curriculum, Kennewick, Washington Reading Model (Delivering on the Promise/READY) - a research based program that provides teachers and parents the targets, tools, and training necessary to bring kindergarten students to grade level, Mastery Learning, student mentoring, technology based instruction, and classroom reading centers. At C.S. Lewis Academy, teacher in-service will concentrate on improving instruction and developing new instructional methods for implementing its curriculum. Teachers will be encouraged to attend workshops and classes to learn from their peers how to become better teachers. Literacy will always be an area of emphasis, and all resources will be utilized to improve this area of the curriculum.
3. Create new professional opportunities for educators that allow them to participate in designing and implementing the learning program:
C.S. Lewis Academy 7 The best place to learn the professional development needs of teachers is from teachers themselves. At C.S. Lewis Academy, we will provide each teacher with the tools they need to be successful in the classroom. The Academy will provide its teachers with these tools in various ways; for example, the Academy's principal will conduct teacher observations and provide substantive feedback. In coordination with the principal's feedback, teachers will be provided the following: funds to attend conferences and workshops to sharpen their skills in areas of concern, opportunities to obtain advanced educational certifications, mentors with whom the teacher will regularly discuss instructional improvements and suggestions, and/or personal feedback from evaluators on their curriculum and instruction will be provided. Although this list is not exhaustive, it represents the Academy's approach to professional opportunities for its teachers. Through in-service, workshops, advanced educational courses, and a variety of other opportunities, teachers will be provided with the opportunity to have ownership in what they teach.
4. Increase choice of learning opportunities for students: C.S. Lewis Academy recognizes the importance of a balanced education that meets the needs of each student. With this understanding, each classroom teacher will be trained to understand the different ways students learn. Using Marie Carbo's Learning Styles Inventory, developed at the National Reading Institute, each student will have a profile completed in the method of instruction that best meets his/her learning style. No single reading method is best for every child; individual strengths and interests vary widely. Teachers will instruct their class so that their reading program accommodates their students' varying reading styles. In all other subjects, attention will be given to the individual nature of student learning and an understanding that all students have different strengths and weaknesses when it comes to their individual learning style. Visual, auditory, tactical, global, kinesthetic, and analytic strategies will be incorporated into lessons to give students an increased choice of learning styles in their education. Classroom computers, books, art projects, music, writing, and reading will be integrated into lesson plans to connect what students are learning to the real world.
5. Establish new models of schools and new forms of accountability that emphasize measurement of learning outcomes and the creation of innovative measurement tools. The role a good teacher plays cannot be overemphasized in its ability to enhance student achievement. Administrators, educators and parents at C.S. Lewis Academy are intent on holding teachers accountable for the success or failure of their students and finding reliable ways to assess teacher effectiveness. All teachers at the Academy will be held accountable for their students' performance, and teachers who fail to perform will be dismissed in order to ensure student success. See "Dismissal Procedures" below. The Academy's approach to accountability will emphasize early intervention, peer review, and recognition of exemplary teachers who will serve as mentors or lead teachers. The Academy will reward exemplary teachers by giving them leadership roles that provide extra compensation and opportunities to improve their teaching. Each teacher will write a development plan that aligns with the state core curriculum content standards and the Academy's mission and goals. These plans
C.S. Lewis Academy 8 include, but are not limited to, teacher and student objectives, implementation strategies, and ideas for pursuing professional growth, assessment, and reflection. Teachers will select three to four people who serve as "critical friends" throughout the yearly process, and they will meet regularly with the teacher to discuss the plan, assess progress toward the teacher's goals and help the teacher find resources and address instructional and learning issues. The Academy's principal is an automatic member of each peer review team along with fellow teachers. The team may also include parents, community members or university professors--anyone the teacher believes can assist him/her with the plan.
The Academy recognizes that there are barriers to tying student performance to teacher evaluation (some involving technical issues, others involving political and philosophical issues). However, the Academy believes teacher accountability is a vital role in student performance and will provide incentives for those teachers who find ways to improve student achievement. Below are a few ideas to achieve this goal.
• Set realistic targets for improvement. These goals include, but are not limited to, students reading on grade level or improving one grade level each year, and preparing each student to pass the state's End-of Level and UP ASS tests. If teachers are held accountable and understand they must make larger gains, the Academy's teachers will rise to the challenge and create an educational environment conducive to higher student achievement.
• Tie assessments to clear curricula. If teachers are confronted with a centralized testing program but given no accompanying curriculum, they will have a strong incentive to use the test as a surrogate curriculum framework--again increasing the possibility of inappropriate teaching to the test.
• Design assessments to minimize inflation. For example, sampling systematically from subject areas may lessen Inflation or it may be necessary to eliminate the reuse of test questions.
6. Provide greater opportunities for parental involvement in management decisions at the school level. (See also 53A-1a-508 (3)(h)). Consistent school-home communication is a critical component of student success. If parents are to be an integral part of their child's education, they need to become involved in their child's education. Partnerships among schools, parents, and the community are essential in creating a thriving school community. The Academy will invite parents to participate in school matters through volunteerism, parent helpers, community council, school improvement committees, activities committees, etc. We will encourage parents to volunteer their service in activities, curriculum development, field trips and all other aspects of the educational day. Additionally, and perhaps the most substantive opportunity for parental involvement in management decisions, parents may seek membership on the Academy's Board of Directors or participate on an Academy Committee. See a/so "Opportunities for Parental Involvement."
C.S. Lewis Academy 9 7. Expand public school choice in areas where schools have been identified for improvement, corrective action or restructuring under the No Child Left Behind Act.
The most critical components of establishing a program to meet the requirements of the No Child Left Behind Act consist of informing parents of the opportunities available to students who may struggle with the Academy's curricular program and hiring teachers who will meet the needs of these students and the goals of the Academy.
In furtherance of the Academy's approach to meeting the requirements of No Child Left Behind, the Academy will employ an aggressive outreach plan that includes a task force/committee whose duty is to communicate with local community agencies and arrange for their involvement and assistance in the Academy's program. These agencies may include: local social services such as the Utah Division of Child and Family Services (DCFS), family and community support services, and other agencies that can assist the Academy in their efforts to meet the needs of at-risk students. The Academy will strive to inform and educate all students throughout the initial enrollment period and the life of the charter. To ensure that struggling students receive the benefits associated with the Academy, the Academy will seek to hire teachers who are highly qualified, have great empathy, care about and support students, and are able to meet the needs of the entire student population.
C.S. Lewis Academy 10 Comprehensive Program of Instruction Curricular Emphasis Instructions: Please submit a narrative describing the school's program of instruction including philosophy, methods of instruction, and special emphasis. This section should give the reader the sense of what your school will look and feel like. The narrative may be up to three pages in length.
Educational Philosophy C.S. Lewis Academy's educational philosophy centers on the importance of reading, writing and language development in a student's educational experience. We believe that teachers are facilitators that work closely with students and parents to ensure the reading and writing progress of each student. The Academy believes that all students can succeed and reach their full potential if given the right opportunity and proper support. Our program reflects the State and District frameworks and draws on both classical educational theory and current research.
Special Emphasis The defining feature of C.S. Lewis Academy is its emphasis on Reading, writing and language development- including second-language acquisition. The Academy's literacy theme will be applied across its curriculum to give students an appreciation for the importance of literacy in our community. The Academy intends to implement its literacy theme throughout its instructional program via an intensive and balanced approach to reading and writing.
Program and Method of Instruction Literacy and language development will be the focus of all instructional programs, with reading and writing emphasized in all curricular areas. Literacy is developmental. It is the ability to comprehend and communicate effectively in a meaningful way through listening, speaking, reading, writing and thinking. This cross-curricular approach will ensure all students practice the basic skills of reading, writing and speaking throughout the academic day. We believe the more literacy is practiced and emphasized, the better students and parents will understand the mission and philosophy of the Academy.
Because reading and writing skills are essential to success in all subjects, the Academy will focus its efforts on helping students perfect these skills. An aggressive pre kindergarten/readiness program will be accessible through the Academy's website. This program will be available to all parents in the community, district, and the state, and it will provide parents with various research tools and suggestions to better prepare their children to enter any elementary school program, and educate parents on the importance of reading to their children. Participation in this readiness program will not be monitored or required, but will be readily available to all parents who seek to prepare their children to enter elementary school. Academy parents who have children that plan to attend the Academy will be on our mailing list and receive regular newsletters on methods they can utilize at home to prepare their students for kindergarten. The
C.S. Lewis Academy 11 Academy will have an honorary "1 000 Book Club" that encourages parents to read 1000 books to their child prior to entering kindergarten. Parents will bring their child to the Academy after every 100 books. These books will be recorded in an honorary log, and the Academy will provide the child with a small prize. Cards will be provided to parents to assist them in tracking the books their child has read as part of the program. This philosophy is based on research that indicates those students whose parents read to them regularly and interactively are more prepared to learn reading and writing upon entering kindergarten.
C.S. Lewis Academy understands the importance of a well-balanced education and the need to address the individual needs of all students. With this in mind, the Academy will implement the following curriculum: Kennewick, Washington Reading model - Delivering on the Promise/READY, Open Court, Mastery Learning, Core Knowledge, Total Physical Response- a research based Spanish language development curriculum, and Scott Foresman-Addison Wesley Math in conjunction with the Utah state core curriculum.
Each subject will be taught with elements that require students to read, write, and report on what they have accomplished. Teachers will become facilitators of learning as well as decimators of information. This will be accomplished using the following strategies: (1) each student will be assigned to read for 20 minutes a day outside of class or have someone reading to them 20 minutes a day based on their age and reading ability. Students will record their reading, and keep a log of what they have read; {2) parents will mentor, model, and document what the child has read each day; (3) the Academy will provide instructions to students, as well as parents, and document the progress of each student in a partnership effort.
Academy teachers will develop their unit lesson plans based on the Utah state core curriculum. This sequential approach will provide a framework that will be followed from kindergarten through sixth grade. Each unit will be a balance of core knowledge and basic skills to ensure that each student is receiving a balanced education. Each student will have a student educational plan ("SEP") folder that will track their academic progress from the time they enter the Academy until they leave.
In addition to using the Stanford Nine, Iowa, End of Level Tests and UPASS assessments, students' comprehension in language arts, math, and science will be evaluated daily using formative techniques including verbal feedback, oral expression, written expression and other strategies as selected by the classroom teacher. In an effort to meet this goal, Academy teachers will evaluate and assess each lesson using formative assessment strategies in the classroom. The idea of classroom assessment is to gather information from students frequently (and as efficiently as possible) and use it to adjust instruction as necessary. Daily tracking will ensure students are making daily as well as yearly progress in their academic subject areas. SEP folders will be used as a tracking tool for all students, and all pertinent student information will be kept in the Academy's confidential files. Confidentiality of the Academy's files will be
C.S. Lewis Academy 12 maintained in accordance with FERPA, and all other state and federal laws and regulations.
The Academy's academic priorities consist of the following (in no particular order): • Establish a school-based Literacy Leadership Team consisting of the teaching faculty, principal, and Parents, to coordinate the implementation of the Academy's Literacy Program; • Work with teachers in their classrooms to reinforce effective instructional strategies; • Provide training on the Kennewick Model for reading readiness and subsequent reading success; • Provide training for school staff in the six dimensions of reading phonemic awareness (skills and knowledge to understand how phonemes, or speech sounds are connected to print); systematic phonics; fluency; background information and vocabulary to foster reading comprehension; development of appropriate active strategies to construct meaning from print; and development and maintenance of a motivation to read; • Provide training in the writing process and its relationship to reading, including effective practices for writing instruction; • Attend state-sponsored training and be actively involved in the "Six Trait Reading Program." • Provide training in administration and use of reading and writing assessment instruments and participate in the Literacy Leadership Team.
In addition, the Academy will focus on establishing measurable reading and writing goals and benchmarks by grade level that reflect the standards of the Utah Core Curriculum. The Academy will provide a home book program and other means to involve parents in their children's reading and writing instruction, and teachers will receive daily progress reports to assist in monitoring student progress in reading and writing.
See Also "Special Education" below.
NOTE: For a mor~ details regarding the Academy's curriculum, see Appendix A.
Effectiveness Goals Instructions: The applicant is required to provide information on the school's goals, the objectives for those goals, and measurement criteria for determining progress toward each goal. A form titled Effectiveness Goals has been provided. Goal #1, "Improve student learning," has been started for you as a required goal. Given the program of instruction to be employed at your school, identify the tool or method you'll use for measuring achievement for this and every goal for your school.
Our philosophy at C.S. Lewis Academy is based on Bloom's Taxonomy of present, model, and practice. Our philosophy is to teach the criteria, refrain from teaching on a curve, and teach students to master each concept taught. This will be accomplished by the following: clearly stating objectives to ensure all students understand what they will be learning; guiding/supervising practice to reinforce objectives; and modifying based
C.S. Lewis Academy 13 on the needs of the students in the class. Every attempt will be made to ensure students achieve mastery before moving on. In cases of students with disabilities or learning barriers, consideration will be given and all attempts made to ensure student success. If a student does not meet the standard, the teacher will focus on revising a plan to enable the student to achieve comprehension of the objective. See Also "Special Education" below. The Academy will look for alternative methods to present challenging and interesting material to those who meet standards early in the course while not leaving behind students who do not. The initial step in achieving mastery will be building on previous objectives and consistently providing students with feedback on their performance level.
Using the aforementioned strategies and programs, the Academy will ensure all students have the skills that will make them productive members of society. The primary focus of these goals is to help students acquire the ability to engage in independent and creative thinking, problem solving, and gaining the ability to communicate effectively through reading, writing, speaking, and listening.
Goal Specific Objectives Measurement Criteria (What will be measured?) (How you know it-means of measuring data, percent mastery, etc.) 1. Improve student learning by la: To improve student T11e following measurement criteria requiring each student to improve achievement in Reading will be used to measure each goal and reading skills one grade level each Comprehension, and Language its specific objectives. calendar year. Arts, by two to three percentage points as measured by the End of Early identification: Researchers level test in the Spring. routinely screen large numbers of lb: To increase staff knowledge children to identify those most in need and use of technology for of systematic, focused, and intensive management, instruction, and early instruction. Administration of assessment. these screening instruments does not lc: To Teach each student in their require a great deal of time, but it does own individual learning style by a good job of informing teachers and doing "learning styles" inventory schools about those children who are on all students. most at risk for subsequent literacy ld: To work toward having every problems. Screening is not diagnostic. student make at least one grade That is, it does not provide the teacher level improvement in reading and with a detailed indication of the reading comprehension. child's specific reading problems and needs, but it can certainly save 2. All students will improve their 2a: Students will master the resources that would have to be technical writing skills across the alphabet and learn to write both provided later by identifying those curriculum. Technical writing is lower case and cursive when children at greatest need for described as nonfiction writing that developmentally ready. immediate intervention. provides precise information, 2b: Students will write using a delivers instruction, or reports variety of styles and purposes by Diagnostic: Identifying instructional factual information. writing fictional narrative, personal needs, which is the purpose of experience narrative, informational assessment, helps the teacher plan piece, friendly letter, invitation, instruction. It is closely linked to early thank-you note, directions, and identification, as extensive summary retellincr and journal instructional planning is not necessary
C.S. Lewis Academy 14 entries. for every child. Therefore, teachers 2c: Write cursive legibly in all have more time for instruction by subject areas, spell grade identifying those students most in appropriate words, use nouns, need. Teachers need better tools for verbs, pronouns, adjectives, adverbs making educational decisions in light and prepositions appropriately in of students' performance on these writing, use paragraph breaks , "progress monitoring" assessments. If continue to broaden punctuation one seeks to meet the goal of skills (e.g., commas, colons and "teaching the state core curriculum," quotation marks) and self-reflect then teachers must know at the earliest using all Six Writing Traits possible moment that a student is 2d: falling behind, and at the same time, • Continue to use the writing must know how to intervene to process: prewriting, writing, prevent the student from falling editing, revising, and publishing. further behind. All students will be • Use a variety of sentence assessed daily in literacy issues and structures with varied beginnings parents notified when a child is falling and lengths. behind. • Continue to use clear transitional words or phrases. Accountability: The Academy will • Spell grade appropriate words use the State Core Curriculum in • Use multi-media for publication developing assessments that assess and presentation. mastery (a goal of 90%) of the • Support written ideas with educational content we deem critical reliable sources, using to student success. bibliography formats. To assess student performance in science and math, in addition to other • Use Six Writing Traits to reflect upon and evaluate own writing, areas, the Academy will administer identifying strengths and the IOWA test to the third and fifth grades on the third and fourth week of weaknesses: Ideas, Organization, September. Performance in science Voice, Word Choice, Sentence and math will also be assessed in Fluency, Conventions, and grades 3 through 6 through the use of Presentation. end-of-level tests administered the last All students will improve their week of school. In addition, formative 3. 3a: Understand that they must take writing skills across the curriculmn. assessments will be developed and responsibility for construction Writing skills are the abilities a used by classroom teachers to assess meaning using their prior writer uses to produce a piece of daily and unit comprehension. knowledge. effective writing appropriate to the 3b: Students will have the self- Additionally, these assessments will purpose/audience by manipulating be used to prepare students for the confidence that they are effective ideas, organization, voice, word Utah Performance Assessment tests learners; see themselves as agents choice, sentences, and language (UP ASS) and End-of Level tests. This able to actualize their potential. conventions. will include, but is not limited to, 3c: Through daily monitoring of norm referenced and c1iterion- student work as well as teacher referenced tests as required by State formative assessments, students and Federal law. Effective assessment will be tracked daily to ensure in tllis domain demands clarity in the student comprehension. Research specification of educational shows that instruction in the vast objectives, both with regard to the majority of classrooms is text content to be leamed and the skills to driven and that most teachers do not be acquired, and the ways in which provide comprehension instruction. students must be able to demonstrate Our school will focus on content and skill mastery. Teachers comprehension. will be trained to distinguish between 3d: Our school will provide students whose perfonnance exceeds a students who are at risk with high criterion and those who fall short of
C.S. Lewis Academy 15 quality instruction, which will the mark. Such assessments will be drastically alter their academic done on each unit lesson beginning in performance. Grade 1 so that we know how well our school is performing. Other comprehension sldlls that will be reinforced: Plan: A plan to improve test scores • Make connections using critical keeps us in the political arena. A plan thinking skills by drawing to address cause puts us into the inferences and conclusions. educational arena. We understand that • Distinguish between facts, in developing our improvement plan, inferences and opinions. we must assess what impact the plan • Continue to identify and will have upon the rest of our understand main ideas and curriculum. We will move slowly and support details. assess all areas of the curriculum • Continue to use table of contents, before drastic measures are taken to index, and glossary. correct school curricular deficiencies. • Extend and apply interpretation Using state scores and disaggregating of visuals (e.g., graphs, maps, school results, improvement plans will charts). be implemented to avoid any • Use note taking and outlining Hawthorne Effects in the school skills. curriculum • Use a variety of specialized reference materials. The overall school plan will include the following elements: • Continue to read text with grade appropriate fluency, accuracy • Establishing the Environment of and expression. trust with all school personnel. • Analyzing the Data. 4a: Students will be taught skills to • Improving Program Quality 4. Reading Comprehension: solve real life situations and • Develop an Improvement Plan. Students will have the ability to link solutions to real life problems. • Always Considering the Whole. new learning with their prior 4b: Students will work with real knowledge and experiences. problems and issues and discover ways of dealing with the problems and issues. 4c: Help students understand there are two sides of every issue and to develop the skills to think objectively and rationally. 4d: Teach students that there are consequences for their actions and help them think through situations where consequences can be life altering.
C.S. Lewis Academy 16 Unit lesson Plan/Summative Assessment Provide complete Unit Lesson Plans with Summative Assessments in one area of the core curriculum that is appropriate to the grade levels you are going to serve.
Standard 1: Oral Language- Students develop language for effectively communicating through listening, speaking, viewing, and presenting.
School Mission: Literacy will be the primary focus on all instruction. Reading, writing, and speaking should be an element of all literacy programs. Cognitive development of this age group requires the teaching of proper language and stressing listening skills. This lesson will focus on speaking and listening skills, both are essential skills of proper literacy development.
Objective 1: Develop language through listening and speaking
a. Listen attentively b. Listen and demonstrate understanding by responding appropriately (e.g., follow two-step directions) c. Speak clearly and audibly with expression in communicating ideas d. Speak in complete sentences
Objective 2: Develop language through viewing media and presenting
a. View a variety of media presentations attentively b. Use a variety of formats in presenting with various forms of media
Setting for Teaching Concept The enduring understanding of Standard I is for students to be able to discuss "What is the relationship?" Therefore, students need to know what the word relationship means. Relationship can be defined as a connection between ideas and/or people. Perhaps the best way to help our young students see the relationships between people and their feelings and ideas, is to begin by developing empathy for one another. Empathy is the ability to identify with, and feel another person's concerns. The six basic emotions include happiness, sadness, anger, surprise, fear, and disgust. Students need to learn to respectfully listen to one another in order to identify how another person is feeling. Students may need to adjust their behavior to help a peer that may be in need of some extra care at the time. Rich conversation and good role models, provided by the teacher, can give students the chance to learn how to positively interact with friends and family. Sharing quality literature provides the teacher with great opportunities for the class to discuss the interactions and feelings of people. It also allows the students to make connections based on their own feelings and experiences.
C.S. Lewis Academy 17 Instructional Procedures 1) Have you ever had a time when someone was not nice to you? 2) How did that make you feel? 3) What did you do to solve the problem?
Discuss each question with the class. Ask the students, "As we read the story together listen to find out how Molly Lou solves her problem. Let's see if our ideas are the same or different from the character in the story."
1) Read the story to the class. As you are reading, discuss the three questions introduced in the story. 2) Have students sit in pairs to discuss the questions asked below in #5. 3) Show the students the Kindergarten Good Listener charts. 4) Review what good listeners do: • Good listeners sit straight across from each other. • They look at each other. • One person is quiet while the other person talks. • They also keep their hands to themselves.
Now students are ready to listen to the teacher ask each question.
5) Students should take turns listening to each other's responses to the questions. • Who is the main character in the story? • What was the problem the character had to solve? • How did the character feel about the problem? • What were your feelings as you were reading this story? 6) As an entire class, record some of the responses to the questions on the class Feelings Chart. 7) Repeat this process for another character in the story. 8) Compare the actions and feelings of the characters in the story. 9) Ask the question, "What is the relationship between these characters and why?" Remember, discussing this question will help students develop an understanding of the "big idea" in Standard I. This type of lesson should be repeated often with a variety of literature that explores how people get along with each other.
C.S. Lewis Academy 18 Family Connections • One night a week, while eating dinner together as a family, discuss some of the feelings each family member experienced during the week. You may begin by saying, "What was the happiest moment you had this week?" Allow each family member to take a turn sharing his/her experience. This activity allows children to have conversations with their family, share their feelings and be acknowledged, as well as listen and show concern for others. • Look for occasions to draw attention to people's feelings and then ask your child to guess what the person might need in order to feel better. For example, a parent might say, "Look at that little boy sitting by himself near the playground. How do you think he feels?" The child may say, "He looks lonely." The parent then says, "What do you think he needs to make him feel better?" The child responds, "He needs a friend to play with him." This activity helps children become more aware of other people's needs and ways we can help them. • Read any children's literature selection to your child. Read the same short passage each time, give your voice a different emotional tone (happy, angry, scared, surprised, etc.) and ask your child to guess what feeling you are trying to convey. This activity helps children recognize that our voices tell a lot about our mood.
Assessment Plan After reading a variety of stories in which the children share responses to the character's actions and feelings, the following kind of assessment may be given: Tell the students you are going to read a story about a character that has a problem. Tell them at the end of the story they will be asked to draw and write their ideas about the story on a feelings chart of their own. A teacher or volunteer helper could be a scribe for the student if the writing portion is too difficult for them. This assessment could be given at different times throughout the year to determine comprehension in this area. The assessment is consistent with best practice and reflects summative and formative assessment techniques used for this age level and ability.
However, the ultimate way to show proficiency in Standard I, Objective I is by having students demonstrate positive care and concern for each other in their daily experiences together. For example, do they share? Do they listen respectfully to each other? Do they take turns? Etc.
Using the above-mentioned unit lesson plan from the Utah state core curriculum, we will develop each core objective with the purpose of preparing students to succeed in all content areas. This is consistent with the objectives and goals of the C.S. Lewis Academy. Below is a detailed plan on how this will be accomplished.
• Character Education will be integrated into the lesson to teach the concepts of empathy, understanding, courtesy, respect, kindness, and the golden rule.
C.S. Lewis Academy 19 • Using the Open Court Reading program, this lesson can be incorporated and stressed when the concept is covered in the curriculum.
• Parent involvement is an important component of our program and activities will be included in take home materials for parents to reinforce concepts taught at school.
• The Utah Core Curriculum standards will be integrated into the school curriculum as an integral part of each unit lesson plan. Lesson plans will take into account the core curriculum, character education, parental involvement, and teacher developed concepts to be taught.
• Professional Development sessions will focus on curriculum and instruction. Teachers will be given strategies on how to develop lesson plans across the curriculum that incorporate several core objectives in each lesson.
• Summative assessments will be in the form of observation, teacher initiated activities, question and answer, as well as written responses to specific questions.
Monitoring Program of Instruction Instructions: Discussion and examples of how the Program of Instruction will be monitored. How the school and staff will disseminate information regarding student performance to track students' progress toward mastery of the Utah Core curriculum over time. How the school will ensure that teachers integrate standards into instructional practices.
The Academy's principal will serve as the instructional leader of the school and will assume the responsibility for implementing the schools strategic plan. The principal's primary responsibility is to ensure that the vision and mission of the Academy is implemented at the classroom level. This will be accomplished through staff observations, teacher evaluations, instruction in staff meeting, professional development training, as well as other methodologies at his/her disposal. The primary focus will be on monitoring the development of unit lesson plans and assuring they are aligned with the Utah state core curriculum. Announced and unannounced visits to the classroom will be part of the principal's regular duties and will be conducted on a daily basis.
The Academy will use record sheets in every classroom to monitor students and show their academic progress over time. The student record sheets will show each student's day-to-day progress through the material. Teachers will be expected to keep a Student Record Sheet for each student and to record quantitative information (test scores, observations, daily work, etc.), as well as narrative comments about qualitative issues (work habits, etc.) every day. This information is crucial for writing the "Progress and Performance" and "Comprehensive Assessment" sections of the students' evaluations. The Student Record Sheets are part of the SEP and placed in the students' folders and kept on file. This information is vital in monitoring student progress toward mastery and to be used in parent teacher conferences as well as assisting in placement purposes.
C.S. Lewis Academy 20 School Calendar Instructions: A school calendar outlined in semesters, trimesters, or quarters which is in compliance with State Board requirements on minimum school days outlined in R277-419.
Monday, August 20th- 24th 2007 New teacher Training Saturday, August 25th 2007 Professional Development Day Monday, August 2ih 2007 First Day of School Monday, Sept. 3ro 2007 Labor Day Friday, Sept. 28th, 2007 Parent Teacher Conferences Thursday and Friday, Oct. 18-19, 2007 Fall Recess Monday, Oct. 22, 2007 Professional Development Day Friday, Nov. 2, 2007 Professional Development Day Friday, Nov. 9, 2007 Parent teacher Conferences Thursday and Friday, Nov. 22-23, 2007 Thanksgiving Recess Close at end of day Wednesday, Dec. 19, 2007 Christmas Break School open Wednesday, Jan. 2, 2008 Return from Break Monday, Jan. 14, 2008 Dr. Martin Luther KinQ Day Monday, Jan. 21, 2008 Professional Development Day Monday, Feb. 18,2008 President's Day Friday, March 8, 2008 Parent Teacher Conferences Friday, March 15, 2008 Professional Development Day Thurs, Fri, and Man, April 11, 12 and 15, 2008 SprinQ Break Monday, May 27, 2008 Memorial Day
1st Quarter- Thursday, Nov. 1, 2007 45 days 2nd Quarter- Friday, Jan. 18, 2008 44 Days 3rd Quarter- Thursday, March 27, 2008 47 Days 4th Quarter- Wednesday, June 4, 2008 44 Days 184 Contract Days
Special Education Instructions: Description of how special education will be provided (i.e., will the school contract with the school district to provide all special education services, or will the school provide the services by hiring its own service providers, contracting with independent third parties, pooling resources with other schools, or a combination of these approaches?). The description should include how the school will manage and staff assessment and identification; proper staffing of IEP meetings and service delivery including the provision of related services, if identified on the IEP.
The Academy's philosophy is that all children will be afforded an equal educational opportunity and will not be denied an education on the basis of a disability. The academy will accept all students regardless of race, religion, creed or disability. Under the Free Appropriate Public Education ("FAPE") guidelines, our academy will provide an "appropriate" program for individual students, and student placement will be determined on a case-by-case basis depending on the unique needs of that student. Through due process procedures, both school officials and the student's parents/guardians will determine the appropriateness of special education services for the child. Each student
C.S. Lewis Academy 21 plan will focus on what is best for the student in the least restrictive environment. Inclusion and mainstreaming strategies will be used to ensure students with disabilities are with their peers for as much of the academic day as possible.
Due process considerations will be central to the implementation of IDEA. Parents will be notified of the intent to evaluate their child for services, and must consent to an initial evaluation before the evaluation begins. Parents will also be involved in the IEP (Individualized Education Program) process and provide consent to the initial placement. Communication with parents and students will be in their native language or another mode of communication that will ensure they have knowledge and understanding of the school's plan.
Pre-placement Evaluation. A pre-placement evaluation will be conducted when a student is suspected of having a disability and an evaluation of the student's unique educational needs will be assessed. Parental consent will be obtained before an evaluation is conducted. The pre-placement will include what is being proposed, reasons for proposal, evaluation procedures, and an explanation of parent rights and procedural safeguards. Parents, students, or school personnel may request an evaluation.
Evaluation Process. The determination that a student is a "student with a disability" will be made on an individual basis by a multidisciplinary team which will conduct evaluations. The team will include at least one teacher or other specialist familiar with the suspected disability. The results of the evaluation will be based on more than a single procedure or assessment and tests will not be racially or culturally biased. The student will be assessed in all areas related to the suspected disability. These related areas will include: health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. Assessment results will be reviewed by the team to determine eligibility for special education and related services. After eligibility is determined, parents will be invited to meet with school personnel to discuss the results and the IEP.
The IEP will serve two purposes: (1) To establish learning goals for the child; and (2) To specify the instruction and services the school will provide. After it has been determined that a child is eligible for special education, a team consisting of teachers and parents will meet to determine the IEP for the student. The starting date of services will be as soon as possible after the IEP meeting. As outlined by IDEA, a yearly meeting will be held to review and, if appropriate, revise each student's IEP.
The academy will have at least one trained special education teacher on staff at all times and additional staff will be added based on special education needs. An Academy administrator will serve as the Academy's LEA (Local Education Agency) and be responsible to communicate with parents, teachers and state agencies to ensure all IDEA guidelines are being followed.
C.S. Lewis Academy 22 Business Plan
Start-up Plan Instructions: If a year of planning is anticipated, Plan and Costs should reflect what is needed to prepare for first enrollment of students.
The Budget for the Academy includes revenues based solely on the calculations provided by the Utah Charter School State Revenue Template. In addition to these funds, the Academy will pursue a wide variety of additional funding opportunities through fundraising, corporate sponsorships, public and private grants, and long-term financing of certain expenditures within our first year budget. (i.e. Instructional equipment, office & classroom furniture, computer equipment, textbooks, etc.)
The acquisition of property and the construction of the facility will be the largest determinant of adequate budgeting. If costs exceed those projected in property, facility or any other category, the Academy has carefully considered specific modifications to accommodate any shortfall. For example: there could be a reduction in the number of Instructional Assistants hired for the first year; the library could start smaller than anticipated and still accommodate the number of students projected; instructional assistants as well as parents could replace the work of the librarian. These changes will result in a savings of over $38,000 in personnel expenditures for the first year. In the event of a reduction in any of the aforementioned areas, the Academy intends to implement the forgone plans in subsequent years as allowed by the budget.
NOTE: to view the budget included in the Utah State Charter School Application, see Appendix B.
NOTE: for a detailed first year operational budget and assumptions, please see Appendix C.
1 - 3 Year Operational Budget The Operational Budget should reflect the educational and operational plan of the school.
NOTE: to view the 1 - 3 year budget included in the Utah State Charter School Application, see Appendix B.
NOTE: for a detailed 1-3 year operational budget, please see Appendix D.
C.S. Lewis Academy 23 Organizational Structure Instructions: Provide a narrative that explains the organizational structure, and provide an organizational flow chart. Include the election and nomination processes, term limits, etc. that will govern the board selection and leadership. Governing Body See Academy Bylaws, sections 4.1-4.3, 4.5, 4.6, 6.1-6.6
The Academy will be governed by a board of directors (the "Academy Board"). The Academy Board shall consist of seven (7) voting members who will be comprised of no less than five (5) parents of enrolled Academy students and a maximum of two (2) local community/business leaders.
Academy Board Membership Except for the Initial Board Membership, the Academy Board shall consist of voting members who have been elected by the parents of the children enrolled at the Academy. See below, Initial Board Membership. All Board members must sign a Board Member Code of Conduct agreement prior to serving. Only one Academy family member may serve on the Board at any given time. No Board member may receive remuneration for Board service. No employee of the Academy may serve as a voting Board member.
Initial Board Membership and Terms of Membership The "Initial Board" is defined as the first Board of Directors established after incorporation of C.S. Lewis Academy in FY 2006. The Initial Board shall consist of seven (7) Board Members appointed by the Academy's Founders.
Appointed board members ("Appointed Members") shall be chosen and appointed by a majority vote of the Academy's Founders. On the Initial Board, terms will be as follows: one (1) appointed member will serve a three (3) year term, two (2) appointed members will serve a four (4) year term, two (2) appointed members will serve a five (5) year term, and two (2) appointed members will serve a six (6) year term, as determined by the Academy Founders. Upon expiration of an appointed member's term, the replacement Board Member shall be elected in accordance with the election procedures set forth in Section 4.4. Removal of an appointed board member shall be accomplished by a majority vote of the Academy Founders. In the event the Academy Founders vote to remove an appointed board member, a replacement appointee shall be chosen by the Academy Founders according the procedures outlined above and shall finish the original term of the removed appointed member.
The presence of Academy Founders constituting at least two-thirds (2/3) of the Founder's listed in this charter shall constitute a quorum for the purpose of making appointments to or removals from the Board. In the event that an Academy Founder no longer wishes to participate in the appointment procedures, that founder may remove himself/herself from the appointment process by placing this in writing; if a founder himself/herself from the appointment procedure in writing, that Founder is no longer
C.S. Lewis Academy 24 counted for purposes of determining whether or not a quorum exists for the purposes of appointing or removing a board member.
Principal's Attendance at Board Meetings The Principal shall attend all Academy Board meetings as a facilitator, but shall have no vote. The Principal shall be appointed by the Board and may be removed by a vote of the majority of the Board, with or without cause, whenever in the Board's judgment; the best interests of the Academy are served by such action. The Principal's absence from a board meeting may be excused by the Board under reasonable circumstances or in an emergency.
Quorum and Manner of Acting At each Academy Board meeting, the presence of members constituting at least two thirds (2/3) of the Board membership shall constitute a quorum for the transaction of business, and the act of a majority of the Board members present at any meeting at which a quorum is present shall be the act of the Board.
Board Officers All Officers of the Academy shall be chosen by and from among the Academy Board members. The presiding officer of the Board shall be the Chief Administrative Officer. The Board may also elect other Officers to serve as Vice President, Secretary, and Treasurer.
Chief Administrative Officer ("CAO") The CAO shall be chosen by and from among the Academy Board members and preside over all regular and other official Academy Board meetings, have general charge of the business of the Board, and carry out its policies under the direction of the Board. The CAO shall have authority to delegate duties and responsibilities to other Board members. The CAO shall assist in the formation of committees as required, and appoint committee chairs and other committee members, subject to concurrence of the Board.
Vice President The Vice President shall have all the powers and perform the duties of the CAO in the absence or disability of the CAO. The Vice President shall perform such other duties as from time-to-time may be assigned by the CAO. The Vice President shall take full responsibility for organizing and overseeing elections to the Academy Board, except in those instances where the Vice President's involvement in the elections could constitute a conflict of interest, in which case the CAO shall appoint another Board member to oversee the elections.
Secretary The Secretary shall keep or cause to be kept full minutes of all meetings of the Academy Board, including a record of each member's attendance, and all acts and votes of the Board. The minutes shall be kept in one or more bound books, and shall be available in the Principal Office for inspection by members of the public. The Secretary
C.S. Lewis Academy 25 shall see that all notices of upcoming meetings are duly posted in accordance with the provisions of these Bylaws or as required by law, and shall perform such other duties as from time-to-time may be assigned by the CAO.
Treasurer The Treasurer shall have general supervision of the financial affairs of the Academy, subject to Board concurrence, and shall have power to disburse funds, sign checks, drafts or other payments of money, and make or cause to be made monthly financial statements to the Board. The Treasurer shall also perform such other duties as may from time-to-time be assigned by the CAO.
Board Member Elections See Academy Bylaws, section 4.4
Board Member Elections Following the expiration of each Initial Board Member's Term, Academy Board elections shall begin during the first week in May of the year in which a term or terms have expired and all subsequent elections shall be held in the month of May. Elections shall extend for a ten-day period beginning on the Wednesday of the first full week of May, until the Friday of the following week. During this election period, the hours for voting shall be from the beginning of the school day until one half hour after the school day has ended; however, there shall be no less than two days in which the hours provided for voting shall extend until 7:00 p.m. If the first or last day designated for voting falls on a legal holiday, then the election period will begin or end on the following business day.
Election Advertising The Academy Board shall advertise for Board candidates during the first week of April. Upon request, the Board shall provide interested candidates with Board Member Application forms and Candidate Information forms. Candidates must complete these forms and return them to any member of the Board by the end of the second full week in April. The Board shall publish a list of candidates and their corresponding forms not less than two (2) weeks prior to the scheduled election.
Voting Restrictions Each Academy family will be accorded one vote per available position. Proxy voting is prohibited.
Election Outcomes Those candidates receiving the most votes will fill the available seats in the Academy Board. In the event of a tie vote for a position, a second ballot will be cast for that position only, with only the tied candidates eligible for the position. Should a second tie occur, a result will be obtained by flipping a coin.
C.S. Lewis Academy 26 Terms Subject to the provisions of section 4.2.3, board member terms are for two years and are staggered. Following the expiration of each Initial Board Member's term, four members will be elected in even-numbered years, and three will be elected in odd numbered years. Each member is limited to two (2) consecutive terms. If a member resigns, is removed from office or their second term expires, they must wait a minimum of one year before running for re-election.
Board Reorganization Following each May election, the Academy Board shall vote to select its own leadership. At the Board's own discretion, it may also reorganize following the filling of a Board vacancy.
Special Elections In the event of dismissal, resignation, or other vacancy of the Academy Board (other than any vacancy which occurs within six (6) months of a regularly scheduled election), the Board will conduct a special election to fill the remaining portion of the vacant member's term. For a vacancy which occurs within six (6) months of a regularly scheduled election (three (3) months in the event that such vacancy was the result of a successful recall vote), the remaining Board members will appoint a replacement from the candidates who submit their names to serve until the next regularly scheduled election. The Board at its sole discretion can determine whether or not the Board will reorganize following the filling of a vacancy.
Advertising for Special Elections In the event of a special election, the Academy Board shall advertise the vacancy and request candidate nominations within one (1) week of the confirmation of the vacancy. Interested candidates must apply and submit the necessary paperwork within two (2) weeks of the advertising of the vacancy. An election to fill the vacancy will occur within four ( 4) weeks of the advertising of the vacancy. The special election shall run for a period of three (3) days during normal school hours with a minimum of one (1) evening until 7:00 p.m.
Termination of Board Membership For information on Termination of Board Membership see Academy Bylaws Article VIII.
Governing Body Powers and Responsibilities See Academy Bylaws, Article V.
General Powers of the Board The Academy Board shall manage the hiring and firing of teachers, the property, the affairs, and the business of the Academy. The Board may exercise all of the powers of the Academy, whether derived from law or the Articles of Incorporation of the Academy, except such powers as are by law, by the Articles of Incorporation, or by the Bylaws vested solely in the members. The Board may by written contract delegate, in whole or
C.S. Lewis Academy 27 in part, to a professional management organization or person such of its duties, responsibilities, functions, and powers as are properly delegable. However, the Board shall not delegate its responsibility and ultimate accountability for the Academy's operations and performance.
General Responsibilities The Board shall be responsible for the governance of the school, development of positive community relations, preservation of the Academy's educational philosophy, mission statement, and special emphasis, and shall be accountable and hold others accountable to the Academy's charter.
Board Member Qualifications A. Be in agreement with the mission, educational philosophy, discipline policy and administrative structure of the Academy. B. Be familiar with every aspect of the Academy's curriculum and understand the scope of the reading program. C. Attend at least two Parent/Teacher Organization meetings a year to show support and encouragement for this vital aspect of the school. The Academy directors will not serve on the PTO board. D. Prior board experience is helpful but not necessary. However, a high level of professionalism and a strong desire for the success of the school is expected. The motivation for serving on the board should be to help guarantee the educational success of students. E. The directors will conduct an annual self-evaluation. The directors will discuss the necessary needs of improvement and set goals for the next year. F. All directors are required to attend a yearly board conference where the goals of the board are defined, the board's self-evaluation is discussed and critiqued, outside speakers present information pertaining to effective board leadership, and other pertinent topics are discussed. G. The directors will annually attend a "Board Visit Day" at the school. During this time, directors will visit classrooms, talk with the staff and become familiar with current school concerns. H. Directors should fulfill their responsibilities on the board, board committees or subcommittees to their fullest capability. I. All directors are expected to be the best public relations representatives the school has. J. Each director elected to their positions should have some prior background and experience pertaining to that position.
Setting Policy The Academy Board shall set and enforce policy and ensure that the Academy operates in a manner consistent with the Mission Statement, the Academy's charter, and all applicable laws.
C.S. Lewis Academy 28 Budget The Academy Board shall be ultimately responsible for the preparation and approval of an annual budget, and must ensure that the Academy operates within that budget.
School Calendar The Academy Board shall approve and establish a school calendar, including any changes made during the school year.
Record Keeping and Reporting The Academy Board shall be ultimately responsible for the maintenance of any records or documents required by law or provided for by the charter contract. Additionally, the Academy board shall be ultimately responsible for the timely filing of all reports required pursuant to local, state, and federal regulations.
Facility Acquisition/Possession The Academy Board shall negotiate and approve any contracts for the lease or purchase of the Academy's facilities, including any changes or renewals of the facility lease/purchase agreements, and shall establish any policies for facility use.
Board Meetings The Academy Board shall convene at least one regular monthly meeting, subject to the Open Meetings Law, and will provide an opportunity for public input. Additionally, the Board may convene work sessions as it deems appropriate.
Academy Staffing The Academy Board shall approve or disapprove all hiring and termination recommendations, and approve all staff employment contracts.
C.S. Lewis Academy 29 Miscellaneous The Academy Board shall perform such other duties as are appropriate and necessary to the safe and effective operations of the Academy, and which promote the Academy's commitment to educational excellence.
Management Services The Academy intends to contract with a management company for various management services. Initially, the Academy will contract for management services with Charter Solutions, Inc. However, the Academy will retain the ability to contract with other service providers in an effort to provide the best management services for the school. The purpose of doing so is to provide the students of the Academy with the best possible education. The goal of the Academy is to assure that the education it provides aligns with the state core curriculum and the Academy's mission statement, educational philosophy, and special emphasis as outlined in this application, and the Academy believes that contracting with a management company will further these goals.
Day-to-Day Operational Responsibilities See Academy Bylaws, sections 4.6, 7.6
Principal The Principal shall serve as the chief administrator for the day-to-day operations of the Academy, as well as such other services and duties as shall be assigned by the Academy Board. As the administrative leader of the Academy, the Principal is accountable to the Board for the successful day-to-day operations of the school. The Principal provides daily leadership for the Academy staff and the Academy committees, and provides parents/stakeholders with information and addresses their daily concerns. Additionally, the Principal's daily operational responsibilities include maintaining the Academy facility/grounds to ensure a safe environment that is conducive to learning, interpreting and implementing Academy policy, acting as the final arbitrator regarding student discipline, conducting teacher evaluations, and facilitating faculty meetings and in-service.
Teachers and Instructional Assistants Academy teachers serve as classroom administrators for the day-to-day operations of the Academy. Teachers are 'responsible for understanding and implementing the Utah State Core Curriculum as well as the Academy's instructional program and special emphasis. Teachers are responsible for the classroom instruction, conferring with parents/guardians to resolve student's behavioral problems, addressing parental concerns, monitoring of students and classroom assistants, establishment and enforcement of classroom rules, maintaining accurate and complete student records, and maintaining a safe classroom environment that is conducive to learning. Additionally, teachers shall also be responsible for such other duties as are assigned by the Principal or Academy Board.
C.S. Lewis Academy 30 For more information regarding teacher responsibilities, See "Qualifications to be Required of Teachers" below.
Instructional Assistants will be responsible for providing daily clerical and instructional support for classroom teachers, as well as any other duties as shall be assigned by the teachers, allowing teachers additional time for lesson planning and teaching. Additionally, a literacy staff comprised of instructional assistants who are dedicated to the Academy's emphasis on reading and writing, will be used by teachers in furtherance of the Academy's literacy focus.
An instructional assistant will be hired, will be an essential part of our literacy team, and have an active role in teaching reading and writing. The instructional assistant/librarian will be responsible for the day-to-day activities in the Academy's media center, and will regularly read stories to children during reading time and assist them when needed in the library.
Academy Committees A key component of the Academy's operational structure is a minimum of five parent member/board member/teacher committees. Committee membership consists of parents, teachers, and community leaders and provides them the opportunity to actively participate together in an effort to fulfill both daily and long-term responsibilities. Committees will have the opportunity to ensure that the daily application of the Academy's operational structure aligns with the Academy's educational philosophy, mission statement and special emphasis as outlined in its charter. Additionally, committees will help shape the activities and projects of the school. See Academy Bylaws, Article VII "Committees."
C.S. Lewis Academy 31 Parent Volunteers Another key component of the daily operational structure is the service of parent volunteers. Parent volunteers will be utilized in an effort to assist teachers and the principal in carrying out their daily responsibilities. In an effort to facilitate the volunteer process, parents will be able to coordinate their volunteer service with the Academy volunteer coordinator. The volunteer coordinator will maintain volunteer records and coordinate with parents and Academy staff to provide parents and the Academy with meaningful service.
For more information on parent volunteer opportunities, see "Opportunities for Parental Involvement" below.
Office Support Additionally, the Board may hire clerical support and an office manager(s) to assume any duties or responsibilities it deems appropriate for the efficient daily operation of the Academy.
For additional information or details on the management structure of the Academy, please see the Academy Bylaws.
C.S. Lewis Academy 32 Organizational Flow Chart Instructions: Provide an organizational flow chart which reflects the flow of information to and from stakeholders, and reflects the management structure consistent with the information provided within the application.
Academy Board of Directors
Principal
I Clerical Office Manager Support I
I I Parent Advisory Instructional Volunteer Group Staff Coordinator
Academy Special Education Committees Teachers Teachers I Instructional Faculty Discipline and Assistants Committee r- Dress Code Committee I Safety Literacy Staff Committee Accountability 1- Committee I Curriculum Committee Librarian (Instructional Assistant) Ad Hoc Committees I established by the Additional Board as needed Support Staff
C.S. Lewis Academy 33 Background Information Instructions: Background information sheet and resume for each authorized agent, governing body member, and any individuals responsible for the day-to-day operations of the school (as known at the time of the application).
See Appendix I.
C.S. Lewis Academy 34 Articles of Incorporation Instructions: Include Articles of Incorporation for the organization seeking a charter. Attach a copy of the organization's bylaws to this application. Bylaws must be adopted in an open meeting.
ARTICLES OF INCORPORATION OF C.S. LEWIS ACADEMY
(C.S. Lewis Academy intends to file thefollowing Articles ofIncorporation upon approval ofits charter)
We, the undersigned natural persons all being of the age of eighteen years or more, acting as incorporators under the Utah Non-Profit Corporation and Cooperative Association Act, adopt the following Articles of Incorporation for such Corporation:
ARTICLE I. NAME
The name of the Corporation is C.S. Lewis Academy.
ARTICLE IT. DURATION
The period of duration of this Corporation perpetual.
ARTICLEITI. PURPOSE
(a) To act and operate exclusively as a nonprofit corporation pursuant to the laws of the State of Utah, and to act and operate as a charitable organization in lessening the burdens of government, providing relief of the poor and distressed or under-privileged, and promoting social welfare by reducing unemployment through economic development.
(b) To engage in any and all activities and pursuits, and to support or assist such other organizations, as may be reasonably related to the foregoing and following purposes.
(c) To engage in any and all other lawful purposes, activities and pursuits, which are substantially similar to the foregoing and which are or may hereafter be authorized by Section 501(c)(3) of the Internal Revenue Code and are consistent with those powers described in the Utah Nonprofit Corporation and Cooperation Association Act, as amended and supplemented.
(d) To solicit and receive contributions, purchase, own and sell real and personal property, to make contracts, to invest corporate funds, to spend corporate funds for corporate purposes, and to engage in any activity "in furtherance of, incidental to, or connected with any of the other purposes."
C.S. Lewis Academy 35 (e) No part of the net earnings of the Corporation shall inure to the benefit of, or be distributable to, its members, trustees, officers, or other persons, except that the Corporation shall be authorized and empowered to pay reasonable compensation for services rendered to the corporation and to make payments and distributions in furtherance of the purposes set forth herein;
(f) No substantial part of the activities of the Corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the Corporation shall not participate in, or intervene in (including the publishing or distribution of statements) any political campaign on behalf of any candidate for public office except as authorized under the Internal Revenue Code of 1954, as amended;
(g) The Corporation shall not carry on any other activities not permitted to be carried on by a corporation exempt from Federal income tax under 501(c)(3) of the Internal Revenue Code of 1954, as amended (or the corresponding provision of any future United States Internal Revenue law).
ARTICLE IV. MEMBERS/STOCK
The Corporation shall not have any class of members or stock.
ARTICLEV. BY-LAWS
Provisions for the regulation of the internal affairs of the Corporation shall be set forth in the By Laws. ARTICLE VI. DIRECTORS
The number of directors of this Corporation shall be three (3 ), or more than three, as fixed from time to time by the By-Laws of the Corporation. The number of directors constituting the present Board of Directors of the Corporation is three (3), and the names and addresses of the persons who are to serve as directors .until their successors are elected and shall qualify are:
Reba Vest 620 S. Main Payson, Utah 84651
Lauren Ploeger 1038 s. 530 w. Payson, Utah 84651
N oele Corrigan 1032 S. 530 W. Payson, Utah 84651
C.S. Lewis Academy 36 ARTICLE VII. INCORPORATORS
The names and addresses of the incorporators are:
Reba & Daniel Vest 620 S. Main Payson, Utah 84651
Lauren & Dave Ploeger 1038 S. 530 W. Payson, Utah 84651
Diana & Chris Erb 1033 S. 530 W. Payson, Utah 84651
Jeff & Marquita Earl 564 W. 1050 S. Payson, Utah 84651
ARTICLE Vlll. REGISTERED OFFICE AND AGENT
The address of the Corporation's initial registered office shall be:
(This will be the address ofthe facilities once the building is constructed)
Such office may be changed at any time by the Board of Trustees without amendment of these Articles oflncorporation.
The Corporation's initial registered agent at such address shall be:
(C.S. Lewis Academy intends to use Cmporation Service Company, Gateway Tower East, 10 E South Temple, Suite 900, SLC, Utah as the initial registered agent)
I hereby acknowledge and accept appointment as corporate registered agent:
(Corporate Services Companv) Signature
C.S. Lewis Academy 37 ARTICLE IX. PRINCIPAL PLACE OF BUSINESS
The principal place ofbusiness of this Corporation shall be (address ofthe school facilities when acquired). The business of this Corporation may be conducted in all counties of the State of Utah and in all states of the United States, and in all territories thereof, and in all foreign countries as the Board of Trustees shall determine.
ARTICLE X. DISTRIBUTIONS
No part of the net earnings of the Corporation shall inure to the benefit of, or be distributable to its trustees, officers, or other private persons, except that the Corporation shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of the purposes set forth in Article III hereof. No substantial part of the activities of the corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the corporation shall not participate in, or intervene in (including the publishing or distribution of statements) any political campaign on behalf of or in opposition to any candidate for public office. Notwithstanding any other provision ofthese Articles of Incorporation, the corporation shall not carry on any other activities not permitted to be carried on (a) by a corporation exempt from federal income tax under Section 501(c)(3) of the Internal Revenue Code, as amended or supplemented, or (b) by a corporation, contributions to which are deductible under Section 170(c)(2) of the Internal Revenue Code, as amended or supplemented.
ARTICLE XI. DISSOLUTION
Upon the dissolution of the corporation, assets shall be distributed for one or more exempt purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code, as amended or supplemented, or shall be distributed to the federal government or to a state or local government for a public purpose. Any such assets not so disposed of shall be disposed of by the District Court of the county in which the principal office of the corporation is then located, exclusively for such purposes or to such organization or organizations, as said Court shall determine, which are organized and operated exclusively for such purposes.
IN WITNESS WHEREOF, We, , , and ______have executed these Articles oflncorporation in duplicate this_day of______, 200_, and say:
That they are all incorporators herein; that they have read the above and foregoing Articles of Incorporation; know the contents thereof and that the same is true to the best of their knowledge and belief, excepting as to matters herein alleged upon information and belief and as to those matters they believe to be true.
C.S. Lewis Academy 38 (name) (name)
(name) (name)
(name) (name)
C.S. Lewis Academy 39 Bylaws
BYLAWS OF C.S. LEWIS ACADEMY A Utah Nonprofit Corporation
Dated ______, 2006
(C.S. Lewis Academy intends to adopt the following Bylaws in accordance with the laws ofthe State ofUtahfollowing the approval ofits charter and the incmporation of C.S. Lewis Academy, a Utah non-profit corporation)
Pursuant to the provisions of the Utah Nonprofit Corporation Act, the Board ofDirectors of the C.S. Lewis Academy, a Utah nonprofit corporation, hereby adopts the following Bylaws for such nonprofit corporation.
ARTICLE I NAME, FISCAL YEAR, and PRINCIPAL OFFICE
1.1 Name. The name ofthe nonprofit corporation is the C.S. Lewis Academy (the "Academy").
1.2 Offices. The initial principal office of the Academy shall be located at (address ofthe school facilities)
1.3 Fiscal Year. The fiscal year of the Academy shall coincide with the fiscal year of theNebo School District.
ARTICLE II PURPOSES
2.1 Mission Statement. The mission of C. S. Lewis Academy is to create a dynamic learning environment where students can develop a love of learning through self-critique and self motivation. An intensive study ofliterature combined with a collaborative effort between parents, students, and educators will empower students to engage in independent and creative thinking, problem solving, and effective communication. C.S. Lewis Academy is committed to developing a diverse school community and to instilling values of responsibility, accountability, and respect..
2.2 Objectives. The Academy is organized for the following educational purposes:
to expand students' inherent curiosity into a life-long desire to read and write;
C.S. Lewis Academy 40 to provide students' with confidence in their literacy skills that will assist them throughout their lives;
to encourage self motivation and responsibility by providing interesting, worthwhile, and creative learning opportunities through distinctive approaches that stimulate curiosity and creativity within each student;
to nurture the creative abilities of each student;
to foster a sense of self worth within all students;
to incorporate practices and pursue opportunities that foster parental involvement in students' educational experiences;
to strive to achieve student performance levels that demonstrate each students progress as evidenced by the Academy's State Test scores and/or other standardized tests.
ARTICLE III MEMBERS
3.1 Academy Members. The Academy's Members shall consist of the parents or legal guardians of any student enrolled as a student at the Academy.
ARTICLE IV GOVERNANCE
4.1 Governing Body. A board of directors (the "Academy Board" or the "Board") shall govern the Academy. The Academy Board shall consist of seven (7) voting members who will be comprised of no less than five ( 5) parents of enrolled Academy students and a maximum of two (2) local community/business leaders.
4.2 Academy Board Membership. Excluding the Initial Board Membership, the Academy Board shall consist of voting members who have been elected by the parents of the children enrolled at the Academy. All Board members must sign a Board Member Code of Conduct agreement prior to serving. Only one Academy family member may serve on the Board at any given time. No Board member may receive remuneration for Board service. No employee of the Academy may serve as a voting Board member.
4.2.1 Initial Board Membership. The "Initial Board" is defmed as the first Board of Directors established after incorporation of C.S. Lewis Academy in FY 2006. The Initial Board shall consist of seven (7) Board Members appointed by the Academy's Founders.
4.2.2 Appointing and Removal oflnitial Board Members. Appointed board members shall be chosen and appointed by a majority vote of the Academy's Founders. Removal of an appointed board member shall be accomplished by a majority vote
C.S. Lewis Academy 41 of the Academy Founders. In the event the Academy Founders vote to remove an appointed board member, a replacement appointee shall be chosen by the Academy Founders according the procedures outlined in this section and the replacement shall finish the original term of the removed appointed member.
4.2.3 Initial Board Membership Terms. On the Initial Board, terms will be as follows: one (1) appointed member will serve a three (3) year term, two (2) appointed members will serve a four (4) year term, two (2) appointed members will serve a five (5) year term, and two (2) appointed members will serve a six (6) year term, as determined by the Academy Founders. Upon expiration of the appointed member's term, the replacement Board Member shall be elected in accordance with the election procedures in Section 4.4.
4.2.4 Quorum Requirements for Appointing or Removing Board Members. The presence of Academy Founders constituting at least two-thirds (2/3) of the Founder's listed in the Academy's charter shall constitute a quorum for the purpose of making appointments to the Board. In the event that an Academy Founder no longer wishes to participate in the appointment procedures, that founder may remove himself/herself from the appointment process by placing this in writing; if a founder removes himself/herself from the appointment procedure in a writing, that Founder is no longer counted for purposes of determining whether or not a quorum exists for the purposes of appointing or removing a board member.
4.3 Principal's Attendance at Board Meetings. The Academy's Principal shall attend all Board meetings in an advisory capacity, but shall have no vote. Under reasonable circumstances, the Principal's absence may be excused by the Board.
4.4 Board Member Elections. Following the expiration of each Initial Board Member's Term, Academy Board elections shall begin during the fust week in May of the year in which a term or terms have expired; all subsequent elections shall be held in the month of May. Academy Board elections shall begin each year during the first week of May. Elections shall extend for a ten-day period beginning on the Wednesday of the first full week of May, until the Friday of the following week. During this election period, the hours for voting shall be from the beginning of the school day until one half hour after the school day has ended, however, there shall be no less than two days in which the hours provided for voting shall extend until 7:00p.m. If the first or last day designated for voting falls on a legal holiday, then the election period will begin or end on the following business day.
· 4.4.1 Election Advertising. The Academy Board shall advertise for Board candidates during the first week of April. Upon request, the Board shall provide interested candidates with Board Member Application forms and Candidate Information forms. Candidates must complete these forms and return them to any member of the Board by the end of the second full week in April. The Board shall publish a list of candidates and their corresponding forms not less than two (2) weeks prior to the scheduled election.
C.S. Lewis Academy 42 4.4.2 Voting Restrictions. Each Academy family will be accorded one vote per available position. Proxy voting is prohibited.
4.4.3 Election Outcomes. Those candidates receiving the most votes will fill the available seats in the Academy Board. In the event of a tie vote for a position, a second ballot will be cast for that position only, with only the tied candidates eligible for the position. Should a second tie occur, a result will be obtained by flipping a coin.
4.4.4 Terms. Subject to the provisions of section 4.2.3, board member terms are for two (2) years and are staggered. Following the expiration of each Initial Board Member's term, four (4) board members will be elected in even-numbered years, and three will be elected in odd-numbered years. Each member is limited to two (2) consecutive terms. If a member resigns, is removed from office or their second term expires, they must wait a minimum of one year before running for re election.
4.4.5 Board Reorganization. Following each May election, the Academy Board shall vote to select its own leadership. At the Board's own discretion, it may also reorganize following the filling of a Board vacancy.
4.4.6 Special Elections. In the event of dismissal, resignation, or other vacancy of the Academy Board (other than any vacancy which occurs within six ( 6) months of a regularly scheduled election), the Board will conduct a special election to fill the remaining portion of the vacant member's term. For a vacancy which occurs within six (6) months of a regularly scheduled election (three (3) months in the event that such vacancy was the result of a successful recall vote), the remaining Board members will appoint a replacement from the candidates who submit their names to serve until the next regularly scheduled election. The Board at its sole discretion can determine whether or not the Board will reorganize following the filling of a vacancy.
4.4.7 Advertising for Special Elections. In the event of a special election, the Academy Board shall advertise the vacancy and request candidate nominations within one (1) week of the confirmation of the vacancy. Interested candidates must apply and submit the necessary paperwork within two (2) weeks of the advertising of the vacancy. An election to fill the vacancy will occur within four (4) weeks of the advertising of the vacancy. The special election shall run for a period of three (3) days during normal school hours with a minimum of one (1) evening until 7:00p.m.
4.5 Quorum and Manner of Acting. At each Academy Board meeting, the presence of members constituting at least two-thirds (2/3) of the Board membership shall constitute a quorum for the transaction of business, and the act of a majority of the Board members present at any meeting at which a quorum is present shall be the act of the Board.
C.S. Lewis Academy 43 4.6 Principal. The Principal shall serve as the chief administrator for the day-to-day operations of the Academy, as well as such other services and duties as shall be assigned by the Academy Board. The Principal shall attend all Academy Board meetings in an advisory capacity. The Principal shall be appointed by the Board and may be removed by a vote of the majority of the Board, with or without cause, whenever in the Board's judgment, the best interests of the Academy are served by such action.
ARTICLEV POWERS AND RESPONSIBILITIES
The following section provides the general duties and responsibilities of the Academy Board as a whole and the individual Board members.
5.1 General Powers. The Academy Board shall manage the property, affairs, and business of the Academy. The Board may exercise all of the powers of the Academy, whether derived from law or the Articles of Incorporation of the Academy, except such powers as are by law, by the Articles of Incorporation, by these Bylaws vested solely in the members. The Board may by written contract delegate, in whole or in part, to a professional management organization or person such of its duties, responsibilities, functions, and powers as are properly delegable. However, the Board shall not delegate its responsibility and ultimate accountability for the Academy's operations and performance.
5.3 Setting Policy. The Academy Board shall set and enforce policy and ensure that the Academy operates in a manner consistent with the Mission Statement, the Academy's charter, and all applicable laws. These policies shall include, but are not limited to the following:
5.2.1 Grievances Policy. The Academy Board shall approve and administer a grievance policy and procedure;
5.2.2 Admissions Policy. The Academy Board shall approve and administer a grievance policy that is in compliance with applicable law and ensure compliance with all aspects of the policy;
5.2.3 Code of Conduct/Discipline. The Academy Board shall be responsible for the implementation and monitoring of a code of conduct and discipline policy consistent with the applicable law and charter contract;
5.2.4 Employment Policies. The Academy Board shall approve and implement policies regarding employee termination, employee evaluation and employment of relatives.
5.3 Budget. The Academy Board shall be ultimately responsible for the preparation and approval of an annual budget, and must ensure that the Academy operates within that budget.
C.S. Lewis Academy 44 5.4 School Calendar. The Academy Board shall approve and establish a school calendar, including any changes made during the school year.
5.5 Record Keeping and Reporting. The Academy Board shall be ultimately responsible for the maintenance of any records or documents required by law or provided for by the charter contract. Additionally, the Academy board shall be ultimately responsible for the timely filing of all reports required pursuant to local, state, and federal regulations.
5.6 Facility Acquisition/Possession. The Academy Board shall negotiate and approve any contracts for the lease or purchase of the Academy's facilities, including any changes or renewals of the facility lease/purchase agreements, and shall establish any policies for facility use.
5. 7 Board Meetings. The Academy Board shall convene at least one regular monthly meeting, subject to the Open Meetings Law, and will provide an opportunity for public input. Additionally, the Board may convene work sessions as it deems appropriate.
5.8 Academy Staffmg. The Academy Board shall approve or disapprove all hiring and termination recommendations, and approve all staff employment contracts.
5.9 Enforcing Rights. The Academy Board, at its sole discretion and judgment, may enforce all contract issues or other legal rights pertaining to the Academy.
5.10 Miscellaneous. The Academy Board shall perform such other duties as are appropriate and necessary to the safe and effective operations of the Academy, and which promote the Academy's commitment to educational excellence.
ARTICLE VI OFFICERS
6.1 Board Officers. All Officers of the Academy shall be chosen by and from among the Academy Board members. The presiding officer of the Board shall be the Chief Administrative Officer. The Board may also elect other Officers to serve as Vice President, Secretary, and Treasurer.
6.2 Chief Administrative Officer ("CAO"). The CAO shall preside over all regular and other official Academy Board meetings, have general charge of the business of the Board, and carry out its policies under the direction of the Board. The CAO shall have authority to delegate duties and responsibilities to other Board members. The CAO shall assist in the formation of committees as required, and appoint committee chairs and other committee members, subject to concurrence of the Board.
C.S. Lewis Academy 45 6.3 Vice President. The Vice President shall have all the powers and perform the duties of the CAO in the absence or disability of the CAO. The Vice President shall perform such other duties as from time-to-time may be assigned by the CAO. The Vice President shall take full responsibility for organizing and overseeing elections to the Academy Board, except in those instances where the Vice President's involvement in the elections could constitute a conflict of interest, in which case the CAO shall appoint another Board member to oversee the elections.
6.4 Secretarv. The Secretary shall keep or cause to be kept full minutes of all meetings of the Academy Board, including a record of each member's attendance, and all acts and votes of the Board. The minutes shall be kept in one or more bound books, and shall be available in the Principal Office for inspection by members of the public. The Secretary shall see that all notices of upcoming meetings are duly posted in accordance with the provisions of these Bylaws or as required by law, and shall perform such other duties as from time-to time may be assigned by the CAO.
6.5 Treasurer. The Treasurer shall have general supervision of the fmancial affairs of the Academy, subject to Board concurrence, and shall have power to disburse funds, sign checks, drafts or other payments of money, and malce or cause to be made monthly fmancial statements to the Board. The Treasurer shall also perform such other duties as may from time-to-time be assigned by the CAO.
6.6 Officer Removal and Resignation. Any Officer may resign at any time by providing written notice to the CAO or the Secretary of the Academy Board. Such resignation shall take effect at the time specified therein; and, unless otherwise stated therein, the acceptance of such resignation shall not be necessary to make it effective. Any Board Officer may be removed from office (but not from membership on the Board) at any time, provided just cause exists and in the Board's judgment, the best interests of the Academy are served by the removal. Removal is accomplished by a majority vote of the Board members, and whenever.
ARTICLE VII COMMITTEES
7.1 Designation of Committees. The Academy Board may, from time to time, by resolution, designate such committees of its members as it may deem appropriate in carrying out its duties, responsibilities, functions and powers. The membership of each committee designated hereunder shall include at least one (1) Board member. Those elected to the Board will be expected to serve on a minimum of one (1) committee. No committee member shall receive compensation for services rendered to the Academy as a committee member; provided, however, that committee members may be reimbursed for expenses incurred in performance of their duties as committee members and, except as otherwise provided by these Bylaws, may be compensated for services rendered to the Association other than in their capacities as committee members.
C.S. Lewis Academy 46 7.2 Proceedings of Committees. Each committee designated hereunder by the Academy Board may appoint its own presiding and recording officers and may meet at such places and times upon such notice as such committee may from time to time determine. Each committee shall keep a record of its proceedings and shall regularly report such proceedings to the Board.
7.3 Quorum and Manner of Acting. At each meeting of any committee designated hereunder by the Academy Board, the presence of members constituting at least two-thirds (2/3) of the authorized membership of such committees shall constitute a quorum for the transaction of business, and the act of a majority of the members present at any meeting at which a quorum is present shall be the act of such committee. The members of any committee designated by the Board hereunder shall act only as a committee, and the individual members thereof shall have no powers as such.
7.4 Resignation and Removal. Any member of any committee designated hereunder by the Academy Board may resign at any time by delivering a written resignation either to a member of the Board or to the presiding officer of the committee of which the person is a member. Unless otherwise specified therein, such resignation shall take effect upon delivery. The Board may at any time, for or without cause, remove any member of any committee designated by it hereunder.
7.5 Vacancies. If any vacancy should occur in any committee due to disqualification, death, resignation, removal, or otherwise, the remaining members shall, until the filling of such vacancy, constitute the then total authorized membership of the committee and, provided that two (2) or more members are remaining, may continue to act. Such vacancy may be filled at any meeting of the Academy's Board members.
7.6 Standing Committees. The following committees will be standing committees ofthe Academy Board and will operate on an advisory basis. Faculty Committee (one Board member plus additional parent members); Discipline and Dress Code Committee (one Board member plus additional parent members and staff members); Safety Committee (one Board member plus additional parent members, staff and community members); Accountability Committee (one Board member plus additional parent members and staff members); Curriculum Committee (one Board member plus additional parent members and staff members). The Board will appoint standing committee members from among Academy parents, and may also appoint Academy staff members. The Board may also establish ad hoc committees if it determines that such action is in the best interests of the Academy and its goals and objectives.
7.6.1 Facultv Committee. The Faculty Committee will assist the Principal in gathering parent feedback on teacher performance. The parent feedback shall be collected only by the Principal, used as part of the Principal's review of the classroom performance of all teachers (full and part-time), summarized for the Academy Board and may be used as a factor in determining performance-based bonuses and/or contract renewals. The Faculty Committee is also responsible for assisting
C.S. Lewis Academy 47 the Board in the process of interviewing candidates for administrative and instructional positions at the Academy.
7.6.2 Discipline and Dress Code Committee. The Discipline and Dress Code Committee monitors discipline and dress code concerns, develops recommendations relating to discipline and dress code polices and issues, and reports its fmdings and recommendations to the Academy Board for Review and action.
7.6.3 Safety Committee. The Safety Committee monitors safety concerns, develops recommendations relating to school safety related policies and issues, and reports its fmdings and recommendations to the Academy Board for review and action.
7.6.4 Accountability Committee. The Accountability Committee is an advisory committee charged with monitoring the Academy's fulfillment of its special emphasis, mission, goals, and objectives as stated in the Academy's charter. This committee is responsible for: (a) overseeing the development and adoption of student performance goals and school improvement plan; (b) developing and circulating parent questionnaires designed to assess parents' satisfaction with the operation of the school and the performance of the administration and Academy Board; and (c) assisting the Board and administration in the process of educational audits, school assessments, and the like.
7.6.5 Curriculum Committee. The Curriculum Committee reviews the Academy's curriculum and researches and recommends instructional resources and materials, library, media and computer programs in an effort to improve the Academy's academic performance and ensure the Academy's instructional program aligns with its educational philosophy, mission statement, and special emphasis. The Curriculum Committee forwards such recommendations to the Academy Board for review and action.
7.6.6 Elections Committee. The Elections Committee assists the Vice President and the Board in recruiting parents, guardians, and community/business leaders to serve as Academy Board member. Also, the Elections Committee assists the Board in organizing and overseeing elections.
ARTICLE VIII TERMINATION OF BOARD J\1EMBERSHIP
8.1 Removal of Board Member. Membership on the Academy Board may be terminated without the consent of the subject Board member, provided a minimum of one (1) week notice is given to the subject member in a properly published and posted agenda, and provided just cause exists and in the Board's judgment, the best interests of the Academy are served by the removal. Removal of a Board member is established by a vote of five (5) Board members.
C.S. Lewis Academy 48 8.2 Mandatory Meetings. Attendance at the monthly Academy Board meetings is mandatory. Any Board member receiving three (3) unexcused absences annually from regularly scheduled meetings shall be removed from the Board unless a majority of the remaining Board members determine that circumstances warrant retaining the member. After six ( 6) excused absences, a member may be removed from the Board by a majority vote. The CAO shall determine whether absences are excused or unexcused.
8.3 Unethical Conduct. Unethical or illegal conduct shall be grounds for immediate removal, whether or not such conduct occurs while acting in the capacity of a Board member.
8.4 Removal by Petition. If a petition to remove one or more members is presented to the Academy Board, such petition shall compel the Board to add the petition as an item on the agenda for the next regular Board meeting. Such a petition must contain the names of fifty (50) families or a number equaling one-fourth (114) of Academy families, whichever is greater. A petition to remove one or more Board members must be given to either the CAO or Secretary no less than fifteen (15) days prior to the Board meeting date, and no less than four (4) months prior to the expiration of the term of office for any Board member who is the subject of such a petition. Such a petition must state the reason(s) for the removal of the member(s) and the name of the person(s) responsible for submission of the petition to the Board. If the petition is not withdrawn by the responsible person(s) named on the petitions, the Board will submit the matter one (1) month later to the Academy members for a vote to remove or retain the subject Board member. Any vacancy will be filled as provided for in these Bylaws under the Special Election heading. In order to prevent interference with students, petitions shall not be solicited on school grounds at any time from one hour before until one hour after normal school hours.
ARTICLE IX AMENDMENTS
9.1 Proposed Amendments. Any proposed amendments to these Bylaws shall be submitted in writing to the CAO. Copies of the proposed amendment shall be provided to all Academy Board members at least one (1) week prior to a regularly scheduled Board meeting. Consideration of amendments shall include an opportunity for the public to comment. An affirmative vote of five (5) Board members is required to adopt any proposed amendment, alteration, or new bylaws. ARTICLE X DEFINITIONS
10.1 Parent. A "Parent" shall mean the adult or adults having legal custody of an Academy student, whether or not those parents reside in the same household. Notification of any adult having legal custody of a student shall constitute notification as used in these Bylaws.
10.2 Staff. "Staff' shall mean any person, including teachers, the Principal, assistant Principal, support personnel, etc., serving under an employment contract with the Academy.
C.S. Lewis Academy 49 10.3 Faculty. "Faculty" shall mean any person who has been hired as a teacher and does not include instructional assistants.
ARTICLE XI OPEN MEETINGS LAW, PUBLIC RECORDS, AND FAMILY EDUCATIONAL PRIVACY RIGHTS
11.1 The Academy acknowledges and agrees that it is subject to the provisions of the Utah Open Meetings Law, Utah Code Ann. § 52-4-1 et seq., and the Academy will fully comply with the provisions of such law in connection with all its activities.
11.2 The Academy acknowledges and agrees that it is subject to the provisions of the Government Records Access and Management Act, Utah Code Ann. § 63-2-101 et seq., and that it will fully comply with the provisions of such law in connection with all its activities.
11.3 The Academy acknowledges and agrees that it is subject to the provisions of Family Educational Privacy Rights, Buckley Amendment, 20 US. C. § 1232(g), and that it will fully comply with the provisions of such law in connection with all its activities.
ARTICLE XII CONTRACTS
12.1 Contracts. The Academy Board may authorize any member or members of the Board or the Principal to enter into any contract and to execute and deliver any instrument in the name of and on behalf of the Academy. Such authority may be general or confined to specific instances or transactions and may not violate state or federal1aw.
ARTICLE XIII BOOKS AND RECORDS
13.1 Books and Records. The Academy shall keep correct records and shall keep minutes of the member meetings, Academy Board and Committee meetings, and shall keep at its office a record giving the names and addresses of each Academy Board member. The records may be inspected at any reasonable time. However, student records, personnel records and any other record protected under privacy laws are excluded.
ARTICLE XIV INDEMNIFICATION
14.1 Indemnification. No Officer or director of the Academy Board shall be personally liable for any obligations of the Academy or for any duties or obligations arising out of any acts or conduct of said Officer or director performed for or on behalf of the Academy. The Academy shall and does hereby indemnify and hold harmless each person and their heirs and personal representatives who shall serve at any time hereafter as members of the Board or officers thereof, from and against any and all claims, judgments and liabilities to which such persons shall become subject by reason of either heretofore or hereafter serving as
C.S. Lewis Academy 50 Officers or Board members of the Academy, or by reason of any action alleged to have been heretofore or hereafter taken or refrained from by any such Board member or Officer, and shall reimburse each such Officer or Board member for legal and other expenses reasonably incurred in connection with the defense of any such claim or liability; including the power to defend such person from all suits or claims as provided for under the provisions of the Utah Nonprofit Corporation Act or the corporation code of any state in which the Academy transacts business; provided, however, that no such person shall be indemnified against, or be reimbursed for, any expense incurred in connection with any claim or liability arising out of such person's own negligence or willful misconduct. The rights accruing to any person under the foregoing provisions of this section shall not exclude any other right to which such person may lawfully be entitled, nor shall anything herein contained restrict the right of the Academy to indemnify or reimburse such person in any proper case, even though not specifically herein provided for under this section. The Academy, its Board members, Officers, employees and agents shall be fully protected in taking any action or making any payment or in refusing to do so in reliance upon the advice of counsel. The indemnification herein provided shall not be deemed exclusive of any other right to which those seeking indemnification may be entitled under any bylaw, agreement, vote of the Board members, Officers or otherwise, both as to action in an official capacity and as to such person who has ceased to be a Board member, Officer, employee, or agent, and shall inure to the benefit of the heirs and personal representatives of such person. ARTICLE XV CONSTRUCTION
15.1 The masculine gender, where appearing in these Bylaws shall be deemed to include the female gender and vice versa, and the singular shall be deemed to include the plural unless the context clearly indicates to the contrary.
CERTIFICATION
These Bylaws were approved at a meeting of the board of directors by a two-thirds (2/3) majority vote on , 2006
Secretary Date (These Bylaws will be approved and adopted in accordance with the laws ofthe State of Utah at a meeting ofthe Board ofDirectors)
C.S. Lewis Academy 51 Admission & Dismissal Instructions: Admission (including your lottery plan) and dismissal procedures, including suspension procedures. If the charter school will follow a district's discipline/suspension policy, attach a copy of the policy from the district. 53A-1 a-508(3)f) Admission Procedures In accordance with state and federal law, admission to C.S. Lewis Academy is not limited based on ethnicity, national origin, gender, religion, income level, creed, color, disabling condition, proficiency in the English language, or athletic ability. No tuition or fees are charged for attendance at C.S. Lewis Academy. C.S. Lewis Academy will enroll an eligible student who submits a timely application, unless the number of applications exceeds the capacity of the Academy program, class, grade level, or the building. If the number of applications exceeds the capacity of a class, grade level, or the building, students shall be selected on a random basis (lottery), except that C.S. Lewis Academy shall give preference as allowed by law on the following basis:
• First preference in enrollment is given to children of the founding members of C.S. Lewis Academy; • Second preference in enrollment is given to siblings of currently or previously enrolled Academy students; • If space is available after the aforementioned preferences have been granted, admission will be offered to any other students residing in Utah.
After the application deadline, pupils for any remaining slots will be accepted in order of their lottery position. If an opening in the school occurs mid-year and no students remain from the original lottery, a notice for applications will be announced and applicants will be enrolled on the same basis as outlined above. Dismissal Procedures Student Suspension/Expulsion Because teachers are the daily administrators of the classroom, the teacher will be responsible for the majority of discipline issues. Teachers begin by presenting clear expectations regarding behavioral expectations. Most problems will be handled in the classroom. If the teacher is unable to remedy the problem generated by the student in the classroom, teachers will work closely with parents to coordinate their efforts in the resolution of discipline matters. In the event that suspension/dismissal is required, Academy staff will act pursuant to the Student Suspension and Expulsion Policy and in accordance with IDEA and all other applicable state and federal laws (see Appendix E).
C.S. Lewis Academy 52 Complaints Instructions: Procedures to review complaints of parents regarding the operation of the school. These procedures should include a description of how complaints of parents of students served under Section 504 or IDEA will be handled. See http://www.usoe.k12.ut.us/sars/rules/NewGrules.pdf for guidance in preparing this section. 53A-1a-508(3)(g)
Complaint Procedures The purpose of the Academy's complaint procedure is to secure, at the lowest possible administrative level, equitable solutions to complaints which may arise. Thus, parents will first attempt to resolve issues via a personal meeting or other appropriate communication. If it is prudent under the circumstances or requested by the parent, the principal will coordinate and mediate this informal process.
If the problem cannot be resolved through an informal process, parents may submit a formal written complaint and follow the procedures outlined in the Academy complaint policy which provides for the timely resolution of complaints and due process protections.
NOTE: see C.S. Lewis Academy Complaint Policy, Appendix F.
C.S. Lewis Academy 53 Parental Involvement Instructions: Opportunities for parental involvement. 53A-1 a-508(3)(h}
C.S. Lewis Academy relies on volunteer parental involvement to assist in the daily operation of the Academy. All volunteerism is strictly optional, but it is encouraged for the benefit of students and the Academy. The Academy requests that parents donate a minimum of twenty (20) hours of volunteer time per year. A year, for the purpose of tracking donated time, will be calculated in accordance with the Academy's fiscal year. Parent/volunteers will record the time spent in service to the Academy in the Volunteer Notebook in the Academy's office. Each quarter of the school year, families will receive an accounting of the hours they have donated.
The Academy will distribute a volunteer packet to parents that will allow them to sign up for service in areas of expertise or interest. This will allow parents to provide the most meaningful service, and simultaneously provide the Academy with the ability to coordinate parent service with the Academy's needs. Additionally, the Academy will periodically request specific assistance in the Academy newsletter when needed. .
In an effort to facilitate the volunteer process, parents will be able to coordinate their volunteer service with the Academy volunteer coordinator. The volunteer coordinator will keep maintain the volunteer notebook, notify parents for opportunities that correspond to the information received from the volunteer packet, post special requests for volunteer service in the Academy newsletter, and maintain communications with Academy teachers to assess and meet classroom needs.
Opportunities for parental volunteerism include, but are not limited to the following:
Literacy Staff Assistant Playground Supervision Fund raising Computer Support School tours Musical assistance Driver Office support Field trips Grounds maintenance Recess assistance Daily cleanup Committee/Board membership Parking lot assistance In-class assistance Building maintenance Baking dishes for special events Library assistance At-home work for teachers Morning greeter Assemblies PTO Administrating exams Computer lab assistant At-home repair of student wear Snow removal
In addition to volunteer work, parents will also have access to information concerning the Academy and their student(s) via the Academy's website. Communication with parents is vital to encourage parents to become, and remain, involved in the Academy's
C.S. Lewis Academy 54 operations and success. To this end, the Academy will send parents a monthly newsletter and maintain a current bulletin board on the website that provides news and updates concerning the operation of the Academy.
C.S. Lewis Academy 55 Insurance Instructions: Description of how the school will secure the following insurance: $2 million in liability; property insurance; comprehensive/collision; and employee dishonesty bond. If coverage will be provided outside of State Risk Management, provide a letter from the insurer indicating a willingness to provide the coverage mentioned above. Insurance expenses should be included in the school's budgeted expenses. School must provide, before opening date and annually thereafter, a certificate of insurance. 53A- 1a-508(3)(i)
C.S. Lewis Academy will secure $2,000,000 in liability insurance, property insurance, comprehensive/collision insurance, and its employee dishonesty bond through Utah Division of Risk Management. As of the date of this application, Risk Management has provided the Academy will the following information:
Liability Rates: $2,000,000 coverage Premium - $18.00 per student with a $1,000 minimum
A premium deposit will be billed in July based on October 1, 2006 enrollment. An adjusted premium will be billed in November 2007 when the new October 1, 2007 enrollment figures come in.
Property Rates: $1 ,000 deductible per occurrence $100 minimum premium Over $100,000 in value, the rate is $1 per thousand dollars in value (For example- $200,000 in coverage costs $200.)
Comprehensive I Collision Rates: $500 deductible per occurrence $150 a year per vehicle
Employee Dishonesty Bond: $250 per year
Risk Management does not offer Treasurer Bond coverage.
These insurance expenses are reflected in C.S. Lewis Academy's budget, and the Academy will provide a certificate of insurance covering the aforementioned areas before the Academy's opening date and annually thereafter.
C.S. Lewis Academy 56 Extracurricular Activities Instructions: Agreements or plans developed with school districts regarding participation of charter school students in extracurricular activities within the school districts. If no agreements have been reached, applicant may describe the school's plan for providing extracurricular opportunities. 53A-1a-508(3)(k)
The Academy has not developed, and currently does not intend to develop, plans or agreements with school districts regarding participation of its students in extracurricular activities within the district. If the Academy desires to participate in interscholastic extracurricular activities in the future, it will address the issue on a case-by-case basis and notify the state of any changes it makes to this policy.
C.S. Lewis Academy 57 Teacher Qualifications Instructions: Qualifications to be required of the teachers. 53A-1 a-508(3)(1)
C.S. Lewis Academy anticipates serving students with a wide range of needs and abilities. Academy teachers will be trained to identify specific needs, gifted students, and problem areas for students. To support the Academy's commitment to literacy, the Academy will require teachers that are dedicated to increased time on developing literacy skills. The Academy will comply with all applicable state and federal laws in staffing. In addition, the Academy will hire Special Education teachers to ensure that the needs of disabled or struggling students are met. The following list provides an example of the Academy's required teacher qualifications: Educational Qualifications • Teachers will be required to have a Utah Teacher's Certificate and a bachelor's degree in elementary education; • Within 3 years of successful teaching at the Academy, each teacher will be required to have obtained a reading endorsement or a minor in reading from an accredited university. Instructional Skills • Teachers must understand and have the ability to teach literacy in all curricular areas and develop lesson plans that meet the Utah State core curriculum; • Teachers must adopt and implement the teaching philosophy, mission statement, and special emphasis of C.S. Lewis Academy; • Teachers must demonstrate the ability to complete the following tasks: o Develop and implement strategies to meet the needs of students using a variety of teaching strategies; o Instruct students in academic subjects, using a variety of techniques such as phonetics, whole language, and look say, in order to reinforce learning and to meet students' varying needs and interests; o Confer with other staff members to plan and schedule unit lessons promoting learning that align with the approved curricula; o Establish clear objectives for all lessons, units, and projects, and clearly communicate those objectives to students; o Establish clear objectives for all lessons, units, and projects, and implement those objectives in the classroom; o Organize and supervise games and other recreational activities to promote physical, mental, and social development; o Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities; o Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools;
C.S. Lewis Academy 58 o Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement; o Administer standardized ability and achievement tests, and interpret results to determine students' strengths and areas of need.
Management/Leadership Skills • Maintain accurate and complete student records, and prepare reports on children and activities as required by law and Academy policy; • Establish and enforce rules for behavior and policies/procedures to maintain order among the students for which they are responsible; • The ability to monitor teacher assistants to ensure that they understand the school curriculum and can teach it in the teacher's absence; • Prepare for assigned classes, and show written evidence of preparation upon request from immediate supervisors; • Supervise, evaluate, and plan assignments for teacher assistants and volunteers; • Attend staff meetings, and serve on committees as required by the Academy; • Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence; • Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Personal Skills • Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students' behavioral and academic problems; • Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool, kindergarten, or elementary school programs.
C.S. Lewis Academy 59 Library Instructions: The school's intention to create a library with a description. The description may include location, size, staffing, and estimates of size and types of collection. 53A-1a-508(3)(o)
In furtherance of C.S. Lewis Academy's emphasis on literacy, the Academy will establish a library as a place of entertainment and instruction for students. The Academy's library plan is as follows:
Location The school library will be located in the center of the school and the focal point of our literacy program. Students will be given time each week to spend time in the library having books read to them and given the opportunity to check out books to take home and read.
Size The library will be of adequate size to accommodate at least one full class of students and will contain bookshelves, computers, tables and chairs for presentations, comfortable reading areas and a librarian office area. The library will be built with the intention for future expansion on an "as needed" basis.
Staffing A librarian will be an essential part of our literacy team and have an active role in teaching reading and writing. Additionally, the librarian will be responsible for instilling in the students a life long love for reading. In addition, story time will be a part of the instructional day as students have the opportunity to visit the media center and have stories read to them.
Collection The collection of books and resource materials will begin modestly and expand as funds become available. The priority will be given to Newberry and Caldecott award winning books and expand from there in the future. The classics and popular literature will also be made available. Literacy will be the hallmark of the C.S. Lewis Academy. In an effort to expand the library's collection, the Academy will work diligently to raise money for the additional books. The following list represents some approaches the Academy intends to employ to increase its library collection:
• Book fairs will be used to raise funds for new library books; • Book exchanges will be held bi-yearly that allow parents to provide the Academy with books that the Academy can exchange; • Business partnerships will be established for funds to buy new books; • School fundraisers will be used with student incentives. In addition read-a-thens will be held to raise money for library books; • School will accept donations for school library books.
C.S. Lewis Academy 60 Administrative & Supervisory Services Instructions: The school's plan for providing administrative and supervisory services. These may include, but are not limited to, roles of instructional leader and curriculum consultant, supervision and improvement of instruction, interpretation of student and school progress and performance, community relations, staff professional development, counseling, employment issues, discipline, student placement, responsibilities for operation and maintenance of school plant, management of school equipment and supplies, preparation and completion of federal and state reports, assistance and support to teachers. 53A-1a-508(3)(p)
Instructional Leader The instructional leader of C.S. Lewis Academy will be the principal. His/her roles will vary, but their primary responsibility will be to set and maintain an environment conducive to learning and establish a positive educational environment for the school. The principal's instructional duties will include: reading about the practice, gaining insight into successful strategies, reviewing research that supports the practices, viewing accounts about the practices in successful schools and districts, being familiar with the instructional practices of all teachers, participating in training and in-service to remain current in educational research, providing in-service to teachers and serving as a teacher resource for instructional as well as curricular help.
Curriculum Consultant Initially, the Academy will contract with Charter Solutions, Inc. for professional curriculum consultation services. Charter Solutions will work closely with the Academy's principal to ensure that classroom instruction aligns with the state core and the Academy's goals. In turn, the principal will work closely with teachers to gain practical insight and implement improvements in the Academy's instructional program. The curriculum will be a collective responsibility of all school personnel and instructional methodologies will be improved through research and best practice.
Supervision and Improvement of Instruction The principal will regularly provide the Academy Board with updates on curriculum and any proposed improvements to the Academy's instruction program. After receiving this information, the Board will determine whether or not to modify the instructional program. Supervision of instruction on a day-to-day basis will be the responsibility of the principal. He/she will be responsible for interpreting board policy in all instructional and behavioral concerns. Based on instructional methods, test scores, and student achievement, a collaborative effort will be used to improve supervision and instruction within the Academy.
Interpretation of Student and School Progress and Performance Beginning with the classroom teacher, grade level teams, principal, the management company and the Board, a collaborative approach will be used to ensure all goals and objectives are achieved. Correction and instructional approaches will be made with the input of all stakeholders with the understanding that the Board will act in the best interests of the students.
C.S. Lewis Academy 61 Community Relations Community relations will be the primary responsibility of the Board of Directors.
Staff Development The Academy intends to contract with Charter Solutions for professional staff development services. At least one day per month, Charter Solution's Chief Educational Officer, Bart Reynolds, Ed.D., or his designated representative, will meet with the principal/and or teachers and suggest professional readings, conduct teacher in-service, disaggregate test scores, explore instructional strategies to improve student performance, and engage Academy staff in discussing practice.
The Board has the authority to express concerns to the educational team for remediation and correction. However, the interpretation and analysis of programs of instruction will be left to the principal who will serve as the instructional leader of the school. All staff development will be based on building needs and curricular concerns.
Counseling In situations of neglect, abuse, or abandonment state agencies will be called upon to assist the school. If situations of ungovernable behavior arise, law enforcement will be called.
Employment Issues All hiring and firing of Academy employees will the responsibility of the Board. Teachers and other staff members may be selected to serve on the hiring committee. The hiring committee will screen all applicants and decide whom to interview. Individuals will be selected based on school needs and individual qualifications. All hiring will be approved through the Board, and candidates will be offered positions at the Academy upon Board approval.
Discipline Teachers have the primary responsibility of maintaining classroom discipline for the students assigned to them. Each classroom will be required to have the classroom rules posted with the consequences for all inappropriate behaviors. When situations arise that cannot be handled by the classroom teacher, behavioral matters will be addressed by the building principal.
See a/so Suspension/Expulsion Policy, Appendix E.
Student Placement All students will be placed based on ability grouping. Placement will begin with grade level teams and be final with the approval of the principal. Parents who have teacher concerns need to address their concerns in accordance with the provisions set forth in the Academy Complaint Policy (see Appendix F).
C.S. Lewis Academy 62 Management of School Equipment and Supplies Teachers will be responsible for all materials and supplies within their rooms. Yearly inventories will be used for insurance purposes and to assess replacement needs. Teacher supplies will be allocated on an "as needed" basis, with the principal determining the "need." Each teacher will receive a budget for supplies and equipment, which may be purchased in accordance with the Academy's Fiscal Policy.
Preparation and Completion of Federal and State Reports Under the Board's direction, the principal will provide for the timely completion and submittal of state and federal reports. Reports will be reviewed for approval by the governing board before submission.
Assistance and Support to Teachers C.S. Lewis Academy fully supports its employees. All teacher concerns/ grievances should be addressed to the principal. If satisfaction is not obtained, teachers must adhere to the Academy's Grievance Policy which will provide employees the opportunity to reach an equitable solution to any problems. However, it is the Academy's policy that teachers should try to resolve all concerns at the lowest level before bringing issues of grievance to the principal or Board.
C.S. Lewis Academy 63 Fiscal Procedures Instructions: The school's fiscal procedures. These may include policies around the governing board's budget process, limits on appropriations, budget reports, the school's policy on making appropriations in excess of estimated revenue, expendable revenue, policy around undistributed reserves, policies around inter-fund transfers, and policies around emergency expenditures. 53A-1 a- 508(3)(q)
C.S. Lewis Academy will maintain its accounting records using The State office of Education guidelines for Budgeting, Accounting, and Auditing for Utah School Districts and in accordance with all applicable federal, state, and local laws and regulations and ensure such records are available to the State or other interested parties, as requested from time to time. The Academy's financial reporting will be in accordance with Generally Accepted Accounting Principles (GAAP), which include Generally Accepted Governmental Auditing Standards. Under the direction of the board, the principal shall be ultimately responsible for filling out and submitting reports to the state board as set forth in the Utah Charter School Act.
An annual independent financial audit of the school's records will be conducted in accordance with the Academy's charter contract. One and three-year budgets will be created and maintained. The Academy will maintain a comparison of actual expenditures to budgeted expenses. The Academy reserves the right to re-allocate funds from one line item to another if purchasing practices or conservation result in an expenditure different than that budgeted. Undistributed reserves will be properly re allocated according to the direction of the board. A slush fund will be established to add financial stability to the Academy's budget. Emergency expenditure will be drawn from this fund after board approval.
The board of directors shall, in conjunction with the principal, develop and adopt a budget each March for the following school year. These budgets will support the school's mission and stated goals. To that end these budgets must:
a. Contain enough detail to enable reasonably accurate projections of revenues and expenses, separation of capital and operational items, cash flow, and subsequent audit trial. b. Balance- Appropriations must be planned in a way so that they equal or are less than anticipated revenues. c. Be in line with board-stated priorities.
The Academy will hire a Business Manager who will provide payroll management services for all Academy staff. The Academy's payroll services will function in a manner similar to those provided for other state and district employees, including the preparation of W-2's, filing of taxes and any other reports that are required by state and federal law.
Fixed assets will be acquired and disposed of only upon proper authorizations, and will be adequately safeguarded and properly recorded. The school will establish and adhere to a set of effective internal accounting controls that will be administered by the
C.S. Lewis Academy 64 board of directors under the direction of the treasurer, who will be responsible to insure proper accounting controls are implemented and utilized. The school will operate in a manner which insures its long-term financial strength:
a. The school will operate in the black. b. Cash will be managed in a way that ensures maximum liquidity, and safety. c. Contributions will be used only for the reason the donations were given. d. Payroll and other debt obligations will be paid in a timely manner.
Cash Receipts Procedures a. Any money turned into the office must be accompanied by a form signed by the depositor stating the amount being turned in. b. The form and money are deposited with the Board Secretary. c. The Board Secretary verifies the amount turned in, signs the form, and gives the form and money to the Board Treasurer. d. The Board Treasurer prepares the deposit and takes it to the bank. If Treasurer is not available, the secretary or the principal can prepare and take the deposit to the bank.
Disbursement Procedure a. Checks are prepared no less than once a week. b. Checks are prepared by the Board Treasurer. c. All checks require two (2) signatures and are subject to the additional restraints provided in this section. d. Checks are prepared for all current obligations for which there is proper documentation of approval: i) For checks to individuals, there must be an approved purchase requisition, and an invoice with a different approved signature than that which appears on the requisition. ii) For checks to companies, there must be an approved purchase requisition, and an invoice with different approved signature than that which appears on the requisition. iii) For various ongoing items (such as utilities and periodic billings on previously approved obligations) there must be an approved signature on the invoice. e. Checks are then signed by the Board Treasurer and another Board member, unless the Treasurer is one of the signatures that authorized the requisition or the payment. In that case, the check will be signed by the Board's Chief Administrative Officer and one of the other officers on the board, provided that their signatures did not authorize the requisition or the payment. f. In situations where the Treasurer is unavailable and circumstances require a check to be signed immediately, the Board's Chief Administrative Officer or any of the other officers on the board will sign checks. g. Once the checks are signed, they are given directly to the Board Secretary to distribute.
C.S. Lewis Academy 65 C.S. Lewis Purchasing Procedure a. Fill out requisition form. b. Obtain necessary signature(s)* on the requisition and turn it in to the Business Office. c. The Board Treasurer makes a copy of the requisition and returns it to the requester (along with a purchase order if necessary) to process the order. d. When the order is received, either sign the packing slip or sign the requisition and mark it "received" before returning it to the Business Office. e. If the school is billed directly for the purchase, your job is complete. f. If you paid for the purchase, fill out a green check request, attach all receipts, and turn it into the Business Office.
*Signatures needed on the pink requisition are as follows: i) If the purchase is under $500, then you need one of the following signatures: the Chief Administrative Officer, the Treasurer, or one of the officers on the board. ii) If the purchase is between $500 and $2,500 then you need two of the above signatures, with one of those signatures being one of the four officers of the Board. iii) If the purchase is over $2,500, three of the above signatures are required.
C.S. Lewis Academy 66 Employee Termination Instructions: The school's policy and procedure regarding employee termination. Policy may include policies on hearings, appeals, dismissal procedures, and necessary staff reductions. 53A-1a-508(3)(r)(i)
The Academy intends to address the issue of employee termination in the following manner:
Employees whose work is considered unsatisfactory shall be notified in writing. This notice shall be in writing and shall be served by personal delivery or by certified mail addressed to the individual's last known address. Notice shall state the fact that continued employment is in question and shall specify defects which have been noted in the employee's performance. Opportunity will be given to correct the defects which precipitated the possible non-renewal notice. The individual may be granted assistance in an effort to correct the deficiencies which may include informal conferences, hearings, and the services of applicable school personnel. If the defects are corrected and the employee demonstrates satisfactory performance, no further action will be necessary.
If a second notice is necessary, the notice shall be in writing and shall be served by personal delivery or certified mail addressed to the individual's last known address. The notice shall be dated and contain a clear statement that the individual's contract will not be renewed for the ensuing school year, and the reasons for the termination. It shall also advise the employee that he/she may request an informal conference before the Academy Board, or such other person(s) that the Board may designate.
In the absence of written notice, the employee is deemed to be re-employed for the succeeding school year. This provision shall not be construed to preclude the dismissal of an employee during his/her contract term for cause.
Any employee whose work, conduct, or behavior is considered to be unsatisfactory may be dismissed.
In cases where the Board intends to terminate an individual's contract during the contract term, the Board shall give written notice of such intent to the individual. Such notice shall be given in writing served by personal delivery or certified mail addressed to the individual's last known address. The notice shall be given at least 15 days prior to the proposed date of termination. The notice shall state the date of the termination and the detailed reasons for such termination.
If the Board determines that the application of this employee termination policy limits its ability to effectively manage the Academy, the Board may adopt a different policy regarding employee termination that it deems to be more beneficial to the efficient operation of the school. In such an event, the Board would notify the State of any changes it intends to make to this policy.
C.S. Lewis Academy 67 Employee Evaluation Instructions: The school's policy and procedures regarding employee evaluation. These may include frequency, components, and staffing for evaluation, remediation, notice, and criteria. 53A-1a-508(3)(r)(ii)
School policy regarding employee evaluations:
1. All employees will receive at least one formal evaluation per calendar year. Provisional teachers will be evaluated at least three times during the calendar year (two formal one informal). 2. Each employee will meet in a pre-conference with the building administrator at one day prior to the evaluation to go over lesson plan and for special consideration to be aware of. 3. A post conference will be held no longer than one week after the formal evaluation was held. 4. Remediation will be suggested and a mentor teacher provided to help the teacher make the required changes or improvements. 5. Teachers will be required to observe other teachers in practice on a yearly basis as part of the evaluative process. 6. Parents and peer reviews will be an annual part of the teacher evaluation process and considered in retaining teachers. 7. Parent suggestion box will be used for parents to express concerns on school curriculum and instruction and considered in teacher performance evaluations. 8. Improvement plans will be evaluated on an as needed basis to help teacher acquire mastery level skills in their instruction, discipline and curriculum development. 9. A pre determined evaluation as well as the methodology used will be introduced to all teachers at the beginning of the school year so they understand the purpose and methods they will be evaluated against.
Parents will also play an important role regarding employee evaluation by completing two teacher evaluation surveys each year.
C.S. Lewis Academy 68 Employment of Relatives Instructions: The school's policy and procedures regarding employment of relatives. 53A-1a- 508(3)(r)(iii)
The Academy Board shall not assign relatives to work in the Academy on a permanent basis. Exceptions to this policy may be made by the Board based upon Academy need only. This policy applies to all employee assignments.
Definitions: • "Permanent basis" shall mean full-time or part-time contract status. • "Relative" shall be defined as any Academy Board Member's father, mother, husband, wife, son, daughter, sister, brother, uncle, aunt, mother-in-law, father in-law, brother-in-law, sister-in-law, son-in-law, or daughter-in-law.
C.S. Lewis Academy 69 Conversion Charter Schools Explain if the school is total or partial. If a total conversion, provide evidence of having secured the required 2/3 signatures of licensed educators and parents or guardians of the school. If a partial conversion, provide evidence of having secured the required majority signatures of licensed educators and parents or guardians of students at the school. Provide information regarding whether the local school board approved the conversion and how students opting out of the charter school have access to a comparable public education alternative. 53A-1a-504(2)
The Academy is not a conversion charter school.
C.S. Lewis Academy 70 Assurances Instructions: Please review attachment H, the assurances form, sign and date it, and include it with your application submission.
See Appendix H.
C.S. Lewis Academy 71 Waivers Instructions: If waivers to State Board Rule are being requested, indicate the rule(s) and provide the justification for the request. 53A-1a-511
The Academy is not currently requesting any Waivers.
C.S. Lewis Academy 72 Letters of Support Instructions: Optional one-page narrative and up to three letters of support.
See Appendix G.
C.S. Lewis Academy 73 Participation in Utah State Retirement System Instructions: A statement as to whether the school will participate in the Utah State Retirement System. 53A-1a-512(7)(a)
The Academy will participate in the Utah State Retirement System.
C.S. Lewis Academy 74 Student Dress Code
A safe and disciplined learning environment is the first requirement of a good school. Young people who are safe and secure, who learn basic American values and the , essentials of good citizenship, are better students. In response to growing levels of violence in our schools, many parents, teachers, and school officials have come to see that a standardized dress code as one positive and creative way to reduce discipline problems and increase school safety.
They observed that the adoption of standardized dress code policies can promote school safety, improve discipline, and enhance the learning environment. The potential benefits of a standardized dress code include:
• Decreasing violence and theft-- even life-threatening situations-- among students over designer clothing or expensive sneakers; • Helping prevent gang members from wearing gang colors and insignia at school; • Instilling students with discipline; • Helping parents and students resist peer pressure; • Helping students concentrate on their school work; and • Helping school officials recognize intruders who come to the school. (U.S. Department bf Education)
As a result, the Academy adopts a standardized dress code policy as part of an overall program to improve school safety and discipline. The Academy does so in accordance with the Department of Education's policy and Utah State code, as follows:
A. Parental support of a standardized dress code policy is critical for success. Parent support is also essential in encouraging students to dress according to the dress code. Therefore, each parent and student will be asked to sign a form at registration that they will support and abide by the approved dress code policy. B. In accordance with the Religious Freedom of Information Act, the Academy's dress code will accommodate students whose religious beliefs are substantially burdened by a dress code requirement. C. Dress code will not prohibit students from wearing or displaying expressive items such as a button that supports a political candidate - so long as such items do not independently contribute to disruption by substantially interfering with discipline or with the rights of others. Gang insignias, items that undermine the integrity of the dress code such as profanity shall not be worn. Only approved clothing items will be worn during school hours. D. The dress code policy of the Academy is a mandatory policy. Because parents have the right to choose whether or not to place their children in this Academy, parents will make that choice being fully aware that there is a mandatory school dress code policy. The "opt out" clause of the dress code policy is to withdraw from the Academy.
C.S. Lewis Academy 75 E. The dress code policy will not require students to wear a political, business, religious nor any other message for advertising purposes. F. Families that qualify for government financial assistance will be provided with clothing that meets the dress code at little or no cost to them. This may occur in one of two ways: a) Clothing will be available for donation or resale at reduced prices during a clothing exchange to be held each year. b) If no clothing is available, the Academy families may donate funds to provide clothing that meets the dress code, or the school will purchase two complete outfits per child, per year. G. The dress code will be determined by the Academy Board with input from the parents, and will not be changed nor be changed nor altered except by a majority vote of the board.
C.S. Lewis Academy 76 Appendix A- Instructional Program
The Academy intends to implement the following curriculum in an effort to align its instructional program with the Utah state core curriculum and the Academy's mission statement, educational philosophy, and special emphasis: The Kennewick, Washington Reading model - Delivering on the Promise/READY, Open Court, Mastery Learning, Core Knowledge, Spanish- Total Physical Response (TPR), and Scott Foresman Addison Wesley Math.
Delivering on the Promise/READY! The Delivering on the Promise/READY! program is the starting place for the C.S. Lewis Academy's instructional program. This program focuses on the misconception that most of us, including community members, educators, and parents, have long assumed that students start kindergarten at about the same educational level. However, the research conducted by Lynn Fielding, Nancy Kerr, and Paul Rosier illustrates that an achievement gap exists before children even begin school. This data shows that the achievement gap originates in the early childhood years and is based on what children learn or fail to learn from their first and most important teacher (their parent).
The program is based on research that shows children are born learning. Within hours of birth, they begin to imitate the lip and tongue positions of their parents. About 20% of children make only three years of language and math growth their first five years of life. They enter kindergarten with the skills of three year olds. Schools do not create the achievement gap; it originates in the home before the child's first day of kindergarten. C.S. Lewis Academy will utilize the READY! curriculum to provide training and materials to support parents in preparing their children to be successful in kindergarten. The READY! curriculum will provide parents with the targets, tools, and training necessary to decrease the number of students entering the Academy's kindergarten program with skills that are below grade level. Implementing this program will serve parents, pre school aged children, and the Academy in its efforts to improve literacy skills and instill a love of reading in its students.
Open Court Open Court Reading is another important element of the Academy's literacy emphasis. This program is a research-based curriculum grounded in systematic, explicit instruction of phonemic awareness, phonics and word knowledge, comprehension skills and strategies, inquiry skills and strategies, and writing and language arts skills and strategies. Open Court is closely aligned to the Utah state core curriculum and provides an excellent phonic approach to developmental reading. This structured program teaches children through a systematic and explicit scaffolding of skills that build upon each other. By taking into account the individual needs of students and providing them with practice and engaging reading materials, this program helps students become confident and successful readers. With over 40 years of scientific field-testing and research, Open Court Reading is one of the most complete reading and language arts programs available.
C.S. Lewis Academy 77 Writing is a crucial element of the Academy's literacy program because it provides a multifaceted context for the development of higher-order thinking. Students learn to plan, which allows them to work out ideas in their heads; to set goals, which promotes interest and the ability to monitor progress; to edit, which enables the creation of text that conforms to conventional standards and heightens its acceptability; and to revise content, which engages students in the reworking and rethinking activities that elevate writing from a craft to a tool for discovery.
Mastery Learning Mastery Learning: Components of Mastery Learning will be integrated into each classroom to ensure mastery of core objectives and provide teachers with additional research driven data that will aid in student learning.
The mastery learning method divides subject matter into units that have pre-determined objectives or unit expectations. Students, alone or in groups, work through each unit in an organized fashion. Students must demonstrate mastery on unit exams, 90%, before moving on to new material. Students who do not achieve mastery receive remediation through tutoring, peer monitoring, small group discussions, or additional homework. Additional time for learning is prescribed for those requiring remediation. Students continue the cycle of studying and testing until mastery is met. Block (1971) states that students with minimal prior knowledge of material have higher achievement through mastery learning than with traditional methods of instruction. This instructional methodology will supplement other strategies in classroom evaluations and assessments.
Core Knowledge Core Knowledge is a solid, sequenced, specific, shared core curriculum which helps children establish strong foundations of knowledge, grade by grade. It is also a school· reform movement and is the result of research into the content and structure of the highest performing elementary schools around the world. Based on the work E. D. Hirsch, a professor at the University of Virginia whose research led to the book series What Your Kindergartner-Eighth Grader Needs to Know, it was developed by parents, teachers, scientists, historians, professional organizations, and experts on multicultural traditions. The core curriculum helps eliminate subject overlap, reduces learning gaps, and enables the full participation of all students. Curriculum mapping is an integral part of the Core Knowledge Curriculum. This allows us to know that we are covering all Core Knowledge material across the school year, in each grade, in each subject.
Spanish -Total Physical Response (TPR) TPR was developed by James J. Asher, Ph.D. and focuses on comprehension development before speaking. The philosophy of this powerful method is to teach children a foreign language in such a way that they acquire it very similarly to the way they did their first language. At a very young age, children learn language by hearing words and phrases repeated many times, and these words are often associated with objects, gestures, facial expressions, and are almost always in context (comprehensible
C.S. Lewis Academy 78 input). After several months of this comprehensible input, young children begin trying to produce the words on their own and with each passing month, their language begins to improve.
TPR states that speech will emerge naturally as students internalize the language that is being spoken. This method is effective because students become active participants of the language classroom. This is especially useful for visual and kinesthetic learners when objects and actions are involved in the lesson. The TPR approach does not just cover one aspect of language and can be used in a variety of ways. This method can be used when teaching vocabulary, grammar, and in all levels of language instruction.
Physical Response is instruction that includes the listening and responding physically to oral commands in the student's hours of instruction. Students are not asked to speak, only to try to understand and obey the command. Students then respond to the commands unconsciously showing that they understand the language
Math: Scott Foresman -Addison Wesley Scott Foresman - Addison Wesley textbook is closely aligned to the state core curriculum and is recognized as one of the best K-6 math texts on the market. The content standard of "data analysis and probability" in the textbook has been meticulously evaluated. The textbook facilitates activities to help students "sort and classify objects according to their attributes." With regards to the process standards of representation there are quite a few implications displayed throughout the textbook. There are several opportunities for "students to create and use representations to organize, record, and communicate mathematical ideas." Students' graphs can illustrate mathematical ideas such as maximum and minimum quartiles, along with medians and modes in some graph representations. This is an excellent text for visual learners and compliments the state core curriculum. The graphics and other suggested manipulatives make it easy for any grade "level of ability" student to follow. The text begins with very basic concepts and slowly builds upon pre-existing knowledge. The basal also makes sure to use information that students use in their everyday lives and are interested in such as favorite books, favorite activities, and responsibilities of the students. C.S. Lewis Academy will meet or exceed all core content standards as set by the Utah Office of Education and will comply with all U-P ASS and assessment reporting requirements.
Scott Foresman -Addison Wesley is on the AIMS list of State approved materials.
C.S. Lewis Academy 79 Appendix B - Charter Application Budget
Charter School Name: C.S. Lewis Academy
C.S. Lewis Academy 80 CHARTER SCHOOL WORKSHEET FY 2007-2008 ******ESTIMATE ONLY******
lc.s. Lewis Academy TEMPLATE
Number ofTeachers (7-12) !0 WPU Value . .. ..J.?.·?.~g.
WPU Amount Program Name Rate Generated Generated
Total WPU Programs 306.1305 $ 769,727
Local Replacement Dollars $1,051 367,850 Total Non-WPU $ 554,035 One Time* re.act1erMai9riai57sliP'iJiies("K:sf- $275 14 3,85o reaciier Maieriai57slii)i)iies (7:12)1.. ··························································· $==2.2~5; ...... ,...... : .. o~., ...... c., .. :: .. c .. c ... , i.Jp/i:ss· ·o;;:,ine resiiii9 ················· $5 35o ···························· 1.756 Total One Time $ 5,600
Estimated Total All State Funding $ 1,329,363
C.S. Lewis Academy 81 Appendix C - Detailed 1st Year Operational Budget
C.S. Lewis Academy Ten (1) Year Budget Clwrter Contract Year Year 1 2007-2008
Total State Funding $1,329,363 Total Local Contnbution $0 Totall-3 Students 150 Total4-6 Students 150 Total Kindergarten Students 50 Total Students 350 Teachers 14 Instructional Assistants 7 REVENUE Total WPU Programs $ 769,727 Total non-WPU Programs $ 559,635 Private Grants & Donations $ - Loans $ - Start-up/Continuation Grants $ - Total Revenues: $ 1,329,363 EXPENSE s Personnel C osts (*full-lime w/ benefit.\) · Principal $ 62,500 *·Teacher-Regular Ed $ 434,000 ' Teacher-Special Ed $ 31,000 Instructional Assistants $ 76,636 Business Manager $ 35,000 *· Secretary $ 20,000 Librarian $ 13,248 Subst. Teachers (10 days/Teacher) $ 8,400 Speciahy Teachers $ - Custodial Services $ 11,040 Empl. Benefits $ 175,200 ' Total P ersorni.el $ ·'' 867,024 Academic C osts Books I Materials $ 43,250 Library $ 5,000 Academic Supplies $ 8,750 Art Supplies $ 1,750 Music $ 1,500 PE Equipment $ 1,500 Software I Computer Supplies $ 1,500 Field T!ips $ 1,400 Web Site $ 3,000 Other $ 500 Total Academic $ 68,150 F acUities 0 'Perations Facility Rent $ 203,492 Facility Repairs $ 1,500 Electricity I Gas $ 15,000 Liability Insurance $ 6,300
C.S. Lewis Academy 82 Property Insurance $ 7,260 Other Insurance $ 1,000 Property Taxes $ 7,260 Landscaping $ 1,000 Waste Management $ 1,500 Water & Sewer $ 10,000 Phone and C01mnunications $ 10,000 Connectivity $ 500 Other $ 500 Total Facility $ 265,312 Other Operating Expenses Adve1tising and P.R. $ 3,500 Staff Development & Supplies $ 7,000 Furniture I Fixture Maintenance $ - Office Supplies $ 1,000 Clinic Supplies $ 500 Postage $ 1,000 J anit01ial Supplies $ 1,000 Travel & Conferences $ 2,100 Other $ 500 Total Other $ 16;600 Capital Purchases Office Fumiture I Equip. $ 8,000 Classroom Fumiture I Equip. $ 24,500 Computer Equipment $ 14,000 Insttuctional Equipment $ 7,000 Other $ 500 Total Capital Outlay $ 54,000 Contracted Services Management Services $ 35,000 Auditing $ 5,000 Legal $ 5,000 Copier $ 4,000 S rodent Testing $ 3,750 Total Contracted Services $ 52,750 Tota!Expenses $ 1,323,836 Surplus (Deficit) • $:. 5;527
Average Teacher Salary $ 31,000 Insttuctional Assistants Hourly $ 8.50 Annnal Index 102.5%
50 350 Use this key to manipulate the number of students in attendance for any given year.
C.S. Lewis Academy 83 C.S. Lewis Academy
Operating Budget Assumptions
The operating budget assumptions listed below are an example of what C.S. Lewis Academy might use. Many of the figures shown below are derived from current market and economic conditions. As those conditions change, C.S. Lewis Academy's assumptions are also subject to change. C.S. Lewis Academy reserves the right to change the budget at any given time in order to manage the needs of the school.
There is a possibility that C.S. Lewis Academy will for financial reasons need to run a third class in some of the lower grade levels to make up for lack of enrollment in the upper grade levels. These classes would "bubble" up through each grade every year until the bubbled grades graduate. In the long run there will only be two classes of each grade. The teachers of these classes will follow their class through the grades and then be terminated.
C.S. Lewis Academy Operating Budget Assumptions
Year One: I. Revenue • CSLA will open with 350 students K- 6. • WPU programs, Non-WPU programs, and total state funding amounts provided by Utah State Charter Board's website www.usoe.k12.ut.us. • Revenue does not include private grants, donations, fundraising, sponsorships or loans. II. Expenditures • Initial number of teachers is 14 with an average salary of $31,000. Kindergarten will have 2 teachers: 1 teacher teaching split sessions, the other teacher teaching a full day class. The morning session will be taught from 8:15a.m. to 11:00 a.m. The afternoon session will be taught from 11:45 a.m. to 2:30p.m. Full day classes k- 6 will be taught from 8:15a.m. to 2:30 p.m. Each teacher will have a maximum of 17 students per kindergarten session or class. The total amount of students in kindergarten will not exceed 50. Grades 1 - 6 will have a maximum of 25 students per teacher. • There will be one full time Special Education teacher in year one. Another full time teacher will be added in following years if the need arises. An instructional assistant (lA) will assist the special education teacher. • CSLA will employ instructional assistants (lA) to assist teachers in every facet of their job description. lA's will also assist in the library as needed. There will be 1 lA per 2 teachers. lA's may be added each year as the budget allows. lA's will not be full time; will not receive employee benefits and will start at $8.50 per hour. • The Secretary will be contracted year round, starting at $20,000. The Secretary will receive employee benefits. The secretary will also act as
C.S. Lewis Academy 84 clinic nurse. The secretary will receive basic training in first aid and other basic duties performed in the clinic. Parents will also volunteer clinic services. • 2 part-time librarians will be hired at $12 per hour. Each Librarian will work 3 hour shifts and will not receive employee benefits. Librarians will assist in the Academy's extensive reading programs. lA's, teachers, and volunteer parents will assist in the library as needed. • Each teacher has been allocated 10 days for substitution. Substitutes will receive $60 per day. Instructional Assistants will play a vital role in substitution days. • CSLA will employ Specialty Teachers to teach subjects such as art, music, PE, special education and computer literacy. There are currently zero Specialty Teachers budgeted for year 1. Specialty Teachers will be employed part-time at an average salary of $15,000. Specialty Teachers will not receive employee benefits. • Custodial Services will be contracted for a total of 184 days @ $10 per hour, 6 hours per day. To cut down on custodial work time, teachers will be responsible for an orderly and clean classroom. Parents will also assist in custodial services. • CSLA will have a fully stocked clinic. $500 has been allocated for this purpose. The secretary will also act as clinic nurse. The secretary will receive basic training in first aid and other basic duties performed in the clinic. Parents will also volunteer clinic services. • Employee benefits will be provided to all full-time teachers and staff. Amounts are based on current industry standards at 32% of salary. • Books and Materials include consumables, reading basals, and text books supporting CSLA curriculum. Kindergarten will be allocated money per student for consumables and photo copies. 1st and 2nd grade will receive 5 money per student for consumables. 1 \ 2nd and 3rd grades will also receive money for reading basals per student. 3rd grade will also receive text books for 3 other subjects besides reading. Text books are priced at $65 per book. 4th, 5th and 6th grades will have a total of 4 subjects that include text books priced at $65 per student. Grades that receive text books will receive a classroom set of 30 books per subject. Each class will rotate use of the books for the first year. A classroom set will be added each following year for each subject in each grade. The price of the text book can be adjusted at any time. • Academic Supplies are based on $25 per student, but may be adjusted. • Art, Music and PE supplies were obtained from other charter schools of similar size. • Software and computer supplies are based on current market prices. The Academy is assuming software will be licensed to the entire school. • Web site was bid out by a firm in Salt Lake City called H Theory. Christian Hansen provided the information requested for a fully interactive web site. H Theory's phone number is 801-521-2899.
C.S. Lewis Academy 85 • Operating Expenses were forecasted using information from several charter schools as well as public elementary schools. Marketing was estimated using information from H Theory and Paragon Press in Salt Lake City, Utah. Staff Development and Supplies is based on $500 per teacher. Travel and Conference is based on $150 per teacher. • Capital Purchases include classroom Furniture and Equipment is based on $1,750 per classroom, computer equipment is based on $2,000 per grade, and instructional equipment is based on $1 ,000 per grade. • Management Services is contracted at $35,000 annually with a Charter Solutions, Inc. Charter Solutions is a charter school management company that provides services such as: application assistance; identifying facility location and securing facility financing; overseeing facility construction and providing financial expertise; operational management such as budget oversight and financial reporting; ensuring compliance with requirements and timely filing of all reports; grant services such as research, writing submission, implementation, tracking and filing of reports; educational programs such as curriculum assistance, special education, and assessment and evaluation; professional services such as, human resources, staffing, staff development, payroll services, communications, marketing, technology, and special projects. • Insurance premiums for liability and property are only estimates. Actual costs will not be determined until a charter is granted and a facility is secured.
C.S. Lewis Academy 86 Appendix D- 1 to 3 Year Operational Budget
C.S. Lewis Academy Ten (3) Year Budget Charter Comract Year Year 1 Year 2 Year 3 2007-2008 2008-2009 2009-2010
Total State Funding $1,329,363 $1,362,597 $1,396,662 Total Local Contribution $0 $0 $0 Total1-3 Students 150 150 150 Total4-6 Students 150 150 150 Total Kindergarten Students 50 50 50 Total Students 350 350 350 Teachers 14 14 14 Instructional Assistants 7 7 7 REVENUE Total WPU Progratns $ 769,727 $ 769,727 $ 769,727 Total non-WPU Programs $ 559,635 $ 559,635 $ 559,635 Private Grants & Donations $ - $ - $ - Loans $ - $ - $ - Start-up/Continuation Grants $ - $ - $ - Total Revenues: $ 1,329,363 $ 1,362;597 $ .• 1,396,662 EXPENSE s Personnel Costs (*full-time w/ benefits) *· Principal $ 62,500 $ 64,063 $ 65,664 * Teacher-Regular Ed $ 434,000 $ 444,850 $ 455,971 * Teacher-Special Ed $ 31,000 $ 31,775 $ 32,569 Instluctional Assistants $ 76,636 $ 89,774 $ 92,018 Business Manager $ 35,000 $ 35,875 $ 36,772 ' Secretary $ 20,000 $ 20,500 $ 21,013 Librarian $ 13,248 $ 13,579 $ 13,919 Subst. Teachers (10 days/Teacher) $ 8,400 $ 8,610 $ 8,610 Specialty Teachers $ - $ 15,000 $ 30,750 Custodial Services $ 11,040 $ 11,316 $ 11,599 Empl Benefits $ 175,200 $ 179,580 $ 184,070 · • •• Total Personriel $ 867,024 $ 914,921 $ ••. 952,954 Academic C osts Books I Materials $ 43,250 $ 43,835 $ 44,931 Library $ 5,000 $ 5,125 $ 5,253 Academic Supplies $ 8,750 $ 8,969 $ 8,969 Art Supplies $ 1,750 $ 1,794 $ 1,839 Music $ 1,500 $ 1,538 $ 1,576 P E Equipment $ 1,500 $ 1,538 $ 1,576 Software I Computer Supplies $ 1,500 $ 1,538 $ 1,576 Field Trips $ 1,400 $ 1,435 $ 1,471 Web Site $ 3,000 $ 3,075 $ 3,152 Other $ 500 $ 513 $ 525 Total Academic $ 68,150 $ • 69,358 $ 70,867 F acUities 0 perations Facility Rent $ 203,492 $ 203,492 $ 203,492 Facility Repairs $ 1,500 $ 1,538 $ 1,576 Electricity I Gas $ 15,000 $ 15,375 $ 15,759 Liability Insurance $ 6,300 $ 6,300 $ 6,300
C.S. Lewis Academy 87 Property Insurance $ 7,260 $ 7,260 $ 7,260 Other Insurance $ 1,000 $ 1,025 $ 1,051 Property Taxes $ 7,260 $ 7,442 $ 7,628 Landscaping $ 1,000 $ 1,025 $ 1,051 Waste Management $ 1,500 $ 3,000 $ 3,500 Water & Sewer $ 10,000 $ 10,250 $ 10,506 Phone and C01mnunications $ 10,000 $ 10,250 $ 10,506 Connectivity $ 500 $ 513 $ 525 Other $ 500 $ 513 $ 525 Total Facility $ •. · 265,312 $ 267;981 $ 269,679 Other Opera ting Expenses Advertising and P.R. $ 3,500 $ 3,588 $ 3,677 StaffDevelopment & Supplies $ 7,000 $ 7,175 $ 7,354 Furniture I Fixture Maintenance $ - $ 1,000 $ 1,025 Office Supplies $ 1,000 $ 1,025 $ 1,051 Clinic Supplies $ 500 $ 513 $ 525 Postage $ 1,000 $ 1,025 $ 1,051 Janitorial Supplies $ 1,000 $ 1,025 $ 1,051 Travel & Conferences $ 2,100 $ 2,153 $ 2,206 Other $ 500 $ 513 $ 525 . •. •·Total Other $ .·••· 16,600 $ 18,015 $ 18,465 Capita/Purchases Office Fumiture I Equip. $ 8,000 $ 2,500 $ 2,563 Classroom Fumiture I Equip. $ 24,500 $ 3,588 $ 3,588 Computer Equipment $ 14,000 $ 21,000 $ 12,500 Instructional Equipment $ 7,000 $ 7,175 $ 3,588 Other $ 500 $ 513 $ 525 ... Total Capital Outlay $ • 54,000 $ 34;775 $ 22,763 Contracted Services Management Services $ 35,000 $ 35,875 $ 36,772 Auditing $ 5,000 $ 5,125 $ 5,253 Legal $ 5,000 $ 5,125 $ 5,253 Copier $ 4,000 $ 4,100 $ 4,203 Student Testing $ 3,750 $ 3,844 $ 3,940 Total Contracted Services $ •• • ·52,750 $ 54,069 $• 55,420 Total Expenses $ 1,323,836 $ 1,359,118 $ 1,390,149 Surplus(De:ficii) •. $ 5,527 $ 3;478 $ 6,512
Average Teacher Salary $ 31,000 $ 31,775 I$ 32,569 I Instructional Assistants Hourly $ 8.50 $ 8.71 I $ 8.93 I Annual Index 102.5%
Use this key to manipulate the number of students in attendance for any given year.
C.S. Lewis Academy 88 Appendix E - Suspension & Expulsion Policy
I. Procedures of Suspension/Expulsion
a. A suspension is the temporary removal of a student from class(es) or school. A suspension can be determined by the principal or vice-principal (or designee). The major function of suspension is to alert the parent/guardian that there is a serious problem that needs the attention and effort of the student, the parent/guardian, and the school.
It is important that contact with the parent/guardian be made, along with other minimal due process procedures, prior to suspension, namely the right to know what the alleged offense is and the right to provide an explanation. This student/administrator or student/teacher conversation should be documented by the teacher/administrator in writing or on a permanent computer file.
There may be instances, however, when a student is subject to an immediate suspension without due process if his/her behavior presents an immediate danger to persons (himself/herself included) or property. In such cases, the due process procedures will be held as soon as practicable. Students younger than 14 should never be released until and unless a parent or emergency contact is notified. The student still should be supervised until a responsible person is made aware of the suspension, and the school is given permission to release the student to the custody of an adult or to leave the premises.
b. An expulsion is the formal process of dismissing a student from school for an extended period of time, up to one year. Expulsion also transfers the primary responsibility of providing educational services for the student during the expulsion period from the school to the home, and makes the parent/guardian responsible for compliance with the compulsory education act for the duration of the expulsion. Only the Academy Board of Directors, or a designated Academy Board member, can expel a student. (Utah Code 53A-11-907(2))
Before an expulsion, the Chief Administrative Officer of the Academy ("CAO") shall provide the student a hearing at which the student is afforded the following due process procedures:
1. Prior notice of the charges and the proposed sanctions so as to afford a reasonable opportunity for preparation. The notice shall be in writing and the student shall be notified of the hearing date n. Right to a hearing. ill. Right to a fair hearing officer (credible and objective person or panel- not necessarily uninformed).
C.S. Lewis Academy 89 IV. Right to an adult representative and/or legal counsel at the hearing. v. Opportunity to testify and to present evidence and witnesses in his/her defense. vi. Opportunity to examine the evidence presented by the school administration and to question witnesses. (However, the Board or its Chief Administrative Officer may, upon a fmding that good cause exists, determine that the disclosure of the identity of a witness and the testimony of that witness at the hearing would subject the witness to an unreasonable risk ofharm. Upon this determination, the testimony of the witness may be presented at the hearing in the form of sworn declarations which shall be examined only by the Board or the hearing officer. Copies of these sworn declarations which are edited in such a manner as to delete the name and identity of the witness shall be made available to the student.) vn. A summary written record shall be maintained by any means. An electronic recording may be made; however, the electronic recording is not the official record of the hearing. viii. All witnesses appearing at the hearing shall be placed under oath. 1x. If the CAO conducting the hearing recommends expulsion, findings of fact in support of the recommendation shall be prepared. x. The decision must be made by a preponderance of the evidence.
The decision will be based exclusively on the evidence presented at the hearing. The fmal decision shall be communicated to the student and parent/guardian within ten (10) working days. Academy officials and the student have the right to legal counsel at any step in the process.
c. If a student is suspended or expelled for more than ten (10) school days, the parent of the guardian is responsible for undertaking an alternative education plan which will ensure that the student's education continues during the period of suspension/expulsion.
d. The Academy shall maintain a record of all suspended or expelled students and a notation of the recorded suspension or expulsion shall be attached to the student's transcript.
II. Right to Appeal.
a. The expelled student has the right to appeal the decision of the CAO by requesting a review hearing before the Academy Board of Directors. This appeal must be in writing and must be received in the offices of the Academy within thirty (30) calendar days following receipt ofthe decision of the CAO. (Pending a fmal decision by the Academy Board, the decision of the CAO to expel shall remain in force.)
b. This review hearing will not be a hearing de novo and will be held within thirty (30) calendar days following receipt of the request for the hearing.
C.S. Lewis Academy 90 c. The Academy Board will provide all necessary copies of the record of the expulsion hearing to the interested parties within fifteen (15) working days of the student's request.
d. The hearing before the Academy Board shall be held in executive session.
e. No evidence other than that contained in the record of the original hearing may be heard.
f. The review of the CAO's decision of the Executive Board shall be limited to the following issues:
1. Did Academy officials meet with the procedural requirements of the policy? 11. Was the decision to expel the student supported by the fmdings of fact? 111. Were the fmdings of fact supported by the evidence?
g. Following the review hearing, the Academy Board shall vote in public and shall enter an order either affirming or reversing the decision of the CAO.
h. The decision of the Academy Board shall be binding upon the student and shall be served upon the student in writing by personal service or by certified mail.
NOTE: Additional information regarding causes for disciplinary action, disciplinmy actions that may be taken, and alternatives to suspension/expulsion are available upon request.
III. Discipline Procedures for Students with Disabilities.
The primary purpose of this portion of the suspension/expulsion policy is to ensure the Academy's actions are consistent with IDEA. C.S. Lewis Academy recognizes that students with disabilities, who attend the Academy, and their parents/guardians, retain all rights under Part B of the IDEA, Sections 53A-15-301 through 53A-15-305 Utah Code Ann., and other rules protecting the rights of students with disabilities. As a result, the Academy will adopt the Provo City School District's policy regarding the discipline of students protected under IDEA or State Law. See Provo City School District, Special Education Policies and Procedures Manual § V DISCIPLINE PROCEDURES. In the event that Provo School District's policy does not comply with Part B of the IDEA, Sections 53A-15-301 through 53A-15-305 Utah Code Ann., and other rules protecting the rights of students with disabilities, the Academy will adopt a policy that ensures compliance with the aforementioned laws and regulations.
C.S. Lewis Academy 91 Appendix F - Complaint Policy
I) Definitions
A) A "complaint" is a claim based upon an event or condition causing dissatisfaction and disagreement between or among the parties involved. B) The "complainant" is the person(s) who make the claim.
II) Purpose
A) The purpose of this policy is to secure, at the lowest possible administrative level, equitable solutions to complaints which may arise.
Ill) Procedure
A) Informal complaints are to be resolved at the lowest administrative level. The complainant and other person(s) involved shall resolve issues of concern via personal meeting or other appropriate communication. The principal, or immediate supervisor, shall coordinate and mediate the processes necessary for satisfactory resolution of the complaint. Upon receipt of an informal complaint, the principal or immediate supervisor shall initiate action to resolve the issue within five (5) working days. B) Formal complaints are to be made in writing when the complainant is not satisfied with the disposition of the issue through the informal complaint process. The complainant may, within ten (10) working days after the informal complaint decision has been rendered, file the complaint in writing, with any member of the Academy Board of Directors. 1) Within ten (1 0) working days after receipt of the formal written complaint, the CAO, or other designate officer of the Board will meet with the complainant in an effort to resolve the issue. 2) In the event the complaint is not resolved, the complainant may request a hearing before the Board of Directors. The Board shall review the complaint at the next scheduled Board meeting after receipt of the request. 3) The Board's decision shall be final and shall be made within ten (10) working days of the hearing.
Individuals with Disabilities Education Act ("IDEA") Complaint Procedure
I) Purpose. The primary purpose of this section of the Academy's complaint policy is to ensure the Academy's compliance with IDEA. C.S. Lewis Academy recognizes that students with disabilities, who attend the Academy, and their parents/guardians, retain all rights under Part B of IDEA, §§ 53A-15-301 through 53A-15-305 Utah Code Ann., and other applicable regulations. II) C.S. Lewis Academy's IDEA Policy. C.S. Lewis Academy also recognizes the importance of adhering to the necessary and proper procedures of resolving
C.S. Lewis Academy 92 complaints that allege violations of Part B of IDEA, State Rules, or other applicable laws protecting disabled individuals. Due to the complexity and importance of these procedural safeguards, the Academy has determined to adopt the Provo City School District's policy regarding the procedure for resolving complaints under IDEA, or State Law. The Academy therefore adopts the following sections, as they apply to the IDEA complaint procedure as set forth in the Provo City School District, Special Education Policies and Procedures Manual: §IV. G. Complaint Procedures, et seq. As part of the Academy's Complaint procedure, the Academy has established procedures to allow parties the opportunity to resolve disputes through a mediation process that is available whenever a due process hearing or an expedited due process hearing is requested. These procedures are outlined in Provo City School District, Special Education Policies and Procedures Manual: § IV.J. In the event that Provo School District's policy does not comply with Part B of the IDEA, State Rules, or other rules protecting the rights of students with disabilities, the Academy will adopt a policy that ensures compliance with the aforementioned laws and regulations. Ill) Compliance. If the application of any requirement of the Academy's complaint policy to a student with a disability is not permissible, or becomes impermissible, under IDEA or State Law, the Academy shall implement other actions consistent with the conflicting law or regulation which shall most closely correspond to the requirements of this policy.
C.S. Lewis Academy 93 Appendix G - Letters of Support
Reba Vest 620 S Main Payson, Utah 84651 Re: Letter of Support for the C.S. Lewis Academy
To Whom It May Concern:
It is my pleasure to be asked to write this letter in support of a charter school in Payson, Utah. My name is Rebecca (Reba) Vest. I am a concerned parent living in Payson. I am currently an adjunct anthropology professor at Utah Valley State College. I have also taught at Brigham Young University and substituted in Nebo School District as well as in several school districts in the state of Maine. As you can see I have had quite a bit of contact with the education system; but my greatest involvement with the Utah school system has been through my children. I have three stepchildren from my husband's first marriage in addition to the three young children we have had together. Let me describe the educational experience my stepchildren have had. The oldest began having difficulties in Jr. High School. She attended school but that was about it. She failed several classes but was able to miraculously make up the missing credit hours in a few week summer courses. After her sophomore year she simply quite trying - even the summer school no longer worked. She came to live with us at the end of her junior year in high school. Through a lot of hard work she was able to complete two years of work in one school year and managed to graduate with her class. She took a full load at Payson High School as well as several courses through the electronic high school. It was a very difficult year for her. She has been out of school for a year now and has had two extremely short lived jobs in that time. She is currently unemployed. The next child is 16 and settling into the same pattern as his older sister. He failed 5 classes every term of this past school year. Last summer he "made up" all of his failed courses for the entire year in one 5 week summer course. This year he isn't even taking summer school. He is on a direct path to complete educational failure.
I do not blame the education system for the issues these two children have had. However, I do find it amazing that both of them were able to "make up" an entire years worth of work in a few weeks in the summer. I have also seen them save their grades in a last ditch effort of extra credit work that has nothing to do with the actual topic and principles they should have learned in the regular course work. These are concerns I have when considering my younger children's education. My boys are 4 years, 2 years, and 6 months old. I begin preschool with them at the age of 2 and will continue it until they start kindergarten. My 4 year old will be in the first kindergarten at the C.S. Lewis Academy Charter School, should we get your approval.
I am extremely excited at the prospects of a charter school in Payson. In my research I have found charter schools to involve more hands on learning, to incorporate critical thinking and analytical skills in the curriculum to a larger degree, and to allow the parents to have more of an impact on their children's' education. As you can see from our application, our charter school will involve uniforms (one of the best social equalizers), the arts (a necessity for developing well rounded individuals), Spanish in every grade (in today's world a second language is a requirement, not an option), and the best curriculum for the core classes. I truly believe C.S. Lewis Academy's Charter School will offer my boys the best public education available and give them a strong foundation to be active, involved, responsible citizens.
I have had great responses from my friends and neighbors regarding the development of a charter school in Payson. One of the leading preschool programs in Payson is endorsing our school as is the Kids Who Count program. A well respected physician in our community is excited about the possibility not only of her children attending but of being on the board for our school. I have discussed our program with many people and we are not only excited about what we currently have planned but look forward to researching even more educational possibilities such as the development of a Spanish emergent track- the wave of the future in public education.
We are pleased to be able to present our application to you and hope you can sense the need and demand there is for a charter school in Payson.
Thank you for your time,
Reba Vest.
C.S. Lewis Academy 94 Jeff Earl 564 W. 1050 S. Payson, Utah 84651
Re: Letter of support for C.S. Lewis Academy in Payson, UT
To Whom It May Concern:
My name is Jeff Earl and I am a resident in the city of Payson. My purpose in writing this letter is to speak as the voice of many who would anxiously take advantage of the opportunity to attend a charter school in our local area. I am a father of 4 children, 3 of which would currently be old enough to attend the school when in opened in 2006. I believe that the Payson area is an ideal location to open a charter school for the following reasons.
1- The level of interest in our community for this opportunity is extremely high. Aside from the attendance and support of my own family, I am aware of many households in the area who would welcome the school with open arms. The opportunity and possibility derived from a charter school, I believe, is the education future if we are to ensure a continued, high-quality education for our children. The current public school system in general, and in our area in particular, is mired in so many areas of difficulty that the change is eminent. Some of the problems in the public school system are funding, fiscal management, and accountability (for both students and teachers). All of these issues are greatly improved with the charter school system, the ideals of which are greatly supported in our area.
2- Payson is an ideal location to open a charter school. The reasons are many - but to mention a few: a. The level of support in our community (as previously mentioned). b. Our areas proximity to other charter schools- there simply aren't any other charter schools close. My children would attend one already if there was. c. The price of land and construction to build the school will be considerably less when compared to other areas with a similar level of interest.
3- Although it may sound similar to the other reasons just stated, the fact of the matter is that a charter school will simply work in our area. Not only does the area have support, but it's the right kind of support. Ours is a community that places a tremendous value on education. Ours is a community where gifted and talented people will be anxious and willing to sit on the board. Ours is the type of community where parental support will be plentiful. Payson is simply the type of community where if there is going to be a "next charter school", it should be there.
I sincerely appreciate your thought and consideration in this matter. If I can be of any further assistance, please don't hesitate to call me at 801-836-3615.
Sincerely,
Jeff Earl Concerned parent and community member
C.S. Lewis Academy 95 Marilyn Roberts 1592 s 910 w Payson, UT 84651 Re: Letter of Support for the C.S. Lewis Academy in Payson, UT
To Whom It May Concern:
My name is Marilyn Roberts and I am the mother of five children. My husband and I and our children reside in Payson, UT. I am writing this letter in support of a charter school in Payson. My interest in having my children attend a charter school stems from my own educational experience. I always did very well in school with very little effort. I graduated with a high GP A and as a member of the National Honor Society. I applied and was accepted to Brigham Young University in Provo, UT. I thought I was prepared for college. However, I found when I started attending BYU that I had no study skills whatsoever. I was really overwhelmed by the workload required in each class. I felt my previous education did not prepare me to enter a University. That year at BYU really made me feel as if maybe I wasn't cut out for college. The next year I transferred to Utah Valley State College. I did do a little better but I realized that I had no idea what I wanted to study or pursue as a career. After one semester I dropped out because I felt like I was spinning my wheels. Since becoming a mother I have never gone back to finish school and it is a huge regret in my life.
I have a real desire for my children to have a better academic experience than I did. I sincerely believe C.S. Lewis Academy is one way to help me meet that objective. I believe that if you can fuel a child's desire for learning while they are young then they will never need to be pushed to succeed. I want them to learn to think for themselves and be able to recognize those things in life that will make them happy. I also have a desire to learn for myself new ways to help my children. I am excited to be a part of a new way of doing things where educators and parents each have a responsibility for their student's success.
I believe Payson is a perfect place for a charter school because of the support we will receive here. I have many friends and neighbors who are excited to have the option of a charter school for their children. Payson is a wonderful community that is very involved in its children and their future. I feel that the residents here have a real desire to see every child succeed.
I thank you for the opportunity we have to present this application for a charter school. It has the full support of me and my family.
Thank you,
Marilyn Roberts
C.S. Lewis Academy 96 October 7, 2005 Re: Letter of Support for C.S. Lewis Academy
To Whom It May Concern:
I am writing this letter to express my support and my sincere hope for a charter school in the community of Payson, Utah, namely for C.S. Lewis Academy. I am a mother of two small children who will be able to attend C.S. Lewis Academy for their entire elementary school education.
The reason that I have become involved with the founding board of C.S. Lewis Academy is because of the educational opportunities it will offer to my children compared to the existing public schools in this area. Though I have not had first-hand experience with the school in our area, I have unfortunately heard more negative comments than positive with respect to the elementary school that my children would attend. Parents have said that the classes are too large and that their children are not getting the individual attention that they deserve.
Personally, I grew up in a small New England town and attended the public schools for elementary and junior high schools. At my elementary school, for each grade there were 2 or 3 classes with about 25 students each. Here in Payson, there are grades that have 5 or 6 classes each, and classes with over 30 students are common. These statistics make me nervous that my children will get lost in the shuffle.
My experiences in elementary school and in junior high were excellent, and they prepared me to attend a private high school. Choate Rosemary Hall is a boarding school run by a Board of Directors made up of concerned parents and alumni. While there, I learned that a successful school and a positive educational experience are dependent on parental involvement.
Before learning about the option of a charter school, I seriously considered sending my children to a private school. I was excited to hear about the idea of a charter school in Payson, because it would give my children many of the benefits of a private school in a local setting.
I also want to express my enthusiasm for the curriculum and focus of C.S. Lewis Academy, in particular. Being an engineer, most of my educational background was in math-related subjects. But, now, in daily practice, I find that writing and communication skills are just as vital as my math skills. Good reading comprehension and effective communication skills are key in any area of study and life.
As a member of C.S. Lewis Academy's founding board, I thank you for taking the time to read our application and giving us the opportunity to express our concerns for the best upbringing of our children.
Sincerely,
Lauren C. Ploeger
1038 South 530 West Payson, UT 84651 (80 1)465-9351
C.S. Lewis Academy 97 October 6, 2005
RE: Letter of Support for Payson Charter School Application
I am pleased to write this letter of support for the Payson Charter School Application. My name is Diana Erb, and as a parent with three children, I am very interested in supporting any projects that will further the educational opportunities available to the children in our community. I believe that the unique characteristics of a charter school, particularly the ones being proposed for Payson, allow students to expand their educational experience beyond what may be possible in their current schools.
From the time I was ten years old until I was fourteen, while my friends were doing homework, watching television, or getting ready for bed, I was· with my family cleaning an office building and a daycare center to help pay the bills. By the time I was eleven, besides having developed a very strong aversion to the smell of a particular bathroom cleaning product, I had developed a strong desire to attend college. At that time, I saw a direct correlation between neither of my parents completing college and my having to clean toilets, pick up trash and wash windows. While the experience helped me to develop a strong work ethic and to focus on my educational goals, I would not wish the experience on anyone else. Since then, I have been very sensitive to the importance an education plays in a person's life, and I have been fascinated with how educational institutions can create social change including breaking the cycle of poverty.
Unfortunately, sometimes schools in inner-cities or in smaller communities like Payson are unable to provide as many educational choices and opportunities as larger or wealthier communities. This disparity can translate into lower rates of college attendance, or for those who are able to attend not being prepared to compete as effectively with their peers. I believe that any additional educational choices we can obtain for our community will be well worth the effort, and others that I have talked to about the possibility of a charter school whole-heartedly agree.
If you have any questions or need any further information, please feel free to contact me at home (801) 465-2449. Thank you for considering the application for the Payson Charter School.
Sincerely,
DianaErb
C.S. Lewis Academy 98 Appendix H -Assurances
UTAH CHARTER SCHOOLS Assurances
The applicant charter school hereby assures and certifies to the State Superintendent of Public Instruction that:
A. The charter school will make provision for such fiscal control and fund accounting procedures as may be necessary to assure proper disbursement and accounting for all funds.
B. The charter school will maintain a clear, written procedure and process for auditing school finances as per the requirements of the Utah State Office of Education.
C. The charter school gives the Utah State Office of Education or the U.S. Comptroller General, through any authorized representative, the access to, and the right to examine, all records, papers, or other documents related to all funds, including the submission of reports as may be required.
D. The charter school will annually provide written evidence ofliability and other appropriate insurance coverages, including a description of the levels of coverage and the relationship of these coverages to local and state agency obligations.
E. The charter school will make such reports, including reports of evaluations, in such form and containing such information as the State Superintendent of Public Instruction may reasonably require to carry out his legislative functions and to determine the extent to which funds have been effective in carrying out legislative purposes and project objectives.
F. The charter school will comply with appropriate rules, regulations, and state guidelines except as specifically waived by the Utah State Board of Education or Legislature, and effective control will be maintained over, and accountability provided, for all funds, property, and other assets. The charter school will also adequately safeguard all public property and shall assure that it is used solely for authorized purposes.
G. After settling any outstanding debt, all physical assets owned by the charter school become the property of the Utah State Board of Education upon the tennin.ation of the charter school.
H. The charter school will comply with the requirements of the Family Educational Rights and Privacy Act of 1974.
I. The charter school will not discriminate in program benefits, participation, employment, or treatment on the basis ofrace, color, religion or national origin, and will comply with the provisions of Title IX of the Education Amendments of 1972 prohibiting discrimination on the basis of gender.
J. The chmier school assures that no otherwise qualified person shall, on the basis of a disability, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity that receives or benefits from local, state, or federal fmancial assistance.
K.. The charter school will not expend program funds for any education program, activity, or service related to sectarian instruction or religious worship.
C.S. Lewis Academy 99 L. The charter school will function under an open admission policy. If the number of students applying to enroll at any grade level exceeds the capacity of the school or of, classes, or grade levels within the school, then those to be admitted shall be chosen at random from among the applicants, within the allowable mandatory and optional preferences specified in Section 53A-la-506, Utah Code Annotated.
M. The charter school assures that it will not conduct a program of instruction until such time as:
(1) The requisite health and safety standards for the school building have been met according to the local fire and health department inspectors; (2) Adequate equipment, and materials are available; and (3) Conditions are adequate to provide for the economical operation of the school with an adequate learning environment.
N. The charter school will comply with all applicable federal and state laws, rules, and regulations regarding the recruitment, screening, selection, and evaluation of all school employees.
0. The charter school will only employ educators who hold valid Utah Professional Educator Licenses or who meet State Board requirements for alternative licensing routes or Board authorization.
P. The charter school will employ the use of the Utah State Core Curriculum as the foundation for the instructional program for the school.
Q. The charter school will employ the use of the Iowa Test of Basic Skills and the Utah State Core Course End-of Level Tests in the grade levels required by U-P ASS as a fundamental part of the overall assessment program for the school.
R. The charter school assures that resources will be available and a process established to develop a Student Education Plan/Student Education Occupation Plan (SEP/SEOP) for each student.
S. The charter school will operate with a written procedure for student suspension and dismissal, including appeal procedures.
T. The charter school will maintain an active parent/guardian involvement process including some fonnal mechanism for meaningful involvement in site-based decision making.
U. The charter school will not charge tuition or fees, except those fees allowed by law. Governing Boards will adopt allowable fees annually in an open board meeting.
V. The charter school will operate under the provisions of the Utah Open Meeting Law and adopt bylaws in an open meeting.
W. A copy of the charter will be supplied to interested individuals or groups on request.
X. The charter school will submit an appropriately amended application prior to any material change affecting the purpose, administration, organization, or operation of the school.
Y. A secondary charter school will be accredited or in the process of seeking accreditation.
Z. The charter school will acquire and maintain nonprofit corporate status.
AA. The charter school will follow all state procurement rules.
C.S. Lewis Academy 100 BB. The charter school will maintain accurate student transcripts.
The chief administrative officer of the applicant charter school certifies that, to the best of his/her knowledge and belief, the data in this application are true and accurate, and that the applicant will comply with the assurances noted above if this application is approved. Therefore, this application for charter school status and funding is hereby submitted with the full approval and support of the governing body and chief administrative officer of the proposed charter school.
Name (type): Reba Vest
Title (type): CAO
Signature: ______
Date:, ______
Admission Procedures
Admission is not limited based upon ethnicity, national origin, religion, gender, income level, disabling condition, proficiency in the English language or athletic ability. There are no tuition or fees charged for attending C. S. Lewis Academy Charter School except those allowed by law.
C. S. Lewis Academy Charter School will admit all eligible pupils who submit a timely application. A charter school shall give enrollment preference to children of founding members, pupils returning to the charter school in the second or any subsequent year of its operation and to siblings of pupils already enrolled in the charter school. If, by the application deadline, the number of applications exceeds the capacity of a class, grade level, or building, all applications for that class, grade level or building will be selected for the available slots through a lottery, except that preference as allowed in law shall be given. After the application deadline, pupils for any remaining slots will be accepted in order of their lottery position. If an opening in the school occurs mid-year and no students remain from the original lottery, a notice for applications will be announced and applicants enrolled on the same basis as outlined above.
These admission procedures have been approved in legislation and by the Utah State Board of Education. If you have other administrative details of how you intend to facilitate acceptance of applicants to your school, they should not be in conflict with the language noted above.
Proof of Insurance
C. S. Lewis Academy Charter School will provide to the Board a ce1iificate of insurance before the first day of school in its initial year and annually thereafter.
Electronic Data Submission C. S. Lewis Academy Charter School will have the technology and ability to meet all of the electronic data submission requirements for chmier schools.
C.S. Lewis Academy 101 Nonsectarian Statement C. S. Lewis Academy Charter School is nonsectarian in its programs, admission policies and employment practices and all other operations.
Special Education/Exceptional Student Services Training The applicant/authorized signer for C. S. Lewis Academy Charter School will take a one- day Special Education training class sponsored by the Utah Department of Education subsequent to signing the contract, but prior to the first day of instruction and annually thereafter.
CAO (please print) CAO's Signature Date
C.S. Lewis Academy 102 Appendix I - Background Consent & Information
Background Information
Please provide the following information on the authorized agent, each governing body member, and any individuals responsible for the day-to-day operation of the school. A resume for each individual is also required. This page may be copied as many times as necessary.*
Name______=R=e=b=a~V~e=s~t ______
Role in School (list positions with school), ______...:.A=c=t=in""'g,_C==.cA::..::O"------
Employment History: Using as much space as necessary below, please provide your employment history that supports your qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically address your qualifications and experiences as they relate to the development of academic programs, operations of a school or a small business, and background in financial management.
See resume
Education History: Using as much space as necessary below, please provide information on your educational training (including degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently qualified to operate a charter school.
See resume
Statement of Intent: Using as much space as necessary below, provide a personal statement regarding your role and commitment to this application as it has been written.
See letter of support
*The information and resume provided will be subject to verification by the board.
C.S. Lewis Academy 103 Reba Vest 620 S Main, Payson, UT 84651 * 801-465-1303 * [email protected]
Education MA, Anthropology, 1994; minor in Geography, Secondary Education Certification BA, Anthropology, 1991; BA History, 1991; minor in English
Teaching Experience Adjunct Anthropology Professor, UVSC current Private tutor for college level anthropology 2002-2003 Nebo School District Substitute Teacher 2001 Marriott Corporate Trainer 1997-2000 Maine School System Substitute Teacher 1994-1995 Utah Valley State College substitute 1994· Brigham Young University 1988-1994 Anthropology 110 Anthropology 108
Anthropology Sagebrush Archaeology 1994 Experience Ogden Historical Homes Survey Vernal, Utah Survey Ely, Nevada Survey Office of Public Archaeology 1989-1994 Vernal, Utah Archaic Excavation Baker, Nevada Field School Mountain Dell Pony Express Survey Mountain Dell Pony Express Excavation Seedskadee Survey American Expedition to Petra 1989
Languages Fluent German- read, write and speak
Community Activities Boy Scouts of America Cub Scout leader Upstage Theatre for Youth director James and the Giant Peach Sunday School teacher Girl's camp director Single adult leader Educator for adult women Reader for the blind Full-time Missionary Children's Miracle Network chair for Marriott
C.S. Lewis Academy 104 Background Information
Please provide the following information on the authorized agent, each governing body member, and any individuals responsible for the day-to-day operation of the school. A resume for each individual is also required. This page may be copied as many times as necessary.*
Name~----~L~a~ur~en~C~·~P~lo~e~g~e~r ______
Role in School (list positions with school) Secretary ofFounding Board
Employment History: Using as much space as necessary below, please provide your employment history that supports your qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically address your qualifications and experiences as they relate to the development of academic programs, operations of a school or a small business, and background in fmancial management.
See attached Resume.
Education History: Using as much space as necessary below, please provide information on your educational training (including degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently qualified to operate a charter school.
See attached Resume.
Statement of Intent: Using as much space as necessary below, provide a personal statement regarding your role and commitment to this application as it has been written.
See attached Letter of Support.
*The information and resume provided will be subject to verification by the board.
C.S. Lewis Academy 105 Lauren C. Ploeger
EDUCATION B.S. in Civil and Environmental Engineering, Brigham Young University, Provo, Utah (1998) M.S. in Civil Engineering, Brigham Young University, Provo, Utah (1998)
REGISTRATION Registered Professional Engineer, State of Utah
EMPLOYMENT 2003-Present Staff Engineer, Franson Noble Engineering, American Fork, Utah 1999-2003 Engineer I, Franson Noble Engineering, American Fork, Utah 1998-1999 Engineering Intern, Salt Lake County Water Conservancy District, Utah 1997-1998 Research Assistant, Brigham Young University, Provo, Utah
Project Experience
Water Management and Conservation Plans Gathered and analyzed water use and demand data. Created facility maps. Compiled plans that identified conservation issues, goals, and alternatives.
Water Right Certification Coordinated with the Utah Division of Water Resources with respect to proof ofbeneficia1 use, change and segregation applications, and request for extension of time.
Drinking Water Source Protection Plans Analyzed pump test data. Delineated capture zones. Identified and prioritized potential contamination sources within each capture zone. Compiled report that included management strategies for the potential contamination sources.
Feasibility Studies Conducted cost-benefit analyses for pipeline improvements, pump stations, power plants, etc.
Engineering Design Projects Compiled contract documents, technical specifications, and drawings for several engineering projects related to pipelines, wells, dams, pump stations, etc.
Project Management and Client Coordination Managed schedule, budget and work plan for all of above-listed types of projects.
Funding Acquisition Prepared proposals and applications for various grants and loans from Federal and State agencies.
C.S. Lewis Academy 106 Background Information
Please provide the following information on the authorized agent, each governing body member, and any individuals responsible for the day-to-day operation of the school. A resume for each individual is also required. This page may be copied as many times as necessary.*
Name______~~~a~ri~lyn~L~ym~~an~R~o~b~ert~s ______
Role in School (list positions with school)___ ---=.F..:=o:.!:'u""'n""d""'er"------
Employment History: Using as much space as necessary below, please provide your employment history that supports your qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically address your qualifications and experiences as they relate to the development of academic programs, operations of a school or a small business, and background in fmancial management.
See attached resume
Education History: Using as much space as necessary below, please provide information on your educational training (including degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently qualified to operate a charter school.
See attached resume
Statement of Intent: Using as much space as necessary below, provide a personal statement regarding your role and commitment to this application as it has been written.
I am committed to providing the best possible educational opportunities for my children so that they can excel in their life choices. I am committed to being an integral part of their educational expenence.
*The information and resume provided will be subject to verification by the board.
C.S. Lewis Academy 107 1592 S 910 W • PAYSON, UT 84651 PHONE (801) 465-9302 • E-MAIL [email protected] MARILYN ROBERTS
To provide the best life and educational opportunities for my children
EDUCATION
8/1992-12/1992 Utah Valley State College Orem, UT
6/1991-4/1992 Brigham Young University Provo, UT
LIFE EXPERIENCE Full time mother of five children and wife of one husband. Responsibilities include but are not limited to; cooking, cleaning, chauffeuring, setting appointments, kissing scraped knees, and reading Dr. Suess books.
Assisted my husband in his cabinet business; payroll, accounts receivable and payable, and other bookkeeping duties. Held data-entry positions at Retro Link Associates in Provo, UT and at Uni-Base in Salt Lake City, UT.
INTERESTS AND ACTIVITIES Reading, cooking, singing, crafts, decorating, attending sports activities, piano recitals, school programs, camping, hiking, and other outdoor activities.
VOLUNTEER EXPERIENCE Volunteer work in my children's classrooms; reading -with kids, math tutoring, class pru:ties, field trips, etc.
Volunteer work in various church callings; Primary president, Primary secretary, Relief Society secretary, Primary chorister, den leader, Primary counselor, and visiting teacher supervisor.
C.S. Lewis Academy 108 Background Information
Please provide the following information on the authorized agent, each governing body member, and any individuals responsible for the day-to-day operation of the school. A resume for each individual is also required. This page may be copied as many times as necessary.*
Name Diana Erb Role in School (list positions with school)___ ~N"--'-'-'/ A'-"'------
Employment History: Using as much space as necessary below, please provide your employment history that supports your qualifications and relates your experiences to be considered sufficiently qualified to operate a charter school. Specifically address your qualifications and experiences as they relate to the development of academic programs, operations of a school or a small business, and background in fmancial management.
Research Assistant, BYU J. Reuben Clark Law School Provo, Utah Feb 2005-Present Professor James Backman
Law Clerk, Callister & Reynolds, Las Vegas, Nevada Summer2005 Performed legal research & writing
Community Services Director, Payson City Corporation, Payson, Utah Nov 2002-Aug 2004 Researched and wrote grant proposals Planned and managed events and city celebrations Served as liaison for various community organizations and groups Designed promotional materials and wrote copy for newsletter and press releases Prepared and managed budgets Supervised interns and volunteers Marketing/Promotions Director, BYU Women's Athletics, Provo, Utah Aug 1995-July 1998 Developed and implemented marketing plans for Women's Athletics Organized and provided support for men's & women's athletic and other events Designed and distributed ads, flyers, and other promotional materials Developed and coordinated promotions including special offers and contests Sold athletic sponsorships/advertising and serviced accounts Supervised interns and volunteers Assisted with game operations & promotions during 1999-2001 Independent Marketing Consultant, Las Vegas, Nevada and Utah 1998-2003 Designed flyers, ads, invitations and other materials Performed data entry services and created mailing lists Provided consultation and resume writing services Public Relations Assistant, Utah Jazz, SLC, Utah Oct 1994-June 1996 1997 & 1998 NBA Finals
Academic Advisor, BYU Management Advisement Center, Provo, Utah July 1994-Aug 1995
Marketing Research Associate, Faria Group, Orem, Utah Summer 1994
C.S. Lewis Academy 109 Reference Librarian, David 0. McKay LibrQiy, Rexburg, Idaho Aug 1991-Dec199~
Hostess, Walt Disney World Polynesian Resort, Lake Buena Vista, Florida Summer 1993
Education History: Using as much space as necessary below, please provide information on your educational training (including degrees earned, dates enrolled, and institutions) that supports your qualifications to be considered sufficiently qualified to operate a charter school.
Juris Doctor Candidate J. Reuben Clark Law School Brigham Young University, Provo, Utah, April2007 B.S. in Management with a Marketing emphasis, Marriott School ofManagement Brigham Young University, Provo, Utah August 1995
Associates in Marketing, Ricks College (BYU-Idaho) Rexburg, Idaho December 1993
Statement of Intent: Using as much space as necessary below, provide a personal statement regarding your role and commitment to this application as it has been written.
Because education has always been an important part of my life, I am excited about the possibility of having a charter school in Payson. Whether or not a charter school is approved in Payson, I am committed to my children's education and to doing whatever is necessary for them to prepare to attend college in the future. I am willing to contribute my time and efforts towards opening a charter school in Payson because I believe that the school will provide all of the children who attend a tremendous educational experience and help them prepare for higher education.
*The information and resume provided will be subject to verification by the board.
C.S. Lewis Academy 110 AMENDMENT REQUEST
Utah State Board of Education
The Utah State Charter School Board (SCSB) is charged with authorizing, monitoring, evaluating, and dismissing charters of public schools in Utah. Its work is under the direct supervision of the Utah State Board ofEducation (USBE) per Utah Code 53A-1a-501.5.
1. CharterSchool______
2. Street Address. ______~Phone. ______
3. Cicy______Councy ______
4. This is a school located in an area: ( ) Rural ( ) Urban
5. Chief School Officer______~Phone. ______
6. The Charter school is located in which school district?______
7. List or attach all sponsors and/or founders of the charter school;
8. List or attach all duly elected, current board directors ofthe school:
9. Requested amendment to charter.
10. a) Sunrmary description of charter school:
b) How many students will the charter school serve and what grades?
c) The charter school's current grade configuration is:
d) Does the charter school's grade configuration align with the local school district configuration? e) Percentage of minority students at charter school:
f) Percentage of special education students at charter school:
g) additional information:
11. What makes this school unique or needed?
12. Is the schools' curriculum fully aligned with the Utah State Core Curriculum? If not, in what areas does the school deviate from the Core?
13. How does the school address the needs of students with disabilities who will need Special Education services?
14. Provide a copy of current school year budget and projected budget with amendments.
15. Provide a copy of most recent UP ASS state academic information. You may attach additional academic information if desired.
16. Who performs the fmancial accounting for the school (by name) and what are his/her credentials for accounting?
17. Provide the name and title of district personnel to whom you provided a copy of your entire amendment request, as well as the date of contact.
Charter School Board Representative Signature Date
Charter School Principal/Director Date
2 CS LEWIS ACADEMY [LEC I RONIC DEVICE PoLICY
Table of Contents
1. Philosophy 2. Definitions 3. Electronic Device Use 4. Procedure 5. Exceptions
1. Philosophy
In order to maintain a secure and orderly learning environment, and to promote respect and courtesy regarding the use of electronic devices, C.S. Lewis Academy hereby establishes the following rules and regulations governing student use of electronic devices, and procedures to address student misuse of electronic devices. The school is not responsible for the security and safekeeping of these items and is not financially responsible for any damage, destruction, or loss of electronic devices.
2. Definitions
"EI.ectronic device{s)," means a privately owned device that is used for audio, video, or text communication or any other type of computer or computer-like instrument which includes, but are not limited to, cell phones, Mp3 players, iPods, personal digital assistants (PDAs}, compact disc players, portable game consoles, cameras, digital scanners, lap top computers, and other electronic or battery po_wered instruments which transmit voice, text, or data from one person to another.
3. Electronic Device Use
The use and/or possession of personal electronic devices on school property are prohibited. Students are not allowed to have these items in their pockets, desks, backpacks, purses, and/or desks except as noted in an IEP or Section 504 plan.
Teachers may give special permission for students to use and/or possess electronic devices for certain events, activities or academic programs (i.e. class parties or fieldtrips) with the approval of the School Director.
4. Procedure
The misuse and/or possession of an electronic device constitutes a violation of school Discipline and Behavior Policy under the "Minor Discipline" classification and is subject to the disciplinary procedure set forth in that document. In addition to the disciplinary action, the student will be required to relinquish the electronic device. The electronic device will remain with the School Director until a parent or guardian comes to claim the device. 5. Exceptions
Teachers may give special permission for students to use and/or possess electronic devices for certain events, activities or academic programs (i.e. class parties or fieldtrips) with the approval of the School Director.
Students offamilies who walk to school may make special arrangements for students to carry cellular phones to and from school for safety purposes. The arrangements must be made with approval from the School Director, and phones must be checked into the front office as soon as the student arrives at school and checked out as they are leaving for the day.
Students with IEP's or 504's may use electronic devices ONLY as stipulated and directed in their IEP or 504. Students may only use their approved devices in a way that is conducive to and in harmony with the learning environment. Inappropriate, vulgar, violent, offensive, or in any other way disruptive content, or use of the device in a way that is not specifically noted in their IEP or 504 will result in disciplinary measures set forth in section 4.