Application Coversheet (Please type) Name of Proposed School to open in Fall 2007: The Rhodes School Name of Sponsoring Entity: The Rhodes School Note: If the sponsoring entity is a 501(c)(3) nonprofit organization, the name must appear exactly as it appears in the Articles of Incorporation or any amendments thereto. The sponsoring entity is a (Check only one.): 5fl501(c)(3) nonprofit organization [U Governmental Entity Q College or University Chairperson of Governing Body of Sponsoring Entity: Michelle L. Bonton Chief Executive Officer of Sponsoring Entity: Same CEO/Superintendent of Proposed Charter School: Not Known at this time Name of Governing Body of Sponsoring Entity Member Who Attended an Applicant Conference: Michelle L. Bonton Date of Conference: 12/02/05

Applicant Mailing Address (Not a P.O. Box): 13518 Mobile Street. Houston. Texas 77015 Physical Address of Proposed Administrative Offices, if different from above: Physical Address of the Main Campus: Not Known at this time Physical Address(es) of any Additional Campus(es):

Contact Name: Michelle L. Bonton Contact E-mail Address:

Contact Phone #: (281)224-5873 Contact Fax #: (713)453-6321

Circle Grade Levels to be served: Maximum Enrollment: _ 750

(must include, by Year 3, at least one grade level in which TAKS is administered)

K 1 J34~5> 78 9 10 11 12 Pre-K4 l^LJJLJ6 7 8 9 10 H 12 (/Year 3: Pre-K3 j^e-Kj^K 1 2 3 4_J^6 7 8 9 10 11 12

I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the ' " rion after award. In accordance with TEC §12. 1" TCjt------**--+*- -

that incomplete applications will not be considered.

(BLUE INK) Signature of Chief Executive Officer of Sponsoring Entity Date Printed Name ^TM/ 1 iS^cPl/t?' _ a/3d/gg Michelle L. Bonton (BLUE INK) Signature of Application Preparer Date Printed Name With what company is the application preparer associated? _The Rhodes School. Was preparer paid? \ f DYes [gNo

701-05-008-007

TOGO The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 TABLE OF CONTENTS

Items . Page Application Checklist 3 Application Sections 1. Statement of Need 4 2. Vision of the School 7 3. Educational Plan 18 4. Student Goals 165 5. Human Resources Information 169 6. Governance 195 7. Community Support 201 8. Geographic Boundary 204 9. Admissions Policy 204 10-Special Needs Students & Programs 206 11.Business Plan 216 12. Attachments 12a. Notarized Biographical Affidavits 225 12b. Organizational Chart 226 12c. 501 (c)(3) Determination Letter 228 12d. Articles of Incorporation 229 12e. Corporate Bylaws 230 12f. Published Notice of Public Hearing 238 12g. Synopsis of Public Hearing 240 12h. Signed Certified Mail receipt Cards 243 12i. Audit Report 245 12j. Credit Report 250 12k. IRS 990 Filing 251 121. Letters indicating sources of private 252 funds 12m. Start-up Budget 253 12n. Budget for One Year of Operation 254 12o. Negotiated Service Agreements 255 12p. Negotiated Lease Agreements , 256 Deeds to Property, Earnest Money Contracts, or Purchase Agreements

0002

The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Applicant Checklist The Rhodes School The Rhodes School Proposed Twelfth Generation Charter School Name Sponsoring Entity Name

This list MUST be used by each applicant to ensure all sections of the application are included, complete, and responsive to the requirements. Sections deemed non-responsive will be marked incomplete. Any attachment without the correct documents) will be considered incomplete. If attachments do not follow Section 11, this application will be considered incomplete.

Application L^ Cover Sheet LX_Table of Contents ^x^' Applicant Checklist (T/jis checklist must be marked, signed, and included.)

Application Sections (All questions in each section must be answered completely.) _¥_ \ Statement of Need

• _j/2» Vision of the School Educational Plan Student Goals Human Resources Information Governance Community Support Geographic Boundary Admissions Policy Special Needs Students and Programs Business Plan Attachments (Mark to indicate that attachments are in order as indicated below.) / (See specific requirements for each attachment in the application.) _A Notarized Biographical Affidavits (p Organizational Chart 501(c)(3) Determination Letter from IRS or statement that item is not required if sponsoring entity is an institution of higher education or a governmental entity Articles of Incorporation filed with Texas Secretary of State and any amendments thereto, or comparable documents if the sponsoring entity is an outof-state corporation, or statement that item is not required if sponsoring entity is an institution of higher education or a governmental entity Corporate Bylaws or statement that item is not required if sponsoring entity is an institution of higher education or a governmental entity Published Notice of Public Hearing clearly showing the name of the newspaper and the date of publication and stating the proposed school name, sponsoring entity name, date, time, and place of meeting, and name of sponsoring entity board members Synopsis of Public Hearing Signed Certified Mail Receipt Cards or the certified mail receipt showing each addressee, fees paid, and the date mailed Audit Report (If an audit report is not available, provide each of the following: 1) an unaudited statement of financial position; 2) an unaudited statement of activities; and 3) unaudited statement of cash flows. The unaudited financial statements must include a notarized acknowledgement signed by the chief executive officer and chief financial officer of the sponsoring entity attesting to the accuracy and completeness of the information provided.) Credit Report or a statement explaining why this item is not available IRS 990 Filing or a statement explaining why this item is not available Letters Indicating Sources of Private Funds or Lines of Credit, Business Arrangements or Partnerships or a statement that there are no sources of private funds Start-Up Budget Budget for Year One of Operation (Budgets for Years Two and Three are also required in some cases where escalating enrollment is planned.) Negotiated Service Agreement(s) or a statement explaining why this item is not available Negotiated Lease Agreements), Deed(s) to Property, Earnest Money Contracts), or Purchase Agreement(s) or a statement explaining why this item is not available

Items are checked to indicate their inclusion in proper order in all copies submitted to TEA as verified by the following:

Michelle L. Bonton Michelle L. Bonton Name 0003

The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281) 224-5873 Statement of Need 1a. The North Channel area (Channelview, Galena Park, and Sheldon ISDs, and parts of North Forest, Humble, and Houston ISDs) is home to almost 46,000 students, 86% of whom are ethnic minorities. According to AEIS data, 73% percent are economically disadvantaged and more than 50% are considered at- risk for academic failure. These students are historically underserved, have less opportunities to experience academic success, and therefore, have a much more limited sense of self-efficacy which leads to negative attitudes about education and increases the risk of failure and/or drop-out.

Additionally, families in the North Channel area are extremely limited in their choice of educational programming because the districts in which they reside are limited in the educational programs they offer. There is a "one size fits ail" approach where programming is concerned. While research shows that magnet schools enrich the lives of students and improve their academic performance, none of the districts in the target area have an elementary magnet school program, and only one has any type of magnet programming at all. Students have little to no opportunity to explore their interests and talents beyond the traditional school program. Further, although the No Child Left Behind Act considers fine art programming a core part of the academic curriculum, North Channel area students, particularly those in elementary school, are grossly underexposed to the fine arts. Many districts have relegated fine art to one class during one grading period for the entire school year. Student interests and natural talents are not considered when deciding what type of fine art education is included in the curriculum. Most simply offer a basic art or general music class. This is despite the fact that research has proven time and time again that students who participate in fine arts education outperform their peers who do not participate in arts rich curricula. Studies by the Annenberg Foundation show that there can be as much as a 10% difference in achievement levels between the two student groups. This is a significant fact because the students in the North Channel districts identified as economically disadvantaged and/or at risk for failure consistently score lower on state and national achievement tests than their peers who do not have such indicators. Clearly, a different school model than that which currently exists is needed in order to close the achievement gap and provide expanded educational choice for these students. The board of directors believe the Rhodes School is a viable alternative to the limited school choice currently available to parents in the North Channel Community.

The Rhodes School will expand parents' educational choice, and provide a positive educational experience for students. A positive school experience is proven to promote feelings of self-efficacy among students as well as having an impact on their attitude towards education. There is no question that perceptions of self-efficacy and positive attitudes about learning can make a real difference in the lives of children. The magnet school model proposed by The Rhodes School will provide multiple and varied opportunities for students to experience success on a regular basis. In this environment, high achievement becomes the norm rather than the exception.

Unfortunately, not every student can reach his or her full potential in the The Rhodes School 4 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING COA/T/NGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Educational Plan: The information regarding the school day on page 19 and the information regarding daily after school tutorials on pages 5-6 should be replaced with the following information.

• Tutorials and enrichment will be held from 3:45 until 5:00 Monday through Thursday on an as needed basis.

Vo \nJ o\J traditional public school. Parents need the choice of enrolling their child in a school with the advantages listed above, a choice that normally only an expensive private school would offer. Economics closes that choice for most parents of this area. The Rhodes School would offer parents that choice.

Parents in the North Channel area have shown their desire to have the type of school proposed in this application as evidenced by the number of signatures obtained in support of bringing the school to the area. More than 500 parents and community members signed a petition in support of a fine art magnet charter school as proposed by The Rhodes School (See attached). Community members and parents alike agree that the time has come for students in the North Channel area to benefit from the educational research that shows how fine arts education increases academic achievement for all students, reduces off-task and inappropriate behavior, promotes social and personal development, and fosters lifelong learning. Parents also want their children to have some of the same educational opportunities afforded students in larger districts.

The values of a community charter school have been explained to the public at large through visits to Homeowner's associations, area apartment complexes, local neighborhoods, and area businesses. The response has been a resounding "YES" to all the benefits that The Rhodes School would bring to the community. The homeowner's associations in the geographic area to be served, including Sterling Green, Woodforest North II, New Forest, Kingslake Forest Greensbrook, Parkway Forest, and Pine Trails have voiced enthusiastic approval for the charter school. Over 125 names are on petitions signed by parents, neighbors, and community business leaders who wanted to show their support for the charter school. (See petitions enclosed in Attachment H.)

A charter school model is appropriate because of the flexibility and creativity it allows in targeting educationally underserved students, providing more opportunities for students to experience success, promoting a greater sense of seif-efficacy among students, and in offering programs that attract students to the learning process .

The Rhodes School will be a school founded on addressing local needs, and a charter school model allows us the freedom to implement unique programs that specifically target at-risk students in the area. A charter school model also allows more flexibility than a traditional public school because the school's smaller size and site-based management allow for a more innovative and entrepreneurial spirit that is independent of a large school bureaucracy. This gives the governing body the flexibility to make decisions and the autonomy to change course quickly to meet student needs, meet stated learning goals, and implement the vision of the school. The Charter school is the most appropriate model in addressing the void in school programming choices related to magnet schools and fine art which currently exists in the North Channel area and in meeting the specific needs of at-risk students because it allows for the following: 0006 The Rhodes School 5 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 00 CO o • Smaller class size ratios in all classes (18 to 1) o: • More Individualized attention than is generally possible in the public £: school setting. ^ • Longer school hours to cover TEKS objectives (8:00a.m. - 3:45 p.m.) o • Daily after-school tutorials and enrichment programs that offer expanded j| educational support (3:46 p.m. *3Q p.m.) § « A rigorous academic program 0 • Continuous accountability 5 • Close monitoring of student progress § ^ • A quick response when the child is struggling. Q £ • Progressive educational innovations that help students who struggle in a £ § traditional educational environment g uj • Implementation of non-traditional educational programs °c "> • A magnet program that provides opportunities to pursue individual interests, skills and talents in the arts • A expanden d curriculum • Th abilite y to attract teachers who want to serve in a school with a different educational philosophy than most traditional schools have • A ninnovative and entrepreneurial spirit among all stakeholders in the learning process, including administrators, parents, teachers, students, and community members • Frequent contact among parents, teachers and students • More parental involvement in a school that parents have chosen • A academin c program which recognizes multiple intelligences • Asmaller, closer environment which fosters a greater sense of community among teachers, students, and parents.

The Rhodes School's intention is to reduce significantly the element of at risk indicators for academic failure. Based on current educational research by organizations such as The Annenberg Foundation, a model such as the one proposed by The Rhodes School has a significantly more positive effect on student achievement in core academic subjects than programs that do not include the arts as part of the core curriculum. The Rhodes School will implement a research based, arts rich curriculum that is proven to yield higher academic achievement, motivate students to be active participants in the learning process, challenge them to think critically and problem solve effectively, improve students' sense of self-efficacy, provide students with opportunities to explore multiple intelligences, and which allows students to pursue their individual interests and talents in the fine arts and helps them to develop a desire for life long learning. Unfortunately, funding for fine arts programs and curricula in the target area has declined steadily over the past five to seven years. Ultimately, the Board of Directors is confident, that with the many flexibilities of a charter school model student learning will be improved for all.

Another reason the charter model is appropriate is because there are so many students in the North Channel Area who need the type of program The Rhodes School will offer, yet current attendance boundaries restrict these students to attendance at their neighborhood schools. Even if one district in the area decided to develop a magnet school program, thousands of others would be left out n « ^ _ u u U / The Rhodes School 6 13518 Mobile Street Houston, Texas 77015 (281)224-5873 because of attendance boundaries. A charter school model will allow students to cross attendance boundaries and take advantage of the innovative educational model offered by The Rhodes School. Removing the barrier that the attendance boundaries represent will allow a broader base of students to be served. Rather than having one school in one district which is restricted to attendance by only those students residing in the district, a charter model allows us to serve students from all five districts of which the North Channel area is comprised.

School Vision 2a) The Rhodes School exists to answer the call in the North Channel area for a school program which recognizes that learning takes place in many forms and through various experiences and mechanisms that go beyond traditional approaches to education and that all students, regardless of their race or economic status, have something to offer the learning community. We offer a school environment that is welcoming, safe, and exciting, and where students can grow and develop academically, socially, and emotionally.

At the heart of our mission is the desire to produce students who are academically superior, who are unafraid to take risks in order to achieve success, who are concerned about the world around them, and who understand that what you do when no one is looking tells the real story of who you are. In simpler terms, the mission of The Rhodes School is to promote Scholarship, Leadership, and Citizenship in our students.

Further, The Rhodes School seeks to reduce the element of at-risk indicators for academic failure and fill the fine art void in the North Channel community through an academically sound, arts rich curriculum that is aligned with the TEKS, and which will allow students to develop an understanding of and appreciation for the fine arts while developing and strengthening basic reading, writing, math, and science skills, as well as provide opportunities for interaction with students from different backgrounds. Students will be part of a curriculum that appreciates multiple intelligences and which integrates core academic subjects into the arts curriculum.

The vision of The Rhodes School consists of three elements: Program, Place (Environment), and People.

Program Vision The Rhodes School recognizes that student success begins with the development and implementation of an effective, research based curriculum that has measurable outcomes. The vision for the Rhodes School educational program is that the program will:

* Be aligned to the Texas Essential Knowledge and Skills; * Be learner centered; * Be based on recent pedagogy about best teaching practices; * Be flexible in order to adapt to student needs; * Lead to student mastery of state expectations as evidenced by 0 G 0 8 performance on state standardized assessments; The Rhodes School 7 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Integrate core academic subjects across the curriculum; • Include the arts as a part of the core curriculum; • Recognize and speak to the various learning modalities including auditory, kinesthetic, and visual; • Recognize that there are multiple intelligences; • Provide opportunities for hands-on interactive lessons.

Vision for the Place (Environment) The Rhodes School recognizes that the school environment must support student learning, and views the environment or the place where students come to learn as a critical component of the overall effectiveness of an educational program. Our vision is that the place (environment) where Rhodes Students come to learn will:

• B safe e both physically and emotionally; • B cleae n and attractive; • B welcomine g in its appearance and in the attitudes of those who serve there; • B learnee r centered in the physical layout of the classrooms; • B fulle y equipped with a technology and learning resource center to promote student access to information • Promote student learning by recognizing student success at every opportunity through programs, special events, announcements, newsletters, etc.

Vision for People The Rhodes School vision of people is three-fold and is comprised of students, staff, and parents.

Our vision for Rhodes School students is that:

• Every student pursue scholarship • Every student develops and displays leadership • Every student practices citizenship • Every student develops a love of learning that lasts a lifetime • Every student develops a greater level of self-efficacy • Every student takes responsibility for their learning • Every student actively participates in the learning process • Every student is aware of his or her academic strengths and weaknesses • Every student develops tools to compensate for weaknesses so as not to hinder their academic progress • Every student develops their own creativity and flourishes • Every student develops respect for themselves and others around them • Every student develops their talents according to their abilities • Every student experiences the appropriate mix of freedom with responsibility • Every student develops the attitude to be civic-minded, productive, and 0009 • responsible citizens

The Rhodes School 8 13518 Mobile Street Houston, Texas 77015 (281)224-5873 School administrators are charged with the task of communicating the school vision and mission throughout the learning community and for holding other staff members accountable to seeing that the vision is carried out on a daily basis. As the protectors and communicators of the school vision, Rhodes School administrators will:

• B trainee d and qualified for the positions they hold • Have a successful record as classroom teachers • B accountable e for student achievement • B willine g to hold staff accountable for student achievement • B willine g to make unpopular decisions that may be best for students • B innovative e in their approach to improving student success • B knowledgeable e about current best practices • B willine g to change course to meet student needs • B resulte s oriented • B inclusive e of all stakeholders • B facilitatore s in the educational process • B flexible e • Be people of integrity » Be a professional role model for staff, students, and parents • B willine g to share leadership with teachers as appropriate • Be a advocatn e for the school within the community • B highle y visible in the school by frequently moving through the hallways and in and out of classrooms. • Respect teachers as professionals • Allow and encourage input from teachers, students and parents about the learning process through regular communications including site-based decision making committees, staff development and faculty meetings, parent conferences, and conversations with students • Establish positive relations between the school and the community by making sure the community is aware of important school events and achievements • Promote the success of the school within the community by forming partnerships with area businesses and organizations • Minimize teacher turnover rate by creating a positive working environment

A well trained and highly qualified staff will be a foundational element of the Rhodes School's education plan. All teachers will hold a minimum of a bachelor's degree in one of the core academic areas or a related degree and meet the standard for being a highly qualified teacher as defined by the No Child Left Behind Act. Rhodes School teachers will be a team of professionals committed to refusing to let a child fail.

Our vision is that Rhodes School teachers will: • Possess a love for children ft f • Possess a passion for education U 0 i u • Possess the gift of imparting knowledge in a way that is easily understood

The Rhodes School 9 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Recognize that every child is unique • Recognize that every child can learn and be committed to identifying and implementing strategies that promote learning for every child • Recognize that every child has something to offer • Have high expectations for every child • Refuse to accept failure as an option for any student • Recognize the importance of and pursue opportunities for professional growth beyond the minimum requirements for maintaining certification • B willine g to take risks to achieve student success • Recognize the importance of and develop opportunities for parents to be partners in the learning process • Promote partnership and involvement among parents by having an open door policy, communicating frequently in writing, by phone, and in person • Determine to make more positive contacts with parents about students than negative contacts • Make their classroom a place where children want to be • Develop and implement researched based instructional strategies that result in student achievement • Develop and implement lessons that interest, and challenge students

No school program can reach its maximum potential without the involvement of parents. The Rhodes School recognizes the positive impact that parent involvement has on student achievement and will seek to ensure that parents are active members of the learning community. Parents will be • Active participants in their child's education • Have opportunities for meaningful involvement through participation in the Site-based Decision Making Committee, Parent Teacher Organization and parent-teacher conferences • Support student learning by making sure their children attend school regularly • Support student learning by discussing their children's school day with them on a regular basis • Support student learning by visiting the school regularly • Support student learning by attending and participating in school events and activities that build a sense of community between all stakeholders.

2b) In an overwhelming number of schools across the state, successful mastery of the Texas Essential Knowledge and Skills as evidenced through achievement on state standardized tests (currently the TAKS) is seen as the ultimate learning goal. We propose that mastery of the TEKS and TAKS serve simply as a baseline for student learning and development. Lifetime learning, the ultimate goal of any effective educational program, occurs when students are able to

• connect classroom theory to real world situations; • successfully apply the theory as needed; and • iii. employ analytical, synthesizing, and evaluative skills to develop n ^ r new and innovate solutions where classroom theory leaves off. U uA

The Rhodes School 10 13518 Mobile Street Houston, Texas 77015 (281)224-5873 It is the passion and mission of The Rhodes School to equip students with the tools to accomplish the tasks outlined above.

A primary method of fulfilling the mission is to maintain a small student/teacher ratio of eighteen to one. Smaller class sizes allow teachers to provide more individualized instruction, reduce the occurrences of inappropriate and off-task behavior, and foster a greater sense of community among learners.

In addition to smaller learning communities, students will also benefit from opportunities to explore multiple intelligences through the arts as described by Howard Gardner of Harvard University. The fine art program proposed by The Rhodes School will provide an immediate and on-going opportunity for students to apply classroom theory in a non-classroom setting and remove the barriers of experience that separate economically disadvantaged students from those with privileged backgrounds. Through this research-based, instructionally balanced, academically challenging program, students will gain an understanding of academic concepts and ideas and go beyond the simple acquisition of knowledge in isolation of how that knowledge connects to things that have a "here and now" meaning for them. This will have a direct impact on student achievement.

Research has shown that students who participate in arts integrated curricula outperform their peers who do hot participate in such programs. In a 2001 report of the College Board, college bound seniors who received fine arts instruction performed better on both the math and verbal sections of the national SAT than those who did not. Additionally, in a 1998 study of Chicago schools, students who attended schools with arts partnerships and integrated arts instructional programs outperformed their peers by 20% on state assessments. Further, a study conducted by the Houston Annenberg Challenge revealed that students who attended schools that participated in Annenberg sponsored integrated arts instructional programs performed better in math and reading than students who did not participate in these programs. In each year of achievement that the study encompassed (1998-2001) there was a performance gap of at least 10% between the two groups of children. (Source;.rioustonap/us.org/presenfaf/onsJ

To make certain that the program is academically sound and produces maximum results relative to student achievement, teachers will receive special training on how to integrate the arts into the curriculum through the Learning Through the Arts (LTA) program at the Houston Museum of Fine Arts. The LTA program at the museum is an arts-driven interdisciplinary curriculum that teaches the TEKS for all core subjects and is based on the model of art criticism espoused by Edmund Burke Feldman, which includes the highest level of Bloom's taxonomy.

In the Feldman model of art critique, students perform the following critical thinking tasks: 1. describe - by taking inventory of the objects and elements found in a work of art including color, shape, line, texture, and value; 2. Analyze - by discovering relationships between elements in the work such as unity, variety, emphasis, symmetry, and rhythm; 3. Interpreting - by finding the meaning in a work of art e.g., mood/feelings, characters and setting, symbolism, n r * theme/main idea, context; and 4. Evaluate - by forming judgments about a work U UI The Rhodes School 11 13518 Mobile Street Houston, Texas 77015 (281)224-5873 of art in relation to other works of its type. They deduce, assess, critique, recommend, and justify.

As students have opportunities to perform the tasks above- as they imagine, create, and reflect- they will develop both the verbal and non-verbal skills necessary to master math, science, language arts, and social studies. Additionally, they develop intrinsic motivation, self-discipline, and interpersonal skills, all of which are vital to life long success.

Students who participate in music will have the benefit of broad, unifying structures for organizing the knowledge and skills they are expected to learn. Students will develop their intellect; refine their emotions, expand their understanding of the cultural and creative nature of musical artistry, and make connections among music, the other arts, technology, and other aspects of social life. Through creative performances, students will apply the expressive technical skills of music and critical thinking to evaluate multiple forms of problem solving. Students will reflect on musical periods and styles, understand music's role in history, and they will be able to participate successfully in a diverse society.

In dance, students will engage in a unique form of life celebration, tradition, socialization, ethnic expression and communication. Objectives of the dance program include: strength and flexibility, body alignment, balance and control, coordination and rhythm.

In theater, the imagined and enacted world of human beings, students will learn what it means to be a human being in vicarious settings where thoughts and feelings can be safely explored and experienced. Through the use of role- playing, scriptwriting, and character development in particular circumstances, students participate in and create situations that allow them to make sense of their world and to understand those who are different from them.

It is clear that a curriculum that includes the arts as part of its core subject offerings has great benefit for students, particularly those from lower socio­ economic groups. This is significant since research indicates that the vast majority of students who attend public charter schools fall into this category.

As a fine art academy, The Rhodes School will incorporate the performing and visual arts into every facet of its educational program. Students will choose from a variety of genres including art, music, dance, and drama. Rather than being simply an enrichment class, the fine arts program will be developed as a reverberant blending of the arts into other core disciplines. Students' ability to learn will be enhanced because they will be required to draw on an array of skills, not just the linguistic and analytic mathematical intelligences upon which most schools are based.

Another innovative facet of the Rhodes School education program involves the use of student success plans or SSP's. The SSP is similar to the Individual Education Plan used to for special education students and has long been seen 0013 as an effective and necessary tool in promoting success and providing direction for student growth and achievement for special education students. Likewise, the The Rhodes School 12 13518 Mobile Street Houston, Texas 77015 (281)224-5873 SSP will serve as a comprehensive personal achievement plan for all Rhodes students. The SSP will be a collaborative effort between parents, teachers, and students. It will take into account a student's individual strengths and weaknesses and provide prescriptive steps for student improvement and development. The improvement part of the SSP will focus on overcoming and/or minimizing the effect of a student's weaknesses on academic achievement while the development part will focus on developing and maximizing a student's strengths. The SSP will be a dynamic tool in that it will change throughout a child's educational career to accommodate the child's needs. Students, parents, and teachers will meet at least twice during the school year (once during the fall and once during the Spring) to make adjustments to the SSP as needed.

Project Based Learning (PBL) is yet another unique element of the Rhodes School's education plan. We live in an outcome driven society and classrooms should be no different The Rhodes School desires to move student learning outcomes beyond that of standardized testing. While we understand that state testing is a necessary and appropriate form of measuring student achievement, we believe that products (or projects in our case) developed by students that demonstrate application of theory in concrete forms are an even more authentic measurement of student achievement. The ability to use information to pass a test is good, but the ability to use that knowledge to create or develop a product is what brings the knowledge to life for students and awakens in them a thirst for even more knowledge. It spurs their desire to analyze and think critically in a way a written test never could. Through PBL, students open their minds to new and innovative approaches to problem solving. Learning in an environment that gives students the flexibility to approach problems from different perspectives will increase their level of motivation, engagement, and ownership in the learning process. Students are not told what are how to think by teachers. Instead, they are given basic skills and tools, presented with a problem and given the freedom to explore ways of applying the skills and tools in their approach to the problem, which gives them a sense of ownership. When students take ownership, they become active stakeholders in the learning process, and they feel more personally responsible for their learning and achievement. Further, this type of learning provides opportunities for students to collaborate and problem-solve with peers, promoting the idea of community in learning. Students conduct self- assessments through the use of personal and peer evaluations and teacher- mandated benchmarks as" part of the assessment piece. The problems presented in PBL simulate those which may be found in real world situations and provides yet another means of helping students understand the connection between theory and real world application. Students come to appreciate the need for learning various skills, concepts and ideas, because they are led to understand how those skills, concepts, and ideas relate to things that have meaning for them. A comprehensive explanation of project based learning is taken from The Advanced Learning Technologies in Education Consortia at the University of Kansas:

Project-based Learning allows teachers to create tasks whose 0014 complexity and openness mimic problems in the real world. Students can see the interdisciplinary nature of these tasks, and see that each task may have more than one solution. Students who The Rhodes School 13 13518 Mobile Street Houston, Texas 77015 (281)224-5873 have the freedom to choose different strategies and approaches may become more engaged in the learning process, and these students will be more likely to approach other problems with an open mind.

In addition, students who are involved in creating the project assignment or the project checklist gain valuable experience in setting their own goals and standards of excellence. This gives students a sense of ownership and control over their own learning. Learners have the added opportunity to identify related sub-topics and explore them in a project-based scenario. Teaching with the project^based method enables students to work cooperatively with peers and mentors in a student-centered environment where learners are encouraged to explore various topics of interest.

Projects that have depth, duration, and complexity will challenge students and motivate them towards construction of knowledge. They will acquire problem-solving, communication, collaboration, planning, and self- evaluation skills. After completing a project, students create a self-evaluation of the project. This enables the students to focus on their learning process and allows them to see their progress. Self-evaluation gives students a sense of accomplishment and further instills responsibility for learning.

Learners who can see the connection between a project-based task and the real world will be more motivated to understand and solve the problem at hand. Students enjoy learning when learning makes sense. Project-based Learning lends itself to many disciplines. It provides learners the opportunity to have a voice in how and what they learn, while building intrinsic motivation towards problem- solving.

Additionally, Project Based Learning is an interdisciplinary approach to learning in that it requires students to demonstrate mastery of a wide range of skills including math, language arts, fine arts, geography, science, and technology to produce a product.

The outcome of the comprehensive fine arts program and project based learning approach proposed by The Rhodes School is a fully integrated, vertically aligned curriculum. Students will no longer learn math, science, language arts, and other subjects in isolation from each other. Rather, they will have ongoing and multiple opportunities to experience the interrelatedness of these disciplines. As organized, the curriculum will transcend subject-matter lines to focus on comprehensive life problems or broad based areas of study that add meaningful connections to the various segments of the curriculum.

Because the goal of the Rhodes School is to surpass minimum and baseline 0 0 expectations, and because integration and vertical alignment are inherent in the design of the Rhodes education plan, we will go a step beyond curriculum integration to a synergistic approach to curriculum design and instructional The Rhodes School 14 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Vision of the School ­

The information on pages 15-16 should be corrected to include the following statement:

• Rhodes School students will not be penalized if parents fail to complete the parental homework or comply with the parent contract.

0016 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Educational Plan:

The information regarding the school day on page 16 should be replaced with the following information. • The school day will be from 8:00 until 3:45 Monday through Thursday and from 8:00 until 1:00 on Fridays.

0017 methodology. As described by Fogarty, in her book The Mindful School, synergistic education "...goes beyond the blurring of subject area lines to a process of teaching whereby all the school subjects are related and taught in such a manner that they are almost inseparable. What is learned and applied in one area of the curriculum is related and used to reinforce, provide repetition, and expand the knowledge and skills learned in other curriculum areas. This process of synergistic [education] allows the student to quickly perceive the relationships between learning in all curriculum areas and its application throughout each of the school subjects..., Synergistic [education] does more than integrate; it presents content and skills in such a manner that nearly all learning takes on new dimensions, meaning, and relevance because a connection is discerned between skills and content that transcends curriculum lines."

Exceptional communication is yet another tool the Rhodes School will use to promote and ensure student success for all students, particularly those who are at-risk. Because of our smaller class sizes and the commitment to develop a sense of community among all stakeholders, The Rhodes School can develop exemplary communication between parents, teachers, and administrators. The principal will be intimately familiar with each student on the campus and will make frequent contact with parents about student progress. Contact will be made any time a student does any of the following: • Misses more than one day of school • Misses a homework assignment • Turns in class work or homework that is incomplete • Is underachieving • Does not put forth a best effort

We will continue to make contact with parents for as long as it takes for both the parent and the child to understand that The Rhodes School cares about each and every student and that failure is simply not an option for Rhodes School scholars.

Another method of promoting student success is the team teaching approach. Upon full enrollment, each grade level will have at least two classes. The two grade level teachers will work as a team to share strategies, pedagogy and evaluations of the TEKS objectives. Additionally, teachers will divide the subject matter into two departments: 1) reading, Language Arts, and writing and 2)math, science, and social studies. Teachers will teach the component in which they have the greatest amount of training and expertise. This format provides an opportunity for teachers from the two component groups to partner with other teachers on different grade levels to ensure that students are learning the skills and acquiring the tools necessary for learning at the next level in the various areas.

Other Rhodes School innovations include:

Parental Homework 0 C J 8 The Rhodes School recognizes the importance of parental involvement for the success of students, especially those who are considered at-risk. One of the most significant ways parents can support student learning and be involved in The Rhodes School 15 13518 Mobile Street Houston, Texas 77015 (281)224-5873 their child's education process is through reading. Each week, parents of will be assigned a book to read with their children. Logs of family reading time will be developed and maintain in each child's classroom folder. Students will have regular opportunities to share summaries of the stories they read as well as their experiences about family reading time. This program serves the dual purpose of increasing parental participation and developing literacy skills in the home. Incentives and awards will be given to track success with this take hnmA

Pr°9ram' REUSED DURING COA/T/A/GENCY PROCESS. Parent Compact SEE INSERT. In order to further encourage parents to commit to oemg active participants in the learning process, Rhodes School parents will be asked to sign a compact agreeing to • Make sure their child is rested and ready for school each day • Make sure their child is on time for school each day • Make sure their child completes all homework • Make sure they reinforce learning at home

Emphasis on Technology The Rhodes School will seek to establish and maintain a school computer lab with internet capabilities in order to close the information gap that currently exists between students from lower-socioeconomic groups and those from higher income homes. All students in grades K-5 will use computers to help master the TEKS objectives in language arts, math, science, and social studies. In addition, video cameras, digital photography and the internet will be woven into the curriculum through TEKS based assignments for students in grades 3-5.

The school will also have a web site to promote communication between parents and the school. The web site will be continually updated with important school information. Teachers will have e-mail accounts for more frequent communication with parents. The website will also be a means of keeping in contact with students are out of school due to long term illnesses.

Lower Student/Teacher Ratios Many of the elementary classrooms in the local community have higher class sizes than that which is proposed by the Rhodes School. We believe strongly, and research supports the fact that lower student to teacher ratios lead to more individualized instruction and thereby increases student achievement. With fewer students, teachers will be able to give more attention to the details of instruction. More time will be spent evaluating student writing samples and responses to benchmark and other assessments. The Rhodes School will maintain a student to teacher ratio of only eighteen students to every teacher.

Alternative School Schedule Most schools in the North Channel area follow the traditional 8:00 to 3:00 school schedule. Tfre-Rbedes School instructional day wiii be from 7:30 a.m. tu 3:4&­ p.m. Monday through Thurodoy and from 7.30 to-1 :QO p.m. on Friday. We will request a waiver from the state for the alternative school schedule. 0019

The alternative schedule is proposed for several reasons: The Rhodes School 16 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • increaseIt s the amount of time students spend in school each week from 35 hours to 38.5 hours, which will allow more time for instruction. • Through the weekly early dismissal day, it provides more time for teachers to plan and collaborate with each other and visit with parents than the typical one hour planning period does. • wilIt l reduce the instances of teacher absences because teachers will be strongly encouraged to use the time after early dismissal to schedule unavoidable, important personal appointments that have to be handled during the day. This is of particular significance because research has proven that there is a direct correlation between teacher attendance and student attendance, and between teacher attendance and student achievement. Students who attend schools that report lower teacher absenteeism outperform their peers from schools with higher teacher absenteeism by several percentage points. • wilIt l provide increased opportunities for staff development. The early dismissal day will be used to provide staff development experiences at least twice each month for all teachers. This way, teachers will be kept abreast of the last professional standards and best teaching practices. • wilIt l improve teacher lesson plan development. Quite often, teachers receive mountains of achievement data that does not benefit students because there is little to no time to disaggregate the data to identify individual student needs. The early dismissal day will allow teachers more time to disaggregate achievement data and plan instruction around student needs, making bench mark assessment measures more effective.

Closer Monitoring of Student Progress School wide math, science, reading, language arts, and writing benchmark assessments will be used to more closely monitor student progress. Data from the benchmarks will be used to help teachers develop effective student success plans and implement lesson plans and strategies that are more closely tailored to student needs.

Teamwork Approach to Discipline In order to minimize off-task behavior by students, greatly reduce the amount of instances discipline is assessed outside the classroom, and motivate students to do their best academically, The Rhodes School will use a teamwork approach to discipline. Each classroom will collect points or "stars" for attendance, homework, and good behavior. The measurements will include: • Classroom participation • Following directions • Working together i» Completing tasks • Assisting each other • Performance on benchmarks and standardized tests

When classes have accumulated enough points, there will be rewards of games, music, movie, extra computer time, or other activities that students enjoy. This very effective motivator allows not only the outgoing students to demonstrate 0020

The Rhodes School 17 13518 Mobile Street Houston, Texas 77015 (281)224-5873 respectful communication and self-control, but encourages quiet and shy students to respond more to help their class win points.

When a student chooses to misbehave or distract others from learning, points will be taken away. Since children often misbehave to gain attention, the negative attention a misbehaving student receives from classmates will motivate him or her to make other choices. When inappropriate behavior improves, teachers will provide opportunities for the student who caused the class to lose points to win those points back for the class. Again, this technique reinforces healthy ways to communicate consideration and respect for self and others. This method has been successfully used in other inner city public schools with outstanding results in terms of classroom discipline and student motivation.

The team work discipline system is truly that - a system where the class is reminded daily that they are a team. The more you work together, the more you learn and the more fun you have. Most students do not even realize it is, in fact, a discipline system. Students learn to quickly support and help each other when a problem occurs and feel a sense of accomplishment and belonging by working within a team. By developing a school environment where every classroom uses this system, "out of classroom" discipline is minimized and on-task behavior is maximized. This system is particularly effective for students who experience discipline problems in traditional school settings. Additionally, the principal is able to devote more time to classroom observations, positive student interaction, and curriculum tracking.

Education Plan 3a) The Rhodes School will implement the following education plan:

The Texas Essential Knowledge and Skills will serve as the base curriculum for The Rhodes School. All stakeholders will embrace and strive to meet the state goals as reflected in the TEKS and codified in the Texas Administrative Code, Title 19 (19 TAG), Chapters 110-128.

The Rhodes School curriculum is well rounded and performance driven. It utilizes an inquiry-based method with a strong literacy component evident in all subjects and grade levels. Staff members, in conjunction with the administrators, are responsible for ongoing investigation, assessment, analysis, and refinement of the curriculum based on student data. In addition to language arts, mathematics, science, and social studies, the performing an visual arts will also be an integral part of the curriculum. Students will select from music (which will include piano, violin, cello, and wind and percussion instruments), art, dance, and drama. Additionally, all students will receive instruction in physical education and health. Technology will be a vital and integral part of the curriculum for all grades. Teachers will be expected to integrate technology into their instruction on a regular and ongoing basis as evidenced through lesson plans and the types of projects assigned to students. Students will have opportunity to become proficient in and be expected to complete assignments using technology,

Through curriculum integration, children will master a broad range of content that is relevant, engaging, and meaningful. Teachers will use a variety of strategies to The Rhodes School 18 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Educational Plan:

The information regarding the school day on pages 19 and 26 should be replaced with the following information. • The school day will be from 8:00 until 3:45 Monday through Thursday and from 8:00 until 1:00 on Fridays.

0022 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Educational Plan: The information regarding the school day on page 19 and the information regarding daily after school tutorials on pages 5-6 should be replaced with the following information.

• Tutorials and enrichment will be held from 3:45 until 5:00 Monday through Thursday on an as needed basis.

0023 integrate the delivery of instruction such as themes, webs, units, and projects to provide appropriate learning activities. The curriculum design will embrace the Texas Essential Knowledge and Skills, but seeks to rise above these standards through inquiry and project-based learning that emphasizes questioning, evaluating and synthesizing information. Student activities and experiences are co developed in alignment with results and assessments. Evaluations are clear LU based on the TEKS, the Stanford Achievement Test and other assessments, o With these clear results teaching and learning is student centered and driven by a. assessment. >­ o 2 The length of the instructional week for students shall not be less than 38 hours § including intermissions and recesses. The time for lunch will be 30 minutes.-Tke— g school day will bo from al 0.00 d.m. to 4:15-p.m. Monday through Thuroday and o From 8:00 to 1:00 on Fridoy. Fridays will be early dismissal days for students o and will be used to for staff training, collaborative planning opportunities, and j| extended parent conferencing. From 4:16 until 5:00 Monday through Thurcday, § £ students who are achieving less than 80% mastery in any subject will participate Q uj in guided homework and/or individual tutoring. The student/teacher ratio will be m -~l 4Q-4 CO ^ lO.l. ^ UJ UJ LU ** °° Curriculum Description: • Th curriculue m will mirror and support the state's aims and will meet state curriculum requirements for all grade levels proposed. • Al textbookl s and other instructional materials will align to the TEKS curriculum. The foundation TEKS will be addressed appropriately in the curriculum. Updates provided by TEA related to the TEKS curriculum will be maintained and implemented. • Teacher lesson plans will align with the TEKS and refer to each skill being presented by reference number. Administrative staff will ensure that lesson plans indicate TEKS alignment by a weekly review of lesson plans and by observing classrooms. • Th assessmene t measures will align with the TAKS and TEKS. (See further discussion below). • Th assessmene t measures for bilingual and English as a second language (ESL) will align with TAKS and TEKS. (See further discussion below) • Special Education students will follow their Individual Education Plan (IEP) and through contract services to be provided for the appropriate programs that meet the special needs of these children. (See further discussion below). • Al Bilinguall , ESL and special education children will attend regular classes to learn along with their peers when appropriate. • Professional development will be provided to teachers and staff that further ensure that the TEKS curriculum is fully implemented. • Communication with parents regarding any difficulties or weaknesses their child may be having with any of the TEKS or TAKS will be often. Parents will be encouraged to be a partner with the school when devising an individual plan to ensure their child is successful. • Th magnee t school offerings (drama, dance, music, and art) will serve as enrichment programs along with health, technology, and physical 0024

The Rhodes School 19 13518 Mobile Street Houston, Texas 77015 (281)224-5873 education. Magnet programs will be available for students in grades K-5. Pre-K 3 and 4 year old students will participate in the other enrichment activities.

Bilingual/English as a Second Language: If a student indicates a home language other than English, The Rhodes School will administer an oral language proficiency test and a state approved achievement test to assure that the student can comprehend the material in the educational program. Students who have passed the TAKS will not be tested. However, students must have passed the TAKS in reading and written language. The Rhodes School will provide a BE/ESL program whenever eligible students have enrolled. The school will utilize either an ESL endorsed or a certified teacher to implement the program. The program shall consist of immersion strategies with bilingual buddies when available to provide adequate support for the student in the educational setting. Translators will be used whenever possible. All requirements for TEC 29 shall be described in policies and implemented by the charter school.

In order for limited English proficient students to participate fully in all school programs, the goal of the ESL program will be to enable these students to become competent in the comprehension, speaking, reading, and composition of the English language through integrated methods. The goal of the ESL programs shall emphasize mastery of English language skills, as well as all other academic subjects. The integral part of the academic goals for all students is to participate equitably in school. The limited English proficient students will be an integral part of all school programs. The school will seek certified ESL endorsed teachers to serve the students at the school. The program will provide English language support that will include student mentors and activities embedded in the language arts curriculum. The school will strongly encourage all teachers to work towards qualifications for a certified ESL endorsement and provide funds for this professional improvement. The goal is to have an ESL and/or bilingual teacher for every grade within two years of the opening of the school.

Special Education: In accordance with the rules and responsibilities identified in the Individuals with Disabilities Education Act (IDEA), the Texas Education Code (TEA), the State Board of Education (SBOE) rules, and the Commissioner's rules, the charter school will follow policies and procedures that affirmatively seek out, identify and evaluate children with disabilities, aged birth through twenty-one years of age. regardless of their enrollment status in the school. Children aged birth to three years will be referred within two days to an Early Childhood Intervention Agency (ECI) within the community. Students aged three through twenty-one years will be referred for evaluation of special education eligibility to the school special education program staff when the student is within the age group of students served by the charter school, and to the Regional Education Service Center or the local Independent School District when the student is not within the school's age groups. The referral will be made within 48 hours of initial contact.

The Rhodes School 20 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Referral and Child Find Students who may need special education may come to The Rhodes School in a number of ways. Parents may advise the school verbally or in writing that the child has special needs. This shall be considered a referral for special education services. Similarly, upon observation that a student is struggling in any particular area, and after implementing strategies to try to assist the student, a teacher may make a referral for special education services. A referral may also be made to the school by a doctor, a community agency, such as an Early Childhood Intervention program, an individual, a group or an organization that may have worked with the student or school. The school may also discover a referral through testing or screening. For those students referred to the Rhodes School program, the federal timeline regarding referral, evaluation and ARD committee meeting of 90 calendar days will be met. All federal and state regulations governing the confidentiality of records, timelines and implementation of programs for students eligible for services will be adhered to in this program. At the time of referral, the school will notify the parent in writing about the process it will follow to determine whether a student needs special education service. The information gathered during the referral process is to determine whether the school will test a student to see if a disability exists and whether special education services are needed to accommodate the student.

Upon full enrollment, the school will also have an instructional assistance team or 1AT. The 1AT shall be comprised of the school counselor, the lead special education teacher, the child's classroom teacher and the parent. The IAT shall meet to discuss the student's progress in school. They will review the student's class work, historical educational information, and anecdotal notes from the teacher, other staff members who may have observed the student and parents. The IAT shall develop strategies the teacher can implement in the classroom in an effort to assist the student and try and isolate the problem and determine if the student is simply missing information, not working toward full potential, or truly does have a possible learning disability. The strategies developed by the IAT shall be implemented in the classroom for a two week period. The IAT will reconvene to discuss the results and make a decision at that time about whether to move forward with testing for special education services. If the school decides to test the student, school officials will notify the parent in writing about the assessment process and obtain written consent before the assessment is administered. If the school official decides not to test for special education eligibility, they will notify the parent in writing about this decision. Parents may challenge the school's refusal to assess a child through the complaint process or due process hearing.

The school will obtain parental consent for all initial evaluations and re­ evaluations. The school will only be allowed to re-evaluate a student without parental consent if the parent fails to respond and the school can demonstrate that it has taken all reasonable measures to get consent. 00^6

The Rhodes School 21 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Notice of Rights

In order to meet the requirements to give parents general notice, The Rhodes School will use the pamphlet developed by the Texas Education Agency called "Special Education: An Explanation of Procedural Safeguards." The school will use this pamphlet to give parents general notice of their rights before every ARD meeting. The school will give this notice in the language the student usually speaks at home. If the parent cannot read or write, the school will provide the information orally, on cassette tapes, in Braille or in any way that the parent can understand. Parents will sign an acknowledgement of receipt form to verify that the parent received the Notice of Rights. The school will keep written records to show they gave this notice. If the parent does understand the meaning of the pamphlet, the school official will explain it to them.

In addition to the general notice, the school will give specific notice at the referral process and at each significant decision-making step after referral. The school will send notice to the parent in the language they usually speak at home, advising them about the actions the school wants to take and about their rights.

The school will give the parent specific written notice at least five (5) school days before they:

• Make decisions about whether the child has a disability, or change his disability category;

• Conduct an assessment;

• Change the current education program; or

• Change the placement.

The school will give specific written notice to the parent, if the parent asks to make any of these changes and the school refuses. For any of the actions described above, the parent will be told in writing about

• Th actioe n the school wants to take; • Why th schooe l wants to take that action;

• What other options the school considered;

• Wh thosy e other options were rejected;

• Evaluations, test, and other information supporting the school's position; and

• Sources for parents to contact for assistance in understanding what the law says.

The school's desire is to make sure the parent participates as an equal partner in 002 7 the decision- making process.

Comprehensive Individual Assessment (Evaluation) The Rhodes School 22 13518 Mobile Street Houston, Texas 77015 (281)224-5873 If the referral and Child find Process indicate that a student may need special education and/or related services, the school will do a comprehensive individual assessment (testing), at no cost to the parent. The school will notify the parent, get the parent's consent before testing, complete the assessment, and have a written report within 60 calendar days after the first referral.

The school's assessment will be done by a team of trained and knowledgeable professionals certified to administer the assessments. The school may also contract with other education service agencies, such as Harris County Department of Education, to provide special education services. The assessment will cover all areas of suspected disability and may consist of printed tests, observations, parents input and other forms of information. The team will analyze what is required of non-disabled students of the same age and determine how these requirements could be completely or partially fulfilled by the student being assessed if that student had access to appropriate assistive technology.

Once the school completes the assessment reports, it will give the parent a copy. The parent has the right to inspect and review the results of all assessments administered to their child. An explanation will be given to the parent in regards to any terms or statements in the report they do not understand. It is the desire of The Rhodes School that each parent understand the report so that they can take an active role in developing their child's IEP.

If the parent feel the school's assessment is incomplete and additional testing is needed, they can ask the school to do more testing. The parent may ask for a re­ evaluation or a due process hearing if they think the school's assessment is inaccurate or incomplete, and they cannot resolve the issue with the school or through mediation. The Admission, Review, and Dismissal (ARD) Committee

The Admission, Review, and Dismissal (ARD) Committee shall consist of the parent/guardian, the regular education teacher of the student, the certified special education teacher of the student, an administrator or administrator designee, an assessment professional, and, as needed, a speech pathologist, and related services professional. The school may utilize the consultation and assessment services of the Harris County Department of Education. All members of the ARD committee will have the opportunity to participate in a collaborative manner in developing the student's Individual Education Plan. A decision of the committee concerning required elements of the IEP will be made by mutual agreement of the required members, if possible. The IEP shall be reviewed at least annually. Short time periods for reviewing the 1EP may be used as agreed upon by the committee. The ARD meeting will be held no more then 30 school days after the school completes the assessment. If, after all evaluations are completed, the special education coordinator and staff of the school cannot provide the special requirements of the student, then the school will solicit those services from other professional 002 8 agencies in the area including the Region IV Education Service Center or Harris

The Rhodes School 23 13518 Mobile Street Houston, Texas 77015 (281)224-5873 County Department of Education. The Rhodes School will also seek to join in with other charter schools in a collaborative to contract with specialists to provide needed services for special education children. Each student will have available the same instructional regular school day as all other students, unless the IEP specifies a shortened school day. A certified special education teacher will be available to develop, participate and implement the IEP. The Individualized Education Program (IEP) is the school's written plan, designed just for one student. It will be an agreement between the school and parent on how the student will be educated. This plan will be revised at least annually. In developing the IEP, the school will follow the process below:

• Opening remarks and Introduction;

• Reviewing present level of educational performance; Developing measurable goals and objectives;

• Deciding on related services;

• Considering IEP elements that may apply to the student;

• Decide on Placement;

• Coming to mutual agreement;

• Closing meeting The school's objective will be to deliver special education and related services in the least restrictive environment. The Individual Education Plan (IEP) as outlined by the ARD committee will guide Special Education students. They will participate in their appropriate classroom, but will be included, as much as possible, in all the enrichment classes appropriate to their age or grade level. The Rhodes School Extended Year Program

The Rhodes School will follow the Texas Board of Education Rules in regards to its Extended Year Program. Extended Year Services are defined as individualized instructional programs beyond the regular school year for students who are enrolled in The Rhodes School's special education program.

(1) The need for EYS will be determined on an individual student basis by the ARD Committee. (2) The need for EYS will be documented from formal and/or informal evaluations provided by the school or parents. The documentation shall demonstrate that in one or more critical areas addressed in the current IEP objective, the student has exhibited, or reasonably may be expected to exhibit, severe or substantial regression that cannot be recouped within a reasonable time period. Severe or substantial regression shall mean that the student has been, or will be, unable to maintain one or more acquired critical skills because of the absence of EYS. 0 Q £ 8 (3) The reasonable time period for recoupment of acquired critical skills shall be determined on the basis of needs identified in each student's IEP. If the The Rhodes School 24 13518 Mobile Street Houston, Texas 77015 (281)224-5873 loss of acquired critical skills would be particularly severe or substantial, or if such loss results, or reasonably may be expected to result, in immediate physical harm to the student or to others, EYS may be justified without consideration of time period for recoupment of such skills. In any case, the time period for recoupment shall not exceed eight weeks. Extended Year Services (EYS) are provided when an ARD committee determines that without such services a student would suffer severe regression that requires extensive recoupment. Severe regression refers to severe or substantial loss of critical developmental skills. Extensive recoupment refers to an unusually long period of time to relearn previously mastered skills to the point that the student is prevented from receiving an appropriate education. The EYS are not provided simply for recreational reasons or because the student would acquire some benefit from them or to gain new skills. But rather, services are provided in order to maintain previously acquired skills. The EYS are not provided solely on parental request, but rather on student needs as determined by the ARD committee. It is the responsibility of the teacher to keep an accurate account of the data on those students who may be recommended for EYS. This data is to be discussed during the ARD meeting. As part of the data collection, teachers are encouraged to closely examine the IEP objectives before the break on those students who may be recommended for EYS and upon return from the break for signs of regression. If the student takes longer to recoup the critical skills after using the formula, the teacher should note this information on the IEP. It is the responsibility of the school to assure that the items listed below are submitted for each student being recommended for EYS. Note that in order to ensure proper processing, all information shall be submitted no later then the established deadline. 1. IEP objectives marked with red asterisk (*) 2. Related Services indicated (if appropriate). 3. Transportation information submitted directly to school officials. 4. Emergency Information for student. 5. Any other pertinent information, if applicable. Close-out procedures will be completed by the appropriate teacher and/or professional: An Extended Year Services Report will be used to write a specific statement of each student's performance and any other pertinent information which will be helpful to the student's teacher. On the report, write the IEP objectives which were addressed during EYS. Make notations about the student's progress on each objective during EYS. Each teacher is to submit Lesson Plans at the time of checkout. 0 0 ^ Q The building principal shall have ultimate responsibility for implementation of the Child Find program and all other aspects of the requirements of IDEA. This The Rhodes School 25 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Educational Plan:

The information regarding the school day on pages 19 and 26 should be replaced with the following information. • The school day will be from 8:00 until 3:45 Monday through Thursday and from 8:00 until 1:00 on Fridays.

0031 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

The information on page 26 regarding the grades the school is corrected to show following statement:

• The school will serve grades pre-k4 through fifth grade. includes identification of any other staff members, annually, which will participate in the implementation of this program.

The Rhodes School will follow all components of IDEA. Any students that are screened and found to be potentially eligible for services under IDEA will be referred for possible special education or early intervention services within the school. Each special education student will be provided nonacademic and extracurricular services and activities conducted by the school with students without disabilities to the maximum extent appropriate to the needs of the student.

Language Arts: The focus of Language Arts is language word study, reading, and writing. Included in language word study are: interactive read aloud; modeled reading and writing; poetry sharing, response and writing; interacting vocabulary study; words study; spelling; handwriting; interactive editing; and test reading and writing. Included in reading is: independent reading, guided reading, and literature study. Included in writing is: independent writing, guided writing, and investigative writing. All three areas utilize multiple genres in both fiction and non-fiction reading and writing. Reading, writing, speaking and listening will be integrated in all core subjects to support student knowledge. Although there will be a block of class time for language arts that allow teachers to fully develop the reading and writing process and that allow for learning and reflective thinking to occur, other disciplines such as science, math and social studies may be integrated into this block through reading, investigating, and writing of non-fiction materials that pertain to studies in other disciplines. With this integration students can begin to see the relationship of concepts and the importance of <2 reading and writing in different genres, o § -Kindergarten through Gixth Gradc^c Kindergarten llnuuyli bixlli yidde £ prngma^houro will be 0:00 a.m. until-4?45 p.m. Monday Ihiuuyli Thursday^nd ^ from 8:00 to 1:00 p.m. on Fridays. Students will have a half hour for o lunch. The teacher/student ratio will not exceed 1:18. Teachers will provide g instruction using TEKS objectives for all lessons. Teacher lesson plans will be g reflective of the fact that lessons are based on TEKS objectives. Student o learning will be achieved through written assignments, projects based learning § activities, large and small group discussions, individual tutoring, computer g . assignments or other teaching methods. Student skill levels will be assessed at Q oc the beginning of each school year, or when the child enrolls (if the child is a late 2 g enrollee). These tests will be used along with the student's records to ensure 40 ^ — appropriate placement. Uj While mastery in reading, writing, oral language, mathematics, social studies and science are essential, the magnet program will also be an integral part of the curriculum because it will help students understand how classroom instruction is applied in other settings. Lessons will be designed so as to undergird and reinforce instruction provided in reading, language arts, math and science. A variety of resources will be used such as, state-adopted textbooks, community based programs that facilitate student learning (museums, libraries, performing artists, etc.), educational software, and other instructional materials. n v

The Rhodes School 26 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS H

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School Regarding the educational plan on page 27-154: * The educational plan for pre-k4 is attached.

0034 The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Pre-Kindergarten Education Plan

The Rhodes Schoo! will use the Texas Education Agency Pre-Kindergarten guidelines in implementing its pre-kindergarten curriculum. Specific objectives for each subject are outlined in the curriculum description provided below.

Mathematics: The Rhodes School pre-kindergarten mathematics curriculum is designed to provide students with the foundational understanding of math concepts so that they achieve mathematical proficiency through mastery of basic skills, concepts, and processes. The end result is the ability to think and reason mathematically and to begin the process for learning how to use mathematics to solve problems in authentic contexts.

The mathematics curriculum is organized into units of instruction. The following goals and objectives provide an overview of what students should know and be able to do by the end of each unit in pre-kindergarten.

Mathematics Objectives Knowledge of Algebra, Patterns, and Functions

By the end of the school year, students will be able to:

. Recognize and duplicate simple patterns. . Sort by a given attribute Recognize, describe, and identify common shapes, including circle, triangle, and rectangle , Find common shapes (circle, triangle, and rectangle) in the environment. Use and respond to directional and positional words such as up, down, over, under, top, bottom, inside, outside, in front, and behind. Knowledge of Measurements Describe objects according to size, length, height, and weight. Participate in activities using non-standard measurements for length. Demonstrate an understanding of concepts of time such as day, night, morning, and afternoon. The Rhodes School - Response to Pre-School Curriculum Contingencies in the Application for A 12th Generation Charter School Pre-K Education Plan (page 2)

Participate in making comparisons between several objects based on length and weight. Knowledge of Statistics . Pose informational questions. Participate in collecting and organizing data. . Work in a group to organize and display data concretely on a graph. . Participate in making predictions based on direct experience. Knowledge of Number Relationships and Computation . Use concrete objects to model single-digit numbers. . Read and count 0-10 with whole numbers. , Recognize numerals 0-10 in meaningful contexts. . Use ordinal numbers, first and second. . Create sets with more (less) and equal numbers by matching. Process of Problem Solving . Apply mathematical concepts, processes, and skills to solve problems Process of Communication . Organize their mathematical thinking in order to use information and present ideas with words, visual displays, and technology. Process of Reasoning Reason mathematically and to evaluate mathematical situations. Process of Connections , Relate and apply mathematics within the discipline, to other content areas, and to daily life. English Language Arts The Rhodes School pre-kindergarten reading/language arts program includes reading, listening, and speaking. The goal of the program is to help all students communicate effectively orally and to use language proficiently for a variety of purposes. The reading program provides basic instruction in reading and word study (including phonics) and lays the foundation for the skiffs needed to be an independent reader later on. The kindergarten curriculum focuses on the foundational skills necessary for early reading and writing success. 0036 The Rhodes School - Response to Pre-School Curriculum Contingencies in the Application for A 12th Generation Charter School Pre-K Education Plan (page 3)

Reading Objectives: By the end of the school year, students will be able to: Reading . View a book, front to back, one page at a time, reading text from left to right. . Differentiate words from pictures. . Understand that speech can be written down to convey a message. . Understand the letters are grouped together to form words . Show awareness of beginning sounds of words. Recognize some pairs of rhyming words (e.g., truck/duck as seen in pictures). Recognize some letter-sound relationships {e.g., Peter/pumpkin). . Repeat each word of a simple sentence. Discriminate separate syllables in words. . Recognize and identify some upper and lowercase letters and associate some consonant sounds to appropriate letters (e.g., can identify letters from a random group and can match sounds to those sounds in their own names). . Recognize and read own name and names of some classmates. . Identify some labels and signs in the environment (e.g., read the "exit" sign in the classroom). Recognize some consonant letter sounds (e.g., shown the T sound, match to other words). Listen to informational books read aloud; choose to look at informational books. , Follow simple oral directions. Discuss personal experience as it relates to a book. Recall information, predict what will happen, answer questions, and retell a story. Know that an author wrote the book. Explain a possible cause for an event that occurred in a familiar story. Participate in creating a class chart or web. Compare two similar books. Describe an illustration in a book. Follow oral directions to perform a task. 0037 The Rhodes School - Response to Pre-School Curriculum Contingencies in the Application for A 12th Generation Charter School Pre-K Education Plan (page 4)

Repeat a familiar phrase from a story, poem, or finger play with expression. . Choose to look at books, request to have books read, and pretend to read.

Literature . Listen to a variety of books and poems. . Relate events in a familiar story to prior experience. . Discuss some of the characters , settings, and illustrations of familiar books (e.g., listen to a story and identify characters and settings). . Participate in group readings of repetitive phrases and rhyming words in stories and poems read aloud. . Recognize that some stories contain elements of make-believe and retell some stories and poems. , Listen to and discuss folk tales, fables, and different versions of the same story. . Listen to and discuss stories that evoke a variety of feelings. Predict what a story is about from the title and cover illustration. Retell some stories and poems (e.g., listen to a story or poem and tell what has happened). . Complete a sentence stem to describe clearly an event or experience. . Participate in using books to gain information. . Contribute to a group story about a shared experience with the teacher as scribe and create a page for a class book. Dictate and/or illustrate own stories. Contribute to a group letter with teacher as a scribe. Dictate and/or illustrate stories about familiar books. Arrange pictures from a familiar story in sequence. Use pictures, letter-like symbols, letters, and/or words to represent ideas. Language Understand and use increasingly complex and varied vocabulary. Understand and use language for a variety of purposes. Speak in sentences of increasing length and grammatical complexity. The Rhodes School - Response to Pre-School Curriculum Contingencies in the Application for A 12th Generation Charter School Pre-K Education Plan (page 5)

Recognize some capital letters and punctuation marks (e.g., question mark) in print. Listening . Demonstrate some active listening strategies (e.g., respond appropriately) during conversations and stories read aloud. . Listen with understanding and recall information from conversations, stories, and directions. Use language for a variety of purposes. Participate in group discussions. Science The pre-kindergarten science program provides students with opportunities to think and act like scientists. Students acquire science knowledge, practice science process skills, and apply science concepts through reading and observing, as well as by conducting investigations that have real world applications. Science teaching and learning is challenging and rigorous for all students and emphasizes reasoning.

By the end of the school year, students will be able to: Skills and Processes Access and process information from group readings, observations, investigations, and discussions. Identify questions and seek answers to questions about immediate surroundings. Use observations and science experience to form predictions. Participate in simple investigations. Demonstrate safety when conducting an investigation. Use number counts and non-standard units when recording data from observations. Collect and record data using observations and simple instruments (e.g. hand lenses, computers). Describe and compare data gathered during class investigations. Communicate findings (i.e., speaking and drawing) from group observations and investigations to the teacher.

V0 ^ft' v•' "J0 The Rhodes School - Response to Pre-School Curriculum Contingencies in the Application for A 12th Generation Charter School Pre-K Education Plan (page 6)

Sort common objects based on one physical attribute. . Classify objects based on similarities and differences. . Recognize that others may have different ideas and make different observations. . With teacher support, work in small groups to provide supporting evidence when forming simple conclusions or solving a practical problem. . Observe common objects and group according to color. . Compare the results of group investigations with the explanations of others. . Describe to teacher how scientific information was used. . Apply scientific concepts to understand a new situation. . Apply scientific concepts to make decisions. . Participate in suggesting possible solutions to a practical problem. Use tools (i.e., non-metric, non-standard) to observe and measure when collecting information. . Construct things with simple tools and a variety of materials, . Modify a product based on feedback from another group or results from a test. . Demonstrate that everyone can do science and invent things. Earth/Space . Describe the materials of Earth include land, air and water that are needed to support living things. . Sort and group a variety of living and non-living things based on their physical properties (e.g. shape and color). Identify ways life leaves evidence. Identify the Sun and Moon in the sky. Observe and record that the Moon is sometimes, but not always in the daytime sky. Identify the Sun as the main provider of heat and light. Describe the weather using observations. Identify weather patterns within one week during each season. Life Science Use hand lenses to observe familiar organisms.

00^0 The Rhodes School - Response to Pre-School Curriculum Contingencies in the Application for A 12th Generation Charter School Pre-K Education Plan (page 7)

Describe examples that show that human beings have special parts (e.g. hands, nose) that allow them to perform certain functions. Identify behaviors that prevent the spread of disease, . Recognize some animals and their offspring. . Recognize some similarities and differences among animals. . Identify that plants need water, soil, and light to grow. . Explain that animals need air, water and food and that plants need air, water, nutrients, and light to survive. Chemistry . describe physical properties of materials (i.e., texture, size, color, shape). Observe some changes that occur in materials and substances, (e.g., dissolving, ice melting). . describe and classify materials based on common properties (e.g., texture, color, hardness, size, weight and shape). Physics , demonstrate how to change the motion of an object by giving it a push or a pull. demonstrate that things fall to the ground unless something holds them up. observe that the Sun warms objects. Identify materials that light passes through. Environmental Science Describe that organisms can survive only in environments in which their needs (e.g. soil, light, and water) can be met. Recognize and sort living and non-living things.

SOCIAL STUDIES The pre-kindergarten social studies curriculum helps students model the behavior of good citizens. They learn about the concepts of social skills, courtesy, and kindness to

00-11 The Rhodes School - Response to Pre-School Curriculum Contingencies in the Application for A 12th Generation Charter School Pre-K Education Plan (page 8)

solve problems in the classroom. They develop a sense of community by investigating diversity in the classroom. Students learn about the importance of individuals in the community,

THEMES Living in the Classroom Community . Understanding Diverse People Connection to the Community By the end of the school year, students will be able to: . Use thinking processes and skills to gain knowledge of history, geography, economics, and political systems. . Place common routines in chronological order. . Recognize that people and families change over time, . Identify some ways that they have changed since they were babies and toddlers. State personal plans for center-time activities. . Participate in discussing and generating solutions to a class problem. . Recognize viewpoints of others. Geography . Participate in constructing and interpreting simple maps of the classroom. , Identify and describe prominent features of the classroom, school, and playground. , Demonstrate familiarity with the school layout. Identify some of the ways that goods and people are transported. Economics Identify choices. Political Systems Participate in creating rules for the classroom. Recognize what it means to be a good member of the class community. People of the Nations and the World Compare cultural similarities and differences. 0042 The Rhodes School - Response to Pre-School Curriculum Contingencies in the Application for A 12th Generation Charter School Pre-K Education Plan (page 9)

Demonstrate respect for others. , Experience the music, art, and literary traditions of different cultures.

Assessment of Pre-Kinderflarten Student Learning

Assessment is a critical instructional tool. Through assessment, teachers are able to identify student strengths and weaknesses, diagnose potential learning difficulties and gaps in learning. The measures used to assess Rhodes School pre-kindergarten students include, but are not limited to:

Teacher observations, teacher created assessments, and the DIBLES (Dynamic Indicators of Basic Literacy Skills) assessment for pre-kindergarten students. Parents will be notified of student progress via progress reports each three weeks and report cards at the end of each nine week grading period.

Parents will be kept informed of pre-k student progress via conferences, class newsletters, progress issued at the beginning and mid-point of each grading period, and report cards issued at the end of each grading period.

0043 SCOPE AND SEQUENCE LANGUAGE ARTS The focus of language arts is language, word study, reading (fluency and comprehension) and writing. Included in language/word study are: interactive read aloud; modeled reading and writing; poetry sharing, response and writing; interacting vocabulary study; words study; spelling; handwriting; interactive editing; and test reading and writing. Included in reading is: independent reading, guided reading, comprehension, and literature study. Included in writing is: independent writing, guided writing, and investigative writing. All three areas utilize multiple genres in both fiction and non-fiction reading and writing. Reading, writing, speaking and listening will be integrated in all core subjects to support student knowledge. Although there will be a block of class time for language arts that allow teachers to fully develop the reading/writing process and that allow for learning and reflective thinking to occur, reading will not be confined to a specific time period, nor will it be taught in isolation. Rather, reading, a primary foundation of student learning and success in school, will be integrated into every subject across the curriculum. Students will read in science, math and social studies. Reading strategies and skills will be constantly reinforced through integration methods. By integrating reading across the curriculum, students will be able to perceive the relationship that reading has to everything in our world.

SCOPE AND SEQUENCE The Rhodes School Language Arts program will focus on the following purposes and skills as its scope and sequence. Kindergarten through First Grade (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3); (B) respond appropriately and courteously to directions and questions (K-3); (C) participate in rhymes, songs, conversations, and discussions (K-3); (D) listen critically to interpret and evaluate (K-3); (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and (F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1). (2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and 00 4 4

The Rhodes School 27 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3). (3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (B) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3); (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); (D) present dramatic interpretations of experiences, stories, poems, or plays (K­ 3); and (E) gain increasing control of grammar when speaking such as using subject- verb agreement, complete sentences, and correct tense (K-3). (4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1); (B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3); (C) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and (D) retell a spoken message by summarizing or clarifying (K-3). (5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to: (A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1); (B) know that print moves left-to-right across the page and top-to-bottom (K-1); (C) understand that written words are separated by spaces (K-1); (D) know the difference between individual letters and printed words (K-1); (E) know the difference between capita! and lowercase letters (K-1); (F) recognize how readers use capitalization and punctuation to comprehend (K­ D; (G) understand that spoken words are represented in written language by specific sequences of letters (K-1); and n r «r U \j ij 0

The Rhodes School 28 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (H) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1). (6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The student is expected to: (A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1); (B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K­ 1); (C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1); (D) identify and isolate the initial and final sound of a spoken word (K-1); (E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); and (F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1). (7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to: (A) name and identify each letter of the alphabet (K-1); (B) understand that written words are composed of letters that represent sounds (K-1); and (C) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1). (8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and (C) identify words that name persons, places, or things and words that name actions (K-1). (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (B) establish purposes for reading or listening such as to be informed, to follow fl ^ ? fi directions, and to be entertained (K-3); and 1J "• The Rhodes School 29 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) retell or act out the order of important events in stories (K-3). (10) Reading/literary response. The student responds to various texts. The student is expected to: (A) listen to stories being read aloud (K-1); (B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1); (C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and (D) describe how illustrations contribute to the text (K-1). (11) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to: (A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3); (B) understand simple story structure (K-1); (C) distinguish fiction from nonfiction, including fact and fantasy (K-3); (D) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); and (E) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1), (12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to: (A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3); (B) use pictures, print, and people to gather information and answer questions (K-1); (C) draw conclusions from information gathered (K-3); and (D) locate important areas of the library/media center (K-1). (13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3); and n n * U w' -i (B) compare experiences of characters across cultures (K-3).

The Rhodes School . 30 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (14) Writing/spelling/penmanship. The student develops the foundations of writing. The student is expected to: (A) write his/her own name and other important words (K-1); (B) write each letter of the alphabet, both capital and lowercase (K); (C) use phonological knowledge to map sounds to letters to write messages (K­ 1): (D) write messages that move left-to-right and top-to-bottom on the page (K-1); and (E) gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K). (15) Writing/composition. The student composes original texts. The student is expected to: (A) dictate messages such as news and stories for others to write (K-1);

(B) write labels, notes, and captions for illustrations, possessions, charts, centers (K-1); (C) write to record ideas and reflections (K-3); (D) generate ideas before writing on self-selected topics (K-1);

(E) generate ideas before writing on assigned tasks (K-1); and

(F) use available technology to compose text (K-3). (16) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

(A) record or dictate questions for investigating (K-1); and (B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).

First Grade: In Grade 1, students continue to develop their oral language and communication skills and move to becoming independent readers and writers. First grade students listen attentively and connect their experiences and ideas with information and ideas presented in print. Students listen and respond to a wide variety of children's literature, including selections from classic and contemporary works. The stories and informational books students hear introduce them to new vocabulary. Students recognize the distinguishing features of stories, poems, and informational texts. First grade students continue to develop their concepts of how print connects with spoken language. Students understand that spoken language is composed of sequences of sounds and that those sounds are represented by letters. Students can name the letters and know the order of the alphabet and associate sounds with the letter or letters that represent them. 0 G 4 8

The Rhodes School 31 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Students learn most of the common letter-sound correspondences and use this knowledge to help them decode written words. First grade students regularly read (both orally and silently) in texts of appropriate difficulty with fluency and understanding. Students demonstrate their comprehension by asking and answering questions, retelling stories, predicting outcomes, and making and explaining inferences. First grade students become adept writers. Students know the difference between words, sentences, and paragraphs. First grade students can organize their thoughts and ideas into complete stories or reports. Students use subjects and verbs and are able to write complete sentences using basic capitalization and punctuation. First grade students become more proficient spellers as they learn to spell a number of high-frequency words and words with regularly spelled patterns. The students' messages move from left-to-right and from top-to-bottom and are written with increasing control of penmanship. (2) For first grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (3) The scope and sequence for Grade 1 are described below. Know/edge and skills. (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate; (B) respond appropriately and courteously to directions and questions; (C) participate in rhymes, songs, conversations, and discussions; (D) listen critically to interpret and evaluate; (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works; and (F) identify the musical elements of literary language such as its rhymes or repeated sounds. (2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect experiences and ideas with those of others through speaking and listening; and (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures . (3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: OO.S9

The Rhodes School 32 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate; (B) use verbal and nonverbal communication in effective ways such as in making announcements, giving directions, or making introductions; (C) ask and answer relevant questions and make contributions in small or large group discussions; (D) present dramatic interpretations of experiences, stories, poems, or plays; and (E) gain increasing control of grammar when speaking such as using subject- verb agreement, complete sentences, and correct tense.

(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to:

(A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);

(B) use vocabulary to describe clearly ideas, feelings, and experiences;

(C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts; and (D) retell a spoken message by summarizing or clarifying.

(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to: (A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger; (B) know that print moves left-to-right across the page and top-to-bottom;

(C) understand that written words are separated by spaces;

(D) know the difference between individual letters and printed words; (E) know the order of the alphabet; (F) know the difference between capital and lowercase letters; (G) recognize how readers use capitalization and punctuation to comprehend;

(H) understand that spoken words are represented in written language by specific sequences of letters; (I) recognize that different parts of a book such as cover, title page, and table of contents offer information;

(J) recognize that there are correct spellings for words; and

(K) recognize the distinguishing features of a paragraph. 0050 The Rhodes School 33 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The student is expected to: (A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1); (B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K­ 1); (C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1); (D) identify and isolate the initial and final sound of a spoken word (K-1); (E) blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1); and (F) segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds (K-1). (7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to: (A) name and identify each letter of the alphabet (K-1); (B) understand that written words are composed of letters that represent sounds (K-1); (C) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1); (D) learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; and vowel digraphs and diphthongs such as ea, ie, ee (1); (E) blend initial letter-sounds with common vowel spelling patterns to read words (1-3); (F) decode by using all letter-sound correspondences within regularly spelled words (1-3); and (G) use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1). (8) Reading/word identification. The student uses a variety of word identification strategies. The student is expected to: (A) decode by using all letter-sound correspondences within a word (1-3); 0051

The Rhodes School 34 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) use common spelling patterns to read words (1);

(C) use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, -ed, and -ing (1-2); (D) identify multisyllabic words by using common syllable patterns (1-3);

(E) recognize high frequency irregular words such as said, was, where, and is (1-2); (F) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(G) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3). (9) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to:

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (1 );

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" first grader reads approximately 60 wpm) (1 );

(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (1); and

(D) self-select independent level reading such as by drawing on personal interest, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3).

(10) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (A) read fiction, nonfiction, and poetry, including classic and contemporary works, for pleasure and/or information (1 ); and (B) use graphs, charts, signs, captions, and other informational texts to acquire information (1).

(11) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and

(C) identify words that name persons, places, or things and words that name actions (K-1).

The Rhodes School 35 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 (12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to:

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3);

(D) monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help (1-3); (E) draw and discuss visual images based on text descriptions (1-3); (F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); and

(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2).

(13) Reading/literary response. The student responds to various texts. The student is expected to; (A) listen to stories being read aloud (K-1);

(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1);

(D) connect ideas and themes across texts (1-3); and (E) describe how illustrations contribute to the text (K-1). (14) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to: (A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3); (B) understand simple story structure (K-1); (C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(D) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3); (E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);

0053 The Rhodes School 36 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (F) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1);

(G) analyze characters, including their traits, feelings, relationships, and changes (1-3); (H) identify the importance of the setting to a story's meaning (1-3); and (I) recognize the story problem(s) or plot (1-3).

(15) Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources, including selections read aloud. The student is expected to:

(A) identify relevant questions for inquiry such as "What do pill bugs eat?" (K-3); (B) use pictures, print, and people to gather information and answer questions (K-1); (C) draw conclusions from information gathered (K-3);

(D) use alphabetical order to locate information (1-3); (E) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); and

(F) locate important areas of the library/media center (K-1).

(16) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences with the life experiences, languages, customs, and culture of others (K-3); and (B) compare experiences of characters across cultures (K-3).

(17) Writing/penmanship/capitalization/punctuation. The student develops the foundations of writing. The student is expected to: (A) write his/her own name and other important words (K-1); (B) write each letter of the alphabet, both capital and lowercase, using correct formation, appropriate size, and spacing (1); (C) use phonological knowledge to map sounds to letters to write messages (K­ 1); (D) write messages that move left-to-right and top-to-bottom on the page (K-1);

(E) gain an increasing control of penmanship such as pencil grip, paper position, stroke, and posture (1);

(F) use word and letter spacing and margins to make messages readable (1-2); and 0 C b 4 The Rhodes School 37 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (G) use basic capitalization and punctuation such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2).

(18) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to: (A) dictate messages such as news and stories for others to write (K-1); (B) write labels, notes, and captions for illustrations, possessions, charts, and centers (K-1);

(C) write to record ideas and reflections (K-3);

(D) write to discover, develop, and refine ideas (1-3);

(E) write to communicate with a variety of audiences (1-3); and

(F) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(19) Writing/writing processes. The student selects and uses writing processes to compose original text. The student is expected to: (A) generate ideas before writing on self-selected topics (K-1);

(B) generate ideas before writing on assigned tasks (K-1);

(C) develop drafts (1-3); (D) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); and (E) use available technology to compose text (K-3).

(20) Writing/spelling. The student spells proficiently. The student is expected to: (A) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3); (B) write with more proficient spelling of inflectional endings such as plurals and verb tenses (1-2); (C) spell single syllable words that have r-controlled vowels such as in burn or star; that have the final consonants f, I, and s such as in miss or doll; and that have ck as the final consonants such as in buck (1);

(D) use resources to find correct spellings, synonyms, and replacement words (1-3); and

(E) use conventional spelling of familiar words in final drafts (1).

(21) Writing/grammar/usage. The student composes meaningful texts by applying knowledge of grammar and usage. The student is expected to: (A) use nouns and verbs in sentences (1); and U a D J The Rhodes School 38 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) compose complete sentences in written texts and use the appropriate end punctuation (1-2). (22) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to:

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); (B) respond constructively to others' writing (1-3); and

(C) determine how his/her own writing achieves its purposes (1-3). (23) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to: (A) record or dictate questions for investigating (K-1); and

(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).

Second Grade: In Grade 2, students read and write independently. Students have many opportunities to use spoken language. Second grade students understand that there are different purposes for speaking and listening. Students know how to attract and hold the attention of their classmates when they make announcements or share a story. Second grade students recognize a large number of words automatically and use a variety of word identification strategies to figure out words they do not immediately recognize. Students read regularly for understanding and fluency in a variety of genres, including selections from classic and contemporary works. Students read texts from which they acquire new information. Students summarize what they read and represent ideas gained from reading with story maps, charts, and drawings. Students use references, including dictionaries and glossaries, to build word meanings and confirm pronunciation. Second grade students revise and edit their own writing to make ideas more clear and precise. Students use appropriate capitalization and punctuation. Students use singular and plural nouns and adjust verbs for agreement. In Grade 2, students' penmanship is characterized by letters that are properly formed, words that are properly spaced, and overall compositions that are legible. Students begin to take simple notes and compile notes into outlines. For second grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(3) The scope and sequence for Grade 2 are described below.

Knowledge and skills. (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3); 0056 The Rhodes School 39 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) respond appropriately and courteously to directions and questions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(D) listen critically to interpret and evaluate (K-3); (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and (F) identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia (2-3).

(2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect experiences and ideas with those of others through speaking and listening (K-3); and (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3); (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(D) present dramatic interpretations of experiences, stories, poems, or plays (K­ 3); and (E) gain increasing control of grammar when speaking such as using subject- verb agreement, complete sentences, and correct tense (K-3). (4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3); (B) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and

(C) retell a spoken message by summarizing or clarifying (K-3). (5) Reading/word identification. The student uses a variety of word identification strategies. The student is expected to: (A) decode by using all letter-sound correspondences within a word (1-3); 0 C 5 7

The Rhodes School 40 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) blend initial letter - sounds with common vowel spelling patterns to read words (1-3);

(C) recognize high frequency irregular words such as said, was, where, and is d-2); (D) identify multisyllabic words by using common syllable patterns (1-3);

(E) use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing (1-2);

(F) use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2);

(G) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(H) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).

(6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to:

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (2);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm) (2);

(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2);

(D) self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and (E) read silently for increasing periods of time (2-3). (7) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (A) read classic and contemporary works (2-8); (B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3); and (C) read to accomplish various purposes, both assigned and self-selected (2-3).

(8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to:

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2); 0058

The Rhodes School 41 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); (C) develop vocabulary through reading (2-3); and (D) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words (2-3). (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3);

(D) monitor his/her own comprehension and act purposefully when comprehension breaks down such as rereading, searching for clues, and asking for help (1-3); (E) draw and discuss visual images based on text descriptions (1-3);

(F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);

(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2); (H) produce summaries of text selections (2-3); and (!) represent text information in different ways, including story maps, graphs, and charts (2-3). (10) Reading/literary response. The student responds to various texts. The student is expected to: (A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3); (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3); (C) support interpretations or conclusions with examples drawn from text (2-3); and (D) connect ideas and themes across texts (1-3). (11) Reading/text structures/literary concepts. The student analyzes the 0 C 5 9 characteristics of various types of texts. The student is expected to: The Rhodes School 42 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve (K-3); (B) identify text as written for entertainment (narrative) or for information (expository) (2); (C) distinguish fiction from nonfiction, including fact and fantasy (K-3); (D) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3); (E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); (F) understand and identify simple literary terms such as title, author, and illustrator across a variety of literary forms (texts) (2); (G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); (H) analyze characters, including their traits, relationships, and changes (1-3); (I) identify the importance of the setting to a story's meaning (1-3); and (J) recognize the story problem(s) or plot (1-3). (12) Reading inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to: (A) identify relevant questions for inquiry such as "Why do birds build different kinds of nests?" (K-3); (B) use alphabetical order to locate information (1-3); (C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); (D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3); (E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3); (F) locate and use important areas of the library media center (2-3); (G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and (H) draw conclusions from information gathered (K-3). (13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. The student is expected to: ocso The Rhodes School 43 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) connect life experiences with the life experiences, language, customs, and culture of others (K-3); and

(B) compare experiences of characters across cultures (K-3). (14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to: (A) write to record ideas and reflections (K-3);

(B) write to discover, develop, and refine ideas (1-3);

(C) write to communicate with a variety of audiences (1-3); and

(D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly. The student is expected to:

(A) gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2);

(B) use word and letter spacing and margins to make messages readable (1-2); (C) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2); and

(D) use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks (2).

(16) Writing/spelling. The student spells proficiently. The student is expected to: (A) use resources to find correct spellings, synonyms, and replacement words d-3); (B) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3); (C) write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2); and

(D) write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i (2).

(17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. The student is expected to: n r> p i (A) use singular and plural forms of regular nouns (2); The Rhodes School 44 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) compose complete sentences in written texts and use the appropriate end punctuation (1-2); (C) compose sentences with interesting, elaborated subjects (2-3); and (D) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3).

(18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);

(B) develop drafts (1-3); (C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); (D) edit for appropriate grammar, spelling, punctuation, and features of polished writings (2-3); (E) use available technology for aspects of writing, including word processing, spell checking, and printing (2-3); and (F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2-3).

(19) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to: (A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); (B) respond constructively to others' writing (1-3); (C) determine how his/her own writing achieves its purposes (1-3); (D) use published pieces as models for writing (2-3); and (E) review a collection of his/her own written work to monitor growth as a writer (2-3). (20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

(A) write or dictate questions for investigating (2-3);

(B) record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3); (C) take simple notes from relevant sources such as classroom guests, information books, and media sources (2-3); and n r r o U w D £

The Rhodes School 45 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

THIRD GRADE: In Grade 3, students read and write more independently than in any previous grade and spend significant blocks of time engaged in reading and writing on their own as well as in assigned tasks and projects. Students listen critically to spoken messages, think about their own contributions to discussions, and plan their oral presentations. Third grade students read grade-level material fluently and with comprehension. Students use root words, prefixes, suffixes, and derivational endings to recognize words. Students demonstrate knowledge of synonyms, antonyms, and multi-meaning words. Students are beginning to distinguish fact from opinion in texts. During class discussions, third grade students support their ideas and inferences by citing portions of the text being discussed. Students read in a variety of genres, including realistic and imaginative fiction, nonfiction, and poetry from classic and contemporary works. Third grade students write with more complex capitalization and punctuation such as proper nouns and commas in a series. Students write with more proficient spelling of contractions and homonyms. Third grade students write longer and more elaborate sentences and organize their writing into larger units of text. Students write several drafts to produce a final product. Students revise their writing to improve coherence, progression, and logic, and edit final drafts to reflect standard grammar and usage. Students master manuscript writing and may begin to use cursive writing. (2) For third grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition. It is the goal of the Rhodes School that all children read on grade level by the end of Grade 3 and continue to read on grade level or higher throughout their schooling. The scope and sequence for grade three are described below. Knowledge and Skills (1) Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences. The student is expected to: (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3); (B) respond appropriately and courteously to directions and questions (K-3); (C) participate in rhymes, songs, conversations, and discussions (K-3); (D) listen critically to interpret and evaluate (K-3); (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and (F) identify the musical elements of literary language, including its rhymes, 0 C G 3 repeated sounds, or instances of onomatopoeia (2-3). The Rhodes School 46 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect experiences and ideas with those of others through speaking and listening (K-3); and (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3). (3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to: (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3);

(B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3); (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); (D) present dramatic interpretations of experiences, stories, poems, or plays (K­ 3); and (E) gain increasing control of grammar when speaking such as using subject- verb agreement, complete sentences, and correct tense (K-3). (4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3); (B) clarify and support spoken messages using appropriate props, including objects, pictures, and charts (K-3); and (C) retell a spoken message by summarizing or clarifying (K-3). (5) Reading/word identification. The student uses a variety of word identification strategies. The student is expected to: (A) decode by using all letter-sound correspondences within a word (1-3); (B) blend initial letter-sounds with common vowel spelling patterns to read words (1-3); (C) identify multisyllabic words by using common syllable patterns (1-3); (D) use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3);

(E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and 0 C G 4

The Rhodes School 47 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (F) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3). (6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to: (A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (3); (B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; the "typical" third grader reads 80 wpm) (3); (C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (3); (D) self-select independent-level reading such as by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and (E) read silently for increasing periods of time (2-3). (7) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (A) read classic and contemporary works (2-8); (B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3); and (C) read to accomplish various purposes, both assigned and self-selected (2-3). (8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to: (A) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3);

(B) develop vocabulary through reading (2-3); (C) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciations of words (2-3); and (D) demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying, and identifying related words) (3). (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (B) establish purposes for reading and listening such as to be informed, to follow 0 C G 5 directions, and to be entertained (K-3); The Rhodes School 48 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) retell or act out the order of important events in stories (K-3); (D) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help (1-3); (E) draw and discuss visual images based on text descriptions (1-3);

(F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3); (G) identify similarities and differences across texts such as in topics, characters, and themes (3); (H) produce summaries of text selections (2-3); (I) represent text information in different ways, including story maps, graphs, and charts (2-3); (J) distinguish fact from opinion in various texts, including news stories and advertisements (3); and (K) practice different kinds of questions and tasks, including test-like comprehension questions (3). (10) Reading/literary response. The student responds to various texts. The student is expected to: (A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art, and drama (2-3); (B) demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology (2-3); (C) support interpretations or conclusions with examples drawn from text (2-3); and (D) connect ideas and themes across texts (1-3). (II) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to: (A) distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve (K-3); (B) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(C) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3);

(D) compare communication in different forms such as contrasting a dramatic 0 G 6 6 performance with a print version of the same story or comparing story variants (2-8); The Rhodes School 49 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (E) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5); (F) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7); (G) compare communications in different forms, including contrasting a dramatic performance with a print version of the same story (3); (H) analyze characters, including their traits, feelings, relationships, and changes d-3); (I) identify the importance of the setting to a story's meaning (1-3); and (J) recognize the story problem(s) or plot (1-3). (12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to: (A) identify relevant questions for inquiry such as 'What Native American tribes inhabit(ed) Texas?" (K-3); (B) use alphabetical order to locate information (1-3); (C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); (D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3); (E) interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (2-3); (F) locate and use important areas of the library media center (2-3); (G) organize information in systematic ways, including notes, charts, and labels (3); (H) demonstrate learning through productions and displays such as oral and written reports, murals, and dramatizations (2-3); (I) use compiled information and knowledge to raise additional, unanswered questions (3); and (J) draw conclusions from information gathered (K-3). (13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. The student is expected to: (A) connect his/her own experiences with the life experiences, language, 0 0 G 7 customs, and culture of others (K-3); and

The Rhodes School 50 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) compare experiences of characters across cultures (K-3).

(14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms. The student is expected to: (A) write to record ideas and reflections (K-3); (B) write to discover, develop, and refine ideas (1-3);

(C) write to communicate with a variety of audiences (1-3); and

(D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly. The student is expected to:

(A) gain more proficient control of all aspects of penmanship (3); and

(B) use capitalization and punctuation such as commas in a series, apostrophes in contractions such as can't and possessives such as Robin's, quotation marks, proper nouns, and abbreviations with increasing accuracy (3).

(16) Writing/spelling. The student spells proficiently. The student is expected to:

(A) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3);

(B) spell multisyllabic words using regularly spelled phonogram patterns (3); (C) write with more proficient spelling of inflectional endings, including plurals and past tense and words that drop the final e when such endings as -ing, -ed, or -able are added (3);

(D) write with more proficient use of orthographic patterns and rules such as oil/toy, match/speech, badge/cage, consonant doubling, dropping e, and changing y to i (3); (E) write with more proficient spelling of contractions, compounds, and homonyms such as hair-hare and bear-bare (3); (F) write with accurate spelling of syllable constructions such as closed, open, consonant before -le, and syllable boundary patterns (3-6);

(G) spell words ending in -tion and -sion such as station and procession (3); and

(H) use resources to find correct spellings, synonyms, or replacement words (1­ 3)­ (17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. The student is expected to: (A) use correct irregular plurals such as sheep (3); U v 0 8

The Rhodes School 51 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) use singular and plural forms of regular nouns and adjust verbs for agreement (3); (C) compose elaborated sentences in written texts and use the appropriate end punctuation (3); (D) compose sentences with interesting, elaborated subjects (2-3); and

(E) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3).

(18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);

(B) develop drafts (1-3);

(C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3);

(D) edit for appropriate grammar, spelling, punctuation, and features of polished writing (2-3);

(E) use available technology for aspects of writing such as word processing, spell checking, and printing (2-3); and

(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences (2-3).

(19) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to:

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); (B) respond constructively to others' writing (1-3);

(C) determine how his/her own writing achieves its purposes (1-3);

(D) use published pieces as models for writing (2-3); and

(E) review a collection of his/her own written work to monitor growth as a writer (2-3). (20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

(A) write or dictate questions for investigating (2-3);

(B) record his/her own knowledge of a topic in a variety of ways such as by drawing pictures, making lists, and showing connections among ideas (K-3); fl rv a u v 0 J

The Rhodes School 52 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) take simple notes from relevant sources such as classroom guests, books, and media sources (2-3); and (D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

Fourth Grade: In Grade 4, students spend significant blocks of time engaged in reading and writing independently. Fourth grade students are critical listeners and analyze a speaker's intent such as to entertain or to persuade. When speaking, they adapt their language to the audience, purpose, and occasion. Students continue to read classic and contemporary selections. Fourth grade students read with a growing interest in a wide variety of topics and adjust their reading approach to various forms of texts. Students expand their vocabulary systematically across the curriculum. Students read for meaning and can paraphrase texts. Students are able to connect, compare, and contrast ideas. Fourth grade students can identify and follow varied text structures such as chronologies and cause and effect. Students produce summaries of texts and engage in more sophisticated analysis of characters, plots, and settings. Fourth grade students are able to select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Their writing takes on style and voice. Fourth grade students write in complete sentences. Students vary sentence structure and use adjectives, adverbs, prepositional phrases, and conjunctions. Fourth grade students are proficient spellers. Students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students can produce a final, polished copy of a written composition. Fourth grade students understand and use visual media and can compare and contrast visual media to print. For fourth grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

The scope and sequence for grade four are outlined below: Knowledge and skills. (1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: (A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); (B) eliminate barriers to effective listening (4-8); and (C) understand the major ideas and supporting evidence in spoken messages (4-8).

(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to:

(A) interpret speakers' messages (both verbal and nonverbal), purposes, and 0 u • 0 perspectives (4-8);

The Rhodes School 53 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery (4-5); (C) distinguish between the speaker's opinion and verifiable fact (4-8); and (D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8). (3) Listening/speaking/appreciation. The student listens, enjoys, and appreciates spoken language. The student is expected to:

(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8);

(B) describe how the language of literature affects the listener (4-5); and (C) assess how language choice and delivery affect the tone of the message (4­ 5)­ (4) Listening/speaking/culture. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening (4-8);

(B) compare oral traditions across regions and cultures (4-8); and

(C) identify how language use such as labels and sayings reflects regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:

(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8); (D) use effective rate, volume, pitch, and tone for the audience and setting (4-8);

(E) give precise directions and instructions such as in games and tasks (4-5); and

(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).

(6) Reading/word identification. The student uses a variety of word recognition strategies. The student is expected to: 0071

The Rhodes School 54 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural analysis to identify root words with prefixes such as dis-, non-, in-; and suffixes such as -ness, -tion, -able (4-6); and (C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8). (7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to: (A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (4); (B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" fourth grader reads approximately 90 wpm) (4); (C) demonstrate characteristics effluent and effective reading (4-6); (D) adjust reading rate based on purposes for reading (4-8); (E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and (F) read silently with increasing ease for longer periods (4-8). (8) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (A) read classic and contemporary works (2-8); (B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5); and (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8). (9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to: (A) develop vocabulary by listening to selections read aloud (4-8); (B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5); (C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8); (D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un- (4-8); and

The Rhodes School 55 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (E) study word meanings systematically such as across curricular content areas and through current events (4-8). (10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

(A) use his/her own knowledge and experience to comprehend (4-8); (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);

(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);

(D) describe mental images that text descriptions evoke (4-8);

(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8); (G) paraphrase and summarize text to recall, inform, and organize ideas (4-8);

(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); (I) find similarities and differences across texts such as in treatment, scope, or organization (4-8); (J) distinguish fact and opinion in various texts (4-8);

(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true- false, and short answer (4-8); and

(L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8). (11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); (B) interpret text ideas through such varied means as journal writing, discussion, enactment, media (4-8);

(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and

(D) connect, compare, and contrast ideas, themes, and issues across text (4-8). ,*„«,„ u 0 (3

The Rhodes School 55 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to: (A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here?" (4-5); (B) recognize that authors organize information in specific ways (4-5); (C) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8); (D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8); (E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); (F) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5); (G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7); (H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); (I) recognize and analyze story plot, setting, and problem resolution (4-8); and (J) describe how the author's perspective or point of view affects the text (4-8). (13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interests and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8); (F) produce research projects and reports in effective formats using visuals to support meaning, as appropriate (4-5); np *? * (G) draw conclusions from information gathered from multiple sources (4-8); and '" ' * The Rhodes School 57 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (H) use compiled information and knowledge to raise additional, unanswered questions (3-8). (14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) compare text events with his/her own and other readers' experiences (4-8); (B) determine distinctive and common characteristics of cultures through wide reading (4-8); and (C) articulate and discuss themes and connections that cross cultures (4-8).

(15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to:

(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); (B) write to influence such as to persuade, argue, and request (4-8);

(C) write to inform such as to explain, describe, report, and narrate (4-8); (D) write to entertain such as to compose humorous poems or short stories (4­ 8); (E) exhibit an identifiable voice in personal narratives and in stories (4-5); and (F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5).

(16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly. The student is expected to: (A) write legibly by selecting cursive or manuscript as appropriate (4-8); and (B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5). (17) Writing/spelling. The student spells proficiently. The student is expected to: (A) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6);

(B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or ­ less, and prefixes such as re- or un- (4-6); (C) use resources to find correct spellings (4-8); and OC75 (D) spell accurately in final drafts (4-8).

The Rhodes School 58 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to: (A) use regular and irregular plurals correctly (4-6); (B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5); (C) employ standard English usage in writing for audiences, including subject- verb agreement, pronoun referents, and parts of speech (4-8);

(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8); (E) use prepositional phrases to elaborate written ideas (4-8); (F) use conjunctions to connect ideas meaningfully (4-5); (G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's (4-8); and (H) write with increasing accuracy when using objective case pronouns such as "Dan cooked for you and me." (4-5). (19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: (A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs (4-8); (B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8);

(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8); (D) revise drafts for coherence, progression, and logical support of ideas (4-8); (E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8); (F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8); (G) refine selected pieces frequently to "publish" for general and specific audiences (4-8);

(H) proofread his/her own writing and that of others (4-8); and (I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8). (20) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to: A /-. r c (A) apply criteria to evaluate writing (4-8); The Rhodes School 59 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) respond in constructive ways to others' writings (4-8);

(C) evaluate how well his/her own writing achieves its purposes (4-8); (D) analyze published examples as models for writing (4-8); and (E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8). (21) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to: (A) frame questions to direct research (4-8);

(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8); (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);

(D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8); (E) present information in various forms using available technology (4-8); and

(F) evaluate his/her own research and raise new questions for further investigation (4-8). (22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to: (A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and

(B) correspond with peers or others via e-mail or conventional mail (4-8). (23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to: (A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8); (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and (C) use media to compare ideas and points of view (4-8).

(24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to:

(A) interpret and evaluate the various ways visual image makers such as graphic p n », _ artists, illustrators, and news photographers represent meanings (4-5); and u ' '

The Rhodes School 60 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) compare and contrast print, visual, and electronic media such as film with written story (4-8), (25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to: (A) select, organize, or produce visuals to complement and extend meanings (4­ 8); and (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8).

Fifth Grade In Grade 5, students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions. Fifth grade students can identify a speaker's persuasive technique such as promises, dares, and flattery in presentations. Students read from classic and contemporary selections and informational text. Fifth grade students are able to judge the internal consistency or logic of stories and texts. Students recognize the way an author organizes information and engage in more sophisticated analysis of characters, plots, and settings. Fifth grade students are able to select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Students vary sentence structure and use conjunctions to connect ideas. Students are able to use literary devices such as suspense, dialogue, and figurative language in their writing. Fifth grade students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. Fifth grade students search out multiple texts to complete research reports or projects. Students use visuals to support their research projects.

For fifth grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition. The scope and sequence for grade five are outlined below: Knowledge and skills. (1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: (A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); (B) eliminate barriers to effective listening (4-8); and

(C) understand the major ideas and supporting evidence in spoken messages n (4-8). . U (2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to:

The Rhodes School 61 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8); (B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery (4-5); (C) distinguish between the speaker's opinion and verifiable fact (4-8); and

(D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

(3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. The student is expected to: (A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8);

(B) describe how the language of literature affects the listener (4-5); and

(C) assess how language choice and delivery affect the tone of the message (4­ 5).

(4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8);

(B) compare oral traditions across regions and cultures (4-8); and

(C) identify how language use such as labels and sayings reflects regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);

(B) demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information (4-8);

(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8); (D) use effective rate, volume, pitch, and tone for the audience and setting (4-8);

(E) give precise directions and instructions such as for games and tasks (4-5); and

(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8). 0 C 7 9

The Rhodes School 62 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (6) Reading/word identification. The student uses a variety of word identification strategies. The student is expected to:

(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8);

(B) use structural analysis to identify root words with prefixes such as dis-, non-, and in-; and suffixes such as -ness, -tion, and -able (4-6); and

(C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8). (7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The student is expected to:

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (5);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" 5th grader reads approximately 100 wpm) (5);

(C) demonstrate characteristics effluent and effective reading (4-6);

(D) adjust reading rate based on purposes for reading (4-8); (E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and (F) read silently with increasing ease for longer periods (4-8).

(8) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (A) read classic and contemporary works (2-8);

(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5); and (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8). (9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) develop vocabulary by listening to selections read aloud (4-8);

(B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5);

(C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8); 0080

The Rhodes School 63 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, and un­ (4-8); and (E) study word meanings systematically such as across curricular content areas and through current events (4-8). (10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to: (A) use his/her own knowledge and experience to comprehend (4-8);

(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8); (C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8); (D) describe mental images that text descriptions evoke (4-8); (E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8); (G) paraphrase and summarize text to recall, inform, or organize ideas (4-8); (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); (I) find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(J) distinguish fact and opinion in various texts (4-8); (K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true- false, and short-answer (4-8); and (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8). (11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); (B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8); (C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and The Rhodes School 64 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (D) connect, compare, and contrast ideas, themes, and issues across text (4-8).

(12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to: (A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here?" (4-5); (B) recognize that authors organize information in specific ways (4-5);

(C) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8); (D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); (F) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue and scene across a variety of literary forms (texts) (3-5);

(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);

(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);

(I) recognize and analyze story plot, setting, and problem resolution (4-8); and

(J) describe how the author's perspective or point of view affects the text (4-8).

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interest and units of study (4-5);

(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);

(D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5);

(E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8);

(F) produce research projects and reports in effective formats using visuals to n ° P ? support meaning as appropriate (4-5); v *~ The Rhodes School 65 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (G) draw conclusions from information gathered from multiple sources (4-8); and

(H) use compiled information and knowledge to raise additional, unanswered questions (3-8). (14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) compare text events with his/her own and other readers' experiences (4-8);

(B) determine distinctive and common characteristics of cultures through wide reading (4-8); and

(C) articulate and discuss themes and connections that cross cultures (4-8). (15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: (A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); (B) write to influence such as to persuade, argue, and request (4-8);

(C) write to inform such as to explain, describe, report, and narrate (4-8); (D) write to entertain such as to compose humorous poems or short stories (4­ 8); (E) exhibit an identifiable voice in personal narratives and in stories (4-5);

(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5); and

(G) use literary devices effectively such as suspense, dialogue, and figurative language (5-8). (16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly. The student is expected to: (A) write legibly by selecting cursive or manuscript as appropriate (4-8); and (B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5). (17) Writing/spelling. The student spells proficiently. The student is expected to:

(A) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6); OCS3

The Rhodes School 66 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or ­ less, and prefixes such as re- or un- (4-6);

(C) use resources to find correct spellings (4-8); and

(D) spell accurately in final drafts (4-8). (18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to:

(A) use regular and irregular plurals correctly (4-6); (B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5);

(C) employ standard English usage in writing for audiences, including subject- verb agreement, pronoun referents, and parts of speech (4-8);

(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8); (E) use prepositional phrases to elaborate written ideas (4-8);

(F) use conjunctions to connect ideas meaningfully (4-5);

(G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's (4-8); and

(H) write with increasing accuracy when using objective case pronouns such as "Can you ride with my mom and me?" (4-5). (19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:

(A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs (4-8); (B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8); (C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8); (D) revise drafts for coherence, progression, and logical support of ideas (4-8); (E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8);

(F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8); (G) refine selected pieces frequently to "publish" for general and specific audiences (4-8); 0 C o 4 (H) proofread his/her own writing and that of others (4-8); and The Rhodes School 67 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8). (20) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to:

(A) apply criteria to evaluate writing (4-8); (B) respond in constructive ways to others1 writing (4-8);

(C) evaluate how well his/her own writing achieves its purposes (4-8);

(D) analyze published examples as models for writing (4-8); and (E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).

(21) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to:

(A) frame questions to direct research (4-8);

(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);

(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, or on-line searches (4-8); (D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);

(E) present information in various forms using available technology (4-8); and (F) evaluate his/her own research and raise new questions for further investigation (4-8).

(22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to: (A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and (B) correspond with peers or others via e-mail or conventional mail (4-8). (23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to:

(A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8);

(B) interpret important events and ideas gleaned from maps, charts, graphics, video segments or technology presentations (4-8); and

(C) use media to compare ideas and points of view (4-8). OCS5

The Rhodes School 68 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to: (A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5); and (B) compare and contrast print, visual, and electronic media such as film with written story (4-8). (25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to: (A) select, organize, or produce visuals to complement and extend meanings (4­ 8); and (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8).

Mathematics: The mathematics curriculum will also utilize the TEKS and national standards as baseline objectives. Critical to mathematical understanding is the development of math as a science of patterns and relationships that help students see the connection between concepts, applications of principles and authentic situations. Basic components of the math curriculum include: basic number recognition and facts, problem solving strategies, manipulatives for introduction and clarification, reasoning, authentic connections, and math vocabulary and communication. Beyond the baseline objectives, the curriculum will develop higher level thinking strategies relating to mathematical processes and ensure mastery of basic mathematical skills and concepts. The literacy component of reading and writing will be integrated as students learn how to read, comprehend, solve, and create word problems in math,

Kindergarten: Within a well-balanced mathematics curriculum, the primary focal points at Kindergarten are developing whole-number concepts and using patterns and sorting to explore number, data, and shape. Throughout mathematics in Kindergarten-Grade 2, Rhodes School students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use numbers in ordering, labeling, and expressing quantities and relationships to solve problems and translate informal language into mathematical symbols. Students use patterns to describe objects, express relationships, make predictions, and solve problems as they build an understanding of number, operation, shape, and space. Students use informal language and observation of geometric properties to describe shapes, solids, and locations in the physical world and begin to develop measurement concepts as they identify and compare attributes of 0 C 6 6 objects and situations. Students collect, organize, and display data and use The Rhodes School 69 13518 Mobile Street Houston, Texas 77015 (281)224-5873 information from graphs to answer questions, make summary statements, and make informal predictions based on their experiences. (3) Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Kindergarten-Grade 2, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve problems as they do mathematics. Knowledge and skills. (1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to: (A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects; (B) use sets of concrete objects to represent quantities given in verbal or written form (through 9); and (C) use numbers to describe how many objects are in a set (through 20). (2) Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to: (A) use language such as before or after to describe relative position in a sequence of events or objects; and (B) name the ordinal positions in a sequence such as first, second, third, etc. (3) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole. The student is expected to: (A) share a whole by separating it into equal parts; and (B) explain why a given part is half of the whole. (4) Number, operation, and quantitative reasoning. The student models addition and subtraction. The student is expected to model and create addition and subtraction problems in real situations with concrete objects. (5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects. (6) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to: (A) use patterns to predict what comes next, including cause-and-effect relationships; and (B) count by ones to 100. - _ ^

The Rhodes School 70 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (7) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to:

(A) describe one object in relation to another using informal language such as over, under, above, and below; and

(B) place an object in a specified position. (8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to:

(A) describe and identify an object by its attributes using informal language; (B) compare two objects based on their attributes; and

(C) sort objects according to their attributes and describe how those groups are formed. (9) Geometry and spatial reasoning. The student recognizes characteristics of shapes and solids. The student is expected to:

(A) describe and compare real-life objects or models of solids;

(B) recognize shapes in real-life objects or models of solids; and (C) describe, identify, and compare circles, triangles, and rectangles including squares.

(10) Measurement. The student uses attributes such as length, weight, or capacity to compare and order objects. The student is expected to:

(A) compare and order two or three concrete objects according to length (shorter or longer), capacity (holds more or holds less), or weight (lighter or heavier); and (B) find concrete objects that are about the same as, less than, or greater than a given object according to length, capacity, or weight.

(11) Measurement. The student uses time and temperature to compare and order events, situations, and/or objects. The student is expected to: (A) compare situations or objects according to temperature such as hotter or colder; (B) compare events according to duration such as more time than or less time than;

(C) sequence events; and (D) read a calendar using days, weeks, and months.

(12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:

(A) construct graphs using real objects or pictures in order to answer questions; 0 C £ 8 and

The Rhodes School 71 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) use information from a graph of real objects or pictures in order to answer questions. (13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

(A) identify mathematics in everyday situations; (B) use a problem-solving model, with guidance, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems. (14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate everyday language to mathematical language and symbols. (15) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology.

First Grade: The Rhodes School offers a well-balanced mathematics curriculum where the primary focal points at Grade 1 are adding and subtracting whole numbers and organizing and analyzing data. Know/edge and skills: (1) Number, operation, and quantitative reasoning. The student uses whole numbers to describe and compare quantities. The student is expected to: (A) compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models;

(B) create sets of tens and ones using concrete objects to describe, compare, and order whole numbers;

(C) use words and numbers to describe the values of individual coins such as penny, nickel, dime, and quarter and their relationships; and n r o n u u & y (D) read and write numbers to 99 to describe sets of concrete objects. The Rhodes School 72 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (2) Number, operation, and quantitative reasoning. The student uses pairs of whole numbers to describe fractional parts of whole objects or sets of objects. The student is expected to: (A) share a whole by separating it into equal parts and use appropriate language to describe the parts such as three out of four equal parts; and (B) use appropriate language to describe part of a set such as three out of the eight crayons are red. (3) Number, operation, and quantitative reasoning. The student recognizes and solves problems in addition and subtraction situations. The student is expected to: (A) model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences; and (B) learn and apply basic addition facts (sums to 18) using concrete models. (4) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to: (A) identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems; and (B) use patterns to skip count by twos, fives, and tens. (5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to: (A) find patterns in numbers, including odd and even; (B) compare and order whole numbers using place value; and (C) identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 - 2 = 3, and 5 - 3 = 2.

(6) Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. The student is expected to: (A) describe and identify objects in order to sort them according to a given attribute using informal language; (B) identify circles, triangles, and rectangles, including squares, and describe the shape of balls, boxes, cans, and cones; and (C) combine geometric shapes to make new geometric shapes using concrete models.

(7) Measurement. The student uses nonstandard units to describe length, weight, and capacity. The student is expected to: (A) estimate and measure length, capacity, and weight of objects using Q Q q g nonstandard units; and

The Rhodes School 73 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) describe the relationship between the size of the unit and the number of units needed in a measurement. (8) Measurement. The student understands that time and temperature can be measured. The student is expected to: (A) recognize temperatures such as a hot day or a cold day;

(B) describe time on a clock using hours and half hours; and

(C) order three or more events by how much time they take.

(9) Probability and statistics. The student displays data in an organized form. The student is expected to: (A) collect and sort data; and

(B) use organized data to construct real object graphs, picture graphs, and bar- type graphs. (10) Probability and statistics. The student uses information from organized data. The student is expected to:

(A) draw conclusions and answer questions using information organized in real- object graphs, picture graphs, and bar-type graphs; and

(B) identify events as certain or impossible such as drawing a red crayon from a bag of green crayons. (11) Underlying processes and mathematical tools. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

(A) identify mathematics in everyday situations; (B) use a problem-solving model, with guidance as needed, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems. (12) Underlying processes and mathematical tools. The student communicates about Grade 1 mathematics using informal language. The student is expected to:

(A) explain and record observations using objects, words, pictures, numbers, and technology; and

(B) relate informal language to mathematical language and symbols.

The Rhodes School 74 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (13) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology.

Second Grade The primary focal points of the Rhodes School second grade mathematics curriculum are comparing and ordering whole numbers, applying addition and subtraction, and using measurement processes.

Knowledge and skills. (1) Number, operation, and quantitative reasoning. The student understands how place value is used to represent whole numbers. The student is expected to use concrete models to represent, compare, and order whole numbers (through 999), read the numbers, and record the comparisons using numbers and symbols (>, <, =).

(2) Number, operation, and quantitative reasoning. The student uses fraction words to name parts of whole objects or sets of objects. The student is expected to: (A) name fractional parts of a whole object (not to exceed twelfths) when given a concrete representation; and

(B) name fractional parts of a set of objects (not to exceed twelfths) when given a concrete representation.

(3) Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is expected to:

(A) recall and apply basic addition facts (sums to 18);

(B) select addition or subtraction and solve problems using two-digit numbers, whether or not regrouping is necessary; and

(C) determine the value of a collection of coins less than one dollar. (4) Number, operation, and quantitative reasoning. The student models multiplication and division. The student is expected to:

(A) model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined; and

(B) model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets.

(5) Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. The student is expected to:

(A) find patterns in numbers such as in a 100s chart; 0092 (B) use patterns in place value to compare and order whole numbers through 999; The Rhodes School 75 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) use patterns to develop strategies to remember basic addition facts; and

(D) solve subtraction problems related to addition facts (fact families) such as 8 + 9 = 17, 9 + 8 = 17,17 ­ 8 = 9, and 17 - 9 = 8.

(6) Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to:

(A) generate a list of paired numbers based on a real-life situation such as number of tricycles related to number of wheels;

(B) identify patterns in a list of related number pairs based on a real-life situation and extend the list; and (C) identify, describe, and extend patterns to make predictions and solve problems. (7) Geometry and spatial reasoning. The student uses attributes to identify, compare, and contrast shapes and solids. The student is expected to:

(A) identify attributes of any shape or solid; (B) use attributes to describe how two shapes or two solids are alike or different; and (C) cut geometric shapes apart and identify the new shapes made. (8) Geometry and spatial reasoning. The student recognizes that numbers can be represented by points on a line. The student is expected to use whole numbers to locate and name points on a line. (9) Measurement. The student recognizes and uses models that approximate standard units (metric and customary) of length, weight, capacity, and time. The student is expected to:

(A) identify concrete models that approximate standard units of length, capacity, and weight; (B) measure length, capacity, and weight using concrete models that approximate standard units; and (C) describe activities that take approximately one second, one minute, and one hour. (10) Measurement. The student uses standard tools to measure time and temperature. The student is expected to:

(A) read a thermometer to gather data; and (B) describe time on a clock using hours and minutes.

OC° w3 (11) Probability and statistics. The student organizes data to make it useful for ^ interpreting information. The student is expected to: (A) construct picture graphs and bar-type graphs;

The Rhodes School 76 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) draw conclusions and answer questions based on picture graphs and bar- type graphs; and (C) use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons. (12) Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A) identify the mathematics in everyday situations; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems. (13) Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols. (14) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to reason and support his or her thinking using objects, words, pictures, numbers, and technology.

Third Grade The Rhodes School provides a well-balanced mathematics curriculum with the primary third grade focal points of multiplying and dividing whole numbers, connecting fraction symbols to fractional quantities, and standardizing language and procedures in geometry and measurement. Throughout mathematics in Grades 3-5, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use algorithms for addition, subtraction, multiplication, and division as generalizations connected to concrete experiences; and they concretely develop basic concepts of fractions and decimals. Students use appropriate language and organizational structures Q p o

The Rhodes School 77 13518 Mobile Street Houston, Texas 77015 (281)224-5873 such as tables and charts to represent and communicate relationships, make predictions, and solve problems. Students select and use formal language to describe their reasoning as they identify, compare, and classify shapes and solids; and they use numbers, standard units, and measurement tools to describe and compare objects, make estimates, and solve application problems. Students organize data, choose an appropriate method to display the data, and interpret the data to make decisions and predictions and solve problems. Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 3-5, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve problems as they do mathematics. Knowledge and skills. (1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to: (A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; (B) use place value to compare and order whole numbers through 9,999; and (C) determine the value of a collection of coins and bills. (2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. The student is expected to; (A) construct concrete models of fractions; (B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models; (C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less; and (D) construct concrete models of equivalent fractions for fractional parts of whole objects. (3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to: (A) model addition and subtraction using pictures, words, and numbers; and (B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999.

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The Rhodes School 78 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to: (A) learn and apply multiplication facts through the tens using concrete models; (B) solve and record multiplication problems (one-digit multiplier); and

(C) use models to solve division problems and use number sentences to record the solutions.

(5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to:

(A) round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred; and (B) estimate sums and differences beyond basic facts.

(6) Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. The student is expected to:

(A) identify and extend whole-number and geometric patterns to make predictions and solve problems;

(B) identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and

(C) identify patterns in related multiplication and division sentences (fact families) such as 2x3 = 6, 3x2 = 6, 6,2 = 3, 6,3 = 2.

(7) Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships. The student is expected to:

(A) generate a table of paired numbers based on a real-life situation such as insects and legs; and

(B) identify patterns in a table of related number pairs based on a real-life situation and extend the table. (8) Geometry and spatial reasoning. The student uses formal geometric vocabulary. The student is expected to name, describe, and compare shapes and solids using formal geometric vocabulary.

(9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to:

(A) identify congruent shapes;

(B) create shapes with lines of symmetry using concrete models and technology; and

(C) identify lines of symmetry in shapes. U U w- O

The Rhodes School 79 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (10) Geometry and spatial reasoning. The student recognizes that numbers can be represented by points on a line. The student is expected to locate and name points on a line using whole numbers and fractions such as halves. (11) Measurement. The student selects and uses appropriate units and procedures to measure length and area. The student is expected to: (A) estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter; (B) use linear measure to find the perimeter of a shape; and (C) use concrete models of square units to determine the area of shapes. (12) Measurement. The student measures time and temperature. The student is expected to: (A) tell and write time shown on traditional and digital clocks; and (B) use a thermometer to measure temperature. (13) Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, area, temperature, and time. (14) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to: (A) collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data; (B) interpret information from pictographs and bar graphs; and (C) use data to describe events as more likely, less likely, or equally likely. (15) Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A) identify the mathematics in everyday situations; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems. (16) Underlying processes and mathematical tools. The student communicates about Grade 3 mathematics using informal language. The student is expected to: 0037 The Rhodes School 80 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols. (17) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to: (A) make generalizations from patterns or sets of examples and nonexamples; and (B) justify why an answer is reasonable and explain the solution process.

Fourth Grade The primary focal points for The Rhodes School Grade 4 mathematics curriculum are comparing and ordering fractions and decimals, applying multiplication and division, and developing ideas related to congruence and symmetry.

Knowledge and skills. (1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to:

(A) use place value to read, write, compare, and order whole numbers through the millions place; and (B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete models. (2) Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to: (A) generate equivalent fractions using concrete and pictorial models; (B) model fraction quantities greater than one using concrete materials and pictures; (C) compare and order fractions using concrete and pictorial models; and (D) relate decimals to fractions that name tenths and hundredths using models. (3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers and decimals. The student is expected to: (A) use addition and subtraction to solve problems involving whole numbers; and

(B) add and subtract decimals to the hundredths place using concrete and pictorial models. (4) Number, operation, and quantitative reasoning. The student multiplies and divides to solve meaningful problems involving whole numbers. The student is expected to: OCG8

The Rhodes School 81 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) model factors and products using arrays and area models; (B) represent multiplication and division situations in picture, word, and number form; (C) recall and apply multiplication facts through 12x12;

(D) use multiplication to solve problems involving two-digit numbers; and (E) use division to solve problems involving one-digit divisors. (5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to: (A) round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in problem situations; and

(B) estimate a product or quotient beyond basic facts.

(6) Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division. The student is expected to:

(A) use patterns to develop strategies to remember basic multiplication facts; (B) solve division problems related to multiplication facts (fact families) such as 9 x9 = 81 and 81 4 9 = 9; and (C) use patterns to multiply by 10 and 100. (7) Patterns, relationships, and algebraic thinking. The student uses organizational structures to analyze and describe patterns and relationships. The student is expected to describe the relationship between two sets of related data such as ordered pairs in a table. (8) Geometry and spatial reasoning. The student identifies and describes lines, shapes, and solids using formal geometric language. The student is expected to:

(A) identify right, acute, and obtuse angles; (B) identify models of parallel and perpendicular lines; and (C) describe shapes and solids in terms of vertices, edges, and faces. (9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to: (A) demonstrate translations, reflections, and rotations using concrete models;

(B) use translations, reflections, and rotations to verify that two shapes are congruent; and

(C) use reflections to verify that a shape has symmetry.

(10) Geometry and spatial reasoning. The student recognizes the connection between numbers and points on a number line. The student is expected to locate OOS9 The Rhodes School 82 13518 Mobile Street Houston, Texas 77015 (281)224-5873 and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths. (11) Measurement. The student selects and uses appropriate units and procedures to measure weight and capacity. The student is expected to: (A) estimate and measure weight using standard units including ounces, pounds, grams, and kilograms; and (B) estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons. (12) Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, including perimeter, time, temperature, and area. (13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to: (A) list all possible outcomes of a probability experiment such as tossing a coin; (B) use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads out of six tosses of a coin; and (C) interpret bar graphs. (14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A) identify the mathematics in everyday situations; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems. (15) Underlying processes and mathematical tools. The student communicates about Grade 4 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols. (16) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to: 01 C 0

The Rhodes School 83 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) make generalizations from patterns or sets of examples and nonexamples; and (B) justify why an answer is reasonable and explain the solution process.

Fifth Grade The primary focal points at Grade 5 are comparing and contrasting lengths, area, and volume of geometric shapes and solids; representing and interpreting data in graphs, charts, and tables; and applying whole number operations in a variety of contexts. Knowledge and skills. (1) Number, operation, and quantitative reasoning. The student uses place value to represent whole numbers and decimals. The student is expected to:

(A) use place value to read, write, compare, and order whole numbers through the billions place; and (B) use place value to read, write, compare, and order decimals through the thousandths place. (2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations. The student is expected to: (A) generate equivalent fractions;

(B) compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and (C) use models to relate decimals to fractions that name tenths, hundredths, and thousandths.

(3) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve meaningful problems. The student is expected to: (A) use addition and subtraction to solve problems involving whole numbers and decimals; (B) use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology); (C) use division to solve problems involving whole numbers (no more than two- digit divisors and three-digit dividends without technology); (D) identify prime factors of a whole number and common factors of a set of whole numbers; and

(E) model and record addition and subtraction of fractions with like denominators in problem-solving situations.

(4) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to: 01C1 The Rhodes School 84 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) round whole numbers and decimals through tenths to approximate reasonable results in problem situations; and (B) estimate to solve problems where exact answers are not required. (5) Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships. The student is expected to: (A) use concrete objects or pictures to make generalizations about determining all possible combinations; (B) use lists, tables, charts, and diagrams to find patterns and make generalizations such as a procedure for determining equivalent fractions; and

(C) identify prime and composite numbers using concrete models and patterns in factor pairs. (6) Patterns, relationships, and algebraic thinking. The student describes relationships mathematically. The student is expected to select from and use diagrams and number sentences to represent real-life situations.

(7) Geometry and spatial reasoning. The student generates geometric definitions using critical attributes. The student is expected to:

(A) identify critical attributes including parallel, perpendicular, and congruent parts of geometric shapes and solids; and

(B) use critical attributes to define geometric shapes or solids. (8) Geometry and spatial reasoning. The student models transformations. The student is expected to: (A) sketch the results of translations, rotations, and reflections; and

(B) describe the transformation that generates one figure from the other when given two congruent figures. (9) Geometry and spatial reasoning. The student recognizes the connection between ordered pairs of numbers and locations of points on a plane. The student is expected to locate and name points on a coordinate grid using ordered pairs of whole numbers. (10) Measurement. The student selects and uses appropriate units and procedures to measure volume. The student is expected to:

(A) measure volume using concrete models of cubic units; and (B) estimate volume in cubic units.

(11) Measurement. The student applies measurement concepts. The student is expected to: (A) measure to solve problems involving length (including perimeter), weight, 0 I C 2 capacity, time, temperature, and area; and The Rhodes School 85 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) describe numerical relationships between units of measure within the same measurement system such as an inch is one-twelfth of a foot. (12) Probability and statistics. The student describes and predicts the results of a probability experiment. The student is expected to: (A) use fractions to describe the results of an experiment; and

(B) use experimental results to make predictions. (13) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to:

(A) use tables of related number pairs to make line graphs; (B) describe characteristics of data presented in tables and graphs including the shape and spread of the data and the middle number; and (C) graph a given set of data using an appropriate graphical representation such as a picture or line. (14) Underlying processes and mathematical tools. The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: (A) identify the mathematics in everyday situations; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems. (15) Underlying processes and mathematical tools. The student communicates about Grade 5 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols.

(16) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:

(A) make generalizations from patterns or sets of examples and nonexamples; and

(B) justify why an answer is reasonable and explain the solution process. 0103 The Rhodes School 86 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Science:

The science curriculum will utilize the TEKS and national standards as baseline objectives and as a framework for understanding larger themes and developing inquiry and investigative skills. The curriculum will use many hands-on experimental activities that allow students to identify questions about natural phenomena, learn to observe closely, hypothesize, make inferences, draw conclusions, and analyze and explain data through the investigation process. Multiple process skills will be utilized such as: posing questions, designing experiments, observing, inferring relationships, interpreting, evaluating, hypothesizing, justifying decisions, predicting, measuring, and classifying. In keeping with integration of literacy components, an important element of the science curriculum will be reading and writing, and integrating math and technology at every opportunity through projects and team teaching, and interdisciplinary strategies.

Kindergarten

(1) In Kindergarten, science introduces the use of simple classroom and field investigations to help students develop the skills of asking questions, gathering information, communicating findings, and making informed decisions. Using their own senses and common tools such as a hand lens, students make observations and collect information. Students also use computers and information technology tools to support their investigations. (2) As students learn science skills, they identify components of the natural world including rocks, soil, and water. Students observe the seasons and growth as examples of change. In addition, Kindergarten science includes the identification of organisms and objects and their parts. Students learn how to group living organisms and nonliving objects and explore the basic needs of living organisms. (3) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions. (4) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time.

(5) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, fl 1 f and that methods, models, and conclusions built from these investigations U iC The Rhodes School 87 13518 Mobile Street Houston, Texas 77015 (281)224-5873 change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. (b) Knowledge and skills. (1) Scientific processes. The student participates in classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations; and (B) learn how to use and conserve resources and materials. (2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations; (C) gather information using simple equipment and tools to extend the senses; (D) construct reasonable explanations using information; and (E) communicate findings about simple investigations. (3) Scientific processes. The student knows that information and critical thinking are used in making decisions. The student is expected to: (A) make decisions using information; (B) discuss and justify the merits of decisions; and (C) explain a problem in his/her own words and propose a solution. (4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: (A) identify and use senses as tools of observation; and (B) make observations using tools including hand lenses, balances, cups, bowls, and computers. (5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to: (A) describe properties of objects and characteristics of organisms; (B) observe and identify patterns including seasons, growth, and day and night Q I r and predict what happens next; and (C) recognize and copy patterns seen in charts and graphs.

The Rhodes School 88 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (6) Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to:

(A) sort organisms and objects into groups according to their parts and describe how the groups are formed;

(B) record observations about parts of plants including leaves, roots, stems, and flowers; (C) record observations about parts of animals including wings, feet, heads, and tails;

(D) identify parts that, when separated from the whole, may result in the part or the whole not working, such as cars without wheels and plants without roots; and

(E) manipulate parts of objects such as toys, vehicles, or construction sets that, when put together, can do things they cannot do by themselves. (7) Science concepts. The student knows that many types of change occur. The student is expected to:

(A) observe, describe, and record changes in size, mass, color, position, quantity, time, temperature, sound, and movement;

(B) identify that heat causes change, such as ice melting or the Sun warming the air and compare objects according to temperature;

(C) observe and record weather changes from day to day and over seasons; and

(D) observe and record stages in the life cycle of organisms in their natural environment.

(8) Science concepts. The student knows the difference between living organisms and nonliving objects. The student is expected to:

(A) identify a particular organism or object as living or nonliving; and (B) group organisms and objects as living or nonliving. (9) Science concepts. The student knows that living organisms have basic needs. The student is expected to: (A) identify basic needs of living organisms; (B) give examples of how living organisms depend on each other; and

(C) identify ways that the Earth can provide resources for life.

(10) Science concepts. The student knows that the natural world includes rocks, soil, and water. The student is expected to:

(A) observe and describe properties of rocks, soil, and water; and (B) give examples of ways that rocks, soil, and water are useful. ^ 1 C 6

The Rhodes School g9 13518 Mobile Street Houston, Texas 77015 (281)224-5873 First Grade (1) In Grade 1, the study of science includes simple classroom and field investigations to help students develop the skills of asking questions, gathering information, making measurements using non-standard units, with tools such as a thermometer to extend their senses, constructing explanations, and drawing conclusions. Students also use computers and information technology tools to support their investigations. (2) As students learn science skills, they identify components of the natural world including rocks, soil, and natural resources. Students observe that heat from the Sun or friction, is an example of something that causes change. In addition, students identify basic needs of living things, explore ways that living things depend on each other, and separate living organisms and nonliving things into groups. Students identify parts that can be put together with other parts to do new things. (3) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions. (4) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time. (5) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. (b) Knowledge and skills. (1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations; and (B) learn how to use and conserve resources and materials. (2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations; 0107

The Rhodes School 90 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) gather information using simple equipment and tools to extend the senses;

(D) construct reasonable explanations and draw conclusions; and

(E) communicate explanations about investigations. (3) Scientific processes. The student knows that information and critical thinking are used in making decisions. The student is expected to:

(A) make decisions using information; (B) discuss and justify the merits of decisions; and

(C) explain a problem in his/her own words and identify a task and solution related to the problem. (4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. The student is expected to: (A) collect information using tools including hand lenses, clocks, computers, thermometers, and balances; (B) record and compare collected information; and

(C) measure organisms and objects and parts of organisms and objects, using non-standard units such as paper clips, hands, and pencils.

(5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to: (A) sort objects and events based on properties and patterns; and

(B) identify, predict, and create patterns including those seen in charts, graphs, and numbers. (6) Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to: (A) sort organisms and objects according to their parts and characteristics; (B) observe and describe the parts of plants and animals; (C) manipulate objects such as toys, vehicles, or construction sets so that the parts are separated from the whole which may result in the part or the whole not working; and

(D) identify parts that, when put together, can do things they cannot do by themselves, such as a working camera with film, a car moving with a motor, and an airplane flying with fuel.

(7) Science concepts. The student knows that many types of change occur. The student is expected to: 0 * G 8 (A) observe, measure, and record changes in size, mass, color, position, quantity, sound, and movement; The Rhodes School 91 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) identify and test ways that heat may cause change such as when ice melts;

(C) observe and record changes in weather from day to day and over seasons; and (D) observe and record changes in the life cycle of organisms.

(8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to: (A) group living organisms and nonliving objects; and (B) compare living organisms and nonliving objects.

(9) Science concepts. The student knows that living organisms have basic needs. The student is expected to:

(A) identify characteristics of living organisms that allow their basic needs to be met; and (B) compare and give examples of the ways living organisms depend on each other for their basic needs.

(10) Science concepts. The student knows that the natural world includes rocks, soil, and water. The student is expected to:

(A) identify and describe a variety of natural sources of water including streams, lakes, and oceans; (B) observe and describe differences in rocks and soil samples; and (C) identify how rocks, soil, and water are used and how they can be recycled.

Second Grade (1) In Grade 2, the study of science includes planning and conducting simple classroom and field investigations to help students develop the skills of making measurements using standard and non-standard units, using common tools such as rulers and clocks to collect information, classifying and sequencing objects and events, and identifying patterns. Students also use computers and information technology tools to support their investigations. (2) As students learn science skills, they identify components and processes of the natural world including the water cycle and the use of resources. They observe melting and evaporation, weathering, and the pushing and pulling of objects as examples of change. In addition, students distinguish between characteristics of living organisms and nonliving objects, compare lifelong needs of plants and animals, understand how living organisms depend on their environments, and identify functions of parts of plants and animals. (3) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should 0109 know that science may not answer all questions.

The Rhodes School 92 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (4) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time. (5) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(b) Knowledge and skills. (1) Scientific processes. The student conducts classroom and field investigations following home and school safety procedures. The student is expected to: (A) demonstrate safe practices during classroom and field investigations; and (B) learn how to use and conserve resources and dispose of materials. (2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: (A) ask questions about organisms, objects, and events; (B) plan and conduct simple descriptive investigations; (C) compare results of investigations with what students and scientists know about the world; (D) gather information using simple equipment and tools to extend the senses; (E) construct reasonable explanations and draw conclusions using information and prior knowledge; and (F) communicate explanations about investigations. (3) Scientific processes. The student knows that information and critical thinking are used in making decisions. The student is expected to: (A) make decisions using information; (B) discuss and justify the merits of decisions; and (C) explain a problem in his/her own words and identify a task and solution related to the problem.

(4) Scientific processes. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be n t • P observed, described, and measured. The student is expected to: The Rhodes School 93 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances; and (B) measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units. (5) Science concepts. The student knows that organisms, objects, and events have properties and patterns. The student is expected to: (A) classify and sequence organisms, objects, and events based on properties and patterns; and (B) identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers. (6) Science concepts. The student knows that systems have parts and are composed of organisms and objects. The student is expected to: (A) manipulate, predict, and identify parts that, when separated from the whole, may result in the part or the whole not working, such as flashlights without batteries and plants without leaves; (B) manipulate, predict, and identify parts that, when put together, can do things they cannot do by themselves, such as a guitar and guitar strings; (C) observe and record the functions of plant parts; and (D) observe and record the functions of animal parts. (7) Science concepts. The student knows that many types of change occur. The student is expected to: (A) observe, measure, record, analyze, predict, and illustrate changes in size, mass, temperature, color, position, quantity, sound, and movement;

(B) identify, predict, and test uses of heat to cause change such as melting and evaporation; (C) demonstrate a change in the motion of an object by giving the object a push or a pull; and (D) observe, measure, and record changes in weather, the night sky, and seasons. (8) Science concepts. The student distinguishes between living organisms and nonliving objects. The student is expected to: (A) identify characteristics of living organisms; and (B) identify characteristics of nonliving objects. (9) Science concepts. The student knows that living organisms have basic needs. The student is expected to: n 1 t !

The Rhodes School 94 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) identify the external characteristics of different kinds of plants and animals that allow their needs to be met; and (B) compare and give examples of the ways living organisms depend on each other and on their environments. (10) Science concepts. The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere. The student is expected to: (A) describe and illustrate the water cycle; and (B) identify uses of natural resources. Third Grade (1) In Grade 3, the study of science includes planning and implementing simple classroom and field investigations to develop the skills of collecting information using tools such as a microscope, making inferences, communicating conclusions, and making informed decisions. Students also use computers and information technology tools to support scientific investigations. (2) As students learn science skills, they identify the importance of components of the natural world including rocks, soils, water, and atmospheric gases. They observe the direction and position of objects as they are pushed and pulled, and movement of the Earth's surface as examples of change caused by a force. Students investigate magnetism and gravity. In addition, students explore organisms' needs, habitats, and competition with other organisms within their ecosystem. (3) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions. (4) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time. (5) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. (b) Knowledge and skills. 0112

The Rhodes School 95 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. (2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect information by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct simple graphs, tables, maps, and charts to organize, examine and evaluate information.

(3) Scientific processes. The student knows that information, critical thinking, and scientific problem solving are used in making decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on information related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and

(E) connect Grade 3 science concepts with the history of science and contributions of scientists. (4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses; and on 3 (B) demonstrate that repeated investigations may increase the reliability of results. The Rhodes School 96 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (5) Science concepts. The student knows that systems exist in the world. The student is expected to: (A) observe and identify simple systems such as a sprouted seed and a wooden toy car; and (B) observe a simple system and describe the role of various parts such as a yo- yo and string. (6) Science concepts. The student knows that forces cause change. The student is expected to: (A) measure and record changes in the position and direction of the motion of an object to which a force such as a push or pull has been applied; and (B) identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers. (7) Science concepts. The student knows that matter has physical properties. The student is expected to: (A) gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter; and (B) identify matter as liquids, solids, and gases. (8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to: (A) observe and describe the habitats of organisms within an ecosystem; (B) observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space; (C) describe environmental changes in which some organisms would thrive, become ill, or perish; and (D) describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home. (9) Science concepts. The student knows that species have different adaptations that help them survive and reproduce in their environment. The student is expected to: (A) observe and identify characteristics among species that allow each to survive and reproduce; and (B) analyze how adaptive characteristics help individuals within a species to survive and reproduce. (10) Science concepts. The student knows that many likenesses between offspring and parents are inherited from the parents. The student is expected to: n . (A) identify some inherited traits of plants; and The Rhodes School 97 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) identify some inherited traits of animals. (11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to: (A) identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources; (B) identify and record properties of soils such as color and texture, capacity to retain water, and ability to support the growth of plants; (C) identify the planets in our solar system and their position in relation to the Sun; and (D) describe the characteristics of the Sun. Fourth Grade (1) In Grade 4, the study of science includes planning and implementing field and laboratory investigations using scientific methods, analyzing information, making informed decisions, and using tools such as compasses to collect information. Students also use computers and information technology tools to support scientific investigations. (2) As students learn science skills, they identify components and processes of the natural world including properties of soil, effects of the oceans on land, and the role of the Sun as our major source of energy. In addition, students identify the physical properties of matter and observe the addition or reduction of heat as an example of what can cause changes in states of matter. (3) Students learn the roles of living and nonliving components of simple systems and investigate differences between learned characteristics and inherited traits. They learn that adaptations of organisms that lived in the past may have increased some species' ability to survive. (4) Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions. (5) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change over time. (6) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations n t . r change as new observations are made. Models of objects and events are tools U : ; J

The Rhodes School 98 13518 Mobile Street Houston, Texas 77015 (281)224-5873 for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(b) Knowledge and skills. (1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. (2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect information by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct simple graphs, tables, maps, and charts to organize, examine, and evaluate information. (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on information related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and (E) connect Grade 4 science concepts with the history of science and contributions of scientists.

(4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: (A) collect and analyze information using tools including calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, The Rhodes School 99 13518 Mobile Street Houston, Texas 77015 (281)224-5873 rulers, thermometers, meter sticks, timing devices, balances, and compasses; and (B) demonstrate that repeated investigations may increase the reliability of results. (5) Science concepts. The student knows that complex systems may not work if some parts are removed. The student is expected to: (A) identify and describe the roles of some organisms in living systems such as plants in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and (B) predict and draw conclusions about what happens when part of a system is removed. (6) Science concepts. The student knows that change can create recognizable patterns. The student is expected to: (A) identify patterns of change such as in weather, metamorphosis, and objects in the sky; (B) illustrate that certain characteristics of an object can remain constant even when the object is rotated like a spinning top, translated like a skater moving in a straight line, or reflected on a smooth surface; and

(C) use reflections to verify that a natural object has symmetry.

(7) Science concepts. The student knows that matter has physical properties. The student is expected to: (A) observe and record changes in the states of matter caused by the addition or reduction of heat; and (B) conduct tests, compare data, and draw conclusions about physical properties of matter including states of matter, conduction, density, and buoyancy. (8) Science concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to: (A) identify characteristics that allow members within a species to survive and reproduce; (B) compare adaptive characteristics of various species; and

(C) identify the kinds of species that lived in the past and compare them to existing species.

(9) Science concepts. The student knows that many likenesses between offspring and parents are inherited or learned. The student is expected to:

(A) distinguish between inherited traits and learned characteristics; and 0 ! I 7 (B) identify and provide examples of inherited traits and learned characteristics. The Rhodes School 100 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (10) Science concepts. The student knows that certain past events affect present and future events. The student is expected to: (A) identify and observe effects of events that require time for changes to be noticeable including growth, erosion, dissolving, weathering, and flow; and (B) draw conclusions about "what happened before" using fossils or charts and tables. (11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to: (A) test properties of soils including texture, capacity to retain water, and ability to support life; (B) summarize the effects of the oceans on land; and (C) identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle,

Fifth Grade (1) In Grade 5, the study of science includes planning and implementing field and laboratory investigations using scientific methods, analyzing information, making informed decisions, and using tools such as nets and cameras to collect and record information. Students also use computers and information technology tools to support scientific investigations. (2) As students leam science skills, they identify structures and functions of Earth systems including the crust, mantle, and core and the effect of weathering on landforms. Students learn that growth, erosion, and dissolving are examples of how some past events have affected present events. Students learn about magnetism, physical states of matter, and conductivity as properties that are used to classify matter. In addition, students learn that light, heat, and electricity are all forms of energy. (3) Students learn that adaptations can improve the survival of members of a species, and they explore an organism's niche within an ecosystem. Students continue the study of organisms by exploring a variety of traits that are inherited by offspring from their parents and study examples of learned characteristics. (4) Science is a way of learning about the natural world. Students should know now science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions.

(5) A system is a collection of cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what will happen next and can change overtime.

The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (6) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. (b) Knowledge and skills. (1) Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (A) plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect information by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct simple graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate information. (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on information related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and (E) connect Grade 5 science concepts with the history of science and contributions of scientists. OU9

The Rhodes School 102 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety goggles; and

(B) demonstrate that repeated investigations may increase the reliability of results. (5) Science concepts. The student knows that a system is a collection of cycles, structures, and processes that interact. The student is expected to:

(A) describe some cycles, structures, and processes that are found in a simple system; and (B) describe some interactions that occur in a simple system.

(6) Science concepts. The student knows that some change occurs in cycles. The student is expected to: (A) identify events and describe changes that occur on a regular basis such as in daily, weekly, lunar, and seasonal cycles;

(B) identify the significance of the water, carbon, and nitrogen cycles; and (C) describe and compare life cycles of plants and animals.

(7) Science concepts. The student knows that matter has physical properties. The student is expected to:

(A) classify matter based on its physical properties including magnetism, physical state, and the ability to conduct or insulate heat, electricity, and sound;

(B) demonstrate that some mixtures maintain the physical properties of their ingredients; (C) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving sugar in water; and (D) observe and measure characteristic properties of substances that remain constant such as boiling points and melting points. (8) Science concepts. The student knows that energy occurs in many forms. The student is expected to:

(A) differentiate among forms of energy including light, heat, electrical, and solar energy;

(B) identify and demonstrate everyday examples of how light is reflected, such as from tinted windows, and refracted, such as in cameras, telescopes, and eyeglasses;

A

The Rhodes School \ 03 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) demonstrate that electricity can flow in a circuit and can produce heat, light, sound, and magnetic effects; and (D) verify that vibrating an object can produce sound. (9) Science concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to: (A) compare the adaptive characteristics of species that improve their ability to survive and reproduce in an ecosystem; (B) analyze and describe adaptive characteristics that result in an organism's unique niche in an ecosystem; and (C) predict some adaptive characteristics required for survival and reproduction by an organism in an ecosystem. (10) Science concepts. The student knows that likenesses between offspring and parents can be inherited or learned. The student is expected to: (A) identify traits that are inherited from parent to offspring in plants and animals; and (B) give examples of learned characteristics that result from the influence of the environment. (11) Science concepts. The student knows that certain past events affect present and future events. The student is expected to: (A) identify and observe actions that require time for changes to be measurable, including growth, erosion, dissolving, weathering, and flow; (B) draw conclusions about "what happened before" using data such as from tree-growth rings and sedimentary rock sequences; and (C) identify past events that led to the formation of the Earth's renewable, non­ renewable, and inexhaustible resources. (12) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to: (A) interpret how land forms are the result of a combination of constructive and destructive forces such as deposition of sediment and weathering; (B) describe processes responsible for the formation of coal, oil, gas, and minerals; (C) identify the physical characteristics of the Earth and compare them to the physical characteristics of the moon; and (D) identify gravity as the force that keeps planets in orbit around the Sun and the moon in orbit around the Earth.

Social Studies: 0121

The Rhodes School 104 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The social studies curriculum will utilize the TEKS and national standards as baseline objectives and as a framework for helping students to understand the world around them and the concepts and principles of democratic citizenship. Emphasis will be given to activities that engage students in inquiring about and seeking solutions to significant human issues. In keeping with integration of literacy components, an important element of the social studies curriculum will be reading and writing, and integrating math and technology at every opportunity through projects and team teaching, and interdisciplinary strategies.

Kindergarten (1) In Kindergarten, the focus is on the self, home, family, and classroom. The study of our state and national heritage begins with an examination of the celebration of patriotic holidays and the contributions of historical people. The concept of chronology is introduced. Students discuss geographic concepts of location and physical and human characteristics of places. Students are introduced to the basic human needs of food, clothing, and shelter and to ways that people meet these needs. Students learn the purpose of rules and the role of authority figures in the home and school. Students learn customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. Students compare family customs and traditions and describe examples of technology in the home and school. Students acquire information from a variety of oral and visual sources. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include You're a Grand Old Flag and a children's biography of George Washington. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. (4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic values of our state and nation as referenced in the Texas Education Code, §28.002(h). (b) Knowledge and skills. (1) History. The student understands that holidays are celebrations of special events. The student is expected to:

The Rhodes School 105 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) explain the reasons for national patriotic holidays such as Presidents' Day and Independence Day; and (B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day. (2) History. The student understands how historical figures and ordinary people helped to shape the community, state, and nation. The student is expected to: (A) identify the contributions of historical figures such as Stephen F. Austin and George Washington who helped to shape our state and nation; and (B) identify ordinary people who have shaped the community. (3) History. The student understands the concept of chronology. The student will: (A) place events in chronological order; and (B) use vocabulary related to time and chronology, including before, after, next, first, and last. (4) Geography. The student understands the concept of location. The student will: (A) use terms, including over, under, near, far, left, and right, to describe relative location; and (B) locate places on the school campus and describe their relative locations. (5) Geography. The student understands the physical and human characteristics of the environment. The student is expected to: (A) identify the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; and (B) identify the human characteristics of places such as types of houses and ways of earning a living. (6) Economics. The student understands that basic human needs are met in many ways. The student is expected to: (A) identify basic human needs; and (B) explain how basic human needs of food, clothing, and shelter can be met. (7) Economics. The student understands the importance of jobs. The student will: (A) identify jobs in the home, school, and community; and (B) explain why people have jobs.

(8) Government. The student understands the purpose of rules. The student will: n i 9 3 (A) identify purposes for having rules; and The Rhodes School 106 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) identify rules that provide order, security, and safety in the home and school.

(9) Government. The student understands the role of authority figures. The student will (A) identify authority figures in the home, school, and community; and (B) explain how authority figures make and enforce rules. (10) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:

(A) identify the flags of the United States and Texas;

(B) recite the Pledge of Allegiance; and (C) explain the use of voting as a method for group decision making.

(11) Culture. The student understands similarities and differences among people. The student is expected to: (A) identify personal attributes common to all people such as physical characteristics; and

(B) identify differences among people.

(12) Culture. The student understands how people learn about themselves through family customs and traditions. The student is expected to: (A) identify family customs and traditions and explain their importance; (B) compare family customs and traditions; and

(C) describe customs of the local community.

(13) Science, technology, and society. The student understands ways technology is used in the home and school. The student is expected to: (A) identify examples of technology used in the home and school; and (B) describe how technology helps accomplish specific tasks. (14) Science, technology, and society. The student understands ways in which technology has changed how people live. The student is expected to: (A) describe how his or her life might be different without modern technology; and

(B) list ways in which technology meets people's needs.

(15) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: 0114

The Rhodes School 107 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;

(B) obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts; (C) sequence and categorize information; and (D) identify main ideas from oral, visual, and print sources.

(16) Social studies skills. The student communicates in oral and visual forms. The student is expected to:

(A) express ideas orally based on knowledge and experiences; and

(B) create and interpret visuals including pictures and maps. (17) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. First Grade (1) In Grade 1, students learn about their relationship to the classroom, school, and community. The concepts of time and chronology are developed by distinguishing among past, present, and future events. Students identify anthems and mottoes of the United States and Texas. Students make simple maps to identify the location of places in the classroom, school, and community. The concepts of goods and services and the value of work are introduced. Students identify historic figures and ordinary people who exhibit good citizenship. Students describe the importance of family customs and traditions and identify how technology has changed family life. Students sequence and categorize information. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include a children's biography of Abraham Lincoln. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. Knowledge and skills. t "" O l yl/ ...„«,. j. ...*,VWv.w...»,.««.».«..««..« wtw..w«*. ..»».«» ..x,.,,^ iww.«*K*, wu. *~ community, state, and nation. The student is expected to: The Rhodes School \ Q8 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) identify contributions of historical figures such as Sam Houston and Abraham Lincoln who have influenced the community, state, and nation; (B) identify historic figures such as Alexander Graham Bell and Thomas Edison who have exhibited a love of individualism and inventiveness; and (C) compare the similarities and differences among the lives and activities of historical figures who have influenced the community, state, and nation. (2) History. The student understands the origins of customs, holidays, and celebrations. The student is expected to: (A) describe the origins of selected customs, holidays, and celebrations of the community, state, and nation such as Martin Luther King, Jr. Day, Independence Day, and Veterans' Day; (B) compare the observance of holidays and celebrations, past and present; and (C) identify anthems and mottoes of the United States and Texas. (3) History. The student understands the concepts of time and chronology. The student is expected to: (A) distinguish among past, present, and future;

(B) create a calendar or timeline; and (C) use vocabulary related to chronology, including yesterday, today, and tomorrow. (4) Geography. The student understands the relative location of places. The student is expected to: (A) locate places using the four cardinal directions; and (B) describe the location of self and objects relative to other locations in the classroom and school. (5) Geography. The student understands the purpose of maps and globes. The student is expected to: (A) create and use simple maps to identify the location of places in the classroom, school, community, and beyond; and (B) locate places of significance on maps and globes such as the local community, Texas, and the United States.

(6) Geography. The student understands various physical and human characteristics of the environment. The student is expected to:

(A) identify and describe the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; (B) identify examples of and uses for natural resources in the community, state, and nation; and

The Rhodes School 109 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) identify and describe the human characteristics of places such as types of nouses and ways of earning a living.

(7) Economics. The student understands the concepts of goods and services. The student is expected to: (A) identify examples of goods and services in the home, school, and community; (B) identify ways people exchange goods and services; and

(C) identify the role of markets in the exchange of goods and services.

(8) Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:

(A) identify examples of people wanting more than they can have; (B) explain why wanting more than they can have requires that people make choices; and

(C) identify examples of choices families make when buying goods and services. (9) Economics. The student understands the value of work. The student is expected to:

(A) describe the requirements of various jobs and the characteristics of a job well-performed; and (B) describe how specialized jobs contribute to the production of goods and services. (10) Government. The student understands the purpose of rules and laws. The student is expected to:

(A) explain the need for rules and laws in the home, school, and community; and

(B) give examples of rules or laws that establish order, provide security, and manage conflict. (11) Government. The student understands the role of authority figures and public officials. The student is expected to: (A) identify leaders in the community, state, and nation; (B) describe the roles of public officials including mayor, governor, and president; and

(C) identify the responsibilities of authority figures in the home, school, and community.

(12) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to:

(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; 01 2. 7 The Rhodes School 110 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) identify historic figures such as Clara Barton, Nathan Hale, and Eleanor Roosevelt who have exemplified good citizenship; and (C) identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness. (13) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: (A) explain selected national and state patriotic symbols such as the U.S. and Texas flags, the Liberty Bell, and the Alamo; (B) recite and explain the meaning of the Pledge of Allegiance and the Pledge to the Texas Flag; (C) use voting as a way of making choices and decisions; and (D) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom. (14) Culture. The student understands how families meet basic human needs. The student is expected to: (A) describe ways that families meet basic human needs; and (B) describe similarities and differences in ways families meet basic human needs. (15) Culture. The student understands the importance of family beliefs, customs, language, and traditions. The student is expected to: (A) describe various beliefs, customs, and traditions of families and explain their importance; and (B) retell stories from selected folktales and legends such as Aesop's fables. (16) Science, technology, and society. The student understands how technology has affected daily life, past and present. The student is expected to: (A) describe how household tools and appliances have changed the ways families live; (B) describe how technology has changed communication, transportation, and recreation; and (C) describe how technology has changed the way people work. (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music; 0128 The Rhodes School 111 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer images, literature, and artifacts; (C) sequence and categorize information; and (D) identify main ideas from oral, visual, and print sources. (18) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) express ideas orally based on knowledge and experiences; and

(B) create visual and written material including pictures, maps, timelines, and graphs. (19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Second Grade (1) In Grade 2, students focus on a study of their local community by examining the impact of significant individuals and events on the history of the community as well as on the state and nation. Students begin to develop the concepts of time and chronology by measuring calendar time by days, weeks, months, and years. The relationship between the physical environment and human activities is introduced as are the concepts of consumers and producers. Students identify functions of government as well as services provided by the local government. Students continue to acquire knowledge of important customs, symbols, and celebrations that represent American beliefs and principles. Students identify the significance of works of art in the local community and explain how technological innovations have changed transportation and communication. Students communicate what they have learned in written, oral, and visual forms. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include the legend of the bluebonnet. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.

Knowledge and skills.

(1) History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: 0123 The Rhodes School 112 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) explain the significance of various community, state, and national celebrations such as Memorial Day, Independence Day, and Thanksgiving; and (B) identify and explain the significance of various community, state, and national landmarks such as the county courthouse and state and national capitol buildings. (2) History. The student understands the concepts of time and chronology. The student is expected to: (A) describe the order of events by using designations of time periods such as ancient times and modern times; (B) use vocabulary related to chronology, including past, present, and future; (C) create and interpret timelines; and (D) describe and measure calendar time by days, weeks, months, and years. (3) History. The student understands how various sources provide information about the past. The student is expected to:

(A) name several sources of information about a given period or event; and (B) compare various interpretations of the same time period using evidence such as photographs and interviews. (4) History. The student understands how historical figures and ordinary people helped to shape our community, state, and nation. The student is expected to: (A) identify contributions of historical figures such as Henrietta King and Thurgood Marshall who have influenced the community, state, and nation; (B) identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of individualism and inventiveness; and (C) explain how local people and events have influenced local community history. (5) Geography. The student uses simple geographic tools such as maps, globes, and photographs. The student is expected to: (A) use symbols, find locations, and determine directions on maps and globes; and (B) draw maps to show places and routes. (6) Geography. The student understands the locations and characteristics of places and regions. The student is expected to: (A) identify major landforms and bodies of water, including continents and oceans, on maps and globes; (B) locate the community, Texas, the United States, and selected countries on maps and globes; and 01:0 The Rhodes School 113 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) compare information from different sources about places and regions. (7) Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to: (A) describe how weather patterns, natural resources, seasonal patterns, and natural hazards affect activities and settlement patterns; and (B) explain how people depend on the physical environment and its natural resources to satisfy their basic needs. (8) Geography. The student understands how humans use and modify the physical environment. The student is expected to: (A) identify ways in which people depend on the physical environment, including natural resources, to meet basic needs; (B) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development, and mining coal; (C) identify consequences of human modification of the physical environment such as the use of irrigation to improve crop yields; and (D) identify ways people can conserve and replenish natural resources. (9) Economics. The student understands the importance of work. The student is expected to: (A) explain how work provides income to purchase goods and services; and

(B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money, and where to live and work. (10) Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to: (A) distinguish between producing and consuming; (B) identify ways in which people are both producers and consumers; and (C) trace the development of a product from a natural resource to a finished product. (1 1 ) Government. The student understands the purpose of governments. The student is expected to: (A) identify functions of governments; (B) identify some governmental services in the community such as libraries, schools, and parks and explain their value to the community; and (C) describe how governments establish order, provide security, and manage conflict.

The Rhodes School 114 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 (12) Government. The student understands the role of public officials. The student is expected to: (A) compare the roles of public officials including mayor, governor, and president; and (B) identify ways that public officials are selected, including election and appointment to office. (13) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to: (A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; (B) identify historic figures such as Florence Nightingale, Paul Revere, and Sojourner Truth who have exemplified good citizenship; and (C) identify ordinary people who exemplify good citizenship. (14) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: (A) identify selected patriotic songs such as America the Beautiful; (B) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam; and (C) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom. (15) Culture. The student understands the significance of works of art in the local community. The student is expected to: (A) identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage; and (B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage. (16) Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology have changed communication, transportation, and recreation; and (B) explain how science and technology have changed the ways in which people meet basic needs. (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

The Rhodes School 115 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music; (B) obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts; (C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information; (D) sequence and categorize information; and (E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. (18) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; and (B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas. (19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Third Grade. (1) In Grade 3, students learn how individuals have changed their communities and world. Students study the effects inspiring heroes have had on communities, past and present. Students learn about the lives of heroic men and women who made important choices, overcame obstacles, sacrificed for the betterment of others, and embarked on journeys that resulted in new ideas, new inventions, and new communities. Students expand their knowledge through the identification and study of people who made a difference, influenced public policy and decision making, and participated in resolving issues that are important to all people. Throughout Grade 3, students develop an understanding of the economic, cultural, and scientific contributions made by individuals. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is encouraged. Selections may include the legend of Paul Bunyan. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. n t - o Ul oo The Rhodes School 116 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Knowledge and skills. (1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities over time; (B) identify individuals such as Pierre-Charles L'Enfant who have helped to shape communities; and (C) describe how individuals such as Christopher Columbus and Meriwether Lewis and William Clark have contributed to the expansion of existing communities or to the creation of new communities. (2) History. The student understands common characteristics of communities, past and present. The student is expected to:

(A) identify reasons people have formed communities, including a need for security, law, and material well-being; and (B) compare ways in which people in the local community and communities around the world meet their needs for government, education, communication, transportation, and recreation, overtime and in the present.

(3) History. The student understands the concepts of time and chronology. The student is expected to: (A) use vocabulary related to chronology, including ancient and modern times and past, present, and future times; (B) create and interpret timelines; and (C) describe historical times in terms of years, decades, and centuries. (4) Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to: (A) describe and explain variations in the physical environment including climate, landforms, natural resources, and natural hazards; (B) compare how people in different communities adapt to or modify the physical environment; (C) describe the effects of physical and human processes in shaping the landscape; and (D) identify and compare the human characteristics of selected regions. (5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:

(A) use cardinal and intermediate directions to locate places such as the Amazon River, Himalayan Mountains, and Washington D.C. on maps and r\ globes; u The Rhodes School 117 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) use a scale to determine the distance between places on maps and globes;

(C) identify and use the compass rose, grid, and symbols to locate places on maps and globes; and (D) draw maps of places and regions that contain map elements including a title, compass rose, legend, scale, and grid system. (6) Economics. The student understands the purposes of spending and saving money. The student is expected to: (A) identify ways of earning, spending, and saving money; and

(B) analyze a simple budget that allocates money for spending and saving. (7) Economics. The student understands the concept of an economic system. The student is expected to:

(A) define and identify examples of scarcity;

(B) explain the impact of scarcity on the production, distribution, and consumption of goods and services; (C) explain the impact of scarcity on interdependence within and among communities; and (D) explain the concept of a free market.

(8) Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to:

(A) give examples of how a simple business operates; (B) explain how supply and demand affect the price of a good or service; (C) explain how the cost of production and selling price affect profits; and

(D) identify historic figures, such as Henry Ford, and ordinary people in the community who have started new businesses. (9) Government. The student understands the basic structure and functions of local government. The student is expected to: (A) describe the basic structure of government in the local community; (B) identify services commonly provided by local governments; (C) identify local government officials and explain how they are chosen;

(D) explain how local government services are financed; and

(E) explain the importance of the consent of the governed to the functions of local government.

(10) Citizenship. The student understands characteristics of good citizenship as (\\ " exemplified by historic figures and ordinary people. The student is expected to: u i The Rhodes School 118 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; (B) identify historic figures such as Jane Addams, Helen Keller, and Harriet Tubman who have exemplified good citizenship; (C) identify and explain the importance of acts of civic responsibility, including obeying laws and voting; and (D) identify ordinary people who exemplify good citizenship. (11) Citizenship. The student understands the impact of individual and group decisions on communities in a democratic society. The student is expected to:

(A) give examples of community changes that result from individual or group decisions;

(B) identify examples of actions individuals and groups can take to improve the community; and

(C) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good. (12) Culture. The student understands ethnic and/or cultural celebrations of the United States and other nations. The student is expected to: (A) explain the significance of selected ethnic and/or cultural celebrations in Texas, the United States, and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa; and

(B) compare ethnic and/or cultural celebrations in Texas, the United States, and other nations. (13) Culture. The student understands the role of real and mythical heroes in shaping the culture of communities, the state, and the nation. The student is expected to:

(A) identify the heroic deeds of state and national heroes such as Daniel Boone and Davy Crockett; (B) retell the heroic deeds of characters from American folktales and legends such as Pecos Bill and Paul Bunyan; (C) retell the heroic deeds of characters of Greek and Roman myths; and (D) identify how selected fictional characters such as Robinson Crusoe created new communities. (14) Culture. The student understands the importance of writers and artists to the cultural heritage of communities. The student is expected to:

(A) identify selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from communities around the world; and 0 1 : 6

The Rhodes School 119 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) explain the significance of selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage to communities around the world. (15) Science, technology, and society. The student understands how individuals have created or invented new technology and affected life in communities around the world, past and present. The student is expected to: (A) identify scientists and inventors such as Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or invented new technology; and (B) identify the impact of new technology in photography, farm equipment, pasteurization, and medical vaccines on communities around the world.

(16) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) obtain information, including historical and geographic data about the community, using a variety of print, oral, visual, and computer sources; (B) sequence and categorize information;

(C) interpret oral, visual, and print material by identifying the main idea, identifying cause and effect, and comparing and contrasting;

(D) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information;

(E) interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

(17) Social studies skills. The student communicates effectively in written, oral, and visual forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; (B) create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and

(C) use standard grammar, spelling, sentence structure, and punctuation. (18) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and 0157 The Rhodes School 120 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Fourth Grade (1) In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of the Western Hemisphere. Historical content focuses on Texas history including the Texas revolution, establishment of the Republic of Texas, and subsequent annexation to the United States. Students discuss important issues, events, and individuals of the 19th and 20th centuries. Students conduct a thorough study of regions in Texas and the Western Hemisphere that result from human activity and from physical features. A focus on the location, distribution, and patterns of economic activities and of settlement in Texas further enhances the concept of regions. Students describe how early Native Americans in Texas and the Western Hemisphere met their basic economic needs and identify economic motivations for European exploration and colonization and reasons for the establishment of Spanish missions. Students explain how Native Americans governed themselves and identify characteristics of Spanish and Mexican colonial governments in Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and make generalizations and predictions. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include a children's biography of Stephen F. Austin. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. Knowledge and skills. (1) History. The student understands the similarities and differences of Native- American groups in Texas and the Western Hemisphere before European exploration. The student is expected to: (A) identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and (B) compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration. (2) History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. The student is expected to: (A) summarize reasons for European exploration and settlement of Texas and the Western Hemisphere; 0138 The Rhodes School 121 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) identify the accomplishments of significant explorers such as Cabeza de Vaca; Christopher Columbus; Francisco Coronado; and Rene Robert Cavelier, Sieur de la Salle and explain their impact on the settlement of Texas;

(C) explain when, where, and why the Spanish established Catholic missions in Texas; (D) identify the accomplishments of significant empresarios including Moses Austin, Stephen F. Austin, and Martin de Le6n and explain their impact on the settlement of Texas; and (E) identify the impact of Mexico's independence from Spain on the events in Texas. (3) History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:

(A) analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto;

(B) describe the successes and problems of the Republic of Texas;

(C) explain the events that led to the annexation of Texas to the United States;

(D) explain the impact of the Mexican War on Texas; and (E) identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones. (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:

(A) describe the impact of the Civil War and Reconstruction on Texas;

(B) explain the growth and development of the cattle and oil industries; (C) identify the impact of railroads on life in Texas, including changes to cities and major industries; and (D) describe the effects of political, economic, and social changes on Native Americans in Texas. (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:

(A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, and the growth of aerospace and other technology industries; and

(B) identify the accomplishments of notable individuals such as Henry Cisneros, Miriam A. Ferguson, Audie Murphy, Cleto Rodriguez, and John Tower.

(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: 0139 The Rhodes School 122 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and (B) translate geographic data into a variety of formats such as raw data to graphs and maps. (7) Geography. The student understands the concept of regions. The student is expected to: (A) describe a variety of regions in Texas and the Western Hemisphere such as political, population, and economic regions that result from patterns of human activity; (B) describe a variety of regions in Texas and the Western Hemisphere such as landform, climate, and vegetation regions that result from physical characteristics; and

(C) compare the regions of Texas with regions of the United States and other parts of the world. (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify clusters of settlement in Texas and explain their distribution;

(B) explain patterns of settlement at different time periods in Texas;

(C) describe the location of cities in Texas and explain their distribution, past and present; and (D) explain the geographic factors that influence patterns of settlement and the distribution of population in Texas, past and present.

(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:

(A) describe ways people have adapted to and modified their environment in Texas, past and present; (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs; and (C) analyze the consequences of human modification of the environment in Texas, past and present.

(10) Economics. The student understands the basic economic patterns of early societies in Texas and the Western Hemisphere. The student is expected to:

(A) explain the economic patterns of various early Native-American groups in Texas and the Western Hemisphere; and

(B) explain the economic patterns of early European immigrants to Texas and the Western Hemisphere. 0140 The Rhodes School 123 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (11) Economics. The student understands the reasons for exploration and colonization. The student is expected to: (A) identify the economic motivations for European exploration and settlement in Texas and the Western Hemisphere; and (B) identify the economic motivations for Anglo-American colonization in Texas. (12) Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to: (A) describe the development of the free enterprise system in Texas; (B) describe how the free enterprise system works in Texas; and (C) give examples of the benefits of the free enterprise system in Texas. (13) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (A) explain how people in different regions of Texas earn their living, past and present; (B) explain how geographic factors have influenced the location of economic activities in Texas; (C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas; (D) describe the impact of mass production, specialization, and division of labor on the economic growth of Texas; (E) explain how developments in transportation and communication have influenced economic activities in Texas; and (F) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas. (14) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to: (A) identify ways in which technological changes have resulted in increased interdependence among Texas, the United States, and the world; (B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world; and (C) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world. (15) Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: 0141 The Rhodes School 124 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) compare how selected Native-American groups governed themselves; and (B) identify characteristics of Spanish and Mexican colonial governments and their influence on inhabitants of Texas. (16) Government. The student understands important ideas in historic documents of Texas. The student is expected to: (A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and the Treaty of Velasco; and (B) identify and explain the basic functions of the three branches of state government. (17) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (A) explain the meaning of selected patriotic symbols and landmarks of Texas, including the six flags over Texas, San Jose Mission, and the San Jacinto Monument; (B) sing or recite Texas, Our Texas; (C) recite and explain the meaning of the Pledge to the Texas Flag; and (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. (18) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to: (A) explain how individuals can participate voluntarily in civic affairs at state and local levels; (B) explain the role of the individual in state and local elections; (C) identify the importance of historical figures such as Sam Houston, Barbara Jordan, and Lorenzo de Zavala who modeled active participation in the democratic process; and (D) explain how to contact elected and appointed leaders in state and local governments. (19) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to: (A) identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties; and (B) identify leadership qualities of state and local leaders, past and present.

(20) Culture. The student understands the contributions of people of various n * > racial, ethnic, and religious groups to Texas. The student is expected to: U i i

The Rhodes School 125 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas; (B) identify customs, celebrations, and traditions of various culture groups in Texas; and (C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas. (21) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to: (A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, and Patillo Higgins and their contributions; (B) describe how scientific discoveries and technological innovations have benefited individuals, businesses, and society in Texas; and (C) predict how future scientific discoveries and technological innovations might affect life in Texas. (22) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (B) analyze information by sequencing, categorizing, identifying cause-and­ effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (D) identify different points of view about an issue or topic; (E) identify the elements of frame of reference that influenced the participants in an event; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. (23) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (C) express ideas orally based on research and experiences; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and Q \ t'. 3 The Rhodes School 126 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (E) use standard grammar, spelling, sentence structure, and punctuation.

(24) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Fifth Grade (1) In Grade 5, students learn about the history of the United States from its early beginnings to the present with a focus on colonial times through the 20th century. Historical content includes the colonial and revolutionary periods, the establishment of the United States, and issues that led to the Civil War. An overview of major events and significant individuals of the late-19th century and the 20th century is provided. Students learn about a variety of regions in the United States that result from physical features and human activity and identify how people adapt to and modify the environment. Students explain the characteristics and benefits of the free enterprise system and describe economic activities in the United States. Students identify the roots of representative government in this nation as well as the important ideas in the Declaration of Independence and the U.S. Constitution. Students recite and explain the meaning of the Pledge of Allegiance. Students examine the importance of effective leadership in a democratic society and identify important leaders in the national government. Students examine fundamental rights guaranteed in the Bill of Rights. Students describe customs and celebrations of various racial, ethnic, and religious groups in the nation and identify the contributions of famous inventors and scientists. Students use critical-thinking skills including sequencing, categorizing, and summarizing information and drawing inferences and conclusions. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include Yankee Doodle. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.

Knowledge and skills.

(1) History. The student understands the causes and effects of European colonization in the United States. The student is expected to:

(A) explain when, where, and why groups of people colonized and settled in the United States; and 0144 The Rhodes School 127 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) describe the accomplishments of significant colonial leaders such as Anne Hutchinson, William Penn, John Smith, and Roger Williams. (2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: (A) identify the contributions of significant individuals during the revolutionary period, including Thomas Jefferson and George Washington; (B) analyze the causes and effects of events prior to and during the American Revolution such as the Boston Tea Party; and (C) summarize the results of the American Revolution, including the establishment of the United States and the origins of U.S. military institutions. (3) History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to: (A) identify the contributions of individuals including James Madison and Roger Sherman who helped create the U.S. Constitution; and (B) summarize the events that led to the creation of the U.S. Constitution. (4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: (A) identify changes in society resulting from the Industrial Revolution and explain how these changes led to conflict among sections of the United States; (B) identify reasons people moved west; (C) identify examples of U.S. territorial expansion; (D) describe the causes and effects of the Civil War; (E) explain the reasons for and rights provided by the 13th, 14th, and 15th amendments to the U.S. Constitution; (F) explain how industry and the mechanization of agriculture changed the American way of life; and (G) identify the challenges, opportunities, and contributions of people from selected Native-American and immigrant groups. (5) History. The student understands important issues, events, and individuals of the 20th century in the United States. The student is expected to: (A) analyze various issues and events of the 20th century such as urbanization, industrialization, increased use of oil and gas, world wars, and the Great Depression; and 0145 The Rhodes School 128 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) identify the accomplishments of notable individuals such as Carrie Chapman Catt, Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell, and Franklin D. Roosevelt who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics. (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and (B) translate geographic data into a variety of formats such as raw data to graphs and maps. (7) Geography. The student understands the concept of regions. The student is expected to: (A) describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity; (B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics; and (C) locate the fifty states on a map and identify regions such as New England and the Great Plains made up of various groups of states. (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and describe the types of settlement and patterns of land use in the United States; (B) describe clusters of settlement in the United States and explain their distribution; (C) analyze the location of cities in the United States, including capital cities, and explain their distribution, past and present; and (D) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in the United States, past and present; (B) identify reasons why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs; and (C) analyze the consequences of human modification of the environment in the United States, past and present. 0146 The Rhodes School 129 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (10) Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to: (A) explain the economic patterns of various early Native-American groups in the United States; and (B) explain the economic patterns of early European colonists. (11) Economics. The student understands the reasons for exploration and colonization. The student is expected to: (A) identify the economic motivations for European exploration and settlement in the United States; and

(B) identify major industries of colonial America. (12) Economics. The student understands the characteristics and benefits of the free enterprise system in the United States. The student is expected to:

(A) describe the development of the free enterprise system in colonial America and the United States; (B) describe how the free enterprise system works in the United States; and (C) give examples of the benefits of the free enterprise system in the United States. (13) Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to: (A) explain how supply and demand affects consumers in the United States; and

(B) evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States.

(14) Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: (A) analyze how people in different parts of the United States earn a living, past and present; (B) identify and explain how geographic factors have influenced the location of economic activities in the United States; (C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States;

(D) describe the impact of mass production, specialization, and division of labor on the economic growth of the United States;

(E) analyze how developments in transportation and communication have influenced economic activities in the United States; and

..ro.x..WOT^.,ww, uu 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (F) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.

(15) Government. The student understands how people organized governments in colonial America. The student is expected to: (A) compare the systems of government of early European colonists; and (B) identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.

(16) Government. The student understands important ideas in the Declaration of Independence and the U.S. Constitution. The student is expected to:

(A) identify the purposes and explain the importance of the Declaration of Independence; and (B) explain the purposes of the U.S. Constitution as identified in the Preamble to the Constitution.

(17) Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to:

(A) identify and explain the basic functions of the three branches of government;

(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and (C) distinguish between national and state governments and compare their responsibilities in the U.S. federal system.

(18) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:

(A) explain selected patriotic symbols and landmarks such as the Statue of Liberty and the White House and political symbols such as the donkey and elephant; (B) sing or recite The Star-Spangled Banner and explain its history;

(C) recite and explain the meaning of the Pledge of Allegiance; and (D) describe the origins and significance of national celebrations such as Memorial Day, Labor Day, and Columbus Day. (19) Citizenship. The student understands the importance of individual participation in the democratic process. The student is expected to:

(A) explain how individuals can participate in civic affairs and political parties at the national level;

(B) analyze the role of the individual in national elections;

OU8 The Rhodes School 131 13518 Mobile Street Houston. Texas 77015 (281)224-5873 (C) identify significant individuals such as Cesar Chavez and Benjamin Franklin who modeled active participation in the democratic process; and (D) explain how to contact elected and appointed leaders in the national governments. (20) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to: (A) identify leaders in the national governments, including the president and selected members of Congress, and their political parties; and (B) identify and compare leadership qualities of national leaders, past and present. (21) Citizenship, The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: (A) summarize the reasons for the creation of the Bill of Rights; (B) describe important individual rights including freedom of religion, speech, and press and the right to assemble and petition the government; (C) describe important due process rights including trial by jury and the right to an attorney; and (D) summarize selected amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens. (22) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art, music, and literature from various periods in U.S. history; and (B) explain how examples of art, music, and literature reflect the times during which they were created. (23) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to: (A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in the United States; (B) describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States; and (C) summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity. (24) Science, technology, and society. The student understands the impact of science and technology on life in the United States. The student is expected to: 0143 The Rhodes School 132 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) describe the contributions of famous inventors and scientists such as Neil Armstrong, John J. Audubon, Benjamin Banneker, Clarence Birdseye, George Washington Carver, Thomas Edison, and Carl Sagan;

(B) identify how scientific discoveries and technological innovations such as the transcontinental railroad, the discovery of oil, and the rapid growth of technology industries have advanced the economic development of the United States; (C) explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States; (D) analyze environmental changes brought about by scientific discoveries and technological innovations such as air conditioning and fertilizers; and

(E) predict how future scientific discoveries and technological innovations could affect life in the United States.

(25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and­ effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (D) identify different points of view about an issue or topic;

(E) identify the elements of frame of reference that influenced the participants in an event; and

(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

(26) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication;

(C) express ideas orally based on research and experiences;

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

(E) use standard grammar, spelling, sentence structure, and punctuation. QIC,0

The Rhodes School 133 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (27) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Art and Music: The fine art curricula will utilize the TEKS as baseline objectives and as a framework for understanding the process of creation and the steps and stages of careful craftsmanship. The art and music curricula are an integral part of developing well-rounded students. The four basic strands perception, creative expression/performance, historical and cultural heritage and critical evaluation will provide the broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Our program will utilize professional artists of varied backgrounds to demonstrate and teach their craft. We will also partner with the Houston Museum of Fine Arts to train teachers how to integrate art into all subject areas. Our city, which is the second largest performing arts venue in the country, provides a plethora of fine arts organizations and activities to allow students to experience first hand a high quality, professional fine arts performance. Students will experience visits to museums, performances, and contact with accomplished professional artists of different venues.

Kindergarten: Art Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) glean information from the environment, using the five senses; and (B) identify colors, textures, forms, and subjects in the environment. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks, using a variety of colors, forms, and lines; (B) arrange forms intuitively to create artworks; and (C) develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials.

(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: 0151 The Rhodes School 134 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) identify simple subjects expressed in artworks; (B) share ideas about personal artworks and the work of others, demonstrating respect for differing opinions; and

(C) relate art to everyday life. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

(A) express ideas about personal artworks; and (B) express ideas about original artworks, portfolios, and exhibitions by peers and artists.

Kindergarten Music

By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices. Knowledge and skills. (1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

(A) identify the difference between the singing and speaking voice; and

(B) identify the timbre of adult voices and instruments.

(2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play classroom instruments independently or in a group; and

(B) sing songs from diverse cultures and styles or play such songs on musical instruments.

(3) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) sing songs and play musical games from different cultures; and (B) identify simple relationships between music and other subjects. (4) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(A) identify steady beat in musical performances; and

(B) identify higher/lower, louder/softer, faster/slower, and same/different in musical performances.

The Rhodes School 135 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Kindergarten Theiater: Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally. Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies. Knowledge and skills.

(1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: (A) develop self-awareness through dramatic play; (B) explore space, using expressive movement;

(C) imitate sounds; and (D) imitate and recreate objects in dramatic play. (2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: (A) demonstrate safe use of movement and voice; (B) assume roles through imitation and recreation; (C) identify the characteristics of dramatic play; and (D) participate in dramatic play. (3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) create playing space, using simple materials; (B) create costumes, using simple materials; (C) plan dramatic play; and (D) cooperate with others in dramatic play. (4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:

(A) play and replay real and imaginative situations of various cultures; and (B) play and replay stories from American history. (5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: Q 1r* 3 The Rhodes School 136 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) begin to identify appropriate audience behavior; (B) respond to dramatic activities;

(C) demonstrate awareness of the use of music, creative movement, and visual components in dramatic play; and (D) observe the performance of artists and identify theatrical vocations.

First Grade - Art

By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

Knowledge and skills.

(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A) identify similarities, differences, and variations among subjects, using the senses; and

(B) identify color, texture, form, line, and emphasis in nature and in the human- made environment,

(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) invent images that combine a variety of colors, forms, and lines;

(B) place forms in orderly arrangement to create designs; and

(C) increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A) identify simple ideas expressed in artworks through different media; (B) select artworks that show families and groups; and (C) identify the use of art in everyday life.

(4) Response/evaluation. The student makes informed judgments about personal artworks and the works of others. The student is expected to: (A) express ideas about personal artworks; and

(B) identify simple ideas about original artworks, portfolios, and exhibitions by peers and others. 0154

The Rhodes School 137 13518 Mobile Street Houston, Texas 77015 (281)224-5873 First Grade Music: By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices. Knowledge and skills. (1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to: (A) identify voices and selected instruments from various musical families; (B) use basic music terminology in describing musical sounds; and (C) identify repetition and contrast in music examples. (2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups; and

(B) sing songs from diverse cultures and styles or play such songs on a musical instrument. (3) Creative expression/performance. The student reads and writes music notation. The student is expected to: (A) read simple examples of music notation; and (B) write simple examples of music notation. (4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: (A) create short rhythmic patterns; and (B) create short melodic patterns. (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) sing songs and play musical games from diverse cultures; and (B) identify simple relationships between music and other subjects. (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and First Grade Theater: Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies. 0155 The Rhodes School 138 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Knowledge and skills. (1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:

(A) develop confidence and self-awareness through dramatic play; (B) develop spatial awareness in dramatic play, using expressive and rhythmic movement;

(C) imitate actions and sounds; and

(D) imitate and create animate and inanimate objects in dramatic play. (2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:

(A) demonstrate safe use of movement and voice;

(B) assume roles through imitation;

(C) dramatize limited-action stories; and

(D) dramatize poems and songs. (3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) select aspects of the environment for use in dramatic play;

(B) adapt the environment for dramatic play, using simple materials;

(C) plan dramatic play; and (D) cooperate with others in dramatic play. (4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to: (A) imitate life experiences from various historical periods in dramatic play; and (B) identify diverse cultural dimensions in dramatic play. (5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

(A) identify appropriate audience behavior; (B) respond to and begin to evaluate dramatic activities;

(C) identify the use of music, creative movement, and visual components in dramatic play; and

(D) observe the performance of artists and identify theatrical vocations.

The Rhodes School 139 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Second Grade Art: By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations. (b) Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) identify variations in objects and subjects from the environment, using the senses; and (B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) express ideas and feelings in artworks, using a variety of colors, forms, and lines; (B) create effective compositions, using design elements and principles; and (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials. (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) identify stories and constructions in a variety of artworks; (B) compare ways individuals and families are depicted in different artworks; and (C) identify different kinds of jobs in art. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) define reasons for preferences in personal artworks; and (B) identify ideas in original artworks, portfolios, and exhibitions by peers and artists. Second Grade Music: By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices. (b) Knowledge and skills. (1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to: r The Rhodes School 140 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) identify instruments visually and aurally;

(B) use music terminology to explain sounds and performances; and (C) identify music forms such as AB and ABA. (2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups; and

(B) sing songs from diverse cultures and styles or play such songs on a musical instrument.

(3) Creative expression/performance. The student reads and writes music notation. The student is expected to:

(A) read and write simple music notation, using a system (letters, numbers, syllables); and

(B) read and write music that incorporates basic rhythmic patterns in simple meters.

(4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:

(A) create rhythmic phrases; and

(B) create melodic phrases. (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:

(A) identify music from various periods of history and culture;

(B) sing songs and play musical games from diverse cultures; and

(C) identify relationships between music and other subjects. (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) distinguish between beat/rhythm, higher/lower, louder/softer, faster/slower, and same/different in musical performances; and (B) show appropriate audience behavior during live performances.

Second Grade Theater: Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.

Knowledge and skills. 0158

The Rhodes School 141 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: (A) react to sensory experiences; (B) expand spatial awareness in dramatic play, using expressive and rhythmic movement; (C) participate in dramatic play, using actions, sounds, and dialogue; and

(D) role-play, imitate, and recreate dialogue. (2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: (A) demonstrate safe use of movement and voice;

(B) role-play in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization;

(C) create dramatizations of limited-action stories, using simple pantomime and puppetry; and (D) dramatize poems and songs, using simple pantomime and puppetry.

(3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

(A) select aspects of the environment for use in dramatic play;

(B) adapt the environment for dramatic play, using simple materials;

(C) plan dramatic play; and (D) cooperate and interact with others in dramatic play. (4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to: (A) imitate life experiences from various historical periods in dramatic play; and (B) identify diverse cultural dimensions in dramatic play. (5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

(A) identify and apply appropriate audience behavior;

(B) react to and begin to evaluate dramatic activities;

(C) employ music, creative movement, and visual components in dramatic play; and (D) observe the performance of artists and identify theatrical vocations. The Rhodes School 142 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Third Grade Art: By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations. (b) Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) identify sensory knowledge and life experiences as sources for ideas about visual symbols, self, and life events; and (B) identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on personal observations and experiences; (B) develop a variety of effective compositions, using design skills; and (C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions; (B) compare selected artworks from different cultures; and (C) relate art to different kinds of jobs in everyday life. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) identify general intent and expressive qualities in personal artworks; and (B) apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists. Third Grade Music: By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices. (b) Knowledge and skills. oico The Rhodes School 143 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to: (A) categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures; (B) use music terminology in explaining sound, music, music notation, musical instruments and voices, and musical performances; and (C) identify music forms presented aurally such as AB, ABA, and rondo. (2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to: (A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument. (3) Creative expression/performance. The student reads and writes music notation. The student is expected to: (A) read music notation, using a system (letters, numbers, syllables); (B) write music notation, using a system (letters, numbers, syllables); (C) read and write music that incorporates basic rhythmic patterns in simple meters; and (D) identify music symbols and terms referring to dynamics and tempo. (4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: (A) create rhythmic phrases; and (B) create melodic phrases. (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) perform songs and musical games from diverse cultures; and

(C) describe relationships between music and other subjects. (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(A) define basic criteria for evaluating musical performances; and (B) exhibit audience etiquette during live performances. 0161 The Rhodes School 144 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Third Grade Theater: Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies. (b) Knowledge and skills. (1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: (A) react to sensory and emotional experiences; (B) create playing space, using expressive and rhythmic movement; (C) respond to sound, music, images, and the written word with voice and movement and participate in dramatic play, using actions, sounds, and dialogue; and (D) reflect the environment, portray character, and demonstrate actions in classroom dramatizations.

(2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: (A) demonstrate safe use of movement and voice; (B) participate in a variety of roles in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization; (C) dramatize literary selections, using shadow play and puppetry; and

(D) dramatize literary selections, using pantomime and imitative dialogue. (3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) identify technical theatre elements; (B) begin to use simple technical theatre elements; (C) plan dramatic play; and (D) cooperate and interact with others in dramatic play. (4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to: (A) illustrate similarities and differences in life and theatre through dramatic play; and

(B) reflect historical and diverse cultural influences in dramatic activities.

The Rhodes School 145 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: (A) evaluate and apply appropriate audience behavior consistently; (B) evaluate simple dramatic activities and performances;

(C) incorporate music, movement, and visual components in dramatic play; and

(D) observe the performance of amateur and professional artists and begin to compare vocations in theatre. Fourth Grade Art: By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

(b) Knowledge and skills.

(1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and (B) choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) integrate a variety of ideas about self, life events, family, and community in original artworks; (B) design original artworks; and (C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials. (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) identify simple main ideas expressed in art;

(B) compare and contrast selected artworks from a variety of cultural settings; and

(C) identify the roles of art in American society. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

The Rhodes School 146 0 I b o 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) describe intent and form conclusions about personal artworks; and

(B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others. Fourth Grade Music: By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

(b) Knowledge and skills.

(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

(A) categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments of various cultures; (B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and

(C) identify music forms presented aurally such as AB, ABA, and rondo.

(2) Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:

(A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument. (3) Creative expression/performance. The student reads and writes music notation. The student is expected to:

(A) read and write music notation, using a system (letters, numbers, syllables);

(B) incorporate basic rhythmic patterns in simple meters in musical compositions; and (C) identify music symbols and terms referring to dynamics and tempo, interpreting them appropriately when performing.

(4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: (A) create rhythmic and melodic phrases; and

(B) create simple accompaniments.

(5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; 0 1 G 4

The Rhodes School 147 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (B) perform music and movement from diverse cultures;

(C) perform music representative of American and Texas heritage; and (D) identify connections between music and the other fine arts. (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

(A) apply basic criteria in evaluating musical performances and compositions;

(B) justify, using music terminology, personal preferences for specific music works and styles; and (C) practice concert etiquette as an actively involved listener during live performances. Fourth Grade Theater: Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students that are appreciative and evaluative consumers of live theatre, film, television, and other technologies.

(b) Knowledge and skills. (1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: (A) relate sensory and emotional responses to theatre;

(B) develop body awareness and spatial perceptions, using rhythmic and expressive movement; (C) respond to sounds, music, images, and the written word, using movement;

(D) express emotions and ideas, using interpretive movements, sounds, and dialogue; (E) imitate and synthesize life experiences in dramatic play; and (F) represent environment, characterization, and actions. (2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:

(A) demonstrate safe use of the voice and body;

(B) describe clearly characters, their relationships, and their surroundings; (C) develop characters and assume roles in short improvised scenes, using imagination, personal experiences, heritage, literature, and history; and

(D) dramatize literary selections in unison, pairs, and groups and create simple f|' P stories collaboratively through imaginative play in improvisations and story u ­ The Rhodes School 148 13518 Mobile Street Houston, Texas 77015 (281)224-5873 dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events. (3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) demonstrate the safe use of props, costumes, and visual elements, defining character, environment, action, and theme;

(B) alter space to create suitable environments for play-making; (C) plan brief dramatizations collaboratively; and

(D) interact cooperatively with others in brief dramatizations.

(4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:

(A) explain theatre as a reflection of life in particular times, places, and cultures; and

(B) identify the role of live theatre, film, television, and electronic media in American society. (5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

(A) identify and apply appropriate audience behavior at performances; (B) define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and discuss these aspects as found in art, dance, and music;

(C) compare and contrast the ways ideas and emotions are depicted in art, dance, music, and theatre and select movement, music, or visual elements to enhance classroom dramatizations; and (D) compare theatre artists and their contributions.

Fifth Grade Art: (b) Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and

(B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.

(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

The Rhodes School 149 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare artworks from several national periods, identifying similarities and differences; (B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. Fifth Grade Music: By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices. (b) Knowledge and skills. (1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to: (A) distinguish among a variety of musical timbres; (B) use standard terminology in explaining music, music notation, musical instruments and voices, and musical performances; and (C) identify a variety of music forms such as AB, ABA, rondo, and theme and variations. (2) Creative expression/performance. The student sings or plays an instrument, individually and in groups, performing a varied repertoire of music. The student is expected to: (A) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques; (B) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and n t f 7 The Rhodes School 150 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (C) demonstrate appropriate small- and large-ensemble performance techniques during formal and informal concerts.

(3) Creative expression/performance. The student reads and writes music notation. The student is expected to: (A) read standard notation; (B) use standard symbols to notate meter, rhythm, and pitch in simple patterns (manuscript or computer-generated); (C) read and write music that incorporates rhythmic patterns in various meters; and (D) identify music symbols and terms referring to dynamics, tempo, and articulation. (4) Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to: (A) create rhythmic and melodic phrases; and (B) create/arrange simple accompaniments. (5) Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to: (A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) describe various music vocations and avocations; (C) perform music and movement from diverse cultures; (D) perform music representative of American and Texas heritage; and

(E) identify concepts taught in the other fine arts and their relationships to music concepts. (6) Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to: (A) apply criteria in evaluating musical performances and compositions; (B) evaluate, using music terminology, personal preferences for specific music works and styles; and

(C) exhibit concert etiquette as an actively involved listener during varied live performances. Fifth Grade Theater: Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies. 0^68

The Rhodes School 151 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (b) Knowledge and skills. (1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: (A) develop characterization, using sensory and emotional recall; (B) develop body awareness and spatial perceptions, using pantomime; (C) respond to sounds, music, images, and the written word, using movement; (D) express emotions and relate ideas, using interpretive movement and dialogue; (E) integrate life experiences in dramatic play; and (F) portray environment, characterization, and actions. (2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: (A) demonstrate safe use of the voice and body;

(B) describe characters, their relationships, and their surroundings in detail; (C) select movements and portray a character, using dialogue appropriately; and (D) dramatize literary selections in pairs and various groupings and create simple stories collaboratively in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events. (3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) define character, environment, action, and theme, using props, costumes, and visual elements; (B) alter space appropriately to create a suitable environment for play-making; (C) plan brief dramatizations collaboratively; and (D) interact cooperatively with others in brief dramatizations. (4) Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to: (A) relate theatre to life in particular times, places, and cultures; and (B) analyze the role of live theatre, film, television, and electronic media in American society. (5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: The Rhodes School 152 13518 Mobile Street Houston, Texas 77015 (281)224-5873 (A) analyze and apply appropriate audience behavior at a variety of performances; (B) define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and describe these components in art, dance, and music; (C) compare and contrast ideas and emotions depicted in theatre, dance, music, and art and select and explain the use of movement, music, or visual elements to enhance classroom dramatizations; and (D) analyze and compare theatre artists and their contributions.

Physical education will use the TEKS baseline objectives and will focus on teaching students techniques that lead to a lifelong healthy lifestyle. A full-time physical education teacher will teach physical education for all grades. The program will stress the benefits of fitness and teamwork, teach the basics of team sports, the benefits of fitness as it relates to mental health and the relationship between physical activity and health throughout life.

The technology applications curriculum will utilize the TEKS as baseline objectives with the four strands of foundations, information acquisition, work in problem solving, and communications. Technology applications will be integrated into all core subjects, as well as encouraged for independent research and study. Students will be introduced to computer/electronic related terms, concepts, and data input strategies. Students will learn to make informed decisions regarding computers and their applications to the core courses. The acquisition of information includes the identification of task requirements, the plan for using search strategies, and the use of computers to access, analyze, and evaluate acquired information. Fourth and fifth grade students are expected to: demonstrate knowledge and appropriate use of hardware components, software programs and their connections; use data input skills appropriate to the task; use a variety of strategies to acquire information from electronic resources with supervision; evaluate the acquired electronic information; use appropriate computer-based productivity tools to create and modify solutions to problems; use research skills and electronic communication with appropriate supervision to create new knowledge; deliver the product electronically in a variety of media with supervision; and use computer applications to facilitate evaluation of communication, both process and product. Internet access will be available for students in third through fifth grade.

Health Education: Health Education will be offered to all students in kindergarten through fifth grade. The curriculum will utilize the TEKS as baseline objectives. Students will gain knowledge in health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate. Students will understand that health is influenced by a variety of factors and recognize and utilize health information and products.

Using an integrated approach to planning and implementing instruction, curriculum goals will focus on the student being able to: • develop a positive self-concept and attitude towards learning, self control, 0 i 7 0

The Rhodes School 153 13518 Mobile Street Houston, Texas 77015 (281)224-5873 and a sense of belonging; • develop a curiosity about the world, confidence as a learner, creativity and imagination, and personal initiative; • develop relationships of mutual trust and respect with adults and peers, • understand perspectives of other people, and negotiate and apply rules of group dynamics; • understand and respect social and cultural diversity; • know about the community and social rules; • become literate and gain satisfaction from reading and writing; • represent ideas and feelings through play, dance, drama, music, art, and construction • think critically, reason, and solve problems; • construct understanding of relationships among objects, people, and events, such as classifying, ordering, numbers, space, and time; • construct knowledge of the physical world, manipulate objects for desired effects, and understand cause-and effect relationships; • acquire knowledge of and appreciation for the fine arts, humanities, and sciences; • acquire basic skills, both gross motor and fine motor; and • gain knowledge about the care of their bodies and maintain a desirable level of health and fitness.

3b) The charter school will not serve any high school grade levels.

3c) The Rhodes School will propose instructional methods that support student learning. Our teaching methods concentrate on active, hands-on, project based and conceptual learning that leads to understanding through the Direct Instruction model. Statistics show that Direct Instruction is the most efficient way of teaching (USDE's Follow-Through Program 1960's). Children learn through working through a sequence of tasks with carefully timed comments from the teacher. Students acquire basic skills through meaningful, relevant learning experiences, interactive teaching and cooperative learning. The teaching methods will include a broad range of relevant content, integrated across traditional subject matter. At any given time the following teaching practices may be found at the Rhodes School. • Hands on instruction • Whole group instruction • Small group instruction • One on on instructioe n • Project based instruction • Creative play • Center based learning • Technology instruction • Research learning Q j 7 ; • Field trip experiences

Literacy program: A language-based curriculum including oral English The Rhodes School 154 13518 Mobile Street Houston, Texas 77015 (281)224-5873 language as well as written language. Reading, writing and oral language are integrated within the science, math, social studies and technology curriculum on a regular and ongoing basis, as well as language arts . Teachers assist students in understanding the reciprocity of reading and writing and teach students to use knowledge of one to support the other including: phonetic/phonemic awareness. Multi-sensory and multi-level word study.

Activities include utilizing word walls, making words, individual spelling lists of high frequency and model words and the study of word parts.

Read Alouds: Both teacher and student reading aloud. Reading aloud encourages fluent and expressive reading, develops comprehension and critical thinking strategies and builds listening skills. Reading aloud can be conducted without interruption, or pausing to ask questions, make observations or teach comprehension strategies.

Guided Reading: Utilizing books that are divided by reading difficulty levels, usually in groups with the same title. The teacher guides small groups of students in reading carefully chosen texts in order to build independence, fluency, comprehension skills and problem-solving strategies.

Independent Reading: Utilizing many sources of books and print materials for independent reading by students. After reading, students discuss content and share problem-solving strategies. Teachers observe and assess students' progress and can recommend other print material for further mastery or research.

Shared Reading: The teacher leads a group of students in reading or reciting a particular text that is often enlarged for the group to see (such as big books). The shared reading allows the student to observe the reading process and to practice strategies within the safety of a group.

Guided Writing: Utilizes a small group of students in order to teach the craft, strategies, and skills needed. Independent Writing: Students work individually and silently on their own writing. This may be for an assignment or for independent study or pleasure. Teachers confer to support and address any needs. Sharing and evaluation within a group may follow.

Investigative Writing: Students explore a piece of literature or topic in depth using a variety of sources. Teachers provide guidance, structure and timelines, as well as explicit instruction. Investigations often culminate in oral presentations, performances or displays.

Journals: Encouraged in all parts of the curriculum. Response journals are utilized after reading, writing notebooks are used to record thoughts, ideas, or observations, math and science journals are used to reflect, describe strategy, and to clarify. 017° Math Program: Math pedagogy emphasizes the use of manipulatives to The Rhodes School 155 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

The information on page 156 regarding special education is amended to include the following statement:

• Afull continuum of special education services will be offered. The Rhodes School will contract with the one or more of the following to ensure that this requirement is met: local education service center, Harris County Department of Education, degreed and certified independent contractors.

0173 promote discovery of basic mathematics concepts in a sequence from concrete to pictorial to abstract. Pedagogy includes real-life situations to introduce meaningful and understandable math concepts. Teachers promote the cognitive progression of math concepts through problem-solving strategies allowing development of math vocabulary.

Science Program: Teachers use a process-oriented inquiry approach utilizing 1) Investigation of real science problems that engage natural curiosity; 2) Hands-on activities, actual observations and lab work; and 3) Group discussions for planning, strategies and conclusions.

Social Studies: Pedagogy includes activities that engage students in inquiry and problem solving about significant human issues including reading, writing, pictures, graphs, flow charts, other visual supports, simulations, reenactments, songs, poems, role-playing and students' diverse backgrounds and personal experiences.

Materials: Materials will be wide-ranged to support multi-sensory methods and appeal to multiple intelligence's such as: • Visual/Spatial: state adopted textbooks, charts, graphs, photographs, books including fiction and nonfiction, big books, other print material, illustrations, story maps, writing center tools, art supplies, technological resources

• Verbal/linguistic: state adopted textbooks, other books, journals, other print material, tapes and CDs', visits from outside teachers or community members, puppets, theatre resources, dramatic play areas and other centers for Kindergarten

Bodily/Kinesthetic: playground and field, physical education resources such as; balls, sports equipment; crafts, props and dramatic play resources

Logical/Mathematical: state adopted textbooks, writing center tools, rnanipulatives of many varieties, books, charts, graphs, maps, measuring equipment, clocks, cash registers, investigating resources, calculators technological resources, microscopes, scientific exploration materials, musical instruments and CD players, phonographs, tapes, CDs, records, props, song books

Special Education Students: A variety of instructional arrangements and Settings will be provided for all students identified as needing special education as determined by their IEP. The teaching pedagogy will follow these guidelines and adapt as appropriate for each special education student a plan to ensure that the teaching methods discussed in the paragraphs above are integrated in the individual education plan for these students. The teachers will be encouraged to be creative and responsive so that schedules and procedures can be adjusted for different learning needs. If at all possible, instructional arrangements will be administered into the classroom that the student would normally attend. A special education teacher will be assigned to monitor each special education student to implement, or coordinate with specialists, the IEP 01 7 -| The Rhodes School 156 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONT/NGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

The information on page 157 regarding bilingual education is amended to include the following statement

Bilingual classrooms will be offered if the number of students of the same language reach the threshold indicated in state law.

0175 plan for every special education student.

Bilingual/English as a Second Language: The Rhodes School expects to have a significant ESL student body because of the nature of the surrounding community. Bilingual/ESL students will benefit from the described teaching methods as an integral part of their classrooms. The school administrators and teaching staff will commit to providing these students with diverse and relevant learning experiences and opportunities approached from these teaching methods by providing an ESL trained teacher in every classroom, or, at least, in every grade level within two years after the opening of the school. With these trained teachers an integrated plan for ESL students will ensure them a place in the classroom to reach their full learning potential. REVISED DURING CONTINGENCY PROCESS. 3d) SEE INSERT. The student-to-teacher will be 1:18 for an grades. A aegreea, niqniy qualified teacher in a class of fewer than twenty students allows teachers to: 1. Spend more time on instruction, and less time on discipline matters, as is so often the case in large classes 1. Accommodate individual learning needs of particular students 2. Give individual attention when a child is struggling 3. Give particular attention to students with language barriers or inadequate educational backgrounds 4. Increase participation among all students 5. Create a safer, more comfortable environment where students don't feel lost in the crowd

The Rhodes School will also have full and/or part-time teaching staff for technology instruction and to administer the fine art magnet program (dance, art, music, drama)

3e) The Rhodes School proposes the following curricular experiences that are unique from the local public elementary schools:

Performing and Visual Arts- The performing and visual arts program will be the hallmark feature of The Rhodes School. No longer will art and music be relegated to single occurrences during one grading period of the school year. Instead, art and music, along with dance and theater, will be an integral part of the Rhodes School curriculum. Students in grades k-5 will have the opportunity to select from any one of the four program areas and receive daily instruction in the genre they choose.

The performing and visual arts program provides Rhodes School students with another avenue of experiencing success in school. Students will put on art shows, symphonic concerts, and stage plays. Student productions will also be used a mechanism to build and strengthen parent involvement and community relations because Parents and community members will have open invitations to attend all school performances. Students will also participate in lots of field experiences to view professional performances, museums and art shows. 01 i o The Rhodes School 157 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Through the performing and visual arts program, Rhodes School students will take advantage of the broad and extensive research that proves that students who participate in magnet school programs such as the one proposed in this application outperform their peers who do not participate in these programs in every area on standardized achievement tests. Rhodes School students will build and expand their ability to think critically, analyze, synthesize, evaluate, problem solve, collaborate, and understand and relate to the world around them.

As stipulated by the federal No Child Left Behind Act, the performing and visual arts genres will be considered a part of the core academic curriculum, and all classes will be taught by professionals who hold a minimum of a bachelor's degree.

Learning Through Art (LTA) - LTA is a program of the Houston Museum of Fine Arts. The Rhodes School has entered into a partnership with the museum to implement the Learning Through Art program on our campus. LTA is a program model that has been successfully used in school districts around the state. The Museum provides extensive and long-term training to teachers to help them incorporate art into the core curriculum. Students will gain and strengthen their critical thinking skills, as well as acquire a knowledge of and appreciation for fine art.

Project Based Learning - Rhodes School students will have assignments that model the real world in that many of the assignments will focus on specific outcomes. Students will be required to complete at least one major project during each nine week grading period. The projects will be part of interdisciplinary units that require students to apply their knowledge of several academic disciplines. The project based learning model helps students to

a. connect classroom theory to real world situations; b. successfully apply the theory as needed; and c. employ analytical, synthesizing, and evaluative skills to develop new and innovate solutions where classroom theory leaves off.

Students will quickly learn that there may be multiple ways to solve problems, so they will begin to approach problematic situations from different perspectives. They will also learn to think more abstractly than is typical for young children, which will further undergird their analytical and critical thinking skills.

Writers in the Schools (WITS)- WITS is a program designed to strengthen student writing skills. Professional writers visit the school one day per week each week of the school year to work with students in small groups. Students work with a coach to learn different styles and forms of writing. Data on WITS indicate that students who benefit from participation in this program are able to dramatically improve their writing ability and their performance on state standardized tests in writing. The WITS program is aligned to both TEKS and TAKS objectives. The Rhodes School will contract with WITS to implement this program on our campus. 0177 The Rhodes School 158 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Human Resources Information

Name the proposed superintendent/CEO as referred to on page

• Th eperson referred to on page 159 of the charter application is Michelle L. Bonton, M.Ed. Michelle is currently serving as board president for The Rhodes School. At the time the application was being prepared, the possibility of her serving as superintendent/CEO was discussed, but as not decided upon, and is actually still under discussion at this time. Therefore, as stated in the application, the superintendent/CEO has not been identified. However, the person selected for this position will meet the qualifications described in The Rhodes School charter application on pages 169 and 170.

017 Instructional Technology Program - The Rhodes School seeks to narrow and/or eliminate the informational divide that so often separates low income students from their more affluent classmates, therefore, we will emphasize technology at an early age. All students will use computers to help master the TEKS objectives in reading, writing, mathematics, science, and social studies. In addition, video cameras, digital photography and the internet (for grades 3-5) will be woven into various assignments throughout the course of the school year. Our goal is to have both an instructional technology center and a mobile technology laboratory. Both the instructional technology center and the mobile laboratory will be fully internet capable. Teachers will have an opportunity to collaborate with a teacher technologist to plan lessons that integrate technology across the curriculum. The mobile laboratory will allow teachers to integrate technology in the regular classroom setting.

Career Conventions- Each year, The Rhodes School will host an area-wide career convention as part of its career exploration efforts. Unlike the traditional career day programs where a few professionals are invited to talk to large groups of students with little to no interaction or choice on the part of students, The Rhodes School Career Convention will be a unique hands-on experience that allows students to take part in a convention-style exploration of more than thirty career fields. Professionals from all walks of life will be invited to set up interactive booths containing information from their individual career fields that students can view and take away with them. Students will browse various booths at their leisure, and they will have the ability to spend more time at the booths that are of particular interest to them, making career day more personally meaningful for each student. The proposed superintendent/CEO successfully implemented this program during her career as an elementary school counselor. The program received very positive feedback from students, teachers, parents, community members, and district officials. It became a tradition at the school and continues in her absence.

Museum of Natural Science- The Rhodes School will work in tandem with the Houston Museum of Natural Science to help increase student interest in science. Visits to the museum and presentations at the school campus by museum employees will be an integral part of the science curriculum at The Rhodes School. Students will be able to participate in interactive, hands-on, student- centered activities that support and strengthen classroom science instruction. Their natural curiosity will be peaked as they learn about the human body, the earth, the water cycle, energy in motion, and other scientific pedagogy.

Book Reading Contests - A book report contest will be encouraged schoolwide with fun and entertaining charts prominently posted to measure student success. (This will be in conjunction with our Parental Homework Program and our Summer Reading Program) Reading contests will be ongoing. Not only will students compete against one another as individuals, but they will compete as classes also. Prizes will be awarded periodically; however, the real focus will always remain to promote every child to read as many books as possible. A major school event will be the annual Book Character Parade. The parade is designed to promote reading among all students, but specifically among pre-k through first grade. Students will dress up as their favorite story book character The Rhodes School 159 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

The following statement should be included in the information regarding parental homework on page 160:

Students will not be penalized if the parent fails to complete the parental homework.

0120 and march around the school for all to see. There will be a costume contest to determine the student in each grade for pre-k through first that has the best costume. The Book Character Parade will help promote a culture of reading throughout the school.

Multi-Sensory Teaching Approach -Teachers will be trained to incorporate a multi-sensory approach to mastering -objectives. Auditory, visual, tactile, and physical activities and other hands-on, learner-centered experiences will be part of the daily classroom environment as students explore education through less traditional ways.

Junior Toastmasters-The Rhodes School will have its own Toastmasters public speaking program. Students will be taught the rudiments of public speaking and presenting. This will strengthen their writing, presentation and verbal articulation skills; help build their self-confidence relative to public speaking; and provide an opportunity for them to present their projects beyond their individual classroom. Meetings will be held on a regular basis during which students will receive instruction from trained professionals in the field.

Field Experiences ­ Students from low-income homes rarely have the opportunity to experience the world outside their immediate community. As a result, they have limited environmental knowledge and often do not achieve as highly as other students on standardized test questions that may assume a certain knowledge base that is connected to student exposure. The Rhodes School will address this factor through regular field trips, or as we prefer to call them, field experiences. Each grade will participate in several field experiences each school year. The Rhodes School will utilize the rich and varied cultural venues of our city to expose children to the fine arts and the world around them as much as possible. Field experiences will include visits to museums, aquariums, botanical gardens, operas, ballets, plays, musicals, NASA, and co ;o historical sites to expose children to the different facets of their community and fn § the world at-large, as well as enrich and expand their educational experience. S ^ 05 p] Eg g Parental Homework ­ The Rhodes School recognizes the importance of rn g parental involvement for student success, especially those who are considered 5 at-risk. One of the most significant indicators of student success in school is how ^ much reading is emphasized in the home; therefore, Rhodes School parents who o have students in grades K-2 will be assigned a book to read with their cj child(ren) each week. Parents of students in grades 3-5 will be assigned a book § to read with their child(ren) each month. Logs of family at-home reading time will § be encouraged. Students will share their new stories with their class the Q following week/month. This is a wonderful way to increase parent participation :§ and develop literacy skills in the home. Additionally, it provides another o mechanism by which students strengthen and apply their presentation and public Jj speaking skills to promote and improve verbal articulation. Incentives and awards P° will be given to track success with this take home program.

Visits from Professionals ­ The Rhodes School will invite a variety of guests for appearances at the school to give information and advice from their chosen fields. These will include; doctors, fire department personnel, Q 1 P • The Rhodes School 160 13518 Mobile Street Houston, Texas 77015 (281)224-5873 police officers, dentists, artists from a variety of fields and cultures and business professionals. This not only furthers the education of students on health, safety, fine arts, etc. but also, promotes a positive, early relationship with these invaluable members of our society.

3f) The Rhodes School does not initially plan to have a gifted and talented program. However, it is a part of our long-term vision. In preparation for the time when we will request permission to include a gifted and talented program, all Rhodes School teachers will receive training and ultimately be endorsed as gifted and talented teachers. At least one person on The Rhodes School administrative team will be required to participate in gifted and talented training as well.

3g) The Rhodes School believes strongly in using after-school time to promote additional academic, social and leadership skills. We will research and apply for grants to fund after school enrichment activities such as karate and gymnastics and those that support the TEKs.

Scouts - Boy Scouts and Girl Scouts of America meetings will be organized through parent volunteers to hold weekly meetings at the proposed site.

Student Council - A student representative will be elected from all classes to form a Student Council. The purpose will be to present students' concerns and interests and provide a communication channel between students, teachers and administrators. This promotes leadership skills, fosters new ideas and encourages community involvement.

Computer Club - Students with an interest in computers can develop new skills by using and exchanging software and further research through the Internet. Students can then introduce their new discoveries through class presentations.

Chess Club - Students will be taught the basics rules of chess and allowed to compete with other students. The ultimate "thinking game" will help students stay mentally challenged.

Science Club - Students who have an interest in science can join a "hands-on" class with various science activities and fun experiments. The club will organize a school-wide science fair each year and enter science fair competitions.

School Newspaper and Website - The Rhodes School will have a monthly school newspaper where students will create articles on current school events. The newspaper will also be available on the school's web site.

A variety of after-school offerings will give each child a choice of which educational interest he or she would like to further pursue. Teachers, parents, and community volunteers will provide the instruction and support for these after- school clubs, all of which will be free of charge for students.

0182 The Rhodes School 161 13518 Mobile Street Houston, Texas 77015 (281)224-5873 3h) The Rhodes School will partner with the Texas Cooperative Extension program in their cylinder gardening program. The program is designed to provide children with the opportunity to raise vegetables from seed to harvest in one school semester. By growing these plants, children will gain a sense of pride, responsibility and determination. The program also gives the children the opportunity to taste the vegetables they've grown, thus improving the likelihood that they will eat more fresh fruits and vegetables in the future. The Harris County Master Gardener Association will provide all materials including seeds, containers, fertilizer and a six-week lesson curriculum free of charge.

The Rhodes School will also partner with Neo School of Music to deliver the music program. Music teachers will be degreed and some hold teacher certifications in their field of study. The Houston Symphony, The Houston Ballet, The Houston Grand Opera, The Ensemble Theater, Theater Under the Stars, and other cultural performance venues that represent the rich cultural heritage of the diverse student population will be brought into the school.

The charter school will enthusiastically seek partnerships with The Houston A+ Challenge, Texas Council on the Arts, The Houston Grand Opera, The Houston Symphony, Junior Achievement and other organizations that promote and support student achievement activities.

Academic assessment is an integral part of the curriculum at The Rhodes School. Performance assessment is essential to the learning experience for every student. Students will be tested periodically throughout the school year to measure academic progress. Many types of assessments both formal and informal will be administered as outlined below:

The Rhodes School will meet all applicable state assessment requirements including TAKS, RPTE. SDAA and LDAA. In addition to the state assessment tests, students in grades K through 5 will take the Stanford Achievement Tests including those students that are being assessed by SDAA or LDAA, if recommended by their ARD committee. This test will be administered to gauge the progress of students and to create a standardized basis for measuring the school's growth and progress. This nationally norm-referenced test will be administered to all students during the fall semester of the first year of the school to establish a norm-referenced baseline. Assessment results will provide teachers with a valuable tool for identifying student learning needs. Teachers will be able to focus more in those areas where students are struggling and provide more challenging learning experiences in those areas where students or on grade level or excelling.

The goal will be to increase performance by at least one grade level each year for every student. The results of the various assessments will show that this goal has been attained and, along with other assessments be used to evaluate school programs, classroom performance and student progress. The various assessments, test when viewed with daily work performance, report 0183 The Rhodes School 1 62 13518 Mobile Street Houston, Texas 77015 (281)224-5873 cards and student portfolios will give a balanced picture of each student's progress.

In addition to formal measures, informal assessments will be conducted to determine learning styles and multiple intelligences. Since these types of assessments occur over a period of time through observation and data collection, it will be necessary to maintain a dynamic profile of each student through an individual student portfolio. Multiple sources of information about children, such as collections of their work, results of teacher interviews and daily interactions, as well as observations will be included in their portfolios. Teachers will maintain each student's portfolio complete with checklists, observations and narrative descriptions of student strengths and optimal learning situations.

The Rhodes School will use the State Developed Alternative Assessment (SDAA), or a Locally Developed Alternative Assessment (LDAA) to assess special education students who are receiving instruction in the Texas Essential Knowledge and Skills (TEKS), but for whom TAKS is an inappropriate measure of their academic progress. The SDAA assesses the foundation areas of reading, writing, and mathematics. Students will be assessed at their appropriate instructional levels, as determined by their Admissions, Review and Dismissal committee (ARD), rather than at their assigned grade level. The SDAA will be administered on the same schedule as the TAKS, and like the TAKS will be a measurement of the student's annual growth based on appropriate expectations for each student as determined by their ARD committee. Exempt students for whom the TAKS and SDAA is not considered to be the most appropriate assessment will be administered an alternative assessment which will be selected by the ARD committee.

The school will administer reading proficiency tests in English (RPTE) to limited English proficient (LEP) students. These tests will be used along with TAKS to provide a comprehensive assessment system for LEP students. RPTE will be given annually to LEP students to measure annual growth in English reading proficiency.

The Rhodes School will use goal-oriented academic achievement and multiple assessments for every student. Children will also have the opportunity to reflect on and evaluate their own learning. All these techniques will be used to determine the achievement levels of students. By using a curriculum that teaches the TEKS from kindergarten through fifth grade, every child will be afforded multiple opportunities to achieve the TEKS objectives. The planned multiple assessments will reflect the students' progress, as well as assessing the school's programs.

The connection between the TEKS, classroom instruction and the assessment of student progress will be aligned throughout the school year. Upon completion of a subject unit, students will be given an assessment tool to measure the mastery of those specific objectives. For the majority of courses, teachers will develop tests for periodic administration to give the students the opportunity to demonstrate their knowledge and understanding. Teachers will maintain a The Rhodes School 163 "184 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 checklist of TEKS objectives that will be updated periodically for each student regarding mastery of specific objectives corresponding to TAKS objectives. At the end of the school year, checklists will be compared to TAKS results to estimate effectiveness of classroom instruction. This comparison will measure the correlation between classroom instruction and TEKS objectives. Test scores will be the indicators of an effective correlation between TAKS and classroom instruction.

This connection among TEKS, TAKS objectives and classroom instruction related to goal achievement is that all three focus on a broad spectrum of learning goals that benefit students. By providing a multifaceted knowledge base, critical thinking skills, and resource abilities students will become lifelong learners who are well prepared for secondary and post-secondary education.

Close attention to the progress of every child is the center of The Rhodes School philosophy and will ensure that learning goals are achieved, and any lack of progress or weaknesses will be identified, actively attacked, and monitored. 3k) In an effort to continuously assess program effectiveness, The Rhodes School will consistently gather and analyze data and adjust the curriculum accordingly. Since the curriculum is closely aligned with TEKS, the TAKS assessment is the primary source of program evaluation. Analysis of TAKS data for student progress is on an individual basis, but for program and teacher evaluation purposes can be analyzed on a class and school wide basis.

Any weaknesses indicated by the data can be refined and rectified by adjustments to curriculum, small group tutoring, teaching strategies, and staff development. Those objectives that are not being mastered will be an indication of an area that needs improvement in curriculum or instructional techniques.

To meet objectives that are not being mastered, several methods for refinement and change will be in place. First, teachers will meet regularly to discuss strategies for refining and readjusting any curriculum goals not being met and to ensure that any students not meeting required goals are more closely monitored. In addition, vertical alignment teams will meet regularly to adjust curriculum to ensure that students are prepared for the next grade level of instruction. For individual students needing close monitoring, an Instructional Assistance Team (1AT), comprised of teachers, administrators, and diagnostic specialists, will analyze portfolios, test scores, standardized test scores, and any other assessment data to form an individual student success plan to assist the student's acceleration. The team may suggest any number of adjustments in the student's learning environment such as tutoring, parental training for support at home, alternate teaching styles or strategies, study skills training, peer tutoring, or homework support. After recommended strategies are implemented, progress will be closely monitored and periodic re-evaluations and readjustments will be implemented until the student is successful. All strategies will be documented in the student's portfolio to follow the student to the next grade level, so that success can be maintained.

The Rhodes School 164 0 I o 5 13518 Mobile Street Houston, Texas 77015 (281)224-5873 As new research indicates, new forms of assessment will be utilized to meet the specific needs of our student population and overall program. Although the primary success is academic success, other factors will be evaluated when considering overall program success. These factors include: character development and discipline management, school attendance and tardiness records, parental involvement and satisfaction (as measured by a parent survey), student satisfaction (as measured by a student survey), teacher satisfaction (as measured by a teacher survey), participation in extra-curricular activities, participation in the health/physical fitness programs and community involvement.

During the last month of the school year, teachers, students and parents will be asked to participate in school surveys for satisfaction. These surveys will look at all subject areas across all grade levels. Teachers, administrators and the governing board will use these evaluations to determine improvements for all school programs and to implement changes to improve our overall instructional programs.

4. Student Goals 4a&b) Both items are addressed below simultaneously

The Rhodes School was formed to offer opportunities for positive school experiences that will challenge academically while giving security, caring and respect. We seek to reduce significantly the element of at-risk indicators for academic failure of the children from the surrounding area. We seek to mold attitudes towards education that will result in an excitement for learning and a quest for higher challenges. With these goals in mind and in addition to the indicators set by the state accountability rating system, The Rhodes School has set the student goals listed below. The classroom teacher, administrative staff and the students shall monitor individual student progress. The school will improve student performance on standardized tests and compare favorably with other schools of similar student populations.

As indicated in the following tables, the student goals, strategies for achieving these goals and measures of progress relative to each student goal are described.

GOAL 1: Reading-Students will improve in reading proficiency and achievement and will advance at least one grade level by the end of each school year.

Strategies Measures

1 . Teachers will instruct all students at Performance on daily practice activities individual reading levels and standardized tests. 2. Teachers will complete TAKS Item TAKS Item analysis in individual analysis to determine individual student portfolios. strengths and areas of concern.

3. Teachers will develop individual Portfolio of individual instructional plan. student success plans for all students The Rhodes School 165 13518 Mobile Street Houston, Texas 77015 (281)224-5873 who require remediation or enrichment.

4. Teachers will expose all students to Classics, biographies, historical, fiction, a and non-fiction literary texts; research wide variety of literary genres. assignments and technology assignments; the use of available newspapers, magazines, etc. 5. Specially trained teachers will Varied reading assignments, reading employ aloud, exhibition, standardized tests strategies in reading to improve the skills of students who require remediation 6. A "Book Fair and Celebration of Summer reading lists given to all Reading" will be held prior to the students. summer Awards given to students at beginning break to encourage summer reading. of school year for completed summer reading lists.

7. Family at-home reading will be Logs of family at-home reading time. encouraged. Parental Homework Program

GOAL 2: Writing-Students will improve in writing proficiency and achievement.

Strategies Measures 1. Students will practice writing daily. Performance on daily practice activities.

2. Teachers will complete TAKS Item TAKS Item analysis in individual analysis to determine individual student portfolios. strengths and areas of concern.

3. Teachers will develop individual Portfolio of individual instructional plan. student success plans for all students who require remediation or enrichment.

4. Besides Language Arts, teachers will Varied writing assignments in integrate writing into other curricular mathematics, science, social studies, areas. art, technology, etc.

5. Specially trained teachers will Varied writing assignments, exhibition, employ strategies in writing to improve standardized tests students who require remediation.

6. Teachers will maintain student Individual student portfolios. writing portfolios.

The Rhodes School 166 13518 Mobile Street Houston, Texas 77015 (281)224-5873 01£7 GOAL 3: Mathematics-Students will demonstrate improved math skills and advance at least one grade level per school year.

Strategies Measures

1 . Students will complete mathematical Performance on daily practice problem solving activities daily. activities. 2. Teachers will complete TAKS Item TAKS item analysis analysis to determine individual student's strengths and areas of concern.

3. Teachers will develop individual Portfolio of individual student success student success plans for all students plan. who require remediation or enrichment

4. Teachers will increase the use of Varied assignments in mathematics math manipulatives and real world, and technology. authentic mathematical problems. 5. Specially trained teachers will Varied math assignments, exhibition, employ strategies in math to improve standardized tests students who require remediation.

6. Develop site-based pre and post Pre and post math skills tests. tests for math skills at each grade level.

GOAL 4: Social Studies-Students will acquire a knowledge of history and skills in social studies and advance at least one grade level per year.

Strategies Measures 1. Students will complete daily social Performance on daily assignments. studies assignments.

2. Teachers will complete TAKS Item TAKS Item analyses. analysis to determine individual student's strengths and areas of concern.

3. Teachers will develop individual Portfolio of individual student success individual student success plans for all plan. students who require remediation or enrichment.

4. Students will utilize resources, Performance on exams, standardized performances, field trips, and tests, portfolios, exhibitions and technology to increase knowledge and reenactments. skills.

GOAL 5: Science-Students will improve research and science content skills and i. 8 The Rhodes School 167 13518 Mobile Street Houston, Texas 77015 (281)224-5873 advance at least one grade level per school year.

Strategies Measures

7 . Teachers will increase the number Performance on essays, standardized of hands-on science activities and tests, lab practical and oral investigate adding labs at every grade examinations. level. 2, Teachers will complete TAKS Item TAKS Item analyses. analysis to determine individual student's strengths and areas of concern. 3. Teachers will develop individual Portfolio of individual student success student success plans for all students plan. who require remediation or enrichment. 4. Students will utilize lab techniques, Performance on exams, standardized research and technology skills to tests, portfolios, exhibitions, lab improve performance in science. practical and oral examinations. 5. Students will utilize community Performance on exams, standardized resources, field trips, and technology to tests, portfolios, and exhibitions increase knowledge and skills.

GOAL 6: Technology-Students will improve skills in computer technology and use these skills as an integrated tool in learning and teaching.

Strategies Measures 1. Students will have regular Portfolios, exhibitions and projects. opportunities to acquire and improve their knowledge and skills in technology. 2. Students will utilize school Teacher observations and technology as appropriate for research assignments. and other classroom learning activities. 3. Students will utilize computer tab Log of computer use by classrooms during and after school to complete and individual students. assignments and conduct research.

GOAL 7: English as a Second Language-ESL students will improve their English competency appropriate for their age level.

Strategies Measures 1 . ESL students will develop and Students demonstrate an increasing expand their understanding of English. level of comprehension of the English language by performance on classroom and standardized tests, exhibitions and portfolios. 2. ESL students will develop and Students demonstrate increasing

The Rhodes School 168 Oi£3 13518 Mobile Street Houston, Texas 77015 (281)224-5873 expand their verbal abilities in English. fluency and accuracy in the English language in a variety of modes for a variety of purposes measured by their class participation, teacher observations and language spoken in conversations with peers. 3. ESL students will develop and Students demonstrates an increasing expand their writing abilities in English. level of writing skills in a variety of forms with increasing accuracy to effectively address a specific purpose as measured by performance on classroom and standardized tests, essays, and portfolios

4. ESL students will develop and Students read English text with expand their reading abilities in accuracy at grade level. English.

GOAL 8: Attendance- students will attend classes at least 96% of the school year.

Strategies Measures 1 . Staff will monitor daily attendance Daily recordings and student and contact parents immediately attendance logs. regarding absences. 2. Teachers and/or administrators will Attendance reports of absent children conference with parents on any unexplained absences. 3. Incentives will be offered for Attendance achievement awards. recognition of attendance.

5. Human Resource Information.

5a). School officers have not been identified at this time.

5b) The charter school officer positions will be required to be in the hands of educational leaders whose purpose is to promote the success of all students by facilitating the implementation and stewardship of the vision of educational excellence expected by the students attending The Rhodes School. The school officers will be required to facilitate success by promoting and nurturing a constantly improving environment and instructional program, and to implement the educational curriculum in partnership with competent and trained teachers. School officers will be the leaders that provide the educational program that meets the needs of all students and promotes a high level of student performance. 0 n ^ V «• v

The Rhodes School 169 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The Chief Executive Officer/Superintendent. The qualifications required of the CEO/Superintendent are as follows: • AMaster's degree in a related field, preferably in school administration. • Acombination of at least 5 years of teaching and administrative experience with at least two of the years being in school administration. • Avalid Texas Administrator's certificate or be eligible for candidacy for such certification. • Knowledge of school law, school finance, school curriculum and instruction. • Ability to plan and manage budgets and personnel. • Ability to interpret policy, procedures and data. • Exceptional organizational, communication, public relations, and interpersonal skills.

Consideration wilt be given to experienced professionals who can demonstrate the skills and competencies needed to implement the policies set out by the Board of Directors, as described in this application.

Candidates for the position must be able to pass a criminal background check that is free of felony convictions and misdemeanors involving moral turpitude.

In unity with the governing body, the CEO performs the following roles and responsibilities:

• Manages the overall daily activities, operations, and resources of the charter school for a safe, efficient and effective learning environment. • Follows all taws, regulations, and professional ethics related to charter schools and children. • Keeps informed of changes in state, federal and local laws and public policies affecting education. • Develops administrative procedures and regulations to manage the charter school operations and implements policies adopted by the governing body. • Accurately prepares and submits in a timely manner all reports or records required by the governing body, the Texas Education Agency, and other federal and state agencies. • Serves as liaison between the governing body and all staff. • A instructionan l leader who promotes the success of all students. • Promotes success by providing a school environment and instructional program that is conducive to student learning and staff growth. • Provides leadership for the attainment of the student goals. • Ensures that the school is safe and promotes safety. • Ensures that there are sufficient resources for efficient and effective learning. • Establishes good relationships with parents • Defines the duties of all personnel. • Develops and recommends salary-systems, salary increases, or salary adjustments for personnel. Administers personnel payroll systems. • Prepares reports that evaluate the educational programs, services and facilities at least annually for the governing body. Q

The Rhodes School 170 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • I conjunction n with the governing body, plans and implements any improvement plan for the educational programs, services or facilities. • Prepares policies for recommendation to the governing board. • Follows the charter and see that all appropriate records are maintained. • Performs all duties written in the Bylaws of the Corporation and any other duties authorized by the governing board. • Coordinates record keeping, account reconciliation, and student information with the CFO or office manager. • Supports and recommends professional development opportunities • Responds quickly to all staff, student, or governing body concerns, serves as facilitator of conflict resolutions with issues related to parents, teachers or students. • Reports any conflicts regarding employee grievances, citizen complaints or parental concerns to the governing body as the final authority to hear and decide these issues. • Prepares the annual budget for review and adoption by the board before the beginning of the fiscal year. • Adheres to the budget and seeks appropriate amendments prior to disbursements as required by the governing board. • Follows all financial accounting requirements appropriate to a charter school. • Monitors charter property, casualty, and workers' compensation loss experience to ensure that appropriate risk management and loss control strategies are exercised. • Hires a certified public accountant to audit the financial records of the charter school each year and report all findings of the audit to the governing body for their review, approval, and signatures. • Promotes community support and involvement with the charter school. • Represents the school in activities involving other schools, school systems institutions, agencies, and professional or community groups. • Formulates with the governing body, an annual professional development plan. • Attends and participates ins all governing body meetings except meetings in which the superintendent is excluded, such as evaluation proceedings, contract proceedings or any other exclusion which is appropriate for the CEO. • Keeps the governing body continually informed on issues, needs, and operations of the charter. • Conducts conferences with parents, students and teachers about student performance and school issues that are not resolved at the campus level. • Hires, assigns, orients and supervises staff. • Employs discretion and judgment on issues not covered by board policy. • Serves as custodian of governing body minutes and records. • Actively supports funding raising activities of the charter school. • Reports directly to the governing body and is evaluated by the governing body according to academic performance standards from assessment tests and state evaluations. • Completes all training requirements as defined by 19 TAC 100.1103 and 100.1104. 0122 The Rhodes School 171 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Principal: The qualifications of the Principal are listed below:

• Master's degree in a related field preferably in school administration and • A least t 3 years school administration and/or teaching experience, and preferably a valid Texas Administrator's certificate or candidacy for certification and obtain certification within three years of hire. • Knowledge of school law, school finance, school curriculum and instruction. • Ability to plan and manage budgets and personnel. • Ability to interpret policy, procedures and data. • Exceptional organizational, communication, public relations, and interpersonal skills.

Consideration will be given to experienced professionals who can demonstrate the skills and competencies needed to implement the policies set out by the Board of Directors, as described in this application.

Candidates for the position must be able to pass a criminal background check that is free of felony convictions and misdemeanors involving moral turpitude.

In unity with the governing body, the Principal performs the following roles and responsibilities:

• Assists in managing the overall daily activities, operations, and resources of the charter school for a safe, efficient and effective learning environment. • Assists in monitoring instructional and managerial processes to ensure that program activities are related to program outcomes and use findings to take corrective actions. • Regularly consults with teaching staff and committees about planning, operation, supervision, and evaluation of charter school programs. Include students and community representatives when appropriate. • Fosters congeniality and team building among staff members. Encourage their active involvement in decision-making processes. • Promotes high-level performances to staff and students. • Promotes the success of all students. Recognize excellence and achievements. • Promotes this success by providing a school environment and instructional program that is conducive to student learning and staff growth. , • Provides leadership for the attainment of the student goals. • Assists in developing annual charter school performances objectives for each grade level and school wide. • Follows all laws, regulations, and professional ethics related to charter schools and children. Keep appraised of all changes in laws and regulations. • Assists in directing and managing extra-curricular programs, including management of multiple activity funds. • Ensures that charter school rules for students are uniformly observed and that student discipline is appropriate and equitable in accordance with the Student • Code of Conduct and the student handbook. • Conducts conferences with parents, students and teachers about student performance and school issues. U IS 3 The Rhodes School 172 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Ensures that the school is safe and promotes safety, • Ensures that there are sufficient resources for efficient and effective learning. • Establishes good relationships with parents. • Assists with discipline issues. • Assists in hiring, assigning, orientation and supervision of all staff. • Assists in defining expectations for staff performances with regard to instructional strategies, classroom management and communication with parents and the public. • Observes staff performance, records observations and conducts evaluation conferences with all staff annually. • Ensures the proper implementation of Special Education programs and Limited English Proficiency programs. Coordinates and communicates with the specialized contract personnel for these programs. • Helps the CEO evaluate the educational programs, services and facilities for the annual performance appraisal for the governing body. • Helps prepare policies for recommendation to the governing board. • Follows the charter document and see that all appropriate records are maintained. • Performs all duties written in the Bylaws of the Corporation and any other duties assigned by the superintendent/CEO and authorized by the governing board. • Helps to coordinate record keeping, account reconciliation, and student information with the CFO or office manager. • Responds quickly to all staff, student, or governing body concerns. • Supervises and evaluates the performance of staff assignments including teachers, counselors, food managers, instructional aides and clerical support staff. • Supervises the contracted duties and performance of the janitorial services. Serves as facilitator of conflict resolutions with issues related to parents, teachers or students. • Reports any conflicts regarding employee grievances, citizen complaints or parental concerns to the CEO to report to governing body as the final authority to hear and decide these issues. • Helps prepare the annual budget for review and adoption by the board before the beginning of the fiscal year. • Adheres to the budget and seek appropriate amendments prior to disbursements as required by the governing board. • Follows all financial accounting requirements appropriate to a charter school. • Actively supports funding raising activities of the charter school. • Reports directly to the CEO and is evaluated by the CEO according to academic performance standards from assessment tests and state evaluations. • Completes all training requirements as defined by 19 TAG 100.1103 and 100.1104.

Chief Financial Officer: During, at the least, the first year, the position of Chief Financial Officer or Business Manager will be filled by an experienced financial consultant to organize, set up and supervise the maintenance of the school's n f 0 U J, \J The Rhodes School 173 13518 Mobile Street Houston, Texas 77015 (281)224-5873 accounts and finances in unity with the governing body. When a Chief Financial Officer is hired, he/she will have the following responsibilities:

The Chief Financial Officer will be responsible for implementing the financial policies and procedures of the charter school that have been reviewed and approved by the governing body. The CFO will present any new financial policies or procedures to the governing board for review and approval before implementing any such policies or procedures. The CFO will ensure that alt policies and procedures of the charter school comply with generally accepted accounting procedures and generally accepted accounting standards.

The qualifications for the Chief Financial Officer are as follows: • Bachelor of Science degree in Business Administration, preferably Accounting • Minimum of 2 years experience in working with financial/accounting systems with a proven record of success. • Certified Public Accountant or other applicable Texas certification. • Demonstrated knowledge of school budgets, finances and human resource operations in a school district. • Extensive knowledge of word processing, spreadsheets, and other computer software, office equipment and accounting procedures. • Experience with the Texas Education Agency Financial Accountability Resource Guide and the Special Supplement to Financial Accounting and Reporting. • Experience with TEA and federal grant reporting requirements. • Demonstrated ability to prepare all required reports and deals effectively with all staff.

Exceptions to these requirements will be considered based on exemplary skills, training and record of success.

Candidates for the position must be able to pass a criminal background check that is free of felony convictions and misdemeanors involving moral turpitude.

The CFO will complete all training requirements as defined by 19 TAG 100.1 103 and 100.1104. The CFO also must be able to fulfill all requirements listed below. In unity with the governing body and the CEO, the Chief Financial Officer performs the following roles and responsibilities and ensures that:

• The CEO iadvises d on the business affairs of the charter school. • Al transactionl s fulfill a business purpose and are compliant with the program objectives. • Accounting practices, systems, and controls in all charter school departments are analyzed for improvements in their structure, implementation and maintenance. • Al transactionl s are authorized. • Al expenditurel s are accompanied by an appropriate purchase order, reimbursement, travel reimbursement, or other approved form. 0 j £ 5

The Rhodes School 174 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Al expenditurel s are accompanied by the original receipt or invoice. • Al recordl s are original executed documents. • Monthly bank settlement preparations for the operating, special revenue, debt service, construction, tax, food, and athletic accounts are reconciled • Accurate computerized inventory records of all of the charter school's assets are maintained. • Statements of vendors and payroll clearing accounts are audited. • Al recordl s are secure and accessible. • Al expenditurel s are within the budget. • Al budgel t and budget amendments are prepared in a manner consistent with how transactions are recorded. • Th budgee t is prepared and presented to the governing board at its annual meeting before the beginning of a new fiscal year. • Th case h flow statement is prepared and presented to the governing board at every quarterly meeting. • Th financiae l policies adopted in the Bylaws of the corporation are followed. • Tw signatureo s of the designated signers sign all disbursements over $1000. • Th financiae l and compliance report adheres to FASB not-for-profit reporting requirements. • Acertified public accountant is engaged for the annual audit. The annual audit is presented to the governing body for its review, approval and signatures. • Th complete e original records of the charter school are maintained that clearly identify the business purpose of any disbursement of public funds and how the business purposes were aligned to statutory, regulatory and grant program requirements. • Al financial l reporting follows all state and federal regulations as outlined in the Charter Schools Handbook-Financial Accountability. • Al financial l records are kept in good order and reported in accordance with generally accepted accounting principles. • Al REIMl S data is reported timely and accurately. • Reports are prepared that analyze financial information detailing assets, liabilities, profit and loss, and other reports to summarize the current and projected charter school financial position. • Reports required by state and federal laws are provided to the governing body. • The CEO in conjunction with the financial consultant will fulfill the reporting requirements to the regulatory agencies and to the governing board until the Chief Financial Officer is hired.

5c) Attachment B: organizational chart. The charter school's organizational chart including the organizational structure is submitted as Attachment B.

5d) The salary ranges and benefits for school officers are as follows: CEO/Superintendent $50,000-$70,000 CFO/ Business Manager Contracted Consultant 36,000 to $48,000 0 I c c Principal $50,000-$70,000 The Rhodes School 175 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The benefits will be determined by the board of directors, but will include health, dental insurance and personal days and may include life insurance, and disability. All staff members will participate in the Teacher Retirement System (TRS). The charter school will pay all state and federal payroll tax requirements. The charter school, as approved by the governing body, will subsidize Professional Development. Other schools comparable in size and location to the proposed charter school include:

Average Administrator's Salary Channelview ISO $64,132 Children First $65,507 Galena Park ISO $62,508 Houston ISD $69,458 Humble ISD $59,764 Sheldon ISD $58,956 North Forest ISD $57,919 Vamett School - East $61,871 Varnett School - Northeast $64,254

Average School Administrator $62,708 Average Central Office Administrator $74,361

The analysis drawn between the charter school and other schools comparable to ours is that the charter school's salary ranges are well within range of the other schools.

5e) School officers will be required to participate in various professional development workshops, conferences, training, seminars and college or university courses throughout each school year. School officers will be mandated to meet and exceed the annual training hours required by TEC 12.123.

The Region IV Education Service Center's courses and The Charter School Resource Center will be utilized, as well as other appropriate resources including TEA conferences and workshops. School officers will be encouraged to join professional associations such as Texas Association of School Board Officials, the Texas Association of School Administrators, and the Association of Charter Educators. Region IV ESC will provide workshops, consultation, materials, and expertise in a variety of areas. School officers will participate in professional development on: • TEKS-based foundation, • curriculum enrichment, • leadership and supervision workshops and/or conferences • training for ESL certification • special populations, special education • student assessment including TAKS, TEKS, Rx Checklists, and Student Profile 0 i • development The Rhodes School 176 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • technology • Safe and Drug Free Schools • Evaluating Program Success • Campus Improvement Plans • Continuing Education for additional skills or certifications

Professional development courses chosen will focus on skills to enhance student learning, align with the TEKS, and accomplish the primary goals of the school. Other sources for training will include professional courses in School Administration through the community colleges or universities. School officers will also attend the Charter School annual conference. The budget provides for contractual resources and supplies for professional development. All professional development will focus on the need to further the development of the school and address deficiencies to ensure that every child experiences academic success.

5f) School officers will be held accountable to and evaluated by the governing board in the areas of the administration, operation, performance of the school and ultimately, student performance. These evaluations will be based on student results through the state's accountability ratings, the performance by students on standardized tests, the success of the BE/ESL students on evaluations, the success of the special education students on evaluations, and the overall satisfaction of the students and parents. In addition, the school officers will be evaluated on: • Student attendance reporting • Compliance with generally accepted accounting principles and generally • accepted standards of fiscal management • Appropriate financial accounting reporting • PE1MS required reports • Compliance with the Special Supplement to the Financial Accountability System Resource Guide, Charter Schools • Compliance with the Special Supplement to Financial Accounting and Reporting, Nonprofit Charter School Chart of Accounts • FASB requirements: SFAS 116,117,124,136 • Compliance with the Student Attendance Accounting Handbook

Each school officer will be evaluated according to the duties that they are responsible for, but also on the overall performance of the school and satisfaction of the students and parents as analyzed by yearly parent and student surveys. 5g) 1)Student and school performance The school officers in conjunction with the governing body of the charter school have the primary responsibility for implementing the public school program authorized by the open-enrollment charter and ensuring the performance of the students enrolled in The Rhodes School. The governing body of the Rhodes School shall, acting as a body corporate in meetings, posted in compliance with 0123

The Rhodes School 177 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Government Code, Chapter 551, oversee the management of the charter school and hire the Chief Executive Officer who will be the officer responsible for the school's daily management and performance, and reporting that performance to the governing body acting as a body corporate at the quarterly corporate meetings, which have been posted in compliance with Government Code, Chapter 551. The Chief Executive Officer shall hire the other officers of the school who along with himself shall implement these responsibilities and performances.

These responsibilities and performances shall include: • Implementing the Vision of the School. • Implementing the Education Plan. • Implementing the Student Goals. • Insuring that the curriculum teaches the TEKS and that each teacher implements the curriculum. • Keeping track of every child's success. • Reporting test scores and results of evaluations from teachers and parents to the governing body on a quarterly basis. • Asking and receiving evaluation reports from parents and students at least every year and reporting these evaluations to the governing body. • Using the TEA PDAS instrument, to evaluate teachers and support staff and report these evaluations and the overall school performance to the governing body at least annually.

At a minimum, these practices shall result in a performance rating of acceptable school performance under Texas Education Code 12.11 l(3) meeting the standards for an "Acceptable" rating as determined by the commissioner of education under the relevant Accountability Manual, or under the alternative education accountability rating procedures, if applicable.

2) management and administrative practices The Chief Executive Officer/Superintendent of the charter school in conjunction with the governing body shall exercise the following powers and duties with regard to management and administrative practices.

• T organizo e The Rhodes School's central administration, as reviewed and approved by the governing body; • T approvo e reports or data submissions required by law and submit them for review to the governing body; • T selecto , assign and train charter school teachers, other officers and support staff. • T ensuro e that the school complies with all laws, implements all policies and procedures as directed by the governing board, implement student goals, and comply with all reporting required.

The governing body of the charter holder, acting as a body corporate in meetings posted in compliance with Government Code. Chapter 551, shall not delegate the following powers and duties with regard to management and administrative practices, but shall exercise these powers and duties:

The Rhodes School 178 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Final authority to hear or decide employee grievances, citizen complaints, or parental concerns; • Final authority to adopt or amend the budget of the charter holder (school), or to authorize the expenditure or obligation of state funds or the use of public property; • Final authority to direct the disposition or safekeeping of public records: except that the governing body may delegate this function to any person, subject to the governing body's superior right of immediate access to, control over, and possession of such records; • Final authority to adopt policies governing charter school operations; • Final authority to approve audit reports under TEC, 44.008(d); • Initial or final authority to select, employ, direct, evaluate, renew, non- renew, terminate, or set compensation for a chief executive officer.

3) student attendance accounting reporting requirements The CEO/Superintendent in conjunction with the governing body will ensure that the Attendance and REIMS employee (Office Manager) comply with all accountability requirements as described in the TEA Student Attendance Accounting Handbook. The handbook provides the Foundation School Program (FSP) eligibility requirements of all students and the minimum requirements of all student attendance accounting systems.

The Rhodes School will submit attendance information through the Public Education Information Management System (PEIMS) data as required of all public school districts. Student attendance and contact hours will be reported at the student detail level, for the entire school year, through PEIMS. Auditable documents that substantiate the data submission will be maintained.

The Office Manager (PEIMS and student attendance) will follow the policies and procedures adopted by the governing body that comply with the following responsibilities:

Adopt an attendance accounting system, both manual and automated, that include procedures to ensure the accurate taking, recording, and reporting of attendance accounting data. Adopt a reporting of attendance and contact hours on the student level for the entire school year through PEIMS. Adopt a procedure for safekeeping all attendance records and reports and certify these documents upon submission to PEIMS. Require that both paper and electronic data will be maintained. Properly store records to be readily accessible for audit by the School Financial Audits Division of the Texas Education Agency. Purchase a reputable automated system or contract with Region IV ESC for error free submission to PEIMS Include attendance accounting in the annual audit to be reported to the TEA. 0200 The Rhodes School 179 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Maintain records to reflect the average daily attendance (ADA) for the allocation of FSP funds and other funds allocated by the Texas Education Agency. • Report all eligible students that are entitled to the benefits of the FSP. Only those students who are eligible for special funding will be reported as such in the ADA report. All eligible attendance will be reported according to the provisions established by the Texas Education Agency.

The Attendance employee will: • Perform daily attendance at the appointed time allotted. Students are either present or absent at the time the official attendance roll is taken. • Gather the information accurately and record precisely. A student must be at school for at least two hours of instruction per day to be included in the attendance count. Students served at least two hours but less than four hours of instruction per day are eligible for half-day attendance. Students at school at least four hours of instruction per day are eligible for full day attendance. Students in special programs (i.e.. special education and BE/ESL) must be eligible for attendance and must meet all requirements for special programs before their attendance may be counted for funding. Documentation must be on file to support eligibility. Proper coding will be used to accurately record each student enrolled in special programs.

• Se thae t the reports reflect accurately the information gathered with the PIEMS Data Standards. Students must meet all eligibility requirements described in the Student Attendance Accounting Handbook before they can generate funding. • Follow the guidelines in the Student Attendance Accounting Handbook • Submit each report in a timely manner. • Submit Student Detail Reports after each six-week reporting period. The • Superintendent and Office Manager will certify the information submitted to the TEA. • Retain grade books and special program course work for five years. • Submit all attendance reports and the attendance percentages at each quarterly meeting of the governing board to the governing body for review.

4) compliance with generally accepted accounting principles and generally accepted standards of fiscal management. The Chief Financial Officer (or contracted financial consultant), in conjunction with the governing body, will see that the charter school complies with generally accepted accounting principles and generally accepted standards of fiscal management and will follow the requirements as discussed in the Financial Accountability System Resource Guide and the Special Supplement to the Financial Accountability System Resource Guide for Charter Schools

The Chief Financial Officer (or contracted financial consultant) will monitor charter school operations to ensure that financial policies and procedures are being properly implemented and that all policies and procedures are reviewed and approved by the governing body. All transactions for the expenditure of any monies will be documented to show: n n * , 0/Ul The Rhodes School 180 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Business purpose and/or program objectives met • Authorization • Purchase order form, Reimbursement Form, Travel reimbursement form, or other approved form • Original invoice or receipt attached.

The CFO (or contracted financial consultant) will ensure that: • Al recordl s will include original executed documents. • Al recordl s will be secured and accessible. • Al budgetl s and budget amendments will be prepared in a manner consistent with how transactions are recorded. • Al relevanl t information will be reported to the governing body at all quarterly meetings.

The CEO will prepare and submit the annual budget to the governing body for their review and approval before the fiscal year starts. The governing body will approve all amendments. The CEO will follow the financial policies adopted in the Bylaws of the Corporation concerning disbursement of funds including any checks over the amount of $1000.00 requiring two signatures of designated signers. The CEO will administer the disbursement of funds so that public funds will be only used for the benefit of the students and for the purposes permitted under TEC 45.105(c) and report on these disbursements to the governing body at the quarterly meetings.

5) compliance with special education and bilingual/English as second language (ESL) program requirements The CEO and Principal, in conjunction with the governing body, will implement and direct the special education and bilingual/English as a second language (ESL) program according to the policies adopted by the governing body. The CEO, Principal and the governing body will comply with all applicable laws and governance for these program requirements.

The CEO and Principal will follow all school policies for students requiring Special Education. Efforts will be maintained to seek out, identify and evaluate children with disabilities, aged birth through twenty-one years of age, regardless of their enrollment status at the school. The CEO will direct the school in compliance with all federal and state regulations governing the confidentiality of records, timelines and implementation of programs for students eligible for services. He/She will comply with all rules regarding the ARD committee and in implementing the ARD committee's recommendations. Any students in the special education program will attend regular classes with peers, unless the program developed for the student requires a different path. The governing body will be kept informed of all the special education programs and their implementations.

During the application process, parents will be asked to identify the home language of the student for the purpose of identifying students requiring ESL support. If a parent indicates a home language other than English, the charter 0 2 C 2 school will administer an oral language proficiency test and a state approved The Rhodes School 181 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONT/NGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

The following statement should be included in the discussion of bilingual/ESL compliance on page 182:

It is understood that bilingual classrooms will be offered if the number of students of the same language reach the threshold indicated in state law.

0203 m m achievement test to assure that the student can comprehend the material in the 2 § educational programs. If the tests show an English language deficiency, the c/i g CEO/Principal will see that a Bilingual/ESL program is implemented with ^ o appropriately certified teachers. The students will attend a regular classroom with " 33 their peers. The governing body will be kept informed of all Bilingual/ESL § programs and implementations. ^ o <5- o 6) financial accounting reporting requirements, including grant reporting |j Requirements ft The Chief Financial Officer (or contracted financial consultant) in conjunction ^ with the CEO and governing body will ensure that all accounting reports are :< accurate and timely, including any reports required by state or federal agencies. g He/she will ensure the Financial and Compliance Report will adhere to FASB not- o for-profit reporting requirements. The CFO will follow requirements in the: y> Special Supplement To Financial Accounting and Reporting, Nonprofit Charter School Chart of Accounts FASB requirements: SFAS 116.11 7,124,136. All reports required by state and federal laws will be provided to the governing body.

The CEO will engage a certified public accountant to conduct an annual audit. The governing body will review, approve, and sign the annual audit report. The CEO will ensure that complete original records are maintained that clearly identify the business purpose of any disbursement of public funds and how the business purpose was aligned to statutory, regulatory and grant/program requirements and that public funds are used only for the benefit of students and for the purposes permitted under TEC 45.105(c)

The CFO (or contracted financial consultant) will prepare and present financial reports to the governing body at the annual meeting with updates at the quarterly meetings including: • Cash flow schedule » Detailed assets and liabilities • Actual profit and loss reports that are aligned to the budget.

These reports will be for the purpose of summarizing the current and projected charter school financial position.

The CEO will ensure that all grant program requirement reports are accurate and timely. The charter school will file for discretionary and formula grants as it is qualified to apply. The Grantee Handbook: A Procedures Manual for TEA Grant Recipients Administering Discretionary Grant Project" will be followed for proper procedures and WEB Expenditure Reports will be accurately filed to draw funds. All statutory, regulatory and grant programs and their status will be reported to the governing body at the quarterly meetings.

7) reporting requirements, including those through the Public Education Information Management System (REIMS) The CEO in conjunction with the governing body will ensure that the charter school will follow the requirements, including those through the Public Education Information Management System (PEIMS) data as required of all public school 0 2 C 4 The Rhodes School 182 13518 Mobile Street Houston, Texas 77015 (281)224-5873 districts. Student attendance and contract hours will be reported at a detailed level for the entire school year, through REIMS. The Office Manager (the school attendance and REIMS employee) will follow all of the requirements of the student attendance accounting systems found in the Student Attendance Accounting Handbook. Auditable documents that substantiate the data submission will be maintained.

The CEO will ensure that all records are retained and maintained at the charter school, as discussed in "Special Supplement to the Financial Accountability System Resource Guide, Charter Schools," including: • Administrative records • Business records • Governance records • Student and student attendance records • Governing body adopted policies and procedures

The Chief Financial Officer (or contracted financial consultant) in conjunction with the governing body will ensure that financial reporting will follow all state and federal regulations as outlined in the Charter Schools Handbook-Financial Accountability and that the financial records will be kept in good order and reported in accordance with generally accepted accounting principles (GAAP). The charter school will submit the required REIMS data and report financial data during the second REIMS submission period each year. The charter school will purchase and use the software WIN School from Chancery to enable the charter school to account for the receipt and expenditure of funds attributable to different state and federal programs and to prepare the REIMS submissions. The REIMS employee (Office Manager) will establish a solid relationship with the software vendor of Chancery and the Region IV Education Service Center REIMS Coordinator and financial consulting staff. The REIMS employee will be well trained and competent to manage the REIMS reporting. The results of attendance and REIMS reports will be reported to the governing body at the quarterly meeting.

8) reporting annual school and student performance to students, parents, and the Public The CEO in conjunction with the governing body will report the annual school performance to the students, parents and the public through posted notices, parent letters and newsletters. All parents will have -student/teacher conferences at least twice a year to report student progress, as well as progress reports sent home every six weeks to report student performance. All parental, student, or public concerns will be given immediate attention and any grievances will be brought before the governing board for review and final decisions at the quarterly or special meeting.

9) distributing to parents information related to the qualifications of each professional employee of the program, including any professional or educational degree held by each employee, a statement of any certification under Subchapter 6, Chapter 21, held by each employee, and any relevant experience of each employee The CEO in conjunction with the governing body will give to parents, as part of 0 2 C 5 The Rhodes School 183 13518 Mobile Street Houston, Texas 77015 (281)224-5873 the enrollment forms, an information sheet listing each administrative staff and teacher and their professional qualifications for their job, including degrees held, certifications, and relevant experience. If a new administrative staff or teacher is hired, the information listing their professional qualifications for their job, including degrees held, certifications and relevant experience will be sent home to parents within the first 10 days of the new staff member's employment. This information will also be listed on the school's website, upon its full development. All teacher qualifications will be reviewed with the governing body at the annual meetings or at quarterly meetings, if a new teacher or employee is hired.

5h). Qualifications: The charter school teachers, special education teacher, physical education teacher, part-time teachers, other instructional staff will reflect the values and vision of the charter school through their teaching. They will provide a safe, nurturing environment for alt children, provide appropriate learning activities to teach the TEKS, follow the rigorous and accelerated curriculum and implement a "teamwork" discipline approach. They will embrace the heritages of the families being served and will work with principals, administrators, fellow teachers, and parents to ensure the success of every child in their classrooms. These requirements will be part of their contract

Classroom teachers including the Physical Education teacher will be required to meet the standards of the NCLB "Highly Qualified" teachers, therefore, all charter school teachers in the core areas of English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts (theatre arts, dance, music, and art), history and geography will hold a minimum of a bachelor's degree and demonstrate competency through passing the ExCet or TexES or HOUSE, or have a state certification.

In addition, teachers in special education or bilingual education programs will be required to have an appropriate state certification in the area in which they provide instruction. Skills in computer proficiency are preferred.

Special Education Teachers will be required to be a certified special education teacher and will administer the special education program. This teacher will serve as the special education teacher for the special education students enrolled in the school and will see that the lEP for each student is administered for the special needs of each student.

Other instructional teachers who teach outside of the core area must have a bachelor's degree and at least a year's experience in teaching the subject area. Certification for subject level assigned is preferred. Skills in computer proficiency are also preferred.

All teachers, including the special education teacher and other staff must show that they do not have a criminal history of a felony or a misdemeanor involving moral turpitude.

*1 -. f 0 ^Uc

The Rhodes School 184 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Job Descriptions: Classroom teachers will be required to do the following:

• Create a classroom that provides a welcoming, nurturing and stimulating environment appropriate to the intellectual and emotional development of students. • Know each child's personal background and family culture. • Assess each child's skills at the beginning of the year (or upon their first arrival). • Develop and implement lesson plans that follow the curriculum and teach the TEKS. Lesson plans are due at least by the Friday before the following week. Each lesson plan will include each skill being taught identified by TEKS reference number and written skill. • Set up apermanent file for each child or add to their existing one that reflects their mastery of the TEKS, other skills and attributes, examples of their work, results of conferences and all test results. • Collaborate with individual students and their parents to develop an individual success plan for each student in his or her classroom. • Present the subject matter according to guidelines established by the Texas Education Agency and the governing board. • Learn and implement the "Teamwork" discipline approach. • Us teachine g methods that stimulate learning and allow for individual differences. • Assist students in improving study habits. • Provide extra tutoring for any student struggling with a subject or skill. • Report students struggling with any subject or skills to the CEO or Principal for strategies in guiding the student and informing the parents. • Assess student achievement through formal and informal testing. Report results of all testing to the CEO or Principal. • Present a positive role model for students that reflects the vision of the school. • Always choose safety. • Take precautions to protect students, yourself, other staff, equipment, materials, and facilities. Immediately report any unsafe or suspected conditions of any kind. • Immediately report any injuries or illnesses. • Cooperate with other members of the staff. • Cooperate with the special education teacher to modify curricula as needed for special education students according to guidelines established by their Individual Education Plan. • Participate in staff development and professional improvement programs. • Comply with all charter school policies and procedures, and state regulations and policies for classroom teachers. • Compile, maintain and file all reports, records, and other documents required. • Communicate frequently with students and their parents that may include home visits. • Communicate with the CEO and Principal regarding students, parents, lesson plans, curriculum, needed materials, extracurricular activities, field « „ r ­ trips and any other concerns. " ^tj ' The Rhodes School 185 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Always behave professionally, ethically, and responsibly.

Other Instructional Teachers are required the following: • Provide a welcoming, nurturing and stimulating environment appropriate to the intellectual and emotional development of students. • Know each child's personal background and family culture. • Assess each child's skills at the beginning of the year (or upon their first arrival). • Develop and implement lesson plans that follow the curriculum and teach the TEKS. Lesson plans are due at least by the Friday before the following week. • Each lesson plan will include each skill being taught identified by TEKS reference number and written skill. • Present the subject matter according to guidelines established by the Texas Education Agency and the governing board. • Learn and implement the Teamwork" discipline approach. • Us teachine g methods that stimulate learning and allow for individual differences. • Assist student in improving study habits. • Provide tutoring for any student struggling with a subject or skill. Report any struggling students to the CEO or Principal for strategy in guiding the student and informing the parents. • Assess student achievement through formal and informal testing. Report results of all testing to the CEO or Principal. • Present a positive role model for students that reflects the vision of the school. • Always choose safety. • Take precautions to protect students, yourself, other staff, equipment, materials, and facilities. Immediately report any unsafe or suspected conditions of any kind. • Immediately report any injuries or illnesses. • Cooperate with other members of the staff. • Cooperate with the special education teacher to modify curricula as needed for special education students according to guidelines established by their Individual Education Plan • Participate in staff development and professional improvement programs. • Comply with all charter school policies and procedures, and state regulations and policies for classroom teachers. • Compile, maintain and file all reports, records, and other documents required. • Communicate with students and their parents that may include home visits. • Communicate with the CEO or Principal regarding students, parents, lesson plans, curriculum, needed materials, extracurricular activities, field trips and any other concerns. • Always behave professionally, ethically, and responsibly.

*"­ 0 £

The Rhodes School 186 13518 Mobile Street Houston. Texas 77015 (281)224-5873 At the beginning of each school year, by parent letters, posted notices, and the school website, parents will be notified of the qualifications of their child's teacher and every other teacher in the charter school including:

Whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction. Whether the teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived, The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.

During the school year, if the child's teacher shall change for any reason, the parents will be notified by parent letters of the change and of the qualifications of the 'new" teacher stated in the same terms as above.

The salary, ranges and benefits for teachers and other instructional staff are as follows: Experienced certified teacher $38,000 - $48,000 Beginning certified teacher $35,000 - $38,000 Certified Specialist teacher $38,000 - $48*000 BE/ESL teacher $38,000 - $48'000 Experienced degreed & highly qualified teacher $32,000 - $40,000 Beginning degreed & highly qualified teacher $32,000 - $36,000 Specialty Contract teacher $20-25 per hour Part-time teacher $12,000 - $24,000

The benefits will be determined by the board of directors, but will include health and dental insurance and personal days. All eligible staff will participate in the Teacher Retirement System (TRS). The charter school will pay all required state and federal payroll taxes. Other schools comparable in size and location to the proposed charter school include:

Channelview ISO $41 ,702.00 Children First $38,859.00 Galena Park ISO Houston I.S.D. Average Teacher Salary $42,057 Humble ISO $41,821 North Forest ISO $39,474 Sheldon ISO $41,135 The Varnett School- Northeast $40,557 The Varnett School- East $36,475

The analysis drawn between the charter school and the other schools n ft 0 0 comparable to ours is that the charter school's salary ranges and benefits are ^ well within range of the other schools our size, if not higher. The Rhodes School 1 87 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 5k) The governing body of The Rhodes School recognizes the importance of providing all instructional staff professional development opportunities to provide the skills needed to promote the climate of high expectations for success and accomplish the primary mission of the school, i.e., to improve student performance. High student standards, curriculum, teaching methods and assessments are closely aligned and professional development is essential for all of these areas. Thus, the governing body in conjunction with the superintendent will make every effort to provide many quality professional development opportunities for teachers. Professional development will be essential in core subject areas and will be emphasized throughout the school year.

Specific staff development opportunities include classes to help teachers acquire effective strategies for providing reading instruction provided by the Neuhaus Education Center in Houston, Texas. Neuhaus is a state recognized leader in improving student acquisition of reading comprehension and reading fluency skills. We will seek to become a part of Rice University's School Mathematics Project to increase student performance in math. We will also take advantage of staff development opportunities offered by the Museum of Fine Arts, Region IV, and the Charter School Resource Center, as well as other sources for teachers and staff, including but not limited to: TEKS-based foundation, teacher certification programs, ESL strategies in core curriculums, science and technology integration strategies, TAKS training specifications. TEKS assessment, effective teaching strategies, and enrichment curriculum, cultural sensitivity, diversity sensitivity, discipline/behavior management, dyslexia, special education, bilingual education, conflict resolutions and parent conferences, and curriculum development to provide meaningful and ongoing staff development opportunities for teachers. Additionally, because many Rhodes School students will be from economically disadvantaged environments, all teachers will receive training in Ruby Payne's A Framework for Understanding Poverty. This is a program specifically designed to assist school personnel in meeting the needs of students from impoverished backgrounds.

As The Rhodes School is committed to a rigorous and accelerated Curriculum it is vital that professional development opportunities are emphasized throughout the year to provide up-to-date and research-based applications. This is done through engaging the expertise of colleagues, mentors, and outside experts. Therefore, the governing body has provided for contractual resources and materials for professional development within the budget.

The charter school recognizes that to teach the core curriculum of reading, writing, math, science, social studies, teachers need a strong foundation and continued emphasis on improving teaching methods. Therefore, a portion of the professional development each year will be devoted to improving instructional strategies and the pursuit of new and innovative pedagogy to teach the TEKS through course work at Region IV, The Charter School Resource Center or other college or university course work, seminars, or workshops. Teachers are also encouraged to take advanced course work from the numerous colleges and 0 2 j, u The Rhodes School 188 13518 Mobile Street Houston, Texas 77015 (281)224-5873 universities within and surrounding the city. The elementary teachers will be encouraged to attend the Rice University Summer Program for teachers. All staff will be encouraged to keep up-to-date with the recent developments of their relevant fields of interest through the Region IV Educational Service Center. Every teacher will be given the opportunity to attend two workshops or conferences off campus each year. Staff will share their new knowledge and skills with each other at subsequent staff meetings. They will be asked to evaluate the effectiveness of each professional development opportunity for future professional development opportunities.

51) The Rhodes School will use the Professional Development and Appraisal System (PDAS) to evaluate our teachers and instructional staff. The Superintendent and/or Principal will give the evaluations. Minimum requirements for appraisals under PDAS will be as follows:

A. A total of four observations, two observations by each of two appraisers shall be required for: 1. First year (beginning) teachers 2. Teachers on a fourth year probationary contract 3. Teachers returned to a probationary contract from a continuing contract 4. Teachers whose score in any domain is "unsatisfactory" in the most recent PDAS appraisal.

A total of two observations by either one appraiser or two appraisers, shall be required for:

1. Teachers new to The Rhodes School who are not first-year teachers. 2. Teachers whose score is "below expectations" in two or more domains on the most recent PDAS appraisal

C. One observation by one appraiser shall be required for all other teachers. Any teacher who qualifies for one observation by one appraiser shall be scheduled for two observations if either:

1. The teacher submits a written request for a second observation to the appraiser. 2. The teacher's appraiser provides written notification to the teacher that a second observation will be scheduled.

Domains of the PDAS instrument for teacher evaluation include: Domain I: Active, Successful Student Participation in the Learning Process 1. Engaged in Learning 2. Successful in Learning 3. Critical thinking - Problem Solving 4. Self-Directed 5. Connected to Learning Q ? i I

The Rhodes School 189 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Domain II: Learner-Centered Instruction 1. Goals and Objectives 2. Learner Controlled 3. Critical Thinking and Problem Solving 4. Motivational Strategies 5. Alignment 6. Pacing/Sequencing 7. Value and Importance 8. Appropriate Questioning and Inquiry 9. Use of Technology

Domain III: Evaluation and Feedback of Student Progress 1. Monitoring and Assessment 2. Alignment in Assessment and Instruction 3. Appropriate Assessment 4. Learning Reinforced 5. Constructive Feedback 6-Relearning and reevaluation

Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials 1. Discipline Procedures 2. Self-Discipline and Self-Directed Learning 3. Equitable Teacher/Student Interaction 4. Expectations for Behavior 5. Redirection of Disruptive Behavior 6. Reinforcement of Desired Behavior 7. Equitable and Varied Characteristics 8. Management of Time and Materials

Domain V: Professional Communication 1. Written with Students 2. Verbal and Non-Verbal with Students 3. With Reluctant Students 4. Written with Parents, Staff. Community Members and other Professionals 5. Verbal/Non-Verbal with Parents, Staff, Community Members and other Professionals 6. Supportive, Courteous

Domain VI: Professional Development 1. Campus/District Goals 2. Student Needs 3. Prior Performance Appraisal 4. Improvement of Student Performance Domain VII: Compliance with Policies, Operating Procedures and Requirements 1. Policies, Procedures and Legal Requirements 2. Verbal/Written Directives 0 EI u 3. Environment

The Rhodes School 190 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Domain VIII: Improvement of Academic Performance of All Students on the Campus. (The Rhodes School will report the performance rating for Domain VIII in our annual hearing for public discussion for parents and the public.)

Each domain shall be scored independently. Within each domain each section will be scored: Exceeds Expectations Proficient Below Unsatisfactory

The evaluation of each of the domains shall consider all data generated in the appraisal process. The data for the appraisal of each domain shall be gathered from observations, the Teacher Self-Report Form, and other documented sources. The data shall describe teacher contributions in increasing student achievement, creating a stimulating learning environment, and contributing to a safe and orderly school.

Appraisal records and other documentation will be used for staff development purposes and will determine employment and salary in accordance with the Texas Education Agency Professional Development Assessment System (PDAS) and the student goals of the charter school. The charter school will work closely with Region IV ESC to provide quality professional development and training based on PDAS results.

5m) The Office Manager will be responsible for the PEIMS submission and student attendance reporting and will report to the Principal. He/she will also be responsible for the daily accounting transactions of the charter school. All financial policies and procedures are reviewed and approved by the governing body. Qualifications for the Office Manager will include: • Bachelor of Science degree • Minimum of 2 years experience in working with financial/accounting systems with a proven record of success. • Demonstrated knowledge of school budgets, finances and human resource operations in a school district. • Extensive knowledge of word processing, spreadsheets, and other computer software, office equipment and accounting procedures. • Experience in PEIMS with an Independent Texas School District or Charter School is preferred. • Experience with the Texas Education Agency Financial Accountability • Resource Guide and the Special Supplement to Financial Accounting and Reporting. • Experience with TEA and federal grant reporting requirements. • Strong ability to prepare all required reports and deals effectively with all staff. f\ *^ - -% • Show that he/she does not have a criminal history of a felony or a u misdemeanor involving moral turpitude.

The Rhodes School 191 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Th abilite y to meet deadlines with precision and the ability to fulfill all requirements listed below. • Process and record routine accounting transactions, including payroll. • Produce monthly financial statements. • Prepare quarterly and annual IRS and TWC reports including W-2's and 1099 forms. • Maintain records. • Enter data to spreadsheets or databases to create requested reports. • Guide the budget preparation based on the previous year's actuals. • Prepare monthly reports for analysis of the charter school's financial status. • Communicate financial status on a regular basis to the CFO and CEO. • Reconcile monthly bank statements. • Oversee budget accounts. • Know and follow all requirements in the PEIMS Data Standards handbook. • Meet the standard of accuracy for the PID • Submit PEIMS data via ED1T+ accurately and timely in accordance with the PEIMS Data Standards instructions. • Report PEIMS actuals in the appropriate format on or before November of the reporting year. • B familiae r with all requirements in The Student Attendance Accounting Handbook and refer to it often. • Request Grant funds through WebER and keeps track of grant fund expenditures. • Participate with the charter school administrative staff, consultants, and accountant to complete expenditure reports and annual evaluations. • Ensure charter school staff training and support for processing of PEIMS data. • Attend all regional PEIMS workshops and distribute information to appropriate staff. • Performs all duties assigned by the CFO or CEO. • Show that he/she does not have a criminal history of a conviction of a felony or a misdemeanor involving moral turpitude. • Complete appropriate training requirements as defined by 19 TAG 100.1 104 and 100.1 105 including at least 30 hours of administrator courses for training within the first year of employment.

Exceptions to these requirements will be considered based on exemplary skills, training and record of success.

Other staff will include a Food Service Manager and a School Secretary. Qualifications for Food Service Manager include the following:

• Hold a current Food Service Manager's Certificate • Complete training in the FDA's Food Program. 0 " • A least t two years experience in managing a school food service " program with successful results.

The Rhodes School 192 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Duties will include: manage the food preparation of breakfast, lunch and snacks, food buying, and reporting ail food costs and inventories on appropriate forms and reports. Maintain the food preparation program at all times so as to compliance with local, state and federal regulations and requirements. The Food Service Manager's supervisor will be the CEO/Principal who will report the performance to the governing board.

School Secretary: Qualifications include: • Ahigh school degree. • Experience in working with students and staff. • Excellent telephone skills. • Ability to greet students, parents and the public and convey information needed. • Proficient in English and fluency in Spanish or other languages preferred. • Keyboarding and typing. • Good communication and organization skills of files and tasks. • Ability to prepare data for input. • Duties will include the following: Answer the telephone and be the first person to greet all visitors into the school. Assist in registering students. Assist in data management. Know every student and their backgrounds and heritages. Assist the Office Manager with deadlines. Generate reports as required. Assist in maintaining student files. Present a positive role model for students that reflects the vision of the school. Always choose safety. Take precautions to protect students, yourself, other staff. equipment, materials, and facilities. Immediately report any unsafe or suspected conditions of any kind. Immediately report any injuries or illnesses. Cooperate with other members of the staff. Participate in professional improvement programs. Comply with all charter school policies and procedures, and state regulations and policies for classroom teachers. Assist in compiling, maintaining and filing all reports, records, and other documents required. Communicate frequently with students and their parents. Communicate with the CEO and Principal regarding students, parents, needed materials, extracurricular activities, field trips and any other concerns. Always behave professionally, ethically, and responsibly.

5n) The salary ranges and benefits for the Office Manager (PEIMS coordinator and student attendance) is as follows:

Office Manager $20,000-$36,000 (Full Time) $10.000-$18.000 (Part Time) 0215 The salary range and benefits for the Food Service Manager is as follows: Food Service Manager $9 - $12/hour

The Rhodes School 193 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The salary range and benefits for the School Secretary is as follows: School Secretary $18,000-32,000

The benefits for these positions will be determined by the governing board, but will include health insurance and personal days and may include other benefits. Ail staff members will participate in the teacher retirement System (TRS). The charter school will pay all state and federal payroll tax requirements.

Other schools comparable in size and location to the proposed charter school include: HISD Business Manager $45,000-$55,000 Benefts will be determined by the board of directors and may include health insurance, sick or personal days, life insurance, disability, etc.

Galena Park School Secretaries - $20,000428,000 HISD School Secretaries - $20,000 - $28,000

Galena Park Campus Administrators $54,000-$75,000 Benefts-5 personal and 5 sick daysl year with accrual

Galena Park ISO PEIMS Coordinators - $36,000 - /year (teacher scale used for this position since it is a degreed position)

The analysis drawn between the charter school and the other schools comparable to ours is that the charter school's salary ranges and benefits are well within range of the other schools

5o) The Office Manager who is the PEIMS coordinator and student attendance staff will be offered participation in professional development opportunities from the Region IV ESC for PEIMS, student attendance training, and financial accounting. The Office Manager will attend all regional PEIMS workshops and distribute information to appropriate staff. The Office Manager will attend the Charter School Conference and other appropriate conferences of TEA.

The Food Manager will complete the yearly Food Manager Certification's course requirements. He/she will also complete the FDA training for compliance of FDA He/she will also attend workshops and conferences to enhance the menu and food preparation efforts.

The School Secretary will be offered attendance in conferences, workshops or courses that will improve his/her job skills.

5p) The Office Manager (PEIMS coordinator and student attendance staff) will be evaluated by the CEO by informal methods and a performance review. This review will be based on overall job performance, accurate and timely PEIMS 0 2 .* 6 reporting, student attendance compliance, accurate and timely financial reports, professionalism, and efforts to contribute to the success of the school. The PEIMS error rate will be a good indicator of job performance. The following The Rhodes School 194 13518 Mobile Street Houston, Texas 77015 (281)224-5873 REVISED DURING CONTINGENCY PROCESS. SEE INSERT.

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Provide the job description of the curriculum specialist listed on the organizational chart on page 227

• The jo bdescription for the curriculum specialist referred to on page 195 and listed on the organizational chart on page 227 is provided below;

The Rhodes School Curriculum Instructional Specialist Job Description

PRIMARY PURPOSE: The curriculum instructional specialist implements, develops, coordinates and evaluates instruction, instructional materials and training. This specialist advises teachers and campus administrators with regard to content, methodology, materials, and the initiation of desirable changes for improvement. Salary: Teacher Salary + $1,000 stipend Length of Assignment: 215 days

QUALIFICATIONS: Minimum Education/Certification: Bachelors Degree Valid Texas teaching certificate Special Knowledge/Skills: Strong organizational, communication, public relations and interpersonal skills Working knowledge of core curriculum methodologies, curriculum, and instructional strategies Experience working with students and parents of diverse backgrounds

Minimum Experience:

Three years of successful teaching experience. Experience data analysis preferred. Special Education and/or ESL certification preferred. Experience with conducting staff development preferred. The Rhodes School Response to Contingencies in the Application for A 12th Generation Charter School Human Resources Page (2)

Curriculum Specialist Job Description (cont'd) MAJOR RESPONSIBILITIES AND DUTIES:

Instructional 1. Assists in planning, developing, and training and supporting curricular programs including district scope and sequence, assessments, and other instructional materials as they correlate with TEKS, TAKS.

2. Works with appropriate teachers and staff to assist in developing, maintaining and implementing curriculum based on systematic review and analysis,

3. Develops resources, materials, and programs as needed.

4. Facilitates the use of technology in the teaching/learning process.

Personnel 5. Confers and works jointly with co-workers to develop and Management accomplishes improvement goals.

6. Complies with school policies, as well as state and federal laws and Regulations, in pursuing the goals of the campus plan.

School/ 8. Communicates curriculum instructional practices and initiatives Organization to parents and community. Climate 9. Maintains positive and open communication among teachers, principals.

10. Projects a positive attitude with administrators, teachers, students, and parents at ail times.

Graduate Professional Growth 12. Maintains current and accurate knowledge of changes in curriculum requirements, program guidelines and testing from state and national levels.

13. Attends appropriate workshops and professional staff development as deemed necessary.

Adm. Fiscal/ 14. Addresses priorities and completes assigned tasks/obligations by practicing Facilities Mgmt. effective time management

15. Keeps an accurate record of activities, time, and efforts. .f^ The Rhodes School Response lo Contingencies In the Application for A 12th Generation Charter School Human Resources Page (3)

Curriculum Specialist Job Description (cont'd)

16. Assists with ensuring the security, updating, maintenance, and inventory of campus resources, materials, software, manipulatives, etc.

School/ 17. Communicates and demonstrates support for the district's mission, district Community content initiatives and focus, and content instructional philosophy. School Management 18. Subject to any and all other duties assigned.

WORKING CONDITIONS: Mental Demands:

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

Physical Demands/Environmental Factors:

Occasional local and statewide travel; occasional prolonged and Irregular hours. Occasional heavy lifting up to 45 Ibs. unassisted. Regular Attendance.

02,19 The Rhodes School

The Rhodes School Charter School application is amended on page 195, question 6a to read as follows:

6. Governance 6a) Members of the governing body are: Tonia Bush, M.Ed., Board President Lloyd, Lawrence, B.S., Board Secretary and Treasurer Joanna Lewis, Board Member

Michelle L. Bonton, M.Ed., will serve as Superintendent and CEO

APPROVED DURING CONTINGENCY PROCESS

^ •-. f\ 0 L. i- \i criteria will be used for evaluations: (1) Ability to meet REIMS timelines (2) Ability to meet Student Attendance report timelines (3) Ability to generate grading reports within timelines (4) Proficiency in the use of RSCCC student application software (5) Ability to generate ADA and other reports timely, (6) Ability to work with various data input sources (7) Ability to verify and reconcile data (for example; Daily Attendance) (8) Ability to work with students, parents, school personnel and the community (9) Ability to work cooperatively with all staff to collect, organize and format data required to submit District REIMS data in a timely manner. (10) Ability to edit and verify checks on data to ensure accuracy of information (11 ) Ability to distribute edicts and reports to appropriate staff for analysis, verification and corrections (12) Ability to submit complete and accurate REIMS data in prescribed format to the Regional IV ESC for processing (13) Attendance at all regional REIMS workshops and disseminating the information learned to appropriate staff.

The Food Manager will be evaluated by informal methods and a performance review by the Principal and/or CEO. This review will be based on overall job performance and compliance with nutrition guidelines, food cost accountability, and parent, student and staff satisfaction as reported in the parent, student and staff yearly surveys.

The School Secretary will be evaluated by informal methods and a performance review by the Principal and/or CEO. This review will be based on overall job performance and satisfaction of parents, students, and other staff as reported in the parent, student and staff yearly surveys.

6. Governance 6a) ibers of the governing lichelle LjtentGnTM.Ed., Board President 4^wrence, B.S., Board Secretary Bush>R4J=d., Board Treasurer M£ Joanna Lewis,Bowd Member _

Biographical affidavits Submitted as Attachment A

6b) 501(c)(3) determination letter from the IRS Submitted as Attachment C - Note: The organization formally amended its articles of incorporation to change its name from Northshore Youth Services Association, Inc., to The Rhodes School to more accurately reflect its nature. The amendment was approved by the Texas Secretary of State on January 3, 2006. A request was submitted to the Internal Revenue Service to change the name in their records. Copies of the amended articles of incorporation, the original articles of incorporation, the 501(c)(3) letter showing Northshore Youth

The Rhodes School 195 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 Services Association, Inc., as a non-profit corporation with the employer identification number that is the same as that of The Rhodes School

6c) Articles of Incorporation Submitted as Attachment D

6d) Bylaws of the sponsoring entity submitted as Attachment E

6e) The sponsoring entity was incorporated on November 22,1999.

6f) The Corporation is organized and shall be operated exclusively for educational purposes within the meaning of Section 501 (c)(3) of the Internal Revenue Code of 1954 (or the corresponding provision of any future United States Internal Revenue law). The primary purpose of the Corporation is to provide education for children and to provide care for children away from their homes. The corporation will provide assistance by organizing and implementing activities that encourage and support the school, expand community awareness, and to raise funds to support the mission of the school. The broadest discretion is vested in the Corporation for the accomplishment of these purposes. 6g) The sponsoring entity was formed just over six years ago, and had plans to provide counseling and educational services to school aged children; however, personal circumstances of the governing body prevented them from moving forward with plans for the organization and the organization went dormant. A few months ago, the organization was re-activated, a new board adopted and a new vision and focus established. The vision and focus are to provide educational services in the form of a charter school. The governing body was brings together concerned citizens who have the vision to see the importance of bringing magnet and particularly fine art magnet school programming to the North Channel area of the city of Houston. The governing body board members consist of a variety of backgrounds, all veteran educators with the years of educational experience and the skills to ensure the success of the school. Each member is committed to contributing their knowledge and expertise to guide the administrators in the quest for student improvement and parent choice. This quest has begun with research and work to formulate the basis for policies and procedures that will govern the school. The governing body is currently engaged in curriculum research, staffing research, enrichment research, facilities research, and funding research.

6h) The sponsoring entity has not operated a private daycare, private school, public daycare or public school. The sponsoring entity was reactivated, the name and the purpose changed or the sole purpose of opening a fine art magnet charter school.

r* f --^ G . . w The Rhodes School 196 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The sponsoring entity is not part of any religious organization or affiliated with any religious organization or engages in any activities with a religious purpose.

The sponsoring entity has not been involved in any litigation.

6k) The sponsoring entity has not been sanctioned by any state regulatory agency

61) The initial incorporators include: Michelle L. Bonton, Joanna Lewis, Fannie Ward, and Regina Harris. Michelle L. Bonton and Joanna Lewis are current members of the governing board. Regina Harris and Fannie Ward resigned as members of the board when the current board was elected.

Michelle L. Bonton is a veteran educator who has lived in the North Channel area for close to twenty years. Michelle worked in the North Channel area as an educator for seven years. She taught high school at North Shore 9/10 Campus and served as the counselor at Green Valley Elementary School until August 2004 (both schools are in Galena Park ISO). Although she no longer works in the community, Michelle still has a passion for the academic success of children in the area.

During her time as counselor at Green Valley, Michelle worked tirelessly to develop and promote programs to benefit the children of her school. She was part of a group of community members that opened the door for a proven character education program at Green Valley Elementary School. A member of the volunteer group received recognition from the Texas Education Agency for the impact the program made in the lives of students who participated. Also, thanks to Michelle's efforts, Green Valley Elementary School was awarded a 3 year $240,000.00 grant for an after school program that continues even in her absence.

Michelle holds a bachelor's degree in English from the University of Houston, a master's degree in counseling from Prairie View University, and an educational leadership certification from Stephen F. Austin University. She is a state certified teacher, counselor, and school administrator.

Michelle has served as a school administrator in the Houston Independent School District and currently serves as principal of a private school in the Houston area. She is board president of The Rhodes School.

Joanna Lewis is a veteran educator in the Galena Park ISO. She holds a master's degree in Family and Consumer Sciences. She volunteers in many projects around the community. Joanna is currently pursuing a mid-management certification from Stephen F. Austin University.

Regina Harris is a retired social worker who devoted more than twenty years of service to the care and protection of children in the city of Houston. Regina is the The Rhodes School 197 n 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ^ recent past president of ANEW! Community Economic Development Corporation, an organization whose purpose is to provide viable mechanisms for economic growth and development within the Acres Homes community in Houston, Texas. Regina is the currently the president of The Weavers, a family preservation agency that provides family and individual counseling, and foster and adoptive placement. Regina is also a contractor for CPS and serves as a child advocate during mediations with parents concerning their parental rights. She is the author of a book designed to help foster children effectively navigate the maze of information and processes involved in being a foster child.

Fannie Ward is a philanthropist and private business owner who is committed to helping children achieve their potential.

Please Note: Fannie Ward and Regina Harris resigned when the current Board of Directors was elected. The current governing body has been in charge of the management of the corporation since December, 2005.

6m) The governing body is planning on recruiting more talent from community leaders to serve the needs of the school, as well as parents who will support the vision of the school. We feel that the talent, experience and enthusiasm represented by the present founders and governing body will be an excellent mix for organizing, implementing, and operating The Rhodes School.

6n) The method used to inform parents and students about procedures for receiving and responding to complaints shall be part of the enrollment documents. The following statement shall be included as part of the enrollment documents: Parents and students are encouraged to keep communications open with teachers and administrators. All concerns should be expressed to the teacher or CEO or principal, as soon as possible. All concerns or complaints will be thoroughly investigated. The CEO and principal will act as liaison for grievances. However, should these remedies not satisfy the student or parent, the governing body would be notified and a request made for a hearing. The governing body will then hear the concerns and complaints and the governing body shall be the final authority for all decisions.

The method used to inform employees about procedures for receiving and responding to complaints shall be part of their initial employee orientation and included in the employee handbook. The following statements shall be included as part of the employee orientation and included in the employee handbook:

All employees are encouraged to keep communications open with administrators. All concerns should be expressed to the CEO or principal as soon as possible. All concerns or complaints will be thoroughly heard and investigated. However, should these remedies not satisfy the employee, the governing body will be notified and a request made for a hearing. The governing body will then hear the concerns and complaints and the governing body shall be the final authority for all decisions.

The Rhodes School 198 0 *- ^ 4 13518 Mobile Street Houston, Texas 77015 (281)224-5873 6o) 1) The officers of the governing body of the sponsoring entity are: President, Secretary and Treasurer. The corporation may have, at the discretion of the Board of Directors, such other officers as may be appointed by the Directors. The Board of Directors of this corporation is vested with the management of the business and affairs of this corporation, subject to the Texas Non-Profit Corporation Act, the Articles of Incorporation, and these bylaws. The duties of the officers are as follows:

• Th Presidene t will supervise and control the affairs of the Corporation and shall exercise such supervisory powers as may be given by the Board of Directors. • Th Presidene t will perform all duties incident to such office and such other duties as may be provided in these bylaws or as may be prescribed from time to time by the Board of Directors. • Th Presidene t shall preside at all board meetings and shall exercise parliamentary control in accordance with Roberts Rules of Order. • Th ePresident shall serve as an ex-officio member of all standing and other committees, unless otherwise provided by the Board of Directors or these bylaws. • Th ePresident shall, with the advice of the Board of Directors and in accordance with the requirements of these bylaws, set the agenda for each meeting of the Board of Directors.

Secretary • Th Secretare y will perform all duties incident to the office of Secretary and such other duties as may be required by law, by the Articles of Incorporation, or by these bylaws. • Th Secretare y shall attest to and keep the bylaws and other legal records of the Corporation, or copies thereof, at the principal office of the Corporation. • Th Secretare y shall take or ensure that someone takes minutes of all meetings of the committees and Board of Directors, and shall keep copies of all minutes at the principal office of the Corporation. • Th Secretare y shall keep a record of the names and addresses of the Directors at the principal office of the Corporation. • Th Secretare y shall, with the approval of the Board of Directors, set up procedures for any elections held by the Corporation. The Secretary shall keep a record of all votes cast in such elections. • Th Secretare y shall ensure that all records of the Corporation, minutes of all official meetings, and records of all votes, are made available for inspection by any member of the Board of Directors at the principal offfice of the Corporation during regular business hours. • Th Secretare y shall see that all notices are duly given in accordance with these bylaws or as required by law. • Th Secretare y shall see that all books, reports, statements, certificates, and other documents and records of the Corporation are properly kept and filed. 0225 The Rhodes School 199 13518 Mobile Street Houston, Texas 77015 (281)224-5873 In the case of the absence or disability of the Secretary, or the Secretary's refusal or neglect to fulfill the duties of Secretary, the Vice President shall perform the. functions of the Secretary.

Treasurer • Th Treasuree r will have charge and custody of all funds of the Corporation, will oversee and supervise the financial business of the Corporation, will render reports and accountings to the Directors as required by the Board of Directors and will perform in general all duties incident to the office of Treasurer and such other duties as may be required by law, by the Articles of Incorporation, or by these bylaws, or which may be assigned from time to time by the Board of Directors. • Th Treasuree r and the staff of the Corporation shall devise a plan providing for the acceptance and disbursement of all funds of the Corporation, which shall be approved by the Board of Directors. • Th Treasuree r or Chief Executive Officer, with the approval of the Board of Directors, shall set up all checking, savings, and investment accounts of the Corporation. • Th Treasuree r or Chief Executive Officer or employee of the corporation that they shall designate shall deposit all such funds in the name of the Corporation in such accounts. • Th Treasurer'e s signature shall be the authorized signature for all checking, savings, and investment accounts of the Corporation unless the Treasurer, with the approval of the Board of Directors, designates another member of the Board of Directors or employees of the Corporation as the authorized signatories for disbursements. • Th Treasuree r shall prepare an annual report for the Board of Directors, providing an accounting of all transactions and of the financial conditions of the Corporation. • Th Treasuree r shall prepare financial reports for any other Board meetings, as well as any other time that the President shall so request. • Th Treasuree r shall keep all financing records, books, and annual reports of the financial activities of the Corporation at the principal office of the Corporation and make them available at the request of any Director or member of the public during regular business hours for inspection and copying.

2) The officers of the governing body of the sponsoring entity are elected by the board members at the annual meeting of the board of the fiscal year. Each officer will hold office for one year, or until his/her successor has been selected.

3) The members of the governing body of the sponsoring entity are elected by the Board of Directors. The members may be nominated by any director. Upon majority resolution of the Board of Directors, the number of Directors may be increased or decreased from time to time, but in no event shall a decrease have the effect of shortening the term of an incumbent Director, or decreasing the total number of Directors to less than three Directors. Any directorship to be filled by reason of an increase in the number of Directors shall be filled at the next regular 0 £ f The Rhodes School 200 13518 Mobile Street Houston, Texas 77015 (281)224-5873 meeting of the Board of Directors or at a special meeting called for that purpose. Once elected to the Board of Directors, members may be removed without cause, at any time, by a majority of the entire Board of Directors, at a Regular or Special Meeting called for that purpose. Any Director under consideration of removal must first be notified about the consideration by written notice at least five days prior to the meeting at which the vote takes place.

4) Vacancies shall be filled by majority vote of the remaining members of the Board of Directors, though less than a quorum, and the Director filling the vacancy shall serve for the remainder of the term of the directorship that was vacated. Vacancies shall be filled as soon as practical. Any Director may make nominations to fill vacant directorships.

5) Each Director of the governing body of the sponsoring entity is elected for a three-year term. There are no term limits and, therefore, Directors may serve any number of consecutive terms.

6) The terms are not staggered.

Governing Body of the Charter School p) The governing body of the sponsoring entity is also the governing body of the charter school. Therefore, questions q through r-6 in this section do not apply as per the instructions given in the application.

Other Governance s) The charter holder will not enter into any agreement with a management company or any other entity.

7. Community Support 7a) The community in which the charter school will be located covers both incorporated and unincorporated areas of Harris County. A very small portion of the geographic location is within the Houston city limits. The community is both economically and culturally diverse. Income levels range from wealthy to far below the poverty level.

Access to shopping and public transportation and affordable rents and homes in many sections of the community make the area attractive for families. As with many communities outside the city limits, little attention was paid to the provision of ancillary services such as recreation, leisure learning, and/or health and human services.

The area contains many large apartment complex populated in great part by ethnic minorities. Many speak another language within the home, and, therefore, are at a disadvantage when they start school. Some are populated by African- American families, and some are populated by whites who live far below the * poverty level. When the children of these families enter a large public The Rhodes School 201 13518 Mobile Street Houston, Texas 77015 (281)224-5873 elementary school, they may enter intellectually and academically delayed and often get lost within a large system. The Rhodes School offers these parents an alternative choice for their child's schooling that includes smaller class sizes and increased exposure to the world beyond their community.

Also included within The Rhodes School's geographic boundaries are many, many subdivisions, including several upscale new ones. Each one has a Home Owner's Association. Again these homes are primarily populated by Whites, African American, and Hispanic families. They generally have a higher economic base than that of the apartment dwellers, but are caught in that group that earn too much to meet subsidized government funding. These families are trying to improve the quality of life for their children.

There are small retail businesses, some small and medium size office buildings, and a small shopping center that caters to the community, and some hospitals. Most of these workers in these businesses are paid in the low to mid range of hourly wages. Many of come from homes that do not speak English. Many of their children are not ready to enter school, either because of language difficulties, or inadequate early childhood developmental skills. These workers need quality education for their children, but do not have many choices in their home neighborhood. Gang activity and gang temptations are becoming a problem for some parts of the community. Again, these parents need a choice for their children's education.

The Rhodes School chose this neighborhood because we have seen that over a 20-year period the community has grown and expanded to include people from all walks of life. There are doctors, lawyers, business owners, judges, maids, waiters and waitresses, cooks, truck drivers, grocery store cashiers, and even topless dancers. All have children who attend the local schools, and they all desire to make a better life for their families. Some struggle with language differences, cultural differences, and others with low income. Regardless of their limitations, they deserve another chance and another choice of education for their children.

As stated earlier, there are many families who do not fit the profile of being either economically disadvantaged or an ethnic minority. However, they are part of school systems in the surrounding community that are limited in their offerings of culturally enriching activities that stretch and expand students' critical thinking and analytical skills, as well as their ability to be able to interact with people outside their normal social circle. Students who have particular interests and/or skills beyond those offered in the regular classroom are at a particular disadvantage because the existing schools provide limited outlets for them to explore these areas of learning.

Further, Sheldon ISO, Galena Park ISO, North Forest, and Channelview ISO, which make up the majority of the geographic location of the proposed school, have seen steadily declining student test scores over the last few years. In Humble ISO, another district within the geographic location, there is a great n disparity between students who are ethnic minorities or who are economically " disadvantaged and their peers who do not have these indicators. While more The Rhodes School 202 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

• Community Support

The information on page 203 regarding the date the notice of public hearing was sent/communicated to the community should be corrected to state January 26, 2006.

02,-3 and more focus and stress are being placed on drill and practice skills, students in these communities are falling further behind. Clearly, there is a mandate for change. The Rhodes School seeks to offer a viable instructional program that will expand parents' choice in their children's education.

7b) The Rhodes School has had a number of community members offer counsel and ideas regarding plans for the charter school. We attended homeowner's association meetings, visited grocery stores and churches, and talked with community leaders about the proposed School. Ail were enthusiastic about The Rhodes School coming to their community as evidenced by the petitions and e-mails indicating support of approval of a charter for The Rhodes School.

One parent has offered services to develop, implement and maintain a web page. The charter school will also partner with an online communications manager for a website, including the design, development and maintenance of the site, as well as input for content and marketing.

We also sought support from various agencies that support community schools. Among these are: The Museum of Fine Arts Houston, Writers in the Schools, and A group of Master Gardeners who were enthusiastic to have the school join in the Cylinder Gardening program for the school. The county agent followed with an e-mail inviting the school to join the program. The charter school will be partnering with the Texas Cooperative Extension Agency in their cylinder gardening program. The program is designed to provide children with the opportunity to raise vegetables from seed to harvest in one school semester. By growing these plants, children will gain a sense of pride, responsibility and determination. The program also gives the children the opportunity to taste the vegetables they've grown, thus improving the likelihood that they will eat more fresh fruits and vegetables in the future. The Harris County Master Gardener Association will provide all materials including seeds, containers, fertilizer and a six-week lesson curriculum free of charge. The only cost to the school is the potting soil.

The charter school plans to continue to look to these and other community groups for guidance and involvement in the charter school planning process and in implementing these plans. The Rhodes School believes that seeking the opinions and counsel of diverse multi-cultural community members will only strengthen the charter school as a contributing member of the community.

7c) The notice of public hearing was published in the North Channel Sentinel and the Humble Observer on Thursday, January 26, 2006. A copy of the notice is submitted as Attachment F.

On Tuesday, January 31, 2006, the public hearing was held in room 201 E of the student center at San Jacinto College North. The notice went out on Thursday, Q ? ~ fi January 31 , 2006. The CEO also visited the area homeowner's association's The Rhodes School 203 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONT/NGENCVPROCHSS

The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

• Geographic Boundaries

The information regarding geographic boundaries on page 204 should be corrected to read as follows:

The school districts from which the charter school will accept students are Channelview, Galena Park, Houston, Humble, North Forest, and Sheldon ISDs.

0231 •I APPROVED DURING CONTINGENCY PROCESS Maggie Baker Office of Legal Services

REVISED LEGAL REVIEW OF GENERATION 12 APPLICATION

Proposed School: The Rhodes School Sponsoring Entity: The Rhodes School

The original response to 9(a) on p. 204 should be deleted from the application and replaced with the following response: The complete and submitted applications for admission into the Rhodes School will be from April 1 through April 30 of each year.

Applications will be available and accepted through the front office during regular business hours and on specific weekend dates at the proposed site. Applications for admission will only require the demographic information of a child to be accepted for admission consideration. In the event that applicants exceed the slots available, the charter school will hold a lottery for the oversubscribed group (grade level). Applications will continue to be accepted throughout the year for any open slots, or to be placed on a waiting list. board meetings to invite all who are interested to attend. Flyers were passed out at all meetings and also to numerous people who visited the school prior to the public meeting. The area apartment complexes were also visited with flyers passed out to invite all to attend. The community showed their support by the attendance at the Public Hearing. Michelle L. Bonton presented the proposal for a charter school. Many questions were asked. All were answered. The results are submitted as Attachment G.

8. Geographic Boundary 8a) The school districts from which the charter school will accept students are as follows: lannelview ISO

North Sheldon REVISED DURING CONTINGENCY PROCESS. TheV SEE INSERT. arnett - Northeast my

In addition to the above districts, The Rhodes School will also accept students from a portion of the Houston Independent School District to include students who live in the attendance zones covered by Whittier, R.P. Harris, and Judson Robinson Elementary schools. This portion of HISD is bounded by Interstate 10 East at the John Ralston Exit and continues east to the northemly direction of Federal Road and ends at the intersection of Maxey (Federal becomes Maxey) and Woodforest Boulevard.

Further, we will accept students from a portion of the Humble Independent School District to include those students living in the Summerwood and North Belt Elementary Schools attendance zones. Specifically, this area begins at beltway 8 heading in an eastemly direction and Mesa Road and continues to Lake Houston Parkway, stopping at Lake Houston Parkway and the end of the Summerwood subdivision.

8b) Certified mail receipt cards showing the dates that Statement of Impact forms were received and signed for by the staff of the districts located within the proposed charter school's geographic boundary submitted as Attachment H

9. Admissions Policy 9a) implete and submitted applications for admission into theJ5iepptfi«yailable and acceptedttjrotjgfTthe front office during regular business hours and on^peeiflcweekej^TJates at the proposed site. Applications for admission will only requirejfe^niographic information of a child to be accepted for admissiojTjsenslderationTTrKttie event that applicants exceed the slots availablejbe-cfiarter school will hold alette™ for the oversubscribed group (grade l§yet)TApplications will continue to be accej5te€l4hroughout the year for The Rhodes School ^ 204 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Maggie Baker Office of Legal Services PROCESS OWING C .ATION 12 APPLICATION

Proposed School: The Rhodes School Sponsoring Entity: The Rhodes School

The original response to 9(d) on p. 205 should be deleted from the application and replaced with the following response: Returning students will be given priority in admission by notifying The Rhodes School of their intention between March 1 and March 31 of each year. The Rhodes School will exempt from the tottery the siblings of returning students Children of founders will be exempt from the lottery. Only one school founder has children within the age range to be served by the proposed school.

02 Maggie Baker Office of Legal Services

Proposed ..~o ocnool Sponsoring Ei me Rhodes School

The original response to 9(f) on p. 205 should be deleted from the application and replaced with the following response: The Rhodes School admits students of any sex, race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of sex, race, color, national or ethnic origin, religion, disability, academic ability, athletic ability, artistic ability, or the district the student would otherwise attend in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school administered programs. )laced on awajlingjist- ^VISED DURING CONTINGENCY PROCESS. SEE INSERT. 9b) The lottery will be held during the May Board meeting of the governing body each year. The applicants' names will be printed on 3 x 5 cards and placed in a raffle barrel. The President of the Board will draw the names and fill the slots in the order drawn. A waiting list will be developed by drawing the remaining names until all the names are drawn.

9c) After all classes are full from the lottery drawing, a waiting list will be developed from the remaining picks from the lottery in the order at which they were drawn. All applications received at a later date will join the waiting list in the order that they were received

9d) __ Returning students will be given priority in admjssioft-by nulifyliiyine Stepping Stolie^-Gnaj^ElementaryofJhe^^ March 1 and March 31 of each year. The^Rt^deg^S^fiool will exempt from the lottery the siblings of og-eto^el^Childr^rTTsf^Qy^ers will be exempt from the lottery. Only one , _ founder has children withirTTfie-agerange to be served by the proposed school. ^^^­

9e) All applications submitted outside of the designated application period will be admitted in the appropriate classroom, if there is room within the classroom. If there is not room, then the applications will join the waiting list in the order that they were received.

9f)

r TheJ^hode" i -^l s School admits students of anyj sex,* race,* color, national and ethnic origin toalKhejIghts, privileges, programs, and activities generajjy^ceefeted or made availableTo^tucJents at the schopJJLdoes-noi discriminate on the basis of sex, race, color. nationa£D£<$hrric^^ disability, academic ability, athletic abiljJy^QHhe""3istrict thes1t»c|ent would otherwise attend in administration of its^edOcational policies, admissioris>oNcies, scholarship and loan programs, €fia athletic and other school administereaprograms. 9g) The Rhodes School will specialize in the performing arts; however, applicants will not be required to demonstrate artistic ability for admission to the school.

9h) The charter school will exclude students with documented histories of a criminal offense, juvenile court adjudication, or discipline problems under Subchapter A, Chapter 37. The charter school will develop and adopt its own Code of Conduct.

The Rhodes School 205 13518 Mobile Street Houston, Texas 77015 (281)224-5873 For a student to be considered for admission to The Rhodes School, they must provide their name, birth date, address, telephone number, parents' names and addresses.

Since all students of a new charter school are transfer students, the charter school will comply with reporting all students by local computer access into the automated student transfer system to provide a method for determining compliance/noncompliance on an individual student basis. The charter school will report information on each and every student in attendance by the appointed deadline to be in compliance with Civil Action 5281. Civil Action 5281 requires that TEA not approve student transfers where the effect of such transfers changes the majority or minority percentage of the school population by more than one percent in either the sending or receiving district.

10. Special Needs Students and Programs.

10 a) The Rhodes School will have in effect policies and procedures to ensure that all children with disabilities, enrolled in the charter school or who contact the charter school regarding enrollment, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located and evaluated. These policies and procedures will apply to highly mobile children with disabilities (such as migrant and homeless children); and children who are suspected of being a child with a disability under (CFR 34) 300.7 and in need of special education, even though they are advancing from grade to grade.

The Rhodes School will seek out, identify, locate and evaluate children with disabilities enrolled in the charter school or who contact the school through its Child Find Process described in full earlier in this application and described briefly below: Students who may need special education may come to The Rhodes School in a number of ways. Parents may advise the school verbally or in writing that the child has special needs. This shall be considered a referral for special education services. Similarly, upon observation that a student is struggling in any particular area, and after implementing strategies to try to assist the student, a teacher may make a referral for special education services. A referral may also be made to the school by a doctor, a community agency, such as an Early Childhood Intervention program, an individual, a group or an organization that may have worked with the student or school. The school may also discover a referral through testing or screening. Additionally, we will ensure compliance by participating in a network of public information services which include the Harris County Department of Education, Region IV ESC, other agencies, communities and facilities providing services to the handicapped. The Rhodes School will collaborate with Harris County Department of Education regarding all special education information, evaluation methods, results, and assessment needs. The Rhodes School will provide information to the population in the school district of the availability of services by

The Rhodes School 206 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 the charter school by including the information in all forms of advertising literature, or through counseling with prospective or current parents.

Through initial evaluations after enrollment, The Rhodes School will determine which individuals are currently receiving needed special education and related services and which individuals are not currently receiving needed special education and related services. Through this evaluation process and through this information process, the charter school will identify and refer individuals, age birth to three years to a local Early Childhood Intervention Program within two working days. The Rhodes School will maintain documentation of the referral and the data will be kept confidential. The Rhodes School will abide by the Family Education Rights and Privacy Act.

Through the same processes, The Rhodes School will identify and refer individuals birth through twenty-one years of age with disabilities who may or may not be in school and may need special education. The Rhodes School will collaborate with Region IV ESC on all identifying information and all referrals. The Rhodes School will maintain confidentiality of all personally identifiable information used and collected in this system in the same manner that special education records are maintained. The Rhodes School will review this process on a yearly basis, updating staff as to on going "child find" activities implemented in the community. The CEO/superintendent will be responsible for implementing and directing the Child Find program, and identifying any other staff members, annually that will participate in the organization and implementation of this program.

Any student screened and found to be potentially eligible for services under the Individuals with Disabilities Act are referred for possible special education services within the school. Any child-aged birth to three years will be referred within two days to a local Early Childhood Intervention Agency. Children that are not within the age group served by the darter school will be referred to the Region IV ESC or local Independent School District within two days of initial contact. All federal and state regulations governing the confidentiality of records, the 9May timeline for the ARD committee and implementation of programs for students eligible for services will be adhered to in the charter school's program.

The school will give parents a copy of the most current edition of the Notice of Procedural Safeguards issued by TEA. Written notice will be given to the parents before the charter school initiates or changes the identification, evaluation, or educational placement of the child.

10b) The Rhodes School will access qualified and/or licensed personnel by contract with Harris County Department of Education for assessment, intervention, consultation, training and direct services. They have a staff of over 300 therapists, counselors, diagnosticians, trainers, psychologists and pathologists and currently serve more than 8500 children with disabilities and their families. They also have ties to professional organizations that serve a variety of special education needs and offer counseling and services. Their contract is conducted on an as needed basis. All qualified personnel will help formulate the students ^ : p ~ . ^ji 0 '" ' 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Individual Education Plan and participate in the multidisciplinary team as needed. (See contract and information regarding their services in Attachment P).

The Rhodes School will also have on staff a certified special education teacher to help coordinate assessments and to serve as a member of the multidisciplinary assessment team for students with special needs and on each individual student's ARD committee. Parental consent will be obtained before conducting an initial evaluation or reevaluation. Upon completing the administration of tests and other evaluations materials from Harris County Department of Education, the recommendations from the assessments of the qualified professionals and the parent of the child must determine whether the child is a child with a disability. If it is determined that the child does require special education services, then the special education teacher will coordinate with the other professionals according to the assessments and recommendations to formulate goals, modifications, and the behavior intervention plan. The Rhodes School will maintain documentation of all related guidelines; procedures and operating guidelines to ensure that all identified students with disabilities are located, evaluated and served. If it is determined that the special education needs of the child are beyond the scope of the school staff, then the charter school will contract with the Harris County Department of Education for additional services to access the variety of qualified and/or licensed personnel to serve as members of the multidisciplinary assessment team and implement the individual education plan for each student with special needs. The Rhodes School will also consult with Region IV ESC regarding training, products and services designed to help educators plan, develop and deliver appropriate accommodations and modifications for students with diverse learning needs to comply with Title 11, Section 2123 of NCLB, improving teachers' knowledge of effective instructional practices.

The appropriate disability eligibility assessments for students receiving special education services are described below:

Auditory Impairment Eligibility: The Rhodes School will obtain the following documents to determine the eligibility of students with Auditory- Impairments: • Th Otologist's-repore t to indicate the seriousness of the hearing loss even after corrective medical treatment or use of amplification. • Th audiologist'e s report that includes a description of the implications of the hearing loss for the student's hearing in a variety of circumstances with or without recommended amplification. • Acommunication assessment report provided by a certified speech language pathologist. The communication assessment should determine the student's ability to use a variety of avenues of communication such as sign language, speech, speech-reading, or finger-spelling.

The Rhodes School will contract with a private speech therapist to provide both assessments and participate as part of the multidisciplinary team. The speech therapist will be able to interpret the otologist and audiologist reports as well.

n •"* ** o The Rhodes School 208 **J 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Autism Eligibility The Rhodes School will determine the eligibility of students with Deaf-Blindness based on:

• Meeting the eligibility criteria for auditory impairment and visual impairment, or • Meeting the eligibility criteria for auditory impairment and visual impairment, or a hearing loss that cannot be demonstrated conclusively, and if a speech language therapist, certified speech and language therapist, or licensed speech language pathologist indicates there is no speech at an age when speech would normally be expected.

Emotional Disturbance Eligibility The Rhodes School will obtain the following documents to determine the eligibility of students with Emotional Disturbance:

Diagnosis as indicated in the Diagnostic and Statistical Manual of Mental Disorders. An assessment will be conducted by a Licensed Specialist in School Psychology (LSSP) to determine by the Manual the specific type(s) of disorders) and severity over a long period of time and to a marked degree the exhibition of one or more of the following characteristics which adversely affects educational performance:

• A inabilitn y to learn which cannot be explained by intellectual, sensory, or health factors. • Inappropriate types of behavior or feelings under normal circumstances. • Ageneral pervasive mood of unhappiness or depression. • Atendency to develop physical symptoms or fears associated with personal or school problems. • Specialist's recommendations for behavioral management.

The Rhodes School will obtain the following documents to determine the eligibility of students with learning disability:

Intellectual functioning will be based on a standardized intelligence test which shows the student to be functioning above the mental retardation range. If the intelligence quotient (IQ) score is above 70, the student is functioning above the mental retardation range. If the IQ score is 68 or below, the student is not functioning above the mental retardation range. A severe discrepancy of more than one standard deviation between achievement and ability is found in one or more of the following areas: • Oral expression • Listening comprehension • Written expression • Basic reading skill • Reading comprehension • Math calculations • Math reasoning n o The Rhodes School 209 13518 Mobile Street Houston, Texas 77015 (281)224-5873 An evaluation of the student's academic performance in the general education classroom setting will be completed by a person other than the student's general education teacher. Relevant behaviors will be noted during the observation according to their relationship to the student's academic functioning. Educationally relevant medical findings will be noted when appropriate. The eligibility report will state any severe discrepancy which is not correctable without special education and related services and that the student has a learning disability. The eligibility report will contain an assurance that the discrepancy between.achievement and ability is not primarily the result of visual, hearing, or motor disabilities; mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantage.

A multidisciplinary team will consist of the student's general education teacher or if the student does not have a general education teacher, a general education classroom teacher qualified to teach a student of his or her age; and at least one person qualified to conduct individual diagnostic examinations of children such as a diagnostician, speech-language pathologist, or remedial reading teacher. Provision for the team member's agreement or disagreement with the written report. The Rhodes School will determine the eligibility of students with mental retardation based on: • A eligibilitn y report indicating that the student is functioning two or more • standard deviations below the mean on individually administered scales • of verbal ability and either performance or nonverbal ability. • Areport indicating a deficiency in adaptive behavior.

Multiple Disabilities Eligibility The Rhodes School will determine the eligibility of students with multiple disabilities based on: • Student's eligibility report meeting criteria for two or more specific • disabilities (not including multiple disabilities). • Documents that the student's disability is expected to continue • indefinitely. v • A indication n that the disabilities severely impair performance in two or • more of the following areas: psychomotor skills, self-care skills, • communication, social and emotional development, or cognition.

The Rhodes School will obtain the following documents to determine the eligibility of students with other health impairments:

• Alicensed physician's statement indicating that a severe orthopedic impairment exists that adversely affects educational performance.

Other Health Impairment Eligibility The Rhodes School will obtain the following documents to determine the eligibility of students with other health impairment: • Alicensed physician's statement addressing the limited strength, vitality, or alertness due to chronic or acute health problem that adversely affects educational performance. n U The Rhodes School 210 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Speech Impairment Eligibility The Rhodes School will obtain the following documents to determine the eligibility of students with speech impairment: • Areport of the licensed speech-language pathologist, certified speech and language therapist, or certified speech and hearing therapist that specifies that the student has a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects the student's educational performance.

Traumatic Brain Injury Eligibility The Rhodes School will obtain the following documents to determine the eligibility of students with traumatic brain injury: • Areport of the licensed physician determining the injury to the brain was caused by external physical force resulting in total or partial functional disability or psycho-social impairment. • Th einjury to the brain adversely affects a child's educational performane which results in impairments in one or more of the following areas: cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psycho social behavior, physical functions, information processing, and speech. The term does not apply to brain injuries that are congenital or degenerative or brain injuries induced by birth trauma.

Visual Impairment Eligibility The Rhodes School will obtain the following documents to determine the eligibility of students with visual impairment: • Areport from the licensed ophthalmologist or optometrist indicating the student has no vision or a serious visual loss after correction, or • Amedical diagnosis for a progressive condition that will result in no vision or a serious visual loss after correction, or • Areport of the licensed ophthalmologist or optometrist indicates visual loss stated in exact measures of visual field and corrected visual acuity at distance and near in each eye. • Areport of the licensed ophthalmologist or optometrist that indicates prognosis when possible of an evaluation of performance tasks in a variety of environments requiring the use of both near and distance vision. • Arecommendation concerning the need for a clinical how vision evaluation. • Arecommendation concerning the need for an orientation and mobility evaluation. • A evaluation n of the child's reading and writing skills, needs and appropriate reading and writing media, including an evaluation of the child's future needs for instruction in Braille or the use of Braille. • Recommendations for appropriate learning media or a statement of need for ongoing assessment to determine appropriate learning media. • Adetermination of whether or not the student is 'functionally blind". 0242 The Rhodes School 211 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Fo studentr s who are "functionally blind", the student's assessment report that documents strengths and weaknesses in Braille skills.

The governing body has as a board member a certified, experienced special education teacher who will volunteer his services for consultation and counsel in regard to accessing the variety of personnel needed to serve the students with special needs.

10c) The Rhodes School will have at least one certified full-time special education teacher. Other specialist teachers will be contracted to provide services as required by the ARD committee for each special education student through collaboration with the Harris County Department of Education.

10d) The Rhodes School's philosophy is to serve each student's individual needs in the style of learning that is best suited for that particular student. For special education students The Rhodes School will use inclusion and the least restrictive environment. When at all possible, special education students will spend the entire school day or part of the school day in a regular classroom and curriculum with their peers as buddies and mentors. The charter school shall establish an admission, review, and dismissal (ARD) committee for each eligible student with a disability. The ARD committee shall be the individualized education program (IEP) team defined in federal law and regulations. The charter school shall be responsible for all of the functions for which the lEP team is responsible under federal law and regulations and for which the ARD committee is responsible under state law. However, if the ARD committee, based on the assessment and evaluation data, deems that a different placement option is appropriate, then the charter school staff will provide instructional arrangements for the special education student whether that placement option is homebound or hospital, Resource or Self-contained, or Speech therapy. The charter school will meet these instructional arrangements by using the charter school's own special education staff properly trained for implementing the program, or contracting through Hams County Department of Education or other agencies for the needed services or referrals for special schools or institutions. The ARD committee will consider based on the assessment and evaluation information, the most appropriate instructional arrangement to serve the needs of the student. The instructional arrangements available to students with special needs will include:

• Mainstreaming: The students with special needs are educated in the general education classroom with or without the help of the special education teacher, adaptive technology, assistive technology, instructional modifications or specialized curriculum according to the student's individual educational plan (IEP). • Homebound placement: The Rhodes School will facilitate to provide instruction at the home or hospital bedside either through a technology feed or to have a contracted homebound special education teacher provide the service. 0243 The Rhodes School 212 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Resource Classroom:A resource classroom staffed by a certified special education teacher to address the individual needs of each student using specialized teaching methods including curriculum, materials and strategies specific to each students' IEP. Students are sewed in a classroom setting for less than 50% of the day. • Self-contained Classroom: A separate setting for a student for more that 50% of the school day staffed by a certified special education teacher.

For students receiving special education services outside the general education classroom, the removal will occur only when the nature and severity of the disability is such that education in the general classroom with the use of supplementary aids and services cannot be achieved satisfactorily. For these students, the ARD committee will address the student's placement at least annually and will document all of the following: • Adescription of previous efforts to educate the student in a general education classroom with supplementary aids and services and the reason(s) those efforts were not successful; • Adescription of the ARD committee's consideration of educating the student in a general education environment with supplementary aids and services and the reason those options were rejected; • applicableIf , a description of the behavior management program needed by the student and the reason it cannot be implemented in a general education classroom; • Adescription of the instructional methods or the curriculum which the student needs and the reason(s) it cannot be implemented in a general education classroom; • Adescription of the student's disability conditions and educational needs and an explanation of why those disability conditions and educational needs require placement other than in a general education classroom.

Special consideration will be given to any potential harmful effects on the student or quality of services which he or she needs when placement is determined based on the following criteria: • An potentiay l harmful effects on the student with disabilities if the student is removed from general education classes. • An potentiay l harmful effects on the quality of services provided to the student with disabilities if the student is removed from general education classes. 10e; The Rhodes School will have in effect a policy that ensures that all children with disabilities enrolled in the charter school have the right to FARE, including children with disabilities who have been suspended or expelled from school by complying with all federal and state regulations regarding FARE and retaining the services of degreed, certified, experienced professionals in the special education services fields including Region IV ESC and Harris County Department of Education. We will contract the services of professional from the above agencies to conduct independent audits of the special education department on an annual basis. Additionally, If a student is expelled for more than ten (10) days collectively n /> / ­ U :'., ' i '« The Rhodes School 213 13518 Mobile Street Houston, Texas 77015 (281)224-5873 during a school year, the charter school will continue to provide a free and appropriate public education (FARE) for the student who is eligible for special education services. An ARD committee will meet on or before the 10th day of removal to consider Manifest Determination as to whether or not the offense is related to the student's handicapping condition. The ARD committee will determine the appropriateness of continued suspension. The Rhodes School will use the services of the certified special education teacher and the Harris County Department of Education to implement the following:

If the committee determines that a Functional Behavioral Assessment and subsequent Behavioral Intervention Plan has not yet been developed, then the committee will conduct such assessment and planning. If an assessment and plan has already been developed, then the committee will consider modification of the Behavioral Intervention Plan to reduce or modify the behavior. The committee will reconvene to modify the IEP based on the assessment and plan, and implement the behavioral reinforcements determined in the plan as soon as possible. A suitable Alternative Education Program will be established if a hearing officer makes a determination that placement is necessary because the student is a danger to himself or others if maintained in the school. In this case the AEP will be selected based on the appropriateness of the program to enable the child to progress in the general program and to have available necessary services as determined by the student's individual ARD committee to meet the requirements of the IEP. This program may be on or off the campus, will provide supervision and counseling, and will focus on language arts, math, science, social studies, self-discipline and any other IEP goals of the student. The Alternative Education Program may provide for a student's transfer to a different campus, a school-community guidance center, a community based alternative center. Placement in a Juvenile Justice Alternative Education Program may be determined due to the student's qualifying behavior, and the school will convene an ARD committee with representatives of the JJAEP to determine the student's Individual Education Plan.

10f) When a student enrolls in the charter school and the parents identify that the student was enrolled in a special education program at the previous school district, or a school district verifies in writing or by telephone that the student was enrolled in a special education program, an ARD committee may meet and set up a temporary special education program, contingent upon either receipt of valid assessment data from the previous school district or the collection of new assessment data. A new IEP will be developed based on this assessment data within 30 school days from the first ARD committee meeting. 109) The charter school will provide extended school year services through the summer months for students whose ARD committee determines a need by evaluating classroom teacher reports, testing results, achievement and progress reports, and parent information. If the ARD committee determines that the student is behind in academic or self-help skills that cannot be recouped within eight weeks of the next school year, then the student will be assigned a summer school program. The ARD committee will meet near the end of the regular 0245 The Rhodes School 214 13518 Mobile Street Houston, Texas 77015 (281)224-5873 school year to develop goals and objectives for the extended school year program and to make sure that the program is appropriate for the needs of the child.

10h) The charter school will meet the needs of students with dyslexia by identifying a student with dyslexia or a related disorder and providing appropriate instructional services to the student to meet his/her needs. The governing board will instruct the CEO/superintendent to implement procedures for the program that meet approved strategies for screening and techniques for treating dyslexia and related disorders described in "Procedures Concerning Dyslexia and Related Disorders". Staff or contracted professionals who are trained to assess students for dyslexia and related disorders will conduct the screening for dyslexia students. All students in Kindergarten and Grade 1 and 2 will be administered early reading instruments to diagnose their reading development and comprehension. On the basis of the reading instrument results, if students are determined to be at risk for dyslexia or other reading difficulties, the charter school will notify the student's parents/guardians and implement an accelerated (intensive) reading program that appropriately addresses students' reading difficulties and enables them to "catch up" with their typically performing peen. If the student continues to struggle with reading, writing or spelling, or exhibits some or all of the characteristics of dyslexia, the charter school will then collect additional information about the student. The information from these early reading instruments will not be the only measure used to assess a student for dyslexia.

Other measurements will be gathered, and based on all the measurements, the charter will assess whether the student is in need for assessment for dyslexia or related disorders. If an assessment is needed the following procedures will be followed. Students' assessments for dyslexia will be early in the student's career. However, if needed, students will be recommended for assessment even if the reading difficulties appear later in a student's school career. The parents will be notified and informed of their rights under 504. Parental permission for assessment will be obtained. Measures for administering will only be given by professionals who are trained in assessments to evaluate students for dyslexia and related disorders. A team or committee of knowledgeable persons will determine if the student has dyslexia after reviewing all accumulated data and also determine whether the student has a disability.

The charter school will either purchase a reading program or develop its own reading program for students with dyslexia and related disorders, as long as its program follows the procedures outlined in "Procedures Concerning Dyslexia and Related Disorders." Teachers who provide appropriate instruction for students with dyslexia must be trained and be prepared to implement instructional strategies that utilize individualized, intensive, multisensory, phonetic methods and a variety of writing and spelling components. The services will be conducted at the charter school. At any time during the assessment for dyslexia, identification process, Or instruction related to dyslexia, students may be referred m for evaluation for special education. A student found to need special education 4* The Rhodes School 215 13518 Mobile Street Houston, Texas 77015 (281)224-5873 must also have appropriate reading instruction incorporated in the student's Individual Education Program.

The charter school will provide parents with information about dyslexia and the signs to watch for to identify dyslexia.

Section 504 of the Rehabilitation Act of 1973 requires that: No qualified handicapped person shall, on the basis of handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity, which receives or benefits from Federal financial assistance. In elementary or secondary schools, handicapped students may be assigned to separate facilities or courses of special education only when such placement is necessary to provide them equal educational opportunity and when the separate facilities and services comparable to other facilities and services. The Rhodes School will provide services to students who qualify under the law.

The governing body will adopt policies and procedures that ensure the rights of the students to receive equal access to education. Forms and notification templates are available to the district through Region IV ESC that will facilitate the implementation of this service.

11 Business Plan Financial History of Sponsoring Entity

The sources of funding used by the sponsoring entity to date to start up its operation and for costs to plan and write the application and implement all requirements of the application has been a single donation from a private donor as is shown on the balance sheet provided in Attachment I.

The charter school currently has cash assets of $0.

11c) The charter school has no current liabilities.

The charter school has no history of any liens, litigation, or any sanctions from any local, state or federal regulatory agency.

The sponsoring entity does not already have any open enrollment charter.

The Rhodes School has not yet had an audit. An unaudited Statement of Financial Position, Activities and Cash Flow, and a notarized statement signed by the board president attesting to the accuracy and completeness of the information is enclosed in Attachment I. The Rhodes School has not identified a CFO at this time. 0247 The Rhodes School 216 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ng) The Rhodes School does not have a credit history. We have only been active for approximately 60 days. There has been only one financial transaction made. The single financial transaction was to reimburse a board member for funds expended to publish the public notice of hearing. A statement to this effect is submitted as attachment J

The organization has not filed a form 990 because it is exempt by the IRS from this filing requirement since its annual cash flow is less than $25,000. As we have only been active for approximately 60 days, we have not completed a full fiscal year of activity at this time. A statement to this effect is submitted as attachment K

Although the corporation has not itself had a long business history, the experiences, skills and successful business and school related histories of the members of the governing body and the administrators will enable the successful start up of charter school operations. Each member of the governing body and the advisory board members are committed to this success. The experience and skills of the of the board and the advisory members are listed below:

Ellis W. Douglas, advisory board member, will use his thirty plus years of experience overseeing hundreds employees and being responsible for multi­ miilion dollar budgets as a campus administrator and district director to advise and consult the staff of the charter school.

Michelle L. Bonton will use her years of experience as a classroom teacher, school counselor, and school administrator to advise and consult the staff on parental involvement, staff and personnel issues.

Lloyd Lawrence will use his educational background and years of experience as a special education, ESL teacher, and counselor to advise and consul the staff of the charter school on matters regarding special education, ESL, and other counseling matters.

Tonia Bush will use her educational background and years of experience as a classroom teacher, grade level coordinator, and reading coordinator to advise and consult the staff of the charter school.

Joanna Lewis will use her expertise in parent and community involvement to advise and consult the staff of the charter school on school and home, and school and community relations.

Dr. Julia Ballenger, advisory member, will use her educational and professional background in years of experience in educational leadership to advise and consult the staff of the charter school.

Dr. James Douglas, advisory member, will use his forty plus years in educational leadership, school administration, law, and charter school operations to advise and consult the board of the charter school. 0248 The Rhodes School 217 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 • Current Operations of Sponsoring Entity 11i) The Rhodes School operates no non-charter programs.

11 j) The Rhodes School has no plans for any non-charter programs.

11k) The Rhodes School has no plans for any non-charter programs.

Start Up of Charter School Operations 111) The Rhodes School will rely on the Tile X Grant from the United State Department of Education in the approximate amount of $175,000 (as per information received from Region IV financial consultants). The charter school understands that the funds from this grant will not be available until the contract for charter has been executed and a county/district number has been assigned. The federal funds may then only be received after the charter holder has demonstrated that it has incurred an expenditure that represents an allowable cost pursuant to the requirements of the federal award. The governing body. CEO and staff will seek additional opportunities for funds through grant writing, fund raising activities and gift solicitation.

11m) • The Title X Start Up Funds Grant in the amount of $1 75,000

Budget planning will be an integral part of the process before the budget for The Rhodes School is presented to the governing board. The CEO, Office Manager, and financial consultant will see that the proposed budget provides the resources to implement the school's programs. All educational goals, program goals, and student goals will be considered as important aspects of the plan. Input will be gleaned from members of the governing body, the Region IV consultants and from each staff member through planning meetings. After all information is gathered, the CEO will put together a budget to present to the board that reflects this progression of planning and, as near as possible, a meeting of the minds that went into the planning process.

Before the budget adoption, a copy of the proposed budget will be sent to each governing body member prior to the meeting. A copy shall also be available upon request from the business office of the school. The CEO or his/her designee shall be available to answer any questions arising from an inspection of the budget. At the annual August meeting of the governing body, after the election of the officers, the President of the Board shall ask if there are any who wish to speak on the proposed budget. All speakers shall be limited to a time limit as established prior to the beginning of the meeting. Any questions shall be answered by Board members and/or the CEO. The board shall then take up discussions of the budget amongst themselves. The adoption shall then be called for with any changes or additions as per the resolution for adoption. The budget 0249 The Rhodes School 2 1 8 13518 Mobile Street Houston, Texas 77015 (281)224-5873 w planning and evaluation shall be a continual process throughout the year. If the CEO deems that the budget needs to be amended, then the proposed amendment will be brought before the governing body by the CEO or his designated representative and no expenditure shall be made prior to the amendment change by the governing body.

The start-up budget is included in Attachment N. The startup template budget in Appendix II has been used for the planning phase of the charter school prior to the opening of the school. Appropriate codes were utilized as described in the Financial Accountability System Resource Guide, Special Supplement to Financial Accounting and Reporting Nonprofit Charter School Chart of Account.

The budget for the first year of operation is submitted as Attachment 0. The budget template included in Appendix IV was used. Appropriate codes were used as described in the Financial Accountability System Resource Guide, Special Supplement To Financial Accounting and Reporting Nonprofit Charter School Chart of Account. Projected income reported include Foundation School Program (FSP) funds and anticipated Title X Startup Funds. Additional income includes NSLP funds and funds generated through breakfast and lunch sales.

Management Company and Other Contacted Services

Following the close of the fiscal year, the governing body shall require all the charter school's fiscal accounts audited by a certified public accountant holding a permit from the State Board of Public Accountancy. The CEO, shall seek out the CPA qualified to meet the audit demands. The audit shall meet the minimum requirements and be in the format prescribed by the State Board of Education. subject to review and comment by the state auditor. The audit shall include an audit of the accuracy of the information provided by the charter school through the Public Education Information Management System (PEIMS).

The governing body shall review and approve the final audit.

The Rhodes School will use the Financial and Administrative Services (FAS) Department of the Region IV Education Service Center (ESC) for its financial operation. The board president has been in contact with Jason Wickel, Director of Region IV's FAS. Mr. Wickel will provide an Inter-Local Agreement that outlines all services to be provided and the monthly fees for providing these services once the charter application has been approved. A copy of a letter from Mr. Wickel stating this information is provided in Attachment P. These services will include: • Payroll • Accounts Payable • General Ledger • Documentation • Reports The Rhodes School 219 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 • Budgeting • Preparation for Annual Audit • Bank Reconciliation • Consulting Services • Business Office Supplies & Materials

11s) The governing body of The Rhodes School has chosen the Financial and Administrative Services (FAS) Department of the Region IV Education Service Center (ESC) for its financial operation. ESC had numerous clients that are charter schools in the Houston area including Girls and Boys Preparatory Academy, Beatrice Mays Institute Charter, and Harmony Science Academy.

The governing body is confident that the FAS Department of Region IV ESC will provide quality and timely financial service.

11 1) Submit, as Attachment O, a copy of the negotiated service agreement with any organization(s) that will provide financial accounting, payroll, and/or tax accounting services for the proposed charter school. Contract furnished by Region IV is submitted as Attachment O to be signed after the charter school is awarded.

The charter school will adopt the provisions of TEC Chapter 44, Subchapter B, as the process of awarding a contract for the construction, repair, or renovation of a structure, road, highway, or other improvement or addition to real property.

Financial Accounting System

The Rhodes School will use the latest edition of Quick Books Premier Nonprofit. It incorporates all the features of Quick Books Pro and adds features and benefits that are exclusive to nonprofits including: • Th abilite y to track asset, liability, net asset, revenue and expense data. • Th abilite y to record and maintain the budget, including amendments. • Th abilite y to record and maintain information regarding outstanding liabilities. • Th abilite y to export data to any Microsoft Excel worksheet. • Th abilite y to import data from any Microsoft Excel worksheet that can also be saved to use again. • Donors and Grants report to streamline fundraising efforts. • Statement of Financial Position report in the language used by nonprofits. • Budget by Programs report to see where we stand across all programs. • Nonprofit customizable letters and forms for donations, pledges and thank you Notes

Student Attendance Accounting

The Rhodes School will use for the student attendance accounting software a Chancery product. The Chancery product will be the Chancery WIN U 2 5 I

The Rhodes School 220 13518 Mobile Street Houston, Texas 77015 (281)224-5873 School. Region IV offers training for this program. The Chancery WIN features include: • wilIt l support TN EIS state reporting and provides data mapping capabilities for reporting solutions in Texas. • Acentralized data repository and set-up for standard lists and data elements to ensure data entry meets state requirements. • ensureIt s accuracy and easy accessibility of student data. • It ha real-tims e access to current and accurate attendance data that can be used for funding and grant applications and community reporting. • provideIt s flexibility in grading definition and simplifies grade management. • streamlineIt s the flow of meaningful assessment information between teachers, office staff and parents. • trackIt s discipline incidents. • recordsIt , tracks and reports standardized test scores, • allowIt s easy data capture and gives users the ability to report on state- specific student information. • createIt s report cards and progress reports. • ensureIt s a secure database with audit trail capability. • offerIt s a SIF-compliant agent that facilitates the exchange of data between SIF Certified compliant systems. • allowit s districts to import past and current year student transcripts from other systems as well as outside the district. • provideIt s an ACS1I import facility for transferring student demographic information, test score data, and student custom data into the district database.

Facility Management The physical location of the charter school has not been determined at this time. The governing board is actively seeking an appropriate location that will most effectively facilitate school operations. Our desire is to find a location that is in the heart of the geographic boundaries, primarily within the Galena Park ISO since it is the central district of the boundary. The location will have grassy areas for a student playground and will be expansive enough to allow un-cramped classrooms and student movement throughout the building.

The site chosen will be a suitable facility for the charter school because we will make efforts to select a location that has green space and attractive facilities. The design and construction of the facility, the equipment, and the location will be modern and meet all required federal, state, city, and county codes for such facilities.

The charter school facilities will be accessible to disabled persons. The facility Will have a wheelchair accessible bathroom, lowered water fountains, and ramps. Any other requirements for disabled persons according to the Uniform Federal Accessibility Standards will be addressed, as required, to comply with the standards. 025 2

The Rhodes School 22 1 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 There is no identified facility at this time.

11 aa) None at this time. The charter school will immediately begin to take steps toward the acquisition of a facility and/or land upon approval of the charter application.

11bb) There are no negotiated lease agreements, deed to property, or purchase agreements. A statement to this effect is submitted as attachment P. 11 cc) No leases have been negotiated at this time.

11dd) No other organization or individuals will be using the facilities.

Transportation and Food Service 11 ee) The Rhodes School will provide transportation for students eligible for special education and related services as required by their individualized education Program. Contracting with a mass transit authority or commercial transportation company as complies with Chapter 34.008 of the Texas Education Code will accomplish this. The contracted company must comply with all requirements of the transportation code, Chapter 34 of the Texas Education Code. The contracted company must comply with all requirements of TEA. Included in these requirements are the following: The contracted company must: Require its school bus drivers to have the qualifications required by and to be certified in accordance with standards established by the Department of Public Safety; and use only those school buses or mass transit authority buses in transporting 15 or more public school students that meet or exceed safety standards for school buses established under Section 34.002. Texas Education Code. Conduct in a manner and on a schedule approved by the governing board, the following education programs: • Aprogram to inform the public that public school students will be riding on the authority's or company buses; • Aprogram to educate the drivers of the buses to be used under the contract of the special needs and problems of public school students riding on the buses; and • Aprogram to educate public school students on bus riding safety and any special considerations arising from the use of the authority's or company's buses.

In the future, however, the governing body may elect to establish and operate an economical public school transportation system. In establishing and operating the transportation system, the governing board shall adopt policies and procedures that follow the Texas Education Code, Chapter 34 including 34.002, 34.003, 0253 34.004, 34.007, 34.008, 34.009, 34.010 and 34.011 and also, Chapters 521, 545, The Rhodes School 222 13518 Mobile Street Houston, Texas 77015 (281)224-5873 547, and 548 of the Transportation Code, and Title 37, Section 14.52, Texas Administration Code. Policies that shall be adopted include:

Operation and Types of School Buses: School buses shall be used for the transportation of students to and from schools on routes having 10 or more students. On those routes having fewer than 10 students, passenger cars may be used for the transportation of students to and from school. To transport students in connection with school activities other than on routes to and from school: • Only school buses may be used to transport 15 or more students in anyone vehicle; and • Passenger cars or passenger vans may be used to transport fewer than 15 students • In al circumstancel s in which passenger cars or passenger vans are used to transport students, the operator of the vehicle shall ensure that the number of passengers in the vehicle does not exceed the designed capacity of the vehicle and that each passenger is secured by a safety belt. • Passenger van means a motor vehicle other than a motorcycle or passenger car, used to transport persons and designed to transport 15 or fewer passengers, including the driver. • N chilo d will be allowed to stand on a school bus that is in motion. • Buses driven shall be certified in accordance with standards and qualifications adopted by the Department of Public Safety. • Al school l transportation vehicles must meet or exceed the specification standards (design, construction and equipment standards) adopted by the General Services Commission, which were in effect on the date of manufacture. • N schooo l transportation vehicle will be altered or modified from the specification standards unless such alterations/modifications impose a higher performance standard, nor may any required equipment items be removed or disabled. • Al school l transportation vehicles must be maintained at a level, which meets or exceeds the specification standards adopted by the General Services Commission and in effect on the date of manufacture. • Th manufacturer'e s rated seating capacity shall not be exceeded, and all passengers shall be properly seated facing forward and positioned entirely within the confines of the seating compartment during regular operation, and that there shall be no auxiliary seating accommodations on any type of school transportation vehicle. • Al school l transportation vehicles shall follow the lawful speed limits for a school bus and all other applicable state and local laws for driving a vehicle. The maximum lawful speed limit for a school bus on a federal or state number highway outside an urban district of 60 miles per hour if the vehicle has passed an annual Department Of Transportation commercial motor vehicle (DOTICMV) inspection within the past year. Without a DOTICMV inspection or when not traveling on a federal or state-numbered highway outside an 0^54 urban district, the maximum speed limit for a school bus is 50 mph. An urban

The Rhodes School 223 13518 Mobile Street Houston, Texas 77015 (281)224-5873 district means the territory adjacent to a highway that is improved with structures used for business. industry, or dwellings that are located at intervals of less than 100 feet for a distance of at least one quarter mile on either side of the highway. The maximum speed limit for other types of school transportation vehicles (passenger cars or vans, school activity buses, or school-chartered buses) is the same as that in effect for a passenger car at the same time and location (70 mph in daytime and 65 mph in nighttime unless not reasonable and prudent for existing conditions).

11ff) The Rhodes School will provide food service for students served by the charter school including breakfast and lunch for the children of the charter school. The charter school anticipates that 51 % or more of the students will qualify for the free or reduced lunch program. The other students can buy their lunch at a nominal charge or bring their lunch from home. The charter school will comply with the elements in the Foods of Minimal Nutritional Value (FMNV) policies and the FDA's Children's Food Service regulations .

The school will have a kitchen capable of complying with all the needed food programs. The current kitchen meets the regulations of the City of Houston Health Department and has a current Health Permit. All federal and state mandates will be followed with respect to food service, equipment and facilities. The United States Department of Agriculture's Children Food Service's regulations require that the school meals meet the recommendations of the Dietary Guidelines for Americans. Breakfasts must provide one-fourth of the daily-recommended levels for protein, calcium, iron, Vitamin A, Vitamin E and calories. The Rhodes School breakfast program will meet or exceed these regulations. The School lunches must also meet the Dietary Guidelines for Americans. This requires that no more than 30 percent of an individual's calories come from fat. and less than 10 per cent from saturated fat. The school lunches must provide one-third of the recommended dietary allowances of protein, Vitamin A, Vitamin C, iron, calcium, and calories. The school lunches must meet Federal nutrition requirements. The Rhodes School lunch program will meet or exceed these regulations. The school food plan is to provide meals that meet and exceed the FDA requirements, including serving only whole wheat or enriched bread, 100% fruit juices, lots or fresh fruits and vegetables, and milk along with the other dietary requirements for nutritious meals.

The Food Service Manager that will be hired for the food service program of the school will have to maintain a Food Manager Certificate, receive training in the FDA program and continue in other forms of training to improve the menus for food quality and nutrition, as well as variety and tastes. At The Rhodes School, a child will not only get a stimulating program that feeds the mind, but will also receive a healthy nutritious fwd program to fuel a strong growing body.

12. Attachments All attachments are found in order on the following pages. 0255

The Rhodes School 224 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT A NOTARIZED BIOGRAPHICAL AFFIDAVITS

0256

The Rhodes School 225 13518 Mobile Street Houston, Texas 77015 (281)224-5873 *The online version of this form is located at http://www.tea.state.tx.us/charter/rfas/rfascharter.htm. (Click here to access.) This file requires you to have an Adobe reader. Download a free reader at http://www.adobe.com/products/acrobat/readstep2.html.

Twelfth Generation Open-Enrollment Charter Applicant Biographical Affidavit Form (MUST COMPLETE ONLINE VERSION, PRINT, and NOTARIZE)

Check all that apply: f/1 Member of the governing body of the sponsoring entity It should be understood that a member's resignation may not be effective until a replacement is duly appointed by the board, and a member may be personally liable for any actions taken by the charter holder or charter school even after a resignation has been tendered. I/I Member of the governing body of the charter school f ] School officer: State Position as defined in TEC, §12.1012

Full Name of Sponsoring Entity: The Rhodes School

Full Name of Proposed Charter School: The Rhodes School

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

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

1. Full Name (Initials Not Acceptable): Lloyd Kenneth Lawrence

2. Have you ever had your name changed or used another name? (jYes' If yes, give

reason for the change:

Maiden Name (if female):

Other names used at any time:

3. Current home address: 3631 Windmoor Dr. Katy. Tx 77449

4. Current hometelephonenumber; (71 Oj ^59-5427

5. Education: Dates, Names, Locations and Degrees

College: Florida Atlantic University Boca Raton, Florida 8/74-6/76 BAA Texas Southern University - Houston, Texas 8/78-6/81 J.D. Graduate Studies:

Others:

6. List membership(s) in professional societies and associations:

225A

The Rhodes School 025? 13518 Mobile Street Houston, Texas 77015 (281)224-5873 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officcrships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION 6/94-2/98 The Urban Alternative Dallas, TX. Consultant 2/98-7/02 Living Word Fellowship Church Houston, Tx. Assisrant Pastor 8/02-present Houstonisd Houston.TX Teacher

8. List all businesses or organizations of which you are a partner or in which you have a majority interest. None

9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters:

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION None

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION None

11. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination): Teacher Certification in Special Education for the State of Texas (2000)

225B

The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 0258 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? details:

13. Will you be employed by or contract with the sponsoring entity, the charter school, or the management company of the school? QYes ®No If so, please state the compensation you expect to receive. [Enter $ Amount}. Also explain any other compensation you expect to receive forservice on the governing body of the sponsoring entity. ___ None

14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great- grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e.. your spouse or your spouse's parent, grandparent, great-grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school? (^)Yes (*}No If so, give details: None

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the sponsoringentity, charter school, or the management company of the charter school? )Yesff)No If so, give details: None

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offense listed in TgC 37.007(a); or an offense listed in Article 62.01(5) Code of Criminal Procedure? QYes ®No If so, give details: None

17. Have you ever been adjudged bankrupt? CjYes V2)^° If so, give details: None

225C

The Rhodes School 0259 13518 Mobile Street Houston, Texas 77015 (281)224-5873 18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservator ship? O)Ye s ©No If so, give details: None

Dated and signed this V day of 200 '• I hereby certify under penalty of perjury that I am acting on my own behalf and that the foregoing statements are true and correct to the best of my knowledge and belief.

(Signature of Affiant)

VERIFICATION

State of County of 14 ,v v-

On this day, ^9 /./Wȣqwr^*-(name of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief.

Subscribed and sworn to before me this dayof 2 0 0 > .

<*4= tary Pubfic)

(SEAL) My commission expires J?/,

JERRY I. COX MY COMMISSION EXPIRES October 31,2008

225D

The Rhodes School 0260 13518 Mobile Street Houston, Texas 77015 (281)224-5873 *The online version of this form is located at http://www.tea.state.tx.us/charter/rfas/rfascharter.htm. (Click here to access.) This file requires you to have an Adobe reader. Download a free reader at http://www.adobe.com/products/acrobat/readstep2.html.

Twelfth Generation Open-Enrollment Charter Applicant Biographical Affidavit Form (MUST COMPLETEONLINE VERSION, PRINT, andNOTARIZE)

Check all that apply: [^1 Member of the governing body of the sponsoring entity It should be understood that a member's resignation may not be effective until a replacement is duly appointed by the board, and a member may be personally liable for any actions taken by the charter holder or charter school even after a resignation has been tendered. [•] Member of the governing body of the charter school I |School officer: State Position as defined in TEC, §12.1012

Full Name of Sponsoring Entity: The Rhodes School

Full Name of Proposed Charter School: The Rhodes School

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

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

1. Full Name (Initials Not Acceptable): Michelle L. Bonton

2. Have you ever had your name changed or used another name? (jYes(*)No If yes, give

reason for the change:

Maiden Name (if female): Anderson

Other names used at any time:

3. Current home address: 13518 Mobile, Houston,Texas 77015

4. Current home telephone number: (713)453-6321

5. Education: Dates, Names, Locations and Degrees

College Universit y of Houston-Downtown - B.S. August1998

Graduat e Studies : Prairie View University - M.A. August 2001

Others: Mid-Management Certification - August2004

6. List membership(s) in professional societies and associations:

225E

The Rhodes School 0261 13518 Mobile Street Houston, Texas 77015 (281)224-5873 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION 01/94 to 8/98 Houston ISO Houston, Tx School Secretary 8/98 to 8/2000 Galena Park ISO Houston, TX Teacher 8/2000 to 8/2001 Houston ISO Houston, TX Teacher 8/2001 to 8/2004 Galena Park ISO Houston, TX Counselor 8/2004 to 6/2005 Houston ISO Houston, Tx Assist. Principal 6/2005 to Present Inwood Oaks 6601 Antoine Houston, Tx Principal Christian School

List all businesses or organizations of which you are a partner or in which you have a majority interest. None

9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters:

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION None

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION None

11 Lis t any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination): Paraprofessional Certification - Texas Education Agency -1/1990 Texas Teacher Certification (English 6-12) TEA 8/98 Texas Counseling Certification TEA - 8/2001 Texas Mid-Management Certification - TEA - 8/2004

225F

The Rhodes School 0262 13518 Mobile Street Houston, Texas 77015 (281)224-5873 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? Q^Yes ^D^o If yes, give details:

13. Wil] you be employed by or contract with the sponsoring entity, the charter school, or the management company of ifae school? QYes ©No If so, please state the compensation you expect to receive. Enter $ Amount]. Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity.

14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great- grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school? O Yes ©No If so, give details:

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the sponsoringentity, charter school, or the management company of the charter school? )YesH»)No If so, give details:

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony, an offense listed in TgC 37.007(a); or an offense listed in Article 62.01(5) Code of Criminal Procedure? QYes ®No If so, give details:

17. Have you ever been adjudged bankrupt? ^)Yes@No If so, give details:

225G

The Rhodes School 0263 13518 Mobile Street Houston, Texas 77015 (281)224-5873 18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship? Yes ©No If so, give details:

Dated and signed this day of J" _ , 200 & . I hereby certify under penalty of perjury that I am acting on my own-b&halfand that the foregoing statements are true and correct to the best of my knowledge and belief. I

(Signature of Affiant)

VERIFICATION

State of / eKa< County of I4a.r + l*

On this day, /^Ic.hg i .pfl/rWname of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief.

Subscribed and sworn to before me this day of _ 200 6 '

j?K^M ^Q. un~

My commission expires

MY COMMISSION EXPIRES October 31,2008

225H

The Rhodes School (TGt 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The online version of this form is located at http://www.tea.state.tx.Lis/charter/rfas/rfascharter.htm. (Click here to access.) This file requires you to have an Adobe reader. Download a free reader at htt^://w^w.ajJobe-co{Ti/products/acrobat/readstep2.htmI.

Twelfth Generation Open-Enrollment Charter Applicant Biographical Affidavit Form (MUST COMPLETE ONLINE VERSION, PRINT, and NOTARIZE)

Cheek ail that apply: |_/J Member of the governing body of the sponsoring entity It should be understood that a member's resignation may not be effective until a replacement is duly appointed by the board, and a member may be personally liable for any actions taken by the charter holder or charter school even after a resignationhas been tendered. [/] Member of the governing body of the charter school School officer: State Position as defined in TEC, §12.1012

Full Name of Sponsoring Entity: The Rhodes School

Full Name of Proposed Charter School: The Rhodes School

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

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

1. Full Name (Initials Not Acceptable): Tonia Denise Gobert Bush

2. Have you ever had your name changed or used another name? QjYes QyNo If yes, give

reason for the change: n/a

Maiden Name (if female): Gobert

Other names used at anv time: Tonia Denise Gobert

3. Current home address: 814 Redstone St., Channelview, TX 77530

4. Current home telephone number: 281-452-6320

5. Education: Dates, Names, Locations and Degrees

College: 1992, Louisiana State University, Baton Rouge, LA Bachelor of Science 2004, Stephen F. Austin University, Nacadoches, TX, Master of Arts Graduate Studies:

Others:

6. List membership(s) in professional societies and associations: Texas Council of Teachers of Mathematics Texas Council of Women School Executives

2251 0265 The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION 1999-Present Galena Park ISO 14705 Woodforest Blvd. Houston, 77530 Teacher

1993-1999 North Forest ISO 10721 Mesa Dr. Houston 77078 Teacher

8. List all businesses or organizations of which you are a partner or in which you have a majority interest. n/a

9. List all previous experience with charter schools. Include open-enrollment schools and/or campus or program charters:

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION n/a

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION n/a

11. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination): Texas Educator Certificate (Elementary, Self Contained, Math), TX, 1998, State Board of Educator Certification (SBEC)

Texas Educator Certificate (English as a Second Language), TX, 2002, SBEC

Texas Educator Certificate (Generic Special Ed., Early Childhood, Early Childhood-handicapped), TX, 2003, SBEC

Texas Educator Certificate (Principal), TX. 2005, S6EC

225J

The Rhodes School 0266 13518 Mobile Street Houston, Texas 77015 (281) 224-5873 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? £™^Yes(Y)No If yes, give details:

13. Will you be employed by or contract with the sponsoring entity, the charter school, or the management company of the school? (_)Yes QyNo If so, please state the compensation you expect to receive. [Enter $ Amount]. Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity.

14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great- grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governing body of the sponsoring entity or of the governing body of the charter school? ^)Yes(*)No If so, give details:

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the sponsoring entity, charter school, or the management company of the charter school? resf*)No If so, give details:

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offense listed in TgC 37.007(a); or an offense listed in Article 62.01(5) Code of Criminal Procedure? Qves ®No If so, give details: __^_____^_^_____^__

V^^_ /^^\ 17. Have you ever been adjudged bankrupt? (jYes^JNo If so, give details:

225K

The Rhodes School 026 7 13518 Mobile Street Houston, Texas 77015 (281)224-5873 18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship? )No If so, give details:

Dated and signed this day of .200& / hereby certify under penalty of perjury that I am acting on my own behalf and that the foregoing statements are true and correct to the best of my knowledge and belief.

(Signature of Affiant)

VERIFICATION

State of "T ( County of 14 a.ir t* t <.

On this day, (name of affiant) appeared before me the undersigned notary public and deposed that he/she executed the above instrument and that the statements and answers contained therein are true and correct to the best of his/her knowledge and belief.

Subscribed and sworn to before me mis . day of ft+^lSf^*4 2006?

Pub

My commission expires JERRY I. COX MY COMMISSION EXPIRES October 31,2006

225L 026 8 The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 'The online version of this form is located at http://www.tea.state.tx.us/charter/rfas/rfasciiarter.htm. (Click here to access.) This file requires you to have an Adobe reader. Download a free reader at http://www.adobe.com/products/acrobat/readstep2.html.

Twelfth Generation Open-Enrollment Charter Applicant Biographical Affidavit Form (MUST COMPLETE ONLINE VERSION, PRINT, and NOTARIZE)

Check all that apply: [/] Member of the governing body of the sponsoring entity It should be understood that a member's resignation may not be effective until a replacement is duly appointed by the board, and a member may be personally liable for any actions taken by the charter holder or charter school even after a resignation has been tendered. I/I Member of the governing body of the charter school School officer State Position as defined in TEC, §12.1012

Full Name of Sponsoring Entity: The Rhodes School

Full Name of Proposed Charter SchoolSchool: The Rhodes School

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

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

1. Full Name (Initials Not Acceptable): Joanna Lewis

2. Have you ever had your name changed or used another name? If yes, give

reason for the change: Marriage

Maiden Name (if female): Joanna Lewis (married name is also Lewis)

Other names used at any time: Joanna Bell and Joanna Hogan

3. Current home address: 9310 Woodlyn, Houston, Texas 77078

4. Current home telephone number: (71o) QJ5-OU49

5. Education: Dates, Names, Locations and Degrees

College Texa s Southern University B.S. June1998 Texas Southern University - M.S. December 2003 Gradual e Studies: Texas Teaching Certification1998 Others:

6. List membership^) in professional societies and associations: FCSTAT

225M 0269 The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 7. List complete employment record, including self-employment (up to and including present jobs, positions, directorates or officerships) for the past ten (10) years:

DATES EMPLOYER ADDRESS POSITION 9/98 Galena Park ISO 103501 Holly Park Teacher

8. List all businesses or organizations of which you are a partner or in which you have a majority interest. None

9. List all previous experience with.charter schools. Include open-enrollment schools and/or campus or program charters:

DATES CHARTER SCHOOL/CHARTER HOLDER ADDRESS POSITION None

10. List all previous experience with any charter school management company:

DATES MANAGEMENT COMPANY ADDRESS POSITION None

11. List any professional, occupational, or vocational licenses issued by any public or governmental licensing agency or regulatory authority which you presently hold or have held in the past. (State date license was issued, issuer of license, date terminated, reasons for termination): Texas Teaching Certification -1998 exp. 8/2008 Texas Cosmetology License exp. 8/2007

225N

The Rhodes School 0270 13518 Mobile Street Houston, Texas 77015 (281)224-5873 12. During the last ten (10) years, have you ever been refused a professional, occupational or vocational license by any public or governmental licensing agency or regulatory authority, or has such license held by you ever been suspended or revoked? ^^Yes (^No If Yes» details:

13. Will you be employed by or contract with the sponsoring entity, the charter school, or the management company of the school? OYes ® ^° ^ so' P^6336 state the compensation you expect to receive. [Enter $ Amount). Also explain any other compensation you expect to receive for service on the governing body of the sponsoring entity.

14. Is any relative within the third degree of consanguinity (i.e., your parent, grandparent, great- grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) or within the third degree of affinity (i.e., your spouse or your spouse's parent, grandparent, great-grandparent, child, grandchild, great-grandchild, sibling, aunt, uncle, niece, nephew) a member of the governingJrod y of (he sponsoring entity or of the governing body of the charter school? Q Yes ©No If so, give details:

15. Will any relative(s) within the third degree of consanguinity or affinity (see definitions in Question 14 above) be employed by or receive any compensation or remuneration from the msoringenthy, charter school, or the management company of the charter school? esi )No If so, give details:

16. Have you ever been convicted of a misdemeanor involving moral turpitude; a felony; an offense listed in TgC 37.007(a); or an ofiense listed in Article 62.01(5) Code of Criminal Procedure? QYes ©No If so, give details:

17. Have you ever been adjudged bankrupt? QYes ©No If so, give details:

225O

The Rhodes School 0271 13518 Mobile Street Houston, Texas 77015 (281)224-5873 18. Have you ever been an officer, director, trustee, investment committee member, key employee, or controlling stockholder of any business, which, while you occupied any such position or capacity with respect to it, became insolvent, declared bankruptcy, or was placed under supervision or in receivership, rehabilitation, liquidation or conservatorship? «}No If so, give details:

Dated and signed this /_3 day of T jtJj^^A _ , 200 fc. I hereby certify; underpenalty ofperjury that lam acting o&my own behalf and that theforegoing statements are true and correct to the best of my knowledgeand belief

gftgnature of Affiant)

VERIFICATION

State of l& X. ft-5 County of

On this day, s^^^^^^C^-*^ (name of affiant) appeared before me the undersigned notary public4(nUDiwondu deposeuepuscdu thaumti ne/snhe/shee cxecuicexecutedu thme abovaoov ee instrumenttanad thainati thme statementsiaiemei s and answers containedd therein are true and correct to the best of his/her knowledgee and beliefbelief. Subscribed and sworn to before me this 7.2. day of 200.fr

My commission expires 31 3-06 B s^bv JERRY I. COX \£Kl! MYC°MM'SSION EXPIRES W^&? Octobers. 2008

225P

The Rhodes School 027 2 13518 Mobile Street Houston,Texas 77015(281)224-5873 ATTACHMENT B ORGANIZATIONAL CHART

0273 The Rhodes School 226 13518 Mobile Street Houston, Texas 77015 (281)224-5873 THE RHODES SCHOOL Organizational Chart

There are no current activities of this organization outside its efforts to be awarded a charter to operate a fine art magnet school program.

President of the Board

Secretary of the Board

Treasurer of the Board

Board Member

PROPOSED ORGANIZATIONAL STRUCTURE

State Board of Education

Tx. Education Agency

Board of Directors Financial Consultant Parent Advisory Board

Superintendent/CEO PEIMS/Office Manager Food Manager

Principal School Secretary Curriculum Specialist

Teachers

Students

0274 The Rhodes School 227 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT C

501(C)(3) DETERMINATION LETTER FROM THE IRS

0275 The Rhodes School 228 13518 Mobile Street Houston, Texas 77015 (281)224-5873 INTERNAL REVENUE SERVICE DEPARTMENT OP THE TREASURY P. O. BOX 2508 CINCINNATI, OH 45201

Employer Identification Number: Date: FEB 0 6 20M 76-0626934 DLN: 17053361735083 NORTHSHORE YOUTH SERVICES Contact Person: ASSOCIATION L. WAYNE BOTHE ID# 31462 13518 MOBILE ST Contact Telephone Number: HOUSTON, TX 77015-0000 (877) 829-5500 Public Charity Status: 170 (b) (D (A) (vi)

Dear Applicant: Our letter dated March 2000, stated you would be exempt from Federal income tax under section 501 (c)(3) of the internal Revenue Code, and\you would be treated as a public charity during an advance ruling period.

Based on our records and on the information you submitted, we are pleased to confirm that you are exempt under section 501 (c) (3) of the Code, and you are classified as a public charity under the Code section listed in the heading of this letter.

Publication 557, Tax-Exempt Status for Your Organization, provides detailed information about your rights and responsibilities as an exempt organization. You may request a copy by calling the toll-free number for forms, (800) 829-3676. Information is also available on our Internet Web Site at www.irs.gov.

If you have general questions about exempt organizations, please call our toll-free number shown in the heading between 8:00 a.m. - 6:30 p.m. Eastern time.

Please keep this letter in your permanent records.

Sincerely yours, <&t*p Lois G. Lerner Director, Exempt Organizations Rulings and Agreements

Letter 1050 (DO/CG)

0/76 228A

The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT D ORIGINAL ARTICLES OF INCORPORATION

AND

AMENDED ARTICLES OF INCORPORATION

0277

The Rhodes School 229 13518 Mobile Street Houston, Texas 77015 (281)224-5873 0! jjecrrfar{r of

CfcRTlFICATF HP I NCDKPORATI ON

OF

YOUTH i£KYICfcS ASSOCIATION, INC. CHARTER NUMBER 01358856

THE UNDcRSIGM^Ot AS StCRHTARY OF STATE OF THE STATE OF TEXAS t hri;~iiY Ci.PTIFT-:? TUM TML A'UAC!i£0 AKTICtKS UF INCORPORATION FDR THE

ABOVt NArtfD CORPORATION HAV1- fttf:N RECbJVtO IN THIS OFFICE AND ARfc

FOUND TO Cu^FOH^ T 0 LAW.

ACCORDtNGi.Y« THc UNDFRSIGNFDt AS SECRETARY OF STATE, AND BY VIRTUE

OF Thr .aUTHHKirY VESTtU IN TH" SECRETARY 3Y LAW» HEREBY ISSUES THIS CCKTIFICATc UF INCQRPORAT ION. ISSUANCE: ...F THIS CTKTIFICATE OF INCORPORATION DOES NOT AUTHORIZE

TMc US? 0!" A CURyOkATE NArtl IN THIS STATt IN VIOLATION OF THfc RIGHTS OF

ANDTHfR u\'UFK m FcUFKAL T^AObHARK ACT UF 19^6, THE TEXAS TRADEMARK LAW»

TM-c ASSUrtr O BUSINESS OR PKUFtSSIONW. NAMt ACT OR THH COMMON LAW,

CVT'U NOV.

NOV. 1999

0278 229A

The Rhodes S r<(Sacgetary of State 518 Mobile Street Houston, Texas 77015 P ~OtJ/ O ,J \

ARTICLES OF INCORPORATION

OF

NORTHSHORE YOUTH SERVICES ASSOCIATION,

ARTICLE ONE

The name of the corporation is NORTHSHORE YOUTH SERVICES ASSOCIATION, INC.

ARTICLE TWO

The corporation is a nonprofit corporation.

ARTICLE THREE

The period of duration of the Corporation is perpetual.

ARTICLE FOUR

The corporation is organized exclusively for charitable purposes within the meaning of § 501(c)(3) of the Internal Revenue Code of 1986, as now in effect or as may hereafter be amended ("the Code"). The purpose or purposes for which the corporation is organized are:

In furtherance thereof, the corporation may receive property by gift, devise or bequest, invest and reinvest the same, and apply the income and principal thereof, as the Board of Directors may from time to time determine, either directly or through contributions to any charitable organization or organizations, exclusively for charitable, purposes.

In furtherance of its exclusively charitaoie corporate purposes, the corporation shall have all the general powers enumerated in Article 1396-2.02 of the Texas Non-Profit Corporation Act as now in effect or as may hereafter be amended, together with the power to solicit grants and contributions for such purposes.

ARTICLE FIVE

The corporation shall have no members.

ARTICLE SIX

No part of the net earnings of the corporation shall inure to the benefit of, or be distributable to any director or officer of the corporation, or any other private person, except that the corporation shall be authorized and empowered to pay reasonable compensation for services

229B

The Rhodes School r> ^ *-, <-, 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ^-' ' w rendered to or for the corporation and to make payments and distributions in furtherance of the purposes set forth in Article Three hereof.

No substantial part of the activities of the corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation except as otherwise permitted by § 501(h) of the Code and in any corresponding laws of the State of Texas, and the corporation shall not participate in or intervene in (including the publishing or distribution of statements concerning) any political campaign on behalf of (or in opposition to) any candidate for public office.

During such period, or periods, of time as the corporation is treated as a "private foundation" pursuant to § 509 of the Code, the directors must distribute the corporation's income at such time and in such manner so as not to subject the corporation to tax under § 4942 of the Code, and corporation is prohibited from engaging in any act of self-dealing (as defined in §4941(d) of the Code), from retaining any excess business holdings (as defined in § 4943(c) of the Code) which would subject the corporation to tax under § 4943 of the Code, from making any investments or otherwise acquiring assets in such manner so as to subject the corporation to tax under § 4944 of the Code, from retaining any assets which would subject the corporation to tax under § 4944 of the Code if the directors have acquired such assets, and from making any taxable expenditures (as defined in § 4945(d) of the Code),

Notwithstanding any other provision of these Articles of Incorporation, the corporation shall not directly or indirectly carry on any activity which would prevent it from obtaining exemption from Federal income taxation as a corporation described in § 501(c)(3) of the Code, or cause it to lose such exempt status, or carry on any activity not permitted to be carried on by a corporation, contributions to which are deductible under § 170(cX2) of the Code.

ARTICLE SEVEN

The street address of the initial registered office of the corporation is 12306 Carola Forest, Houston, Texas, 77044, and the name of its initial registered agent at such address is Michelle L. Bonton.

ARTICLE EIGHT

The number of directors constituting the initial board of directors is four (4) and the names and addresses of the persons who are to serve as the initial directors are as follows: Three initial directors are required.

Name Address

Michelle L. Bonton 12306 Carola Forest, Houston, TX 77044

Fannie Ward 9723 Willow, Houston, TX 77088

229C

The Rhodes School 0 P P 0 13518 Mobile Street Houston. Texas 77015 (281)224-5873 U..G U 7 /Regina Harris 2802 Mansfield, Houston, TX 77091

.__. Jo Ann Lewis 8219 Hamlet, Houston, TX 77078

ARTICLE NINE

Any action required by law to be taken at a meeting of the members or directors of the Corporation or any action that may be taken at a meeting of the members or directors or of any committee may be taken without a meeting if a consent in writing, setting forth the action to be taken, is signed by a sufficient number of members, directors, or committee members, as would be necessary to take that action at a meeting at which all of the members, director, or members of the committee were present and voted, provided that all other requirements of law to make such written consent effective to take ihe action are met.

ARTICLE TEN

In the event of dissolution or final liquidation of the corporation, all of the remaining assets and property of the corporation shall, after paying or making provision for the payment of all of the liabilities and obligations of the corporation and for necessary expenses thereof be distributed to such organization or organizations organized and operated exclusively for charitable or educational purposes as shall at the time qualify as an exempt organization or organizations under § 501(c)(3) of the Code as the Board of Directors shall determine. In no event shall any of such assets or property be distributed to any director or officer, or any private individual.

ARTICLE ELEVEN

The name and address of the incorporates is:

Timothy Webb 2000 Smith Street Houston, Texas 77002

229D

The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Q°8l Corporations Section Roger Williams P.O.Box 13697 Secretary of State Austin, Texas 78711-3697

Office of the Secretary of State

CERTIFICATE OF AMENDMENT OF

The Rhodes School 155885601

[formerly: NORTHSHORE YOUTH SERVICES ASSOCIATION, INC.]

The undersigned, as Secretary of State of Texas, hereby certifies that the attached Articles of Amendment for the above named entity have been received in this office and have been found to conform to law.

ACCORDINGLY the undersigned, as Secretary of State, and by virtue of the authority vested in the Secretary by law hereby issues this Certificate of Amendment.

Dated: 01/03/2006 Effective: 01/03/2006

Roger Williams Secretary of State

229E 0282 The Rhodes School j§teera&$>:^ Phone:(512)463-5555 Fax: (5^2)463-5709 TTY: 7-1-1 Prepared by: Lisa Jones Document: 113107640002 P.XNO. P3

In the Office of the Secretary of State of Texas

JAN 03Z006 Corporations Section AMENDED ARTICLES OF INCORPORATION OF North Shore Youth Services Association North Shore Youth Services Association, a Texas not for profit entity, has adopted these Amended Articles of Incorporation. These Amended Articles Articles of Incorporation were adopted at a called meeting of the board of directors held on December 17, 2005, and received the vote of a majority of the directors in office, there being no members or no members having voting rights in respect thereof.** The Restated Articles received a two-thirds vote of the members present and entitled to vote as provided in the Articles of Incorporation of the Corporation. The Amended Articles of Incorporation are set forth below. Article One of the Articles of Incorporation is amended to read as follows; The name of the Corporation is The Rhodes School, Article Font - of the Articles of Incorporation is amended to read as follows: The Corporation is organized exclusively for charitable purposes within the meaning of 501(c)(3) of the Internal Revenue Code of 1986, as now in effect, or as may hereafter be amended ('the code"). The purposes for which the corporation is organized are educational and charitable. In operating for such purposes, the Corporation shall have the primary purpose of acting as the coordinating organization for implementation of the educational program of the Corporation. In furtherance thereof, the corporation may receive property by gift, devise or bequest, invest and reinvest the same, and apply the income and principal thereof, as the Board of Directors may from time to time determine, either directly or through contributions to any organization.

Article Seven - of the Articles of Incorporation is amended to read as follows. The registered location of the corporation is 13518 Mobile Street, Houston, Texas, and the name of the initial registered agent at such address is Michelle L. Bonton

Authorized Signature; ' n^^^f^==^^^^f^r Dale; 01/02/06 Michellet. Bonton, Board President

229F

The Rhodes School (P 8 3 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT E

The Rhodes School By-Laws

028*

The Rhodes School 230 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS

BYLAWS FOR The Rhodes School, Inc. A TEXAS NON-PROFIT CORPORATION

Article I. Code of Rules

These bylaws constitute the code of rules adopted by The Rhodes School for the regulation and management of its affairs.

Article II. Name

The name of the corporation is The Rhodes School, (hereinafter referred to as the "Corporation").

Article III. Purpose

The purposes of the Corporation shall be as set forth in the Articles of Incorporation:

"The Corporation is organized and shall be operated exclusively for educational purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code of 1954 (or the corresponding provision of any future United States Internal Revenue law). The primary purpose of the Corporation is to provide education for children. The corporation will provide assistance by organizing and implementing activities that encourage and support the school, expand community awareness, and to raise funds to support the mission of the school. The broadest discretion is vested in the Corporation for the accomplishment of these purposes."

Article IV. Office

The registered office of the Corporation shall be located 13518 Mobile Street Houston, Texas 77015

Article V. Board of Directors

Section 1. Powers. The Board of Directors of this Corporation is vested with the management of the business and affairs of this Corporation, subject to the Texas Non­ profit Corporation Act, the Articles of Incorporation, and these bylaws.

Section 2. Qualifications. Directorships shall not be denied to any person on the basis of race, creed, sex, religion, or national origin.

Section 3. Number of Directors. The Board of the Corporation shall consist of a minimum of three (3) Directors and a maximum of fifteen (15) Directors. Upon majority resolution of the Board of Directors, the number Directors may be increased or decreased from time to time, but in no event shall a decrease have the effect of shortening the term of an incumbent Director, or decreasing the total number of

0285 Directors to less than three Directors. Until the first meeting for electing the Directors occurs, the initial Board of Directors shall consist of the persons listed in the Articles of Incorporation as constituting the initial Board.

Section 4. Term of Directors. The term of a director is three (3) years. There are no term limits and, therefore, Directors may serve any number of consecutive terms.

Section 5. Election of Directors. Elections for Directors filling expired terms shall be held at the annual meeting of the Board of Directors. Any directorship to be filled by reason of an increase in the number of Directors shall be filled at the next regular meeting of the Board of Directors or at a special meeting called for that purpose. When a re-appointment or replacement is made, the re-appointment or replacement shall be considered effective on the date that the prior term expired, (i.e., the new term does not begin on the date of the election). Board members whose terms have expired may continue serving until they are either re-appointed or until their successors are chosen. I Section 6. Resignation. Any Director may resign at any time by delivering written notice to the Secretary or President of the Board of Directors. Such resignation shall take effect upon receipt or, if later, at the time specified in the notice.

Section 7. Removal. Any Director may be removed without cause, at any time, by a majority of the entire Board of Directors, at a Regular or Special Meeting called for that purpose. Any Director under consideration of removal must first be notified about the consideration by written notice at least five days prior to the meeting at which the vote takes place.

Section 8. Vacancies. Vacancies shall be filled by majority vote of the remaining members of the Board of Directors, though less than a quorum, and the Director filling the vacancy shall serve for the remainder of the term of the directorship that was vacated. Vacancies shall be filled as soon as practical. Any Director may make nominations to fill vacant directorships.

Section 9. Compensation. Directors shall not receive any salaries or other compensation for their services, but, by resolution of the Board of Directors, may be reimbursed for any actual expenses incurred in the performance of their duties for the Corporation. The Corporation shall not loan money or property to, or guarantee the obligation of, any Director.

Section 10. Conflicts of Interest. Directors and officers will adhere to the conflict of interest and nepotism restrictions set forth in Texas Education Code§§ 12.1054 and 12.1055 and any subsequent statutory amendments. No directors shall be employed by the Corporation or the charter school or receive compensation or remuneration from the Corporation or the charter school except as permitted by law and rule. No director shall serve on the board with an individual to whom the director is related within the third degree of consanguinity or affinity except as permitted by law and rule. No individual who is

0286 related to a director within the third degree of consanguinity or affinity may be employed by or contract with the charter holder or charter school except as permitted by law and rule.

Article VI. Committees

Section 1. Executive Committee. The President, Vice President, Treasurer, and Secretary of the Corporation shall constitute the executive committee.

Section 2. Additional Committees. The Board of Directors may from time to time designate and appoint additional standing or temporary committees by majority vote of the Board of Directors. Such committees shall have and exercise such prescribed authority as is designated by the Board of Directors. The Directors may authorize these committees to exercise any powers, responsibilities, and duties consistent with the Articles of Incorporation and these bylaws.

Article VII. Board Meetings Section 1. Place of Board Meetings. Regular and Special Meetings of the Board of Directors will be held at the registered offices of the Corporation, or at any other place that the President may designate within the city limits of Houston, Texas.

Section 2. Regular and Special Meetings. Regular meetings of the Board of Directors shall be held quarterly, or more frequently as deemed necessary by the Board of Directors. The annual meeting shall be held in August of each year and the budget for the coming fiscal year shall be adopted at this meeting. Special meetings may be called by the President or any three Directors.

Section 3. Notice of Board Meetings. Notice of the date, time, and place of Regular Meetings shall be given to each board member by regular mail, telephone (including voice mail), facsimile, ore-mail no less that ten (10) days notice prior to the meeting. Notice of the date, time, and place of special meetings shall be given to each board member using the same methods, but with no less that seventy-two hours notice prior to the meeting, with the exception of special meetings held to amend the Articles of Incorporation or bylaws, for which a thirty (30) day written notice by mail or facsimile shall be required specifying the proposed amendment.

Section 4. Waiver of Notice. Attendance by a Director at any meeting of the Board of Directors for which the Director did not receive the required notice will constitute a waiver of notice of such meeting unless the Director objects at the beginning of the meeting to the transaction of business on the grounds that the meeting was not lawfully called or convened.

Section 5. Quorum. A majority of the incumbent Directors shall constitute a quorum for the purposes of convening a meeting or conducting business. At Board meetings where a quorum is present, a majority vote of the Directors attending shall constitute an act of the Board unless a greater number is required by the articles of incorporation or by any Q287 provision of these bylaws.

Section 6. Open Meetings. All Meetings of the Corporation shall be open to the public. At least a 72 hour prior notice shall be given by a posting at the corporate office in a prominent place, and by written notice 72 hours prior to all parents at the school.

Section 7. Proxy Voting Prohibited. Proxy voting is not permitted.

Article VIII. Officers

Section 1. Roster of Officers. The Corporation shall have a President, Secretary, and Treasurer. The Corporation may have, at the discretion of the Board of Directors, such other officers as may be appointed by the Directors. One person may hold two or more offices, except those serving as President or Secretary.

Section 2. Election and Removal of Officers. All officers shall serve one-year terms. The election shall be conducted at the Board of Directors' annual meeting of the fiscal year and following the election of the new Board of Directors filling expired terms, or as soon as practical thereafter. Officers shall remain in office until their successors have been selected. Officers may serve consecutive terms without limit. The election of officers shall be by majority vote of the Board of Directors attending the meeting.

Section 3. Vacancies. If a vacancy occurs during the term of office for any elected officer, the Board of Directors shall elect a new officer to fill the remainder of the term as soon as practical, by majority vote of Directors present.

Section 4. President • Th ePresident will supervise and control the affairs of the Corporation and shall exercise such supervisory powers as may be given by the Board of Directors. • Th ePresident will perform all duties incident to such office and such other duties as may be provided in these bylaws or as may be prescribed from time to time by the Board of Directors. • Th ePresident shall preside at all board meetings and shall exercise parliamentary control in accordance with Roberts Rules of Order. The President shall serve as an ex-officio member of all standing and other committees, unless otherwise provided by the Board of Directors or these bylaws. • Th ePresident shall, with the advice of the Board of Directors and in accordance with the requirements of these bylaws, set the agenda for each meeting of the Board of Directors.

Section 5. Secretary. The Secretary will perform all duties incident to the office of Secretary and such other duties as may be required by law, by the Articles of Incorporation, or by these bylaws.

0288 • Th eSecretary shall attest to and keep the bylaws and other legal records of the Corporation, or copies thereof, at the principal office of the Corporation. • Th Secretare y shall take or ensure that someone takes minutes of all meetings of the committees and Board of Directors, and shall keep copies of all minutes at the principal office of the Corporation. • Th eSecretary shall keep a record of the names and addresses of the Directors at the principal office of the Corporation. • Th eSecretary shall, with the approval of the Board of Directors, set up procedures for any elections held by the Corporation. The Secretary shall keep a record of all votes cast in such elections. • Th Secretare y shall ensure that all records of the Corporation, minutes of all official meetings, and records of all votes, are made available for inspection by any member of the Board of Directors at the principal office of the Corporation during regular business hours. • Th eSecretary shall see that all notices are duly given in accordance with these bylaws or as required by law. • Th Secretare y shall see that all books, reports, statements, certificates, and other documents and records of the Corporation are properly kept and filed.

Section 7. Treasurer. • Th Treasuree r will have charge and custody of all funds of the Corporation, will oversee and supervise the financial business of the Corporation, will render reports and accountings to the Directors as required by the Board of Directors, and will perform in general all duties incident to the office of Treasurer and such other duties as may be required by law, by the Articles of Incorporation, or by these bylaws, or which may be assigned from time to time by the Board of Directors. • Th Treasuree r and the staff of the Corporation shall devise a plan providing for the acceptance and disbursement of all funds of the Corporation which shall be approved by the Board of Directors. • Th Treasuree r or Chief Executive Officer, with the approval of the Board of Directors, shall set up all checking, savings, and investment accounts of the Corporation. The Treasurer or Chief Executive Officer or employee of the corporation that they shall designate shall deposit all such funds in the name of the Corporation in such accounts. • Th Treasurer'e s signature shall be the authorized signature for all checking, savings, and investment accounts of the Corporation unless the Treasurer, with the approval of the Board of Directors, designate another member of the board of directors or employees of the Corporation as the authorized signatories for disbursements. • Th Treasuree r shall prepare an annual report for the Board of Directors, providing an accounting of all transactions and of the financial conditions of the Corporation. • Th Treasuree r shall prepare financial reports for any other Board meetings, as well as any other time that the President shall so request. 0289 • Th Treasuree r shall keep all financing records, books, and annual reports of the financial activities of the Corporation at the principal office of the Corporation and make them available at the request of any Director or member of the public during regular business hours for inspection and copying.

Article IX. Rules of Procedure The proceedings and business of the Board of Directors shall be governed by Robert's Rules of Parliamentary Procedure unless otherwise provided herein.

Article X. Chief Executive Officer The Board of Directors may, upon resolution, appoint a Chief Executive Officer to serve at the board's discretion and to carry out whatever tasks the board from time to time resolves. The Chief Executive Officer shall be paid an annual salary set by the Board of Directors. Subject to such supervisory powers as are vested in the Board of Directors, the Chief Executive Officer shall supervise, direct, and control the business of the Corporation and actively manage its business and shall have such other powers and duties as may be prescribed by the Board of Directors or by these bylaws. The Chief Executive Officer may engage in negotiations involving commitments of the resources of the Corporation or the acceptance of money or resources by the Corporation in furtherance of the purposes of the Corporation as set out in the Articles of Incorporation and these bylaws. The Chief Executive Officer shall generally be expected to attend all meetings of the Board of Directors.

Article XI. Indemnification

Section 1. Indemnification. To the extent permitted by law, any person (and the heirs, executors, and administrators of such person) made or threatened to be made a party to any action, suit, or proceeding by reason of the fact that he is or was a Director or Officer of the Corporation shall be indemnified by the Corporation against any and all liability and the reasonable expenses, including attorney's fees and disbursements, incurred by him (or by his heirs, executors or administrators) in connection with the defense or settlement of such action, suit, or proceeding, or in connection with any appearance therein.

Section 2. Limits on Indemnification. Notwithstanding the above, the corporation will indemnify a person only if he acted in good faith and reasonably believed that his conduct was in the corporation's best interests. In the case of a criminal proceeding, the person may be indemnified only if he had no reasonable cause to believe his conduct was unlawful.

Article XII. Operations

Section 1. Execution of Documents. Unless specifically authorized by the Board of Directors or as otherwise required by law, all final contracts, deeds, conveyances, leases, promissory notes, or legal written instruments executed in the name of and on behalf of the Corporation shall be signed 0290 and executed by the Chief Executive Officer (or such other person designated by the Board of Directors), pursuant to the general authorization of the Board. All conveyances of land by deed shall be signed by the President or two other members of Executive Committee and must be approved by a resolution of the Board of Directors.

Section 2. Disbursement of Funds. The Chief Executive Officer or an employee appointed by the Board may dispense the funds of the Corporation in accordance with the annual budget approved by the Board of Directors at the annual meeting and within the purposes of the Corporation as set out in the Articles of Incorporation and these bylaws. Notwithstanding the above, all checks of more than one thousand dollars ($1,000.00) disbursing funds from any of the Corporation's accounts shall require the signatures of at least two of the following: the Chief Executive Officer, Chief Administration Officer (Principal), President, Vice President, Secretary, or Treasurer or other employee the Board may appoint.

Section 3. Records. The Corporation will keep correct and complete records of account and will also keep minutes of the proceedings of the Board meetings and Committees. The Corporation will keep at its principal place of business the original or a copy of its bylaws, including amendments to date certified by the Secretary of the Corporation.

Section 4. Nondiscrimination Policy as to Students The Rhodes School, Inc. admits students of any sex, race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of sex, race, color, national or ethnic origin, religion, disability, academic ability, athletic ability or the district the student would otherwise attend in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs. Section 5. Non-deleqable Duties The governing body of the charter holder (the Board of Directors) shall not delegate:

• Final authority to hear or decide certain grievances; • Final authority to adopt or amend the budget; • Final authority to direct the disposition or safekeeping of public records • Final authority to adopt policies governing charter school operations; • Final authority to approve audit reports under TEC 44.08(d); • Initial or final-authority to select, employ, direct, evaluate, renew, non-renew, terminate, or set compensation for the CEO.

Section 6. Inspection of Books and Records. All books and records of this Corporation may be inspected by any Director or any member of the public for any purpose at any reasonable time on demand. 0291 Section 7. Loans to Management The Corporation will make no loans to any of its Directors or Officers or employees.

Section 8. Amendments. The Board of Directors may adopt Articles of Amendment (amending the Articles of Incorporation) by a vote of two-thirds of Directors present at a meeting where a quorum is present. The bylaws may be amended at any time by a vote of the majority of Directors at a meeting where a quorum is present.

Section 9. Fiscal Year. The fiscal year for the Corporation will be from September 1, through August 31.

CERTIFICATION I hereby certify that these bylaws were adopted by the Board of Directors of the Rhodes School, Inc., at 13518 Mobile, Houston, Texas, 77015, at its meeting held on Monday, November 6, 2006.

Secretary

0292 BYLAWS FOR The Rhoc DCU/CFD DURING CONTINGENCY PROCESS. A TEXAS NON-PROFIT CO ™ jNsERT

Article I. Code of Rules

These^laws constitute the code of rules adopted by The Rhodes School for the regulatio\and management of its affairs.

Article II. Name

The name of thXcorporation is The Rhodes School, (hereinafter refei\d to as the "Corporation").

Article III. Purpose

The purposes of the Co\oration shall be as set forth in the Articles of Incorporation:

"The Corporation is organize\and shall be operated exclusively foi^Sducational purposes within the meaning \Section 501(c)(3) of the Internal revenue Code of 1954 (or the corresponding provisionV any future United States Internal Revenue law). The primary purpose of the Corporations to provide education for children. The corporation will provide assistance by organizing and implementing activities that encourage and support the school, expand commun\v awareness, and to race funds to support the mission of the school. The broadest o\cretion is vested in jne Corporation for the accomplishment of these purposes."

ArticllUV. Office

The registered office of the Corporation shal\e locked 13518 Mobile Street Houston, Texas 77015

Article V. Board c^Vjirectors

Section 1. Powers. The Board of Directors or this &rporation is vested with the management of the business and affairs of Jnis Corporation, subject to the Texas Non­ profit Corporation Act, the Articles of lna)j/oration, ancuhese bylaws.

Section 2. Qualifications. Directorship shall not be den\d to any person on the basis of race, creed, sex, religion, or nationafl origin.

Section 3. Number of DirectorsyThe Board of the CorporatioV shall consist of a minimum of three (3) Directors ama a maximum of fifteen (15) Dnectors. Upon majority resolution of the Board of Direorors, the number Directors may be\jncreased or decreased from time to time, But in no event shall a decrease haveVhe effect of shortening the term of an incumbent Director, or decreasing the totaViumber of Directors to less than three Directors. Until the first meeting for electiimthe Directors occurs, the initial Board of Directors shall consist of the persons listed i\the Articles of Incorporation as constituting the initial Board.

Section 4. Term of Directors. The term of a director is three (3) years. Thlte are no term limits and, therefore, Directors may serve any number of consecutive teVns.

Section 5. Election of Directors. Elections for Directors filling expired terms snail be 0 2 9 J held at the annual meeting of the Board of Directors. Any directorship to be filled by The Rhodes School 231 13518 Mobile Street Houston, Texas 77015 (281)224-5873 reason of an increase in the number of Directors shall be filled at the next regular meeting of the Board of Directors or at a special meeting called for that purpose. When a re-appointment or replacement is made, the re-appointment or replacement shall be considered effective on the date that the prior term expired, (i.e., the new term does not begin on the date of the election). Board members whose terms have expired may continue serving until they are either re-appointed or until their successors are chosen.

Sebtion 6. Resignation. Any Director may resign at any time by delivering written notice to trie Secretary or President of the Board of Directors. Such resignation shajjnake effect upon\eceipt or, if later, at the time specified in the notice.

SectionX Removal. Any Director may be removed without cause, at arty time, by a majority ofYie entire Board of Directors, at a Regular or Special Meeting called for that purpose. AnW)irector under consideration of removal must first be notified about the consideration^ written notice at least five days prior to the meeting at which the vote takes place.

Section 8. Vacancies. Vacancies shall be filled by majority vrfe of the remaining members of the Boalri of Directors, though less than a quonrn, and the Director filling the vacancy shall servVfor the remainder of the term of the directorship that was vacated. Vacancies shaVbe filled as soon as practical, yfiy Director may make nominations to fill vacant\rectorships.

Section 9. Compensation. Directors shall not rea£ive any salaries or other compensation for their servicesibut, by resolution of the Board of Directors, may be reimbursed for any actual expenses incurredJfl the performance of their duties for the Corporation. The Corporation shai\)ot loaiymoney or property to, or guarantee the obligation of, any Director.

Section 10. Conflicts of Interest. AofVustee, director, officer or key employee who has an interest in a contract or othe^rarwaction presented to the Board or a committee thereof for authorization, approva/or ratification shall make a prompt and full disclosure of his or her interest to the Boarir or commitwe prior to its acting on such transaction. Such disclosure shall include amy relevant an\material fact known to such person about the contract or transaction, yfiich might reasonably be construed to be adverse to the organization's interestVme body to which s\h disclosure is made shall therefore determine, by a vote of s^enty-five percent (75%Vf the votes entitled to vote, whether the disclosure shows a/onflict of interest exists or cVn reasonably by construed to exist. If a conflict is deemeojrco exist, such person shall not\>te on, nor use his personal influence on, nor participate (otherJffan to present actual information or tcVespond to questions) in the discussions or liberations with respect to such contractor transaction. Such person may be countafl in determining whether a quorum is prese\, but may not be counted when the Bopd of Directors or a committee of the Board tares action on the transaction. The minute/of the meeting shall reflect participation, and wh\ther a quorum was present. The majority of the Board of Directors will be non-salaried and \\ll not be related to salaried personnel or to parties providing services.

Individuals on the governing body that are also employed will: a. Remove her/himself from the voting process when determining compensation, benefits, etc. in his or her capacity as an employee. 0295 b. Ensure that all compensation/salaries paid to any employee of the The Rhodes School 232 13518 Mobile Street Houston, Texas 77015 (281)224-5873 organization will be reasonable for the services rendered.

Article VI. Committees

Section 1. Executive Committee. The President, Vice President, Treasurer, Secretary of the Corporation shall constitute the executive committee.

Section 2. Additional Committees. The Board of Directors may from time/o time designate aVid appoint additional standing or temporary committees by rn/ority vote of the Board onDirectors. Such committees shall have and exercise such orescribed authority as isNdesignated by the Board of Directors. The Directors ma/authorize these committees to exercise any powers, responsibilities, and duties consistent with the Articles of Incorporation and these bylaws.

Article VII. Board Meetings Section 1. Place of BoVd Meetings. Regular and Special Mattings of the Board of Directors will be held at fe registered offices of the Corporation, or at any other place that the President may degtanate within the city limits of Houston, Texas.

Section 2. Regular and SpeVial Meetings. Regular meetings of the Board of Directors shall be held quarterly, or mor9tfrequently as deemed accessary by the Board of Directors. The annual meeting sVall be held in Augus|rof each year and the budget for the coming fiscal year shall be aoVrted at this meejng. Special meetings may be called by the President or any three DirecWs.

Section 3. Notice of Board MeetingsyMotica^f the date, time, and place of Regular Meetings shall be given to each board memjder by regular mail, telephone (including voice mail), facsimile, or e-mail no less trurten (10) days notice prior to the meeting. Notice of the date, time, and place of soec\ meetings shall be given to each board member using the same methods, buJwith n\ less that seventy-two hours notice prior to the meeting, with the exception of social meetings held to amend the Articles of Incorporation or bylaws, for whidye thirty (30) o\y written notice by mail or facsimile shall be required specifying theyroposed amenoVent.

Section 4. Waiver of Notice/Attendance by a DireVor at any meeting of the Board of Directors for which the Dire/tor did not receive the required notice will constitute a waiver of notice of such rfleeting unless the Director oaects at the beginning of the meeting to the transaction of business on the grounds t^at the meeting was not lawfully called or convened.

Section 5. QuorumA majority of the incumbent Directors stall constitute a quorum for the purposes of cor/ening a meeting or conducting businessVd Board meetings where a quorum is present, a majority vote of the Directors attendingViall constitute an act of the Board unless a greater number is required by the articles ofYcorporation or by any provision of these bylaws. *

Section 6. Open Meetings. All Meetings of the Corporation shall blbpen to the public. At least a 72 hour prior notice shall be given by a posting at the corpo\ate office in a prominent place, and by written notice 72 hours prior to all parents at t\ school.

Section 7. Proxy Voting Prohibited. Proxy voting is not permitted. \ 0296

The Rhodes School 233 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Article VIII. Officers

Section 1. Roster of Officers. The Corporation shall have a President, Secretary, and Treasurer. The Corporation may have, at the discretion of the Board of Directors, such other officers * may be appointed by the Directors. One person may hold two or mye offices, except frose serving as President or Secretary.

Section 2. ElectionSand Removal of Officers. All officers shall serve one-yea/terms. The election shall be conducted at the Board of Directors' annual meeting ofVie fiscal year and following the elation of the new Board of Directors filling expired terms, or as soon as practical thereaftekOfficers shall remain in office until their succe/sors have been selected. Officers may\erve consecutive terms without limit. The ejection of officers shall be by majority volte of the Board of Directors attending the/neeting.

Section 3. Vacancies. If a vacan\ occurs during the term of office Jor any elected officer, the Board of Directors shall\ect a new officer to fill the rernfeinder of the term as soon as practical, by majority vote of\rectors present.

Section 4. President • Th Presidene t will supervise and cSotrol the affairs of Ine Corporation and shall exercise such supervisory powers aVnay be given by the Board of Directors. • Th Presidene t will perform all duties inVdent to sue/office and such other duties as may be provided in these bylaws or gg may beyprescribed from time to time by the Board of Directors. • Th Presidene t shall preside at all board meVtirtfs and shall exercise parliamentary control in accordance with Rol/rts Rules of Order. The President shall serve as an ex-officio member of all standing and other committees, unless otherwise provided by the Board of Directors oVhese bylaws. • Th ePresident shall, with the advice of the Boarcrof Directors and in accordance with the requirements of these bylaws^6* the agenda for each meeting of the Board of Directors.

Section 5. Secretary. The Secretary will perform all duties incident to the office of SeVetary and such other duties as may be required by law, by tjie Articles of lncorporatio\or by these bylaws.

• Th Secretare y shall attest t/and keep the bylaws and other \aal records of the Corporation, or copies the^of, at the principal office of the Coloration. • Th Secretare y shall take/r ensure that someone takes minutesW all meetings of the committees and Borfd of Directors, and shall keep copies o\ll minutes at the principal office of tre Corporation. • Th Secretare y shall yep a record of the names and addresses of tl^e Directors at the principal officefof the Corporation. • Th Secretare y shall/with the approval of the Board of Directors, set uj procedures for any elections held by the Corporation. The Secretary sh\ll keep a record of all votes cast in such elections. • Th eSecretary shall ensure that all records of the Corporation, minutes of official meetings, and records of all votes, are made available for inspectio\by any member of the Board of Directors at the principal office of the Corporation during regular business hours. • Th Secretare y shall see that all notices are duly given in accordance with these bylaws or as required by law. 0297 The Rhodes School 234 13518 Mobile Street Houston, Texas 77015 (281)224-5873 • Th Secretare y shall see that all books, reports, statements, certificates, and other documents and records of the Corporation are properly kept and filed.

Section 7. Treasurer. • Th Treasuree r will have charge and custody of all funds of the Corporation, will oversee and supervise the financial business of the Corporation, will render reports and accountings to the Directors as required by the Board of Director^, and wiM perform in general all duties incident to the office of Treasurer aoG such other doiies as may be required by law, by the Articles of Incorporation^ by these byiMvs, or which ma^be assigned from time to time by the Board of Directors • Th Treasuie V and the staff of the Corporation shall devise a planrproviding for the acceptancVand disbursement of all funds of the Corporatiojrwhich shall be approved by the^oard of Directors. • Th Treasuree r or\hief Executive Officer, with the approval o/the Board of Directors, shall set\o all checking, savings, and investmenyeccounts of the Corporation. The Tre\surer or Chief Executive Officer or e/ployee of the corporation that they srall designate shall deposit all sucr/unds in the name of the Corporation in such accounts. • Th Treasurer'e s signatureViall be the authorized signature for all checking, savings, and investment acoaunts of the Corporation u/less the Treasurer, with the approval of the Board of Directors, designate ano/er member of the board of directors or employees of the C\poration as the authorized signatories for disbursements. • Th Treasuree r shall prepare an annXal report for t/e Board of Directors, providing an accounting of all transa\ons and ojrthe financial conditions of the Corporation. • Th Treasuree r shall prepare financial reports f* any other Board meetings, as well as any other time that the President s\aUrso request. • Th Treasuree r shall keep all financing reconfe, books, and annual reports of the financial activities of the Corporation at tha^rincipal office of the Corporation and make them available at the request of aw DireVor or member of the public during regular business hours for inspection ancrcopying.

Article IX. Rules of Procedul The proceedings and business of the Board of Directors shaVbe governed by Robert's Rules of Parliamentary Procpaure unless otherwise J|ovided herein.

ArticlpOC. Chief Executive Officer The Board of Directors may, uoon resolution, appoint a Chief Executive Officer to serve at the board's discretion and to carry out whatever tasks the board V>m time to time resolves. The Chief Executive Officer shall be paid an annual salary^t by the Board of Directors. Subject to such supervisory powers as are vested in the Bqard of Directors, the Chief Executive Officer shall supervise, direct, and control the business of the Corporation and actively manage its business and shall have such other\owers and duties as may be prescribed by the Board of Directors or by these bylaws\The Chief Executive Officer may engage in negotiations involving commitments of th< resources of the Corporation or the acceptance of money or resources by tt Corporation in furtherance of the purposes of the Corporation as set out in th\ Articles of Incorporation and these bylaws. The Chief Executive Officer shall generally b\expected to attend all meetings of the Board of Directors.

0298 The Rhodes School 235 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Article XI. Indemnification

Section 1. Indemnification. To the extent permitted by law, any person (and the heirs, executors, and admin\trators of such person) made or threatened to be made a party to any action, suit, orVoceeding by reason of the fact that he is or was a Director or Officer of the Corporalbn shall be indemnified by the Corporation against any and all liapility and the reasonab\ expenses, including attorney's fees and disbursements, incu/ed by him (or by his heirk executors or administrators) in connection with the defensp or settlement of such action\uit, or proceeding, or in connection with any appearancgrtherein.

Section 2. Limiis on Indemnification. NotwithstandingVie above, the corporation will indemnify a perso/ only if he acted in good faitn^ind reasonably believed that his conduct wa/in the corporation's best interests. In th\case of a criminal proceeding, the persorymay be indemnified only if he had no reasonable cause to believe his conduct was unlawful.

Article XII. Operations

Section 1. Execution of documents. Unless specifically authorize\by the Board of Director/or as otherwise required by law, all final contracts, deeds, conveyances, leases, promissory notes, or legal written instruments executed in the nante of and on behalf

Section 2. Disbursement of Funds. The Chief Executive Officer or an employeVappointed by the Board may dispense the funds of the Corporation in a/cbrdance with the annual budget approved by the Board of Directors at the annual meetirVi and within the purposes of the Corporation as set out in the Articles of/icorpoletion and these bylaws. Notwithstanding the above, all checks of more than on/thousanoNdollars ($1,000.00) disbursing funds from any of the Corporation's accounts shall requi\ the signatures of at least two of the following: the Chief Executive Office, Chief AdminisVation Officer (Principal), President, Vice President, Secretary, or Trea/urer or other empl^ee the Board may appoint.

Section 3. Records. The Corporation will keep cornet and complete records o^eccount and will also keep minutes of the proceedings p the Board meetings and Cornmittees. The Corporation will keep at its principal place of business the original or a copy o\its bylaws, including amendments to date cert/ed by the Secretary of the Corpora\n.

Section 4. Nondiscrirntnation Policy as to Students The Rhodes School, Irtfc. admits students of any sex, race, color, nVional and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students ft the school. It does not discriminate on the basis of sex, race, color, national or ethnic origin, religion, disabilitV academic ability, athletic ability or the district the student would otherwise attend in aocninistration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs. Section 5. Non-deleqable Duties The Rhodes School 236 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The governing body of the charter holder (the Board of Directors) shall not delegate:

:inal authority to hear or decide certain grievances; lal authority to adopt or amend the budget; FJ^al authority to direct the disposition or safekeeping of public records Fin\ authority to adopt policies governing charter school operations; FinalNiuthority to approve audit reports under TEC 44.08(d); Initial cVfinal-authority to select, employ, direct, evaluate, renew, non-renew, terminate\pr set compensation for the CEO.

Section 6. Inspection of Books and Records. All books and recordsVf this Corporation may be inspected by any Director or any memben^f the public for any purpose at any reasonable time on demand.

Section 7. Loans to Management The Corporation will make no lo\|s to any of its Directors or Officers or employees.

Section 8. Amendments. The Board of Directors may adopt Articles of Amendment (amending the Articles of Incorporation) by a vote of two\hirds of Directors present at a meeting where a quorum is present. The bylaws may be a\ended at any time by a vote of the majority of Directors at a meeting where a quorum is present.

Section 9. Fiscal Year. The fiscal year for the Corporation will be from September 1, through August 31

CERTIFICATION I hereby certify that these bylaws were adopted by the Boasd of Directors of the Rhodes School, Inc., at 13518 Mobile, Houston, Texas, 77015, at itslmeeting held on Saturday, February 4, 2006.

Secretary

0300 The Rhodes School 237 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT F

PUBLISHED NOTICE OF PUBLIC HEARING

0301

The Rhodes School 238 13518 Mobile Street Houston, Texas 77015 (281)224-5873 239 0302 The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT G

SYNOPSIS OF PUBLIC HEARING

0303

The Rhodes School 240 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The Rhodes School Elementary SYNOPSIS OF PUBLIC HEARING 5800 Uvalde, Room S201E January 31,2006 6:30 p.m.

Start Time: 6:30 p.m. End Time: 7:00 p.m.

Governing Body Board Members Present: Michelle L. Bonton, Tonia Bush, Joanna Lewis

Attendance: 6 Adults 2 Children

A public hearing was held on Tuesday, January 31, 2006 at 5800 Uvalde Rd., Suite S201 E, Houston, Texas, for the purpose of announcing and explaining the intention of The Rhodes School to open a fine art magnet charter school in this community. A public announcement had been placed in the North Channel Sentinel on January 26, 2006, giving notification of this hearing.

In addition, flyers were distributed at grocery stores and apartment complexes in the community prior to the date.

At approximately 6:30 p.m. Michelle Bonton opened the Public Hearing. She welcomed all who were in attendance and introduced the Board members. She explained the purpose of a charter school, the history of The Rhodes School, and the philosophy and goals that were planned for this charter school. She explained the proposed programs and benefits for the community. She asked for questions from the audience. The following questions were asked and answered:

What is a magnet school? Answer: Magnet schools are regular school programs that offer specialized instruction in specific areas of student interests, such art, dance, music, science and math. The Rhodes School will focus on fine arts.

How big will the classes be? Answer: The classes will be approximately 18 children.

How much is the tuition? Answer: The school will be free for all students. 0304 What is the age range? Answer: 3 year old Pre-Kindergarten through fifth grade The Rhodes School 241 13518 Mobile Street Houston, Texas 77015 (281)224-5873 How much will our taxes go up? Answer: None. Charter schools do not receive property taxes like school districts do. Our funding comes strictly from the number of students enrolled.

What will there be criteria for entering into? Answer: There will be no specific criteria. The charter school is open to all children within the age ranges. We will apply for all programs that we can.

Will student still have to take the TAKS test? Answer: Yes, we have to meet the same standards as any other school. Our goal is to surpass the state expectations, though.

Are there plans to go beyond the fifth grade? Answer: Yes, within the next three years, we hope to add a middle school program and eventually, even a high school program.

What children will be allowed to attend? Answer: Our geographic boundaries are Sheldon ISO, Channelview ISO, North Forest ISO, Galena Park ISO, and parts of Humble and Houston ISO.

Will you all provide transportation? Answer: We hope to be able to provide transportation for any area where there are at least 10 students who live more than 2 miles from the campus.

Exactly where will you all be located? Answer: We are still searching for a site, but it will be somewhere in Galena Park ISO or Sheldon ISO.

How can I sign my child up? Answer: Well, we have to get approval from the state first. At that time, we'll put something in the paper to announce our approval and advise people how to begin applying for admission.

The meeting was then adjourned.

0305

The Rhodes School 242 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT H

COPIES OF CERTIFIED MAIL RECEIPT CARDS

03C6

The Rhodes School 243 13518 Mobile Street Houston, Texas 77015 (281)224-5873 243A

The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 03C7 0308 The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 U.S. Postal Service™ IT CERTIFIED MAIL™ RECEIPT LH (Domestic Mail Only; No Insurance Coverage Provided)

For delivery information visit our website at www.usps.corm

nj Postage * * ".0.39 UNIT ID: 0031 m C3 Certified Fee Postmark a Return Receipt Fee (Endorsement Required) ' I-.85 Here F] Restricted Delivery Fee 1u (Endorsement Required) Clerk: KK2HGW

Total Postage & Fees $ 4.64 02/18/06 •A- a Sent To a r-

PS Form 3800, June 2002 See Reverse tor Instructions

NOTE: This certified mail receipt for Sheldon ISO is included because the signature on the original return receipt card we sent could not be read. We wanted to ensure that we complied with all the requirements of the RFA, so we sent a second Notice of Intent and Impact statement on the date indicated on the certified receipt form as shown here.

243C

The Rhodes School 13518 Mobile Street Houston, Texas 77015 (281)224-5873 NOTE: This PAGE INTENTIONALLY LEFT BLANK.

03IG The Rhodes School 244 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT I

COPY OF THE MOST RECENT AUDIT REPORT OR Un-audited statement of financial position An unaudited statement of activities An unaudited statement of cash flows Notarized acknowledgement signed by the Chief Executive Officer and the chief financial officer Attesting to the accuracy and completeness of the information provided.

0311

The Rhodes School 245 13518 Mobile Street Houston, Texas 77015 (281)224-5873 The Rhodes School

Unaudited Statement of Position As of February 20, 2006 at

Assets Current Assets 0 Checking/Savings 0

Total Checking/Savings 0

Total Current Assets 0

Liabilities and Equity Equity Net Income 0

Total Equity 0

Total Liabilities and Equity 0

~* ? *7 0 -": : (­

The Rhodes School 246 1351 8 Mobile Street Houston, Texas 77015 (281)224-5873 The Rhodes School Unaudited Statement of Activities January 1, 2005 through February 20, 2006

Ordinary Income/Expense Income Private Donor 200.00

Total Income 200.00

Expense Advertising 200.00

Total Expense 200.00

Net Ordinary Income 0 Other Income/Expense 0

Total Other Income 0

Net Income 0

0313

The Rhodes School 247 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Unaudited Statement of Cash Flows

Cash flows from operating activities:

Changes in net assets $ 200.00

Net cash provided by operating activities $ 200.00

Advertising Expenses $ (200.00)

Cash, beginning of year $ 0 Cash, end of year $ 0

0314

The Rhodes School 248 13518 Mobile Street Houston, Texas 77015 (281)224-5873 Notarized Acknowledgement Concerning Activities By Board President/Chief Executive Officer of the Sponsoring Entity

Northshore Youth Services Association, Inc., was formed November 22, 1999, for the purposes of providing counseling and educational services to youth in the North Channel community. The articles of incorporation were amended to change the name of the organization to The Rhodes School on January 3, 2006 for the specific purpose of opening a fine art magnet charter school in the North Channel area of Houston, Texas. The corporation received its 501(c)(3) designation under the name of Northshore Youth Services Association on November 22 1999, and will now operate as a 501 (c)(3) under the name of The Rhodes School for the purpose of applying and opening a charter school. The governing body has met at least twice each month since early December and will meet quarterly once the application for a charter is submitted. The governing body actively participated in the public hearing, and in seeking other support for the school as is shown in the support attachments H and M. They continue to work for the benefit of the charter school corporation.

The organization incurred minimal costs for copying a few documents, and paying filing fees. These costs were covered out-of-pocket by various board members. The organization opened a bank account at Bank of America on February 14, 2006 with a $200.00 donation from a private individual to help cover the cost of reimbursing a board member for the notice of public hearing.

I, Michelle L. Bonton, do hereby attest to the accuracy and completeness of the above, as well as the attached financial documents. Dated and signed this 17th day of February, 2006 at 13518 Mobile Street, Houston, Texas 77015. I hereby certify under penalty of perjury that I am acting on my o)/vn behalf, and that the foregoing statements are true and rrect to the^^aLoLm/ ~v^ knowledge • -^.

(Signature of Affiant)

Personally appeared before me the above named Michelle L. Bonton personally known to me, who, being duly sworn, deposes and says that she executed the above instrument and that the statements and answers contained therein are true and correct to the best belief. JERRUCOX MY COMMISSION EXPIRES vjt Octob«31,2008 Subscribed and sworn to before me this SJ1 day of February, 2006.

Mv commission expires

The Rhodes School 249 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT J f CREDIT REPORT

(If a credit report is not available, provide a statement that explains why a credit report.ja.not available as the attachment.)

The Rhodes School does not have a credit history. We have only been active for approximately 60 days. There has been only one financial transaction made. The single financial transaction was to reimburse a board member for funds expended to publish the public notice of hearing.

03J6

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0337 253L ATTACHMENT N

BUDGET FOR FIRST YEAR OF OPERATIONS

0338

The Rhodes School 254 13518 Mobile Street Houston, Texas 77015 (281)224-5873 ATTACHMENT O

COPY OF NEGOTIATED SERVICE AGREEMENTS

0339

The Rhodes School 255 13518 Mobile Street Houston, Texas 77015 (281)224-5873 region^

Educated Solutions

February 6, 2006

Ms. Michelle Bonton The Rhodes School 13518 Mobile Street Houston, Texas 77015

Dear Ms. Bonton:

Thank you for your interest in Region 4 Education Service Center (ESC) Financial and Administrative Services. We would be very pleased to provide complete business services for The Rhodes School. Our goal is to serve the educational community by providing thorough and practical solutions to challenges facing schools in the area of finance.

Please contact us upon approval from the Texas Education Agency of the Twelfth Generation Open-Enrollment Charter Application. If there are any questions or concerns, please feel free to call me at (713) 744-6341 or email [email protected].

Again, thank you for your interest in Region 4 ESC. I look forward to hearing from you.

Sincer

Jason Wickel Director, Financi and Administrative Services tr cc: Andy Pechacek

0340 The answer is 4. 255A Region 4 Education Service Center • 7145 West Tidwell Road • Houston, TX 77092-2096 Phone: (713) 462-7708 • Fax: (713) 744-6514 • www.theansweris4.net Bill McKinney, Ph.D. - Executive Director Inter-local Agreement By Region 4 Education Service Center ("Region4 ESC") 7145W.Tidwell Houston, TX 77092 And The Rhodes School Date This is a contract between The Rhodes School (hereinafter known as the School) and Region 4 ESC. Region 4 ESC agrees to perform business office functions according to the terms of Section I, either through itself or its subcontractor, and the School agrees to perform all functions or cause these functions to be performed as stipulated in Section II. Section I:

Region 4 ESC, either through itself or its subcontractor, will perform the business office procedures as outlined below in an accurate and timely manner as prescribed by Texas Education Agency (TEA) regulations. A copy of accounting records will be maintained at the location of Region 4 ESC, which shall be accessible to the School administration. Region 4 ESC will record the accounting transactions through the direction provided by the School. The School can choose to communicate its transactions to Region 4 ESC via fax, e-mail, or regular voice telephone depending upon the most expedient and inexpensive method for the School. The following accounting duties will be performed depending on the School's needs.

1. Payroll: Region 4 ESC, or its subcontractor, will perform all functions according to the employee information and pay rates provided by the School. Payroll checks will be prepared by Region 4, or its subcontractor, and transmitted to the administrator designated by the School to accept and distribute payroll checks on or before the agreed pay date. Region 4 ESC, or its subcontractor, will prepare checks or wire payment for payroll benefits and prepare accompanying reports, or amounts to be electronically wired (where this mode is desired by the client or is required by regulation). Internal Revenue Service Quarterly reports, W2's, 1099's, and payroll tax payment reports will be prepared and provided to the administration. Teacher Retirement System reports will be prepared and submitted to the administration monthly for signature and transmittal to TRS.

2. Accounts Payable: Region 4 ESC, or its subcontractor, will prepare checks to pay vendors according to the information and invoices provided by the School. Vendor invoices will be posted to accounts payable within two days after receipt.

0341 255B Vendor checks will be written weekly on a day agreed to by both parties. Emergency checks will be written when required (see limit and cost in payment schedule). Region 4 ESC, or its subcontractor, will only write checks from properly submitted invoices having the required signature and stamp affixed to the invoice. A request for check form should be used for transactions that do not provide an invoice (for example, advances of cash for travel, rent, or where a transaction does not provide an invoice.)

3. General Ledger: Region 4 ESC, or its subcontractor, will maintain a general ledger complying with all TEA coding requirements.

4. Documentation: Region 4 ESC, or its subcontractor, will maintain copies of documentation of all transactions based on the data and documentation supplied by the School administration at the office of Region 4 ESC or its subcontractor.

5. Reports: Region 4 ESC, or its subcontractor, will prepare reports for management purposes. These reports will include reimbursement requests for special programs. Sales tax reports, worker compensation, and unemployment reports wil! be provided to the administration as required. Region 4 ESC, or its subcontractors, wil! provide the data processing reports on information furnished to them by the School in the format required by TEA for submission by the School to the proper parties. The reports and financial statements provided to outside parties by the School will be their sole responsibility. A monthly .management report of finances will be furnished to the school administration and the Board of Directors for their internal use in management. These reports are in no way meant to be a compilation of financial records or audited reports. The information provided to the school is a result of data input of the School's information at the School's direction. Region 4 ESC, or its subcontractor, will provide data processing in accordance with the classification of information provided to Region 4 ESC, or its subcontractor, by the School (i.e. new employee works 1/2 time for Title I and one 1/2 time as regular school administrator. Employee is to be paid x for 210 days starting 2/3/99 and has 2 dependents, no insurance, etc.)

6. Budgeting: Region 4 ESC, or its subcontractor, will assist in the annual budget preparation and budget amendments based on the data provided by the School administration and TEA.

7. Preparation for Annual Audit: Region 4 ESC, or its subcontractor, will provide information from their copy of the records submitted by the School for the auditor and will assist the auditor in reviewing the records submitted.

8. Bank reconciliation: Region 4 ESC, or its subcontractor, will reconcile all bank accounts necessary to operate the school according to TEA regulations. Bank statements will be mailed to the School by the bank. The records will 0342 255C remain at the School and copies of the bank statement will be transmitted to Region 4 ESC, or its subcontractor, for their work.

9. Consultant Service: Region 4 ESC staff, or its subcontractor, will be available to consult in the following areas: purchasing, investments, grant management, construction and renovation, transportation, food service, fund raising activities, and governmental regulations.

10. Business Office Supplies & Materials: The School shall furnish all checks, purchases orders, and other vendor purchased forms. Region 4 ESC will furnish all in-house duplicated forms (documents to be used to send check requests, new employee information, etc.) and the School will be responsible for reproducing them as needed.

Section II:

The School will perform the following procedures and will provide the data as outlined in this section to Region 4 ESC, or its subcontractor, in a timely manner and in the form specified.

1. Payroll: All payroll transmittals will be received at the office of Region 4 ESC, or its subcontractor, at least one day prior to the established payment date. This information will be transmitted by fax, on the form provided by Region 4 ESC, or its subcontractor, and contain the information requested on the form provided. The School shall by policy establish a payroll payment schedule at least one month in advance. The School shall establish a payroll cut-off date at least two working days before the payment date. The School will provide in writing to Region 4 ESC, or its subcontractor, the name and signature of the person approved to sign payroll transmittal forms.

2. Accounts Payable: Vendor invoices and requests for checks will be transmitted via fax to Region 4 ESC, or its subcontractor, properly stamped and signed by the person approved by the school to approve invoices for payment. The School will provide in writing to Region 4 ESC, or its subcontractor, the name and signature of the person approved to sign vendor invoices for payment. The School will provide a description of the expenditure for TEA coding purposes. Section III:

Compensation to Region 4 ESC will be paid to provide the services described in Section I as outlined in the following statement.

0343 255D Startup Cost:

There are no initial startup costs charged to the School. The contract will begin (Date)

Courier Service and Express Mail:

Region 4 ESC, or its subcontractors, will provide overnight express delivery or courier service delivery of hard copy documents to the School four times per calendar month. Additional express deliveries or courier services will be billed to the School at cost.

Regular Monthly Charges:

The School will pay a base monthly fee based on enrollment. The fee schedule for various levels of enrollment is as follows: Enrollment Monthly Fee 0-100 $1,250 101-200 $1,750 201-300 $2,500 301-500 $3,000 501-1,000 $4,000 1,000-2,500 $4,500 2,500 + $5,000 The fee will be recalculated at the beginning of each school year, based upon actual enrollment at the end of the first 6 week attendance period of the school year. The monthly payment is due and payable on the last day of each month and is to be received in the office of Region 4 ESC at 7145 W. Tidwell, Houston, TX 77092 by the due date.

Contract Period:

This contract covers the current fiscal year of the School. The contract will automatically renew for the succeeding fiscal school year unless either party notifies the other party in writing at least thirty (30) days prior to the termination date of its intent to discontinue the service and non-renew the contract.

Termination of Contract During School Year:

Either party may terminate this contract with thirty (30) days written notice delivered to the others principal place of business during the initial or any renewal contract period.

This contract constitutes all agreements between the School and Region 4 ESC, or its subcontractors. This agreement may be amended at anytime by mutual agreement of the parties. This contract shall be governed by Texas Law for all 034 4 255E purposes. Venue for any legal proceedings relating to this contract shall lie in Harris County, Texas.

This contract will commence on (Date) and end on (Date).

I hereby agree to above conditions and certify that I am an officer of the School and authorized to sign contracts on behalf of the School.

By:_

Title:

Dated this of , (Year).

Contact Person

Street Address

City, State, Zip

Contact's Phone #

I hereby agree to the above conditions and certify that I am an officer of Region 4 ESC authorized to sign contracts on behalf of Region 4 ESC.

By:

Title:

Dated this of , (Year).

Contact Person

Street Address

City, State, Zip

Contact's Phone #

0345

255F MFA H The Museum oj f Fine Arts Houston

February 6, 2,005

To Whom It May Concern: Victoria Ramirez School Programs Manager On behalf of the Museum of Fine Arts, Houston, I fully support The Rhodes School's charter school application and their interest in providing a visual arts focus for their core curriculum. -As a partner with The Rhodes School, the Museum will support this initiative through the implementation of the elementary-level curriculum program, Learning Through Art at the Museum of Fine Arts Houston.

Written and evaluated by classroom teachers, Learning Through Art is an award-winning curriculum that uses works of art in the museum's collection and integrates art making, art history, and aesthetics into the curriculum for art, language arts, social studies, science, and math. Based on the state-mandated curriculum objectives, the resulting curriculum kits contain a teacher's guide with complete lesson charts, illustrated art- making lesson plans, and information on the works of art; color posters of the focus works of art; and a videotape introducing four Texas artists.

As a partner with The Rhodes School, the Museum of Fine Arts, Houston will: • Provide intensive, hands-on training for all staff (one level per school term); • Provide Learning Through Art curriculum kits for each participating teacher's classroom; • Provide classroom support through follow-up visits to the campus (one per school term); • Provide information and an orientation to the museum's Kinder Foundation Teacher Resource Center and other opportunities for teachers; • Provide specially-designed museum tours for Rhodes School students.

On behalf of the Museum of Fine Arts, Houston, I fully support The Rhodes School and look forward to working with their teachers, staff, and students.

Sincerely yours,

Victoria Ramirez School Programs Manager

255G Museum of fine Arts, Houston Telephone 7131659-7584 looi Btssontiet, Houston, Texas 77005 Telefax 7131639-7707 PO Box 6826, Houston, Texas 77265-682.6 Email: [email protected] writers in the schools

February 15, 2006

Texas Education Agency Board of Directors

To Whom It May Concern:

I am writing on behalf of Writers in the Schools (WITS) to express my enthusiastic support of The Rhodes School and its charter school proposal to the Texas Education Agency.

WITS was founded in 1983 in an effort to introduce new approaches to teaching writing in primary and secondary schools. Sending professional poets, novelists and playwrights into classrooms, we have found, enhances the reading and writing curricula in unexpected and exciting ways. We have placed professional writers in thousands of classrooms in area schools, affecting over 150,000 students and their teachers. In addition to our programs in classrooms, WITS writers also work with young people in museums, hospitals, and numerous community centers.

WITS looks forward to placing our writers in The Rhodes School's classrooms, where our professional writers will work with students in long-term workshops, teaching students creative writing and basic literacy skills, and also acting as mentors and rote models. Our visiting writers continue to find innovative ways of bringing literacy and creative writing into the classrooms. The quality instruction and personal mentoring that the writers provide are essential to students' growth in the classroom and beyond. WITS interdisciplinary approach to writing creates a fun environment in which personal stories are shared and celebrated.

We are fully committed to this collaboration and will work with The Rhodes School's talented administrative staff to design writer-in-residence programs that will advance the goals of the school and our own mission. WITS wholeheartedly supports this collaboration and anxiously awaits the formation of The Rhodes School.

Sincerely yours,

Bao-Long Chu, MFA Associate Director 0347

255H

1523 West Main • Houston.TX 77006-4709 • phone 7I3.S23.3877 • fax 713.523.3870 • www.writersintheschools.org ATTACHMENT P

Negotiated lease agreement(s), deed(s) to property, earnest money contract, or purchase agreement(s), as applicable.

There are no negotiated lease agreement(s), deed(s) to property, earnest money contract, or purchase agreement(s).

0348

The Rhodes School 256 13518 Mobile Street Houston, Texas 77015 (281)224-5873 APPROVED DURING CONTINGENCY PROCESS . The Rhodes Scho^. A TEA Open Enrollment Charter School Application for Admission Fall Semester, 2007

NOTE: Kindergarten students must be 5 years old on or before September 1, 2007. Children will be placed in grade level according to age.

Student Name: Last Name First Name Middle Initial

Birth date Age on September 1, 2006 Current Grade Level:

School District Your Child Currently Resides In: (Must be Channelview, Sheldon, Galena Park, North Forest, Humble, or Houston ISO)

Home Address: Street & No.

City State Zip

Home Phone (__) Cell/Emergency #:

Parents or Guardian Information: 1. Name and Relationship to student

Home Address: Street & No.

City State Zip

Home Phone ( Cell/Emergency #: Work #:

2. Name and Relationship to student

Home Address: Street & No.

City State Zip

Home Phone ( ) Cell/Emergency #: Work#

Does the student have any documented history of a criminal offense or juvenile court adjudication? Yes No If yes, please explain below:

0349 We/I, the undersigned, hereby certify that, to the best of our/my knowledge and belief, the answers to the foregoing questions and statements made by us/me in this application are complete and accurate. We/I understand that any false information, omissions, or misrepresentations of facts may result in rejection of this application or future dismissal of the applicant.

PARENT OR GUARDIAN NAME DATE

PARENT OR GUARDIAN SIGNATURE E-MAIL

Please mail or fax the completed application to: ADDRESS WILL GO HERE

The Rhodes School does not discriminate in admissions based on gender, national origin, ethnicity, religion, disability, academic, artistic, or athletic ability, or the district the child would otherwise attend.

Date Time Application # Rec'd by

0350 •I .APPROVED DURING CONTINGENCY PROCESS

ENROLLMENT INFORM,,~.,

Sample Letter for an applicant approved for admission.

To The Parents of:

Dear Parent:

Congratulations! Your child has been accepted as a Rhodes School student for the 2007-2008 academic school year. We are excited that you and your family will become a part of The Rhodes School family.

To complete the enrollment process, please complete the attached enrollment forms and provide us with the information requested below.

Original, certified of birth certificate or equivalent

Social security number if available

.Proof of required immunizations, including a TB skin test

_ Copy of student's current and final report cards

Completed application for free and reduced lunch (if applicable).

_ Copy of driver's license of parent or guardian APPROVED DURING CONTINGENCY PROCESS Approv'd Admissions App Parent /School Compact 5UHUUL Birth Certificate PTO membership Info ENROLLMENT FORM Social Security Card Student Handbook 2007-2008 immunization Record Special Ed (circle) Yes No Proof of Residence Computer Usage Policy ** This form is not required to submitted School Lunch Application Transportation Information with the application for admission Testing Information

Last Name First Name Middle Name Sex Ethnicity n Male n Female u ; Vmerican Indian/Alaskan \sian or Pacific Islander Birthdate Country of Birth Soc.Security #

MM/DD/YYYY a tBlack, Not of Hispanic Origin Grade Applied for D Hispanic Student lives with: (C:heck1 ) —Mother — Father —Both —Other fj White, not of Hispanic Origin I^^D^^HHI^^B^^EBB&lfllflfflBRMfii^^^^H^^^^HH^^^^^^^^^^^^^^I Is^^^^^^^HH ^HI^^BBH^I^^^V^^^^I^H^H|^^^II^^HMBDKB Hi^BBaBlmiffllMBM^^^^^mH^HB School Last Attended Dates Attended District Name •••••••Phone •

From To ( ) Previous School Dates Attended District Name Phone

From To ( ) Previous School Dates Attended District Name Phone

From To ( ) Has Student Ever Skipped a Grade? (Check One) Yes No Which Grade(s)& Why

Has Student Ever Been Retained? (Check One) Yes No Which Grade{s)& Why

Has Student Ever Been Expelled, Suspended, or Yes No If yes, Please Explain: Asked not to Return to a School?

Has Applicant Applied to The Rhodes School Before Yes No Has Applicant Ever Attended Yes No When: | The Rhodes School Before? When:

# of Years Student has Lived w/this Person: Occupation Employer Last Name First Name Middle Name Date of Birth Gender (M/F) I School Enrolled In Grade

Brochure, Flyer, Handout Internet Current Student (Name): — Newspaper

Outdoor Sign Relative/Friend CZ1 Former Student (Name): _=- Other

—' I agree/ '—' Disagree to allow my child's photographs/video recording taken and/or name to be published to be used for The Rhodes School publicity purposes. I understand that the photos and the names may be used for display, publication, video, websites, or by other media, such as newspapers and/or television stations, I also agree that this permission will have no time limitations. Parent/Guardian Signature: Date: _ Witness:

3] I agree/ O Disagree to allow my child to participate in all athletic events at The Rhodes School with the understanding that I am responsible for any and all medical costs incurred in the event of an injury.

Parent/Guardian Signature: Date: Witness:

I give The Rhodes School permission to transport my child for planned school activities and field trips away from school property. I further agree to hold The Rhodes School and its agents harmless for any liability to my child because of any injury or alleged injury to my child, where negligence is not shown. If legal action should, for any reason, be taken against The Rhodes School or its agents on behalf of my child, and the school or its agents not be found at fault, I agree to pay any attorney fees, court costs, damages, or other costs The Rhodes School may incur to defend itself against such legal action.

Parent/Guardian Signature: Date: Witness:

Special Program Information Yes No Please List Applicant's Honors, Awards, or Special Achievements (In or out of School) Gifted and Talented ESL/Bilingual Special Education If Yes, List the Disability/Condition Below:

504 (If Yes, List The Disability/Condition Below Please attach student's most recent ARD/IEP Supplements and Assessments I/We, the undersigned, hereby certify that, to the best of my/our knowledge and belief, the answers to the foregoing questions and statements made by me/us in this application are complete and accurate. I/we understand that any false information, omissions, or misrepresentations of facts may result in refection of this application or future dismissal of the student. I and my child agree to the follow the rules and policies and procedures of The Rhodes School as outlined in the Student Handbook.

*Notice: Falsifying information on this form is a violation of the law. Violation may result in prosecution (Section 37.10 of The Texas PenalCode).

Signature of Mother: Date: TDL#: Birthdate (required by TEC Sec. 25.002{F)

Signature of Father: Date: TDL#: Birthdate (required by TEC Sec. 25.002(F)

The Rhodes School does not discriminate in admission based on gender, national origin, ethnicity, religion, disability, academic, artistic, or athletic ability or the current district the student would otherwise attend. 0353 Maggie Baker Office of Legal Services

Information Regarding Instructional Facilities

Please provide the following information concerning the local agency that issues certificates of occupancy, or their equivalent, in the jurisdiction in which the new charter school(s) will be located.

Name of Local Agency: I City of Houston- Planning & Development Department!

Name of Contact Person at Local Agency: Gary Bridges

Telephone No. for Contact Person at Local Agency: I (713) 535-7730

Address of Local Agency: I 611 Walker Houston. Texas 77002_

If an occupancy certificate has not yet been received, please state the approximate wait time between the initial submission of forms and the final approval. 21 Business Days,

List any special requirements that the local agency has for instructional facilities. Instructional facilities must meet all applicable state, city, and federal building code regulations including ADA accessibility, fire alarm and sprinkler requirements. If facilities are being constructed, renovated, or remodeled, a copy of the plans must be submitted to the City of Houston Planning Department for approval prior to beginning site work.

List any other pertinent information.

0354 Special Education Assurances and Development of Policies and Procedures

Electronic Submission of Charter Policies and Procedures Assurances Pursuant to 34 Code of Federal Regulations- (CFR) §300.201,each charter school must have on file with the Texas Education Agency (TEA) a plan that provides assurances that it has in effect policies, procedures and programs consistent with Stale policies and procedures governing special education. Region 18 Education Service Center (ESC) in coordination with other ESCfi provides leadership to the State in the electronic development of charter policies and procedures through the online Legal Framework for the Child-Centered Process Phase IV: "Charting the Course" (Legal Framework- Phase IV) at iiU))://j'niuicwj>rk.esc_l_8:ne.t/.

Applicant Assurance Statement The sponsoring entity's CEO must sign (he assurance statement below certifying that the proposed charier school will have in place upon opening the above-described special education pohcleb and procedures. The charter holder will develop its policies and procedures through the online Legal Framework.

Future Updates to Policies and Procedures Charters will use the Legal Framework for developing and submitting updated policies and procedures assurances in the future. Cnndnnce from ESCs on updates to policies and procedures will be ongoing.

Technical. Assistance For questions concerning or information about the electronic submission of charter policies and procedures, please contact your regional ESC special education contact at M_lJJ|://\V^.|fcU.SljUc.t\.US^

Assurance Statement

By signing below, the sponsoring entity assures thai the proposed charter school wi)] have in place upon opening policies and procedures that ensure implementation of IDEA 2004 and all federal regulations, Texas laws, Stats Board of Education (SHOE) rules, and commissioner's rules concerning students with disabilities receiving special education services and further assures that any future amendments to the regulations, laws, and mies will be incorporated inlo policies and procedures and implemented by the charter school. . o (b(~Jl j/i'b /en [NIC) Signaturr of CEO of Sponsoring Entity Date

0355 Rhodes 76-0626934 Official Name of Charier Holder FBI No./Taxpayer ID

Rliodes_Schgol., The .. Charier School Name County-District No. TEXAS EDUCATION AGENCY

Division of Planning and Grant Reporting

General Application of Assurances for Federal Programs Administered bv the U.S. Department of Education

Authority fo: Data Collection: 20 USC Section 1232eandP. L. 107-110, No Child Left Behind Act of 2001, Title IX, Part C, Section 9306 (a). Panned Use of Data: The requirements established in United Stales Code Annotated, Title 20, Education, Chapter 3 ], Subchaptcr III, Section 1232c stipulate that "Each local education agency which participates in an applicable program under which federal Rinds are made available to such agency through a Stale agency shall submit, to such agency or board, a general application containing the assurances set forth in subsection (b) of this section". The requirements of P. L. 107-110, No Child Left Behind Act of 2001, Title IX, Part C, Section 9306 (a) stipulate that "any applicant, other than a State educational agency that submits a plan 01 application uiKler this Act, whether separately or pursuant to section 93U5, sliail have on file with thu State educational agency a single set of assurances, applicable lo each program for which a plan or application is submitted." The application shall cover the participation by the local educational agency, public agency, nonprofit private agency, institution, organization or Indian tribe in all federal programs administered by the U.S. Department o?Education. InstnLCfions: This general application will be in effect for the duration of participation in federal programs until such time as the requirements change. The superintendent or authorized official must sign the certification and return to the address below. Payment for federally funded applications and contracts cannot be made by this Agency until the general application is received Payments to grantees for current grants may he delayed if the General Application of Assurances is not received in the lime requested. For further information, contact the Division of Planning and Grant Reporting at (512)463-7004.

Certification' 1, the undersigned authorized official fui the above-named local educational agency, public agency, nonprofit private agency, insiivuiion, organization ur Indian tribe in accordance vvitii 20 USC Section 1232e and P, L 107-HO. No Child Left Behind Ac! of 200L, Titfo IX, Far; C, Section 9306 (a). Jiereby appJy for partjcipaiion in federally funded education programs.

! certify that the above-named local educational agency, public agency, nonprofit private agency, institution, organization or Indian tribe will adhere in tJic assurances stated on the reverse side of [his form.

Typed Name of Authorized Official of Date Telephone Authorized Original Signature (blue ink) Charter Holder 4> Typed Title of Authorized Official of 5*73 Charter Holder Address of Charter Holder City /Statye Zip Code

Return original to: Texas Education Agency William B. Travis Bldg. Document Control Center. Room 6-108 1701 North Congress Austin, Texas 78701

DF/GA/CS-001R03

Page 1 of 2 ' — "- ­ 0356 ASSURANCES

Tho lolhm'ing assurances ure provided in accimlfiuce with the United States Code A.nttoiuiMJ, Title 20, Education, Chapter 31, Subrhapler HI, Secliuii 1232c null P. L. 107-110, Nu Child L-ell Behind Act or 2001, Title IX. Part C, Section 9306 (a):

Assurance is hereby givi'fMhiil

(1) the local educational agiiiic> vail administer cuoh program covered by the application in accordance with all applicable siaiui.es, regulation;., prugrani plans, mid applications; (2) the control of funds provided to ilie louil educational agency under each program, and Litir ID property acquired with those funds, will lie in a public agency and a public agency will administer those funds and property,

(3) the local educational agency will use fiscal control and fund accounting procedures thai will ensure proper disbursement of. and accounting for, Federal funds, paid to that agency under each program.

(4} the local ediicalkmaJ agency will make reports to tlit Texas Education Agency or State Board of Education and to the Secretary of Education as may reasonably be necessary tr> enable the Texas Education Agency or Slate Board of Education and the Secretary of Education to perform their duties and the local educational agency will maintain such records, including the records retired under beulion 12321* of" this title, and provide access to those records, as the TCXSLH FdutuiiOii Agency or State Board of Educaiiftr. or the Secretary of Education deem neucssiify U"> perform their duties;

(5) the local educational agency will provide reasonable opportunities for the participation by teachers, parents, and other interested agencies, itrgantzalinm,, and individuals in ihe planing ibr and operation of each program;

(6) any application, evaluation, periodic program plan or report relating to each program will be made readily available to parents and ullici member;, of the general public,

(B) in (.ievelopt:)£ plans ic,; cori^rucuon. due consideration \vi!l be given to excellence ofarcliiiccture and design and to compliance wch Sicndurds presLTJkeci by Hie Serreiary of ErJucalHW under section 794 of Title 29 in order lo ensure that facilities constructed with the use oTl; ederai funds art; iictessiWi" to and usable by individuals with disabilities;

(8) the Incai educational agency lias adopted effective procedures for acquiring and disseminating to tencher.s and administrators participating in each progiam significant information from ectucational research, ciemonstrations, and similar projects, and for adopting, where appropriate, promising educacional practicei developed through such projects', a»d

(9) none of thu funds eKpended under any applicable program will be used lo acquire equipment (including computer software") in any iiiiiant-c iu vvliicr, sucli atquisi'ion rssiihs in a direct financial benefit lo any organization representing the interests of the purchasing eniily Or its employees or any affiliate of such an organization. AND

In addition lo the above, the following assurunues are provided in accordance with V. L. 107-110, No Child Lefl Behind Act of 2001, Title IX, ParlC, Section 9306 (a):

( 1 J [ A) the control of funds provided under eauli such program and title to property acquired wilh program funds will he in a public agency or in a nonprofit private agency, institution, organisation, or Indian tribe, if the law authorizing the program provides For assistance lo those entities; and { B) the public agency, nonprofit private agency, institution, or organization, or Indian tribe will administer the funds and property 10 the extent required by the nuthodzing statutes: (2) the applicant \vili adopt and use proper methods of administering each such program, including — {A} the enforcement of any obligation!, imposed by law on agencies, institutions, organiznlions, and other recipients responsible for carrying oul each pro«ram; and (B) the correction of deficiencies in program operations that are identified through audits, monitoring, or evaluation;

(3) the applicant will cooperate in carrying out any evaluation of each such program conducted by or for (he State educational agency, the Secretary, or other Federal officials;

(4) before the application was submitted, the applicant afforded a reasonable opportunity for public comment on the application and considered such comment.

* Section 12321, United States Code, Title 20. EducatioE RECORDS Each recipient of Federal funds tinder any applicable program through any grant, subgranl, cooperative agreement, loan, or other arrangement shall keep records which fully disclose the amount and disposition by the recipient of those funds, and the total cost of the activity for which the fund? are used, the share of that co&t provided from other sources, and such other records as will facilitate an effective financial or programmatic audit. UF/GA/CS-ODIR03

Page 2 of 2

0357 The Rhodes School

Response to Contingencies in the Application for A 12th Generation Charter School

Assurance Documents

• Th signee d Assurances Documents were completed and submitted to Erica Pierce on Thursday, September 14, 2006.

0358 DIVISION OF CHAPTER SCHOOLS APPLICATION REVIEW/CONTINGENCIES GENERATION 12 APPLICANT

Proposed Charter School: The Rhodes School Proposed Charter Holder: The Rhodes School New or Conversion: New Employer ID Number (EIN): 76-0626934 Education Service Center IV

AREAS Information and Issues Identified Grades Served PreK3-5 Maximum 750 Enrollment Number of Sites Not yet identified Vision of the PP. 15-16 State that the children will not be penalized if the School - parent fails to complete the parental homework or comply wit_. h trje paren t contract. Education Plan P. 19 and P. 26 state that "the school day will be from 8:00 a.m. to 4:15 p.m. Monday through Thursday and from 8:00 to 1:00 on FrujayAJhis statement is inconsistent with the statement oKP/l§j7The Rhodes School instructional day will be from 7:3tF£Trn. to 3:45 p.m. Monday through Thursday and from 7:30 to 1:00 p.m. on Friday." It also contradicts the statement on P. 6 that says the school day will be from 8:00 to 3:45. Determine the hours of the sehool day and make them consistent on all pages. states that "From 4:15 until 5:00 Monday through Thursday, students who are achieving less than 80% mastery in any subject will participate in guided homework and/or individual tutoring." PP. 5-6 states that«in meeting the specific needs of at-risk students it allows "Daily after- school tutorials and enrichment programs that offer expanded educational support {3:45 p.m. - 4:30 p.m.)" Correct these inconsistencies in the stated times. P. 26 indicates that the school will include grades Kindergarten through 6th grade. Remove this reference to 6. PP. 27-154 only references Kindergarten through 5th grades. Provide information on the educational plan for the ^preschoolers. P. 156 State that it is understood a full continuum of special education services will be offered. . 157 State that it is understood bilingual classrooms will be offered if the number of students of the same language reach the threshold indicated in state law. 0359 Rhodes School I nf 7 DIVISION OF CHARTER SCHOOLS APPLICATION REVIEW/CONTINGENCIES GENERATION 12 APPLICANT P. 160 State that the children will not be penalized if the parent fails to complete the parental homework. Teacher to Student 1:18 Ratio Student Goals OK Human Resources ' P. 169 Provide the name of the proposed Information CEO/Superintendent. During a discussion of Career Conventions on P. 159 it is stated, "The proposed superintendent/CEO successfully implemented this program during her career as an elementary school counselor." P. 182 State that it is understood bilingual classrooms will be offered if the number of students of the same language reach the threshold indicated in state law. P, 195 Provide a job description for the curriculum specialist that is listed on the organizational chart on P. 227. Community > P. 203. Correct the date that the notice of public hearing Support was sent at the bottom of the page.

Geographic • Channeiview ISO Boundaries • Galena Park ISD y North Forest ISD • Sheldon ISD P. 204 Remove the charter schools listed on #8a and include Houston ISD and Humble ISD on the list. The text indicates that the charter will accept students from parts of these districts, and mail receipt cards were included for districts.

Assurance Signed Assurances related to the requirements of bilingual/ESL Documents programs, Section 504 of the Rehabilitation Act of 1973, and dyslexia programs will be required if a charter is awarded. In addition, a special education and federal assurance document is required prior to the execution of a charter contract.

0360

Rhodes School Maggie Baker Office of Legal Services

REVISED LEGAL REVIEW OF GENERATION 12 APPLICATION

Proposed School: The Rhodes School

Sponsoring Entity: The Rhodes School

AREAS Issues Identified Comments 10/24/06 REVIEWED Governance Sections of bylaws requiring revision: Please provide a copy of the Structure • Art. V, sec. 8 - cannot have any N) bylaws reflecting the changes that actions taken by less than a lave been made. quorum under the Texas Open Meetings, sec. 10 - inconsistent with the conflict of interest and nepotism requirements in TEC Chp. 12 and in 19 TAG Chp. 100 (e.g., no compensated board members permitted and no close relatives may serve together on the board). Since the corporation has no other operations, this section should revised to conform to the jquirements applicabJe-fb charter ho Art. VII - language should be added reflecting that all meetings during which charter school business is /-> discussed will be held in ^ compliance with the TOMA. Art. X - the conflict of interest rules generally prohibit compensated board members. If the CEO of the corporation is to remain a paid \ position, the CEO may not also serve on the board. The application .reflects that Ms. Bonton is both CEO _and chair of the board. "Art. XII, sec. 4 - ffie " nondiscrimination statement is missing the category "artistic ability." Admissions The response to 9(a) on p. 204 refers to Please revise the text for this Policy Stepping Stones Charter Elementary. response as instructed. The response to 9(d) on p. 205 refers to Please revise the text for this Stepping Stones Charter Elementary. response as instructed. "Artistic ability" should be included in Please revise the text for this the nondiscrimination statement in 9(f) response as instructed. on p. 205. No action required. The applicant should be aware that TEA has been advised that a performing arts school that admits students based on artistic ability or audition will likely not be eligible to receive federal start-up funds. 0370 Maggie Baker Office of Legal Services

The admissions application, enrollment The admissions application form(s), and promotional materials must be revised because it should be submitted for review. requires information that should not be required at the admissions stage. Please delete the questions regarding the fine art program or music area, familiarity with the educational philosophies to be followed, reasons for applying, expectations, etc. The question regarding siblings isn't needed when you are admitting students for the first year of operation because you have no currently enrolled students. In your second year of operation, you may ask whether an applicant has a sibling who is currently enrolled and will reenroll for the next school year. The statement that an application "has been approved" in the admissions letter makes it look like school officials have discretion in admitting students. I'd re­ word the statement. Facilities The charter holder must complete the OK. attached form relating to the local agency that issues certificates of occupancy, or their equivalent, in the jurisdiction in which the new school will be located. Before the school opens, the charter No action required at this time holder will be required to submit a copy of the occupancy certificate for the building to be used as the school facility. The occupancy certificate must show that the building has been approved for the operation of a school.

0371 Maggie Baker Office of Legal Services

REVISED LEGAL REVIEW OF GENERATION 12 APPLICATION

Proposed School: The Rhodes School

Sponsoring Entity: The Rhodes School

s AREAS REVIEWED Issues Identified Governance Structure Sections of bylaws requiring revision: • Art. V, sec. 8 - cannot have any actions taken by less than a quorum under the Texas Open Meetings Act (TOMA). • Art. V, sec. 10 - inconsistent with the conflict of interest and nepotism requirements in TEC Chp. 12 and in 19 TAG Chp. 100 (e.g., no compensated board members permitted and no close relatives may serve together on the board). Since the corporation has no other operations, this section should be revised to conform to the requirements applicable to charter holder board members. • Art. VII - language should be added reflecting that all meetings during which charter school business is discussed will be held in compliance with the TOMA. • Art. X - the conflict of interest rules generally prohibit compensated board members. If the CEO of the corporation is to remain a paid position, the CEO may not also serve on the board. The application reflects that Ms. Bonton is both CEO and chair of the board. • Art. XII, sec. 4 - the nondiscrimination statement is missing the category "artistic ability." Admissions Policy The response to 9(a) on p. 204 refers to Stepping Stones Charter Elementary. The response to 9(d) on p. 205 refers to Stepping Stones Charter Elementary. "Artistic ability" should be included in the nondiscrimination statement in 9{f) on p. 205. The applicant should be aware that TEA has been advised that a performing arts school that admits students based on artistic ability or audition will likely not be eligible to receive federal start-up funds. The admissions application, enrollment form(s), and promotional materials should be submitted for review. Facilities The charter holder must complete the attached form relating to the local agency that issues certificates of occupancy, or their equivalent, in\ the jurisdiction in which the new school will be located. Before the school opens, the charter holder will be required to submit a copy of the occupancy certificate for the building to be used as the school facility. The occupancy certificate must show that the building has been approved for the operation of a school.

0372 0373 Maggie Baker Office of Legal Services

REVISED LEGAL REVIEW OF GENERATION 12 APPLICATION

Proposed School: The Rhodes School Sponsoring Entity: The Rhodes School AREAS Issues Identified REVIEWED Governance Sections of bylaws requiring revision: Structure • Art. V, sec. 8 - cannot have any actions taken by less than a quorum under the Texas Open Meetings Act (TOMA).

Response from The Rhodes School Article V, sec. 10 of the bylaws have been revised to read as follows: Vacancies shall be filled by a majority vote of the remaining members of the Board of Directors. In compliance with the Texas Open Meetings Act, a quorum must be present to vote.

• Art. V, sec. 10 - inconsistent with the conflict of interest and nepotism requirements in TEC Chp. 12 and in 19 TAG Chp. 100 (e.g., no compensated board members permitted and no close relatives may serve together on the board). Since the corporation has no other operations, this section should be revised to conform to the requirements applicable to charter holder board members.

Response from The Rhodes School Article V, sec. 10 of the bylaws have been revised to comply with the conflict of interest and nepotism requirements in TEC 12 and TAC 19. 100, and now states that all positions on the board of directors will be unpaid. No close relatives will be allowed to serve together on the board simultaneously.

Art. VII - language should be added reflecting that all meetings during which charter school business is discussed will be held in compliance with the TOMA.

Response from The Rhodes School Article VII of the bylaws have been revised to include the following statement: All meetings during which charter school business is conducted/discussed will be held in compliance with the Texas Open Meetings Act.

• Art. X - the conflict of interest rules generally prohibit compensated board members. If the CEO of the corporation is to remain a paid position, the CEO may not also serve on the board. The application reflects that Ms. Bonton is both CEO and chair of the board.

Response from The Rhodes School The CEO position is not currently a paid position. If any board member takes a paid position with the organization, that board member will step down from his/her position on the board.

Art. XII, sec. 4 - the nondiscrimination statement is missing the category "artistic ability."

Response from The Rhodes School Article XII, sec. 4 of the bylaws have been amended to read as follows: The Rhodes School admits students of any sex, race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of sex, race, color, national or ethnic origin, religion, disability, academic ability, artistic ability, athletic ability or the district the student would otherwise attend in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school administered programs.

0377 Maggie Baker Office of Legal Services

Admissions • Th response e to 9{a) on p. 204 refers to Stepping Stones Charter Elementary. Policy Response from The Rhodes School >4s discussed during the review panel interviews held on September 14, We used the Stepping Stones Charter Elementary as a guide in preparing this portion of our application and inadvertently did not remove the references to Stepping Stones Charter Elementary.

• The response to 9(d) on p. 205 refers to Stepping Stones Charter Elementary. Response from The Rhodes School As discussed during the review panel interviews held on September 14, We used the Stepping Stones Charter Elementary as a guide in preparing this portion of our application and inadvertently did not remove the references to Stepping Stones Charter Elementary.

• "Artistic ability" should be included in the nondiscrimination statement in 9(f) on p. 205. Response from The Rhodes School: Artistic ability has been included in the nondiscrimination statement and will be included in alt future publications and references to The Rhodes School policy of nondiscrimination. The statement is corrected to read as follows:

The Rhodes School admits students of any sex, race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of sex, race, color, national or ethnic origin, religion, disability, academic ability, artistic ability, athletic ability or the district the student would otherwise attend in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school administered programs.

• Th eapplicant should be aware that TEA has been advised that a performing arts school that admits students based on artistic ability or audition will likely not be eligible to receive federal start-up funds.

Response from The Rhodes School: We are aware and did not have plans to have artistic ability or auditions as a requirement for enrollment.

• Th eadmissions application, enrollment form(s), and promotional materials should be submitted for review. Response from The Rhodes School: Trie admissions application and enrollment forms are submitted as a separate document. Facilities • The charter holder must complete the attached form relating to the local agency that issues certificates of occupancy, or their equivalent, in the jurisdiction in which the new school will be located. - PLEASE SEE COMPLETED FORM BELOW!

• Before the school opens, the charter holder will be required to submit a copy of the occupancy certificate for the building to be used as the school facility. The occupancy certificate must show that the building has been approved for the operation of a school.

Response from The Rhodes School: The required occupancy certificate state the building to be used is approved for the operation of a school will be submitted prior to opening the school. AGENCY FAX: 512/463-9838* http://www.tca.state.t>

Article I. Code of Rules

the code of rules adopted by The Rhodes School for the management of its affairs.

Article II. Name

The name of the corporation is The Rhodes School, (hereinafter referred to as the "Corporation").

Article III. Purpose

The purposes of the Corporation shall be as set forth in the Articles of Incorporation:

"The Corporation is organized and shall be operated exclusively for educational purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code of 1954 (or the corresponding provision of any future United States Internal Revenue law). The primary purpose of the Corporation is to provide education for children. The corporation will provide assistance by organizing and implementing activities that encourage and support the school, expand community awareness, and to raise funds to support the mission of the school. The broadest discretion is vested in the Corporation for the accomplishment of these purposes."

Article IV. Office

The registered office of the Corporation shall be located 13518 Mobile Street Houston, Texas 77015

Article V. Board of Directors

Section 1. Powers. The Board of Directors of this Corporation is vested with the management of the business and affairs of this Corporation, subject to the Texas Non- Profit Corporation Act, the Articles of Incorporation, and these bylaws.

Section 2. Qualifications. Directorships shall not be denied to any person on the basis of race, creed, sex, religion, or national origin.

Section 3. Number of Directors. The Board of the Corporation shall consist of a minimum of three (3) Directors and a maximum of fifteen (15) Directors. Upon majority resolution of the Board of Directors, the number Directors may be increased or decreased from time to time, but in no event shall a decrease have the effect of shortening the term of an incumbent Director, or decreasing the total number of 0361

"Good, Better, Best-never let it rest-until your good is better-and your better is BEST!" TEXAtfian^rppnirflfTfnrS s EDUCATIOrTnTiltRp first mating fnr pfcnfinNg th^AGENCp rTirprTnrft Y mw&«* •o^l^relotot-^srVa^GonW^t ^f^h^ '^^o^stis^e^M^lti^^mil^/ofw^^^atctx.us £tion as constituting the initial Board.

Section 4. TeTerr m of Directors. The term of a director is three (3) years. There are no Sh'rle^eTrmlMsWtSJ/ therefore, Directors may serve any number of consecutive terms. Commissioner Section 5. Election of Directors. Elections for Directors filling expired terms shall be held at the annual meeting of the Board of Directors. Any directorship to be filled by reason of an increase in the number of Directors shall be filled at the next regular meeting of the Board of Directors or at a special meeting called for that purpose. When a re-appointment or replacement is made, the re-appointment or replacement shall be considered effective on the date that the prior term expired, (i.e., the new term does not begin on the date of the election). Board members whose terms have expired may continue serving until they are either re-appointed or until their successors are chosen. I Section 6. Resignation. Any Director may resign at any time by delivering written notice to the Secretary or President of the Board of Directors. Such resignation shall take effect upon receipt or, if later, at the time specified in the notice.

Section 7. Removal. Any Director may be removed without cause, at any time, by a majority of the entire Board of Directors, at a Regular or Special Meeting called for that purpose. Any Director under consideration of removal must first be notified about the consideration by written notice at least five days prior to the meeting at which the vote takes place.

Section 8. Vacancies. Vacancies shall be filled by majority vote of the remaining members of the Board of Directors. A quorum of the remaining members must be present, and the Director filling the vacancy shall serve for the remainder of the term of the directorship that was vacated. Vacancies shall be filled as soon as practical. Any Director may make nominations to fill vacant directorships.

Section 9. Compensation. Directors shall not receive any salaries or other compensation for their services.

Section 10. Conflicts of Interest. Any trustee, director, officer or key employee who has an interest in a contract or other transaction presented to the Board or a committee thereof for authorization, approval, or ratification shall make a prompt and full disclosure of his or her interest to the Board or committee prior to its acting on such transaction. Such disclosure shall include any relevant and material fact known to such person about the contract or transaction, which might reasonably be construed to be adverse to the organization's interest. The body to which such disclosure is made shall therefore determine, by a vote of seventy-five percent (75%) of the votes entitled to vote, whether the disclosure shows a conflict of interest exists or can reasonably by construed to exist. If a conflict is deemed to exist, such person shall not vote on, nor use his personal influence on, nor 0362

"Good, Better, Best-never let it rest—until your good is better—and your better is BEST!" fhthertnanf TEXAn prPRpnf^ntiiaTinfnrrnaTinS , EDUCATIOn nrtn rgspnrirl Nfn qiiPRTinnfi AGENC) in fhP . Y m&#^BV^fetopttto^^ in determining whether a quorum is present, but may not be counted wherWe Board of Directors or a committee of the Board takes action on the transaction. The minutes of the meetin^-sbalLreflect participation, and whether a Commissioner The Board of Directors will be /idn-salaried and/will not be related to salaried personnel or to parties providing services\w\lhin the third/degree of consanguinty.

Article VI. Committees

Section 1. Executive Committee. The President, Vice President, Treasurer, and Secretary of the Corporation shall constitute the executive committee.

Section 2. Additional Committees. The Board of Directors may from time to time designate and appoint additional standing or temporary committees by majority vote of the Board of Directors. Such committees shall have and exercise such prescribed authority as is designated by the Board of Directors. The Directors may authorize these committees to exercise any powers, responsibilities, and duties consistent with the Articles of Incorporation and these bylaws.

Article VII. Board Meetings Section 1. Compliance with the Texas Open Meetings Act (Section 551 of the Texas Government Code). All meetings will be held in compliance with the Texas Open Meetings Act

Section 2. Place of Board Meetings. Regular and Special Meetings of the Board of Directors will be held at the registered offices of the Corporation, or at any other place that the President may designate within the city limits of Houston, Texas.

Section 3. Regular and Special Meetings. Regular meetings of the Board of Directors shall be held quarterly, or more frequently as deemed necessary by the Board of Directors. The annual meeting shall be held in August of each year and the budget for the coming fiscal year shall be adopted at this meeting. Special meetings may be called by the President or any three Directors.

Section 4. Notice of Board Meetings. Notice of the date, time, and place of Regular Meetings shall be given to each board member by regular mail, telephone (including voice mail), facsimile, ore-mail no less that ten (10) days notice prior to the meeting. Notice of the date, time, and place of special meetings shall be given to each board member using the same methods, but with no less that seventy-two hours notice prior to the meeting, with the exception of special meetings held to amend the Articles of Incorporation or bylaws, for which a thirty (30) day written notice by mail or facsimile shall be required specifying the proposed amendment. 0363

"Good, Better, Best-never let it rest—until your good is better-and your better is BEST!" IvoTEXAr Qftftvhce fift3ndanr.fS , EDUCATIOi hya nTrP^for aTan anyy mPPTinNg nfTh

notice of such meeting unless the Director objects at the beginning of the meem| to the transaction of business on the grounds that the meeting was not lawfully called or convened. Shirley J. Neeley, Ed.D. CtgfeffiifltfWlrQuorum. A majority of the incumbent Directors shall constitute a quorum for the purposes of convening a meeting or conducting business. At Board meetings where a quorum is present, a majority vote of the Directors attending shall constitute an act of the Board unless a greater number is required by the articles of incorporation or by any provision of these bylaws.

Section 7. Open Meetings. All Meetings of the Corporation shall be open to the public. At least a 72 hour prior notice shall be given by a posting at the corporate office in a prominent place, and by written notice 72 hours prior to all parents at the school.

Section 8. Proxy Voting Prohibited. Proxy voting is not permitted.

Article VIM.Officers

Section 1. Roster of Officers. The Corporation shall have a President, Secretary, and Treasurer. The Corporation may have, at the discretion of the Board of Directors, such other officers as may be appointed by the Directors. One person may hold two or more offices, except those serving as President or Secretary.

Section 2. Election and Removal of Officers. All officers shall serve one-year terms. The election shall be conducted at the Board of Directors' annual meeting of the fiscal year and following the election of the new Board of Directors filling expired terms, or as soon as practical thereafter. Officers shall remain in office until their successors have been selected. Officers may serve consecutive terms without limit. The election of officers shall be by majority vote of the Board of Directors attending the meeting.

Section 3. Vacancies. If a vacancy occurs during the term of office for any elected officer, the Board of Directors shall elect a new officer to fill the remainder of the term as soon as practical, by majority vote of Directors present.

Section 4. President • Th ePresident will supervise and control the affairs of the Corporation and shall exercise such supervisory powers as may be given by the Board of Directors. • Th ePresident will perform all duties incident to such office and such other duties as may be provided in these bylaws or as may be prescribed from time to time by the Board of Directors. • Th ePresident shall preside at all board meetings and shall exercise parliamentary control in accordance with Roberts Rules of Order. The President 0364

"Good, Better, Best-never let it rest-until your good is better-arid your better is BEST!" —- .—.... .—*,.-... -j----l1SNT .-,. _«. ^_ ^—­ serve as an ex-onicio memner ofairstanning anrfotner committees, unless 512/463-9838 * http://www.tea.state.tx.us President shall, with the advice of the Board of Directors and in accordance rith the requirements of these bylaws, set the agenda for each meeting of the Shirlecu- i y JT . MNeeTey Boar, bd.Dd of . Directors.

The Secretary will perform all duties incident to the office of Secretary and such other duties as may be required by law, by the Articles of Incorporation, or by these bylaws.

• Th eSecretary shall attest to and keep the bylaws and other legal records of the Corporation, or copies thereof, at the principal office of the Corporation. • Th Secretare y shall take or ensure that someone takes minutes of all meetings of the committees and Board of Directors, and shall keep copies of all minutes at the principal office of the Corporation. • Th Secretare y shall keep a record of the names and addresses of the Directors at the principal office of the Corporation. • Th eSecretary shall, with the approval of the Board of Directors, set up procedures for any elections held by the Corporation. The Secretary shall keep a record of all votes cast in such elections. • Th eSecretary shall ensure that all records of the Corporation, minutes of all official meetings, and records of all votes, are made available for inspection by any member of the Board of Directors at the principal office of the Corporation during regular business hours. • Th Secretare y shall see that all notices are duly given in accordance with these bylaws or as required by law. • Th eSecretary shall see that all books, reports, statements, certificates, and other documents and records of the Corporation are properly kept and filed.

Section 7. Treasurer. • Th Treasuree r will have charge and custody of all funds of the Corporation, will oversee and supervise the financial business of the Corporation, will render reports and accountings to the Directors as required by the Board of Directors, and will perform in general all duties incident to the office of Treasurer and such other duties as may be required by law, by the Articles of Incorporation, or by these bylaws, or which may be assigned from time to time by the Board of Directors. • Th Treasuree r and the staff of the Corporation shall devise a plan providing for the acceptance and disbursement of all funds of the Corporation which shall be approved by the Board of Directors. • Th eTreasurer or Chief Executive Officer, with the approval of the Board of Directors, shall set up all checking, savings, and investment accounts of the Corporation. The Treasurer or Chief Executive Officer or employee of the corporation that they shall designate shall deposit all such funds in the name of the Corporation in such accounts. 0365

"Good, Better, Best-never lei it rest—until your good is better-and your better is BEST!" reasurerTsignalurTEXASe shal, .EDUCATION,l oelhe authorized signature for al,l AGENCchecking,—. Y gs, aTO ^^rflettfa<£^m^^ approval of the Board of Directors, designate another member of the board of irectors or employees of the Corporation as the authorized signatories for disbursements. JT XNeefcT v tjaT3 ' •. TheTreasurer shall prepare an annual report for the Board of Directors, mmiss|b(ro^iding an accounting of all transactions and of the financial conditions of the Corporation. • Th Treasuree r shall prepare financial reports for any other Board meetings, as well as any other time that the President shall so request. • Th Treasuree r shall keep all financing records, books, and annual reports of the financial activities of the Corporation at the principal office of the Corporation and make them available at the request of any Director or member of the public during regular business hours for inspection and copying.

Article IX. Rules of Procedure The proceedings and business of the Board of Directors shall be governed by Robert's Rules of Parliamentary Procedure unless otherwise provided herein.

Article X. Chief Executive Officer The Board of Directors may, upon resolution, appoint a Chief Executive Officer to serve at the board's discretion and to carry out whatever tasks the board from time to time resolves. The Chief Executive Officer shall be paid an annual salary set by the Board of Directors. Subject to such supervisory powers as are vested in the Board of Directors, the Chief Executive Officer shall supervise, direct, and control the business of the Corporation and actively manage its business and shall have such other powers and duties as may be prescribed by the Board of Directors or by these bylaws. The Chief Executive Officer may engage in negotiations involving commitments of the resources of the Corporation or the acceptance of money or resources by the Corporation in furtherance of the purposes of the Corporation as set out in the Articles of Incorporation and these bylaws. The Chief Executive Officer shall generally be expected to attend all meetings of the Board of Directors.

Article XI. Indemnification

Section 1. Indemnification. To the extent permitted by law, any person (and the heirs, executors, and administrators of such person) made or threatened to be made a party to any action, suit, or proceeding by reason of the fact that he is or was a Director or Officer of the Corporation shall be indemnified by the Corporation against any and all liability and the reasonable expenses, including attorney's fees and disbursements, incurred by him (or by his heirs, executors or administrators) in connection with the defense or settlement of such action, suit, or proceeding, or in connection with any appearance therein.

Section 2. Limits on Indemnification. Notwithstanding the above, the corporation will indemnify a person only if he fp 6 6

"Good, Better, Best-never let it rest-until your good is better-arid your better is BEST!" ffait TEXASh angfeflsopanTy heliPVprrTngfTiif, .EDUCATIOi nnnHiir! was inthfNi f^nrpnrafi?Tn*AQENCs Y ini?he^es^^a^rtifoalnf^^ reasonable cause to believe his conduct was unlawful.

Article XII. Operations Shirley J. Neeley, Ed.D. K of Documents. Unless specifically authorized by the Board of Directors or as otherwise required by law, all final contracts, deeds, conveyances, leases, promissory notes, or legal written instruments executed in the name of and on behalf of the Corporation shall be signed and executed by the Chief Executive Officer (or such other person designated by the Board of Directors), pursuant to the general authorization of the Board. All conveyances of land by deed shall be signed by the President or two other members of Executive Committee and must be approved by a resolution of the Board of Directors.

Section 2. Disbursement of Funds. The Chief Executive Officer or an employee appointed by the Board may dispense the funds of the Corporation in accordance with the annual budget approved by the Board of Directors at the annual meeting and within the purposes of the Corporation as set out in the Articles of Incorporation and these bylaws. Notwithstanding the above, all checks of more than one thousand dollars ($1,000.00) disbursing funds from any of the Corporation's accounts shall require the signatures of at least two of the following; the Chief Executive Officer, Chief Administration Officer (Principal), President, Vice President, Secretary, or Treasurer or other employee the Board may appoint.

Section 3. Records. The Corporation will keep correct and complete records of account and will also keep minutes of the proceedings of the Board meetings and Committees. The Corporation will keep at its principal place of business the original or a copy of its bylaws, including amendments to date certified by the Secretary of the Corporation.

Section 4. Nondiscrimination Policy as to Students The Rhodes School, Inc. admits students of any sex, race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of sex, race, color, national or ethnic origin, religion, disability, academic ability, athletic ability, artistic ability, or the district the student would otherwise attend in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

Section 5. Non-deleqable Duties The governing body of the charter holder (the Board of Directors) shall not delegate:

• Final authority to hear or decide certain grievances; fn fi 7

"Good, Better, Best-never let it rest-until your good is better-and your better is BEST!" TION AGENCY utH6^tf$W6Tfte^ authority to adopt policies governing charter school operations; rinal authority to approve audit reports under TEC 44.08(d); Shirley J fteel!$'?

Section 6. Inspection of Books and Records. All books and records of this Corporation may be inspected by any Director or any member of the public for any purpose at any reasonable time on demand.

Section 7. Loans to Management The Corporation will make no loans to any of its Directors or Officers or employees.

Section 8. Amendments. The Board of Directors may adopt Articles of Amendment (amending the Articles of Incorporation) by a vote of two-thirds of Directors present at a meeting where a quorum is present. The bylaws may be amended at any time by a vote of the majority of Directors at a meeting where a quorum is present.

Section 9. Fiscal Year. The fiscal year for the Corporation will be from September 1, through August 31.

CERTIFICATION I hereby certify that these bylaws were adopted by the Board of Directors of the Rhodes School, Inc., at 13518 Mobile, Houston, Texas, 77015, at its meeting held on Saturday, September 30, 2006.

Lloyd Lawrence, Board Secretary Secretary

0368

'Good, Better, Best-never let it rest-until your good in better-and your better is BEST!" TEXAS EDUCATION AGENCY 1701 North Congress Ave.* Austin. Texas 78701-1494* 512/463-9734* FAX: 512/463-9838 * http://www.tea.state.tx.us

Shirley J. Neeley, Ed.D. Commissioner

0369

'Good, Better, Best-never let if rest—until your good is better-and your better is BEST!" ENROLLMENT INFORMATION

Sample Letter for an applicant approved for admission.

To The Parents of:

Dear Parent:

Congratulations! Your child's application for admission to The Rhodes School for the 2007-2008 academic school year has been approved. We are excited that you and your family will become a part of The Rhodes School family.

To complete the enrollment process, please complete the attached enrollment forms and provide us with the information requested below.

Original, certified of birth certificate or equivalent

Social security number if available

Proof of required immunizations, including a TB skin test

Copy of student's current and final report cards

.Completed application for free and reduced lunch (if applicable).

Copy of driver's license of parent or guardian

0374 The Rhodes School A TEA Open Enrollment Charter School Application for Admission Fall Semester, 2007

NOTE: Kindergarten students must be 5 years old on or before September 1, 2007. Children v^Jl be pla' grade level according to age.

Student Name: Last Name First Name Middle Initial

Birth date Age on September 1, 2006 Current Grade Level:

School District Your Child Currently Resides In: (Must be Channelview, Sheldon, Galena Park, North Forest, Humble, or Houston ISD)

Home Address: Street & No.

City State Zip

Home Phone ( ) Cell/Emergency #:

Parents or Guardian Information: 1. Name and Relationship to student

Home Address: Street & No.

City State Zip

Home Phone ( ) Cell/Emergency #: Work #:

2. Name and Relationship to student

Home Address: Street & No.

City State Zip

Home Phone (__) Cell/Emergency #: Work#

Indicate your choice of a fine art program area Art Dance Drama

Music (Choose One): Violin Cello Horns Percussion Piano

Does the student have any documented history of a criminal offense or juvenile court adjudication? Yes No If yes, please explain below:

0375 Does the student have a sibling that will be attending this school? Yes No - If yes, state sibling's name and grade: Grade:

• Are you familiar with constructivist theory, student-centered education, applied learning, or project-based learning? Yes No

Comments:

How do you see this approach as especially appropriate for your child? Comments:

What prompted you to apply to The Rhodes School?

How did you learn about The Rhodes School?

What expectations do you have for The Rhodes School?

We/I, the undersigned, hereby certify that, to the best of our/my knowledge and belief, the answers to the foregoing questions and statements made by us/me in this application are complete and accurate. We/I understand that any false information, omissions, or misrepresentations of facts may result in rejection of this application or future dismissal of the applicant.

PARENT OR GUARDIAN NAME DATE

PARENT OR GUARDIAN SIGNATURE E-MAIL

Please mail or fax the completed application to: ADDRESS WILL GO HERE

The Rhodes School does not discriminate in admissions based on gender, national origin, ethnicity, religion, disability, academic, artistic, or athletic ability, or the district the child would otherwise attend.

0376 Date Time Application # Rec'd by CONTRACT FOR OPEN-ENROLLMENT CHARTER SCHOOL

This contract is executed between the Texas State Board of Education (the "Board") and The Rhodes School ("Charter Holder") to operate The Rhodes School, a Twelfth Generation open-enrollment charter school.

General

Definitions. As used in this contract: "Charter" means the Twelfth Generation open-enrollment charter as provided by, Chapter 12 Subchapter D, Texas Education Code, and granted by this contract.

"Charter Holder" means the sponsoring entity identified in the charter application and the entity to which a charter is granted by this contract,

"Charter School" means the Twelfth Generation open-enrollment charter school. Charter School is part of the public school system of Texas and is a "charter school" within the meaning of 20 U.S.C. § 8066.

"Agency" means the Texas Education Agency.

"Commissioner" means the Commissioner of Education.

The Charter. This contract grants to Charter Holder a Twelfth Generation open-enrollment charter under Texas Education Code Chapter 12, Subchapter D. The terms of the charter include: (a) this contract; (b) applicable law; (c) Request for Application (RFA) 701-05-008 (d) any condition, amendment, modification, revision or other change to the charter adopted or ratified by the Board or the Commissioner; and (e) all statements, assurances, commitments and representations made by Charter Holder in its application for charter, attachments or related documents, to the extent consistent with the aforementioned (a) through (d).

Term of Charter. The charter shall be in effect from the date of execution through July 31, 2011 unless renewed or terminated. The grant of this charter does not create an entitlement to a renewal of the charter. The charter may be renewed for an additional period determined by the Commissioner.

Revision by Agreement. The terms of the charter may be revised with the consent of Charter Holder by written amendment approved by the Commissioner.

Students

Open Enrollment. Admission and enrollment shall be open to any person who resides within the geographic boundary stated in the charter application and who is eligible for admission based on lawful criteria identified in the charter application. Total enrollment shall not exceed the maximum number of students set out in the charter application.

Non-religious Instruction and Affiliation. Charter School shall not conduct religious instruction. Charter Holder and Charter School shall be nonsectarian in their programs, policies, employment practices, and all other operations.

Children with Disabilities. A charter school is a "local educational agency" as defined by federal law. Charter Holder must comply with the Individuals with Disabilities Education Act (IDEA), as amended by the Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §1401, et seq,, and implementing regulations; 1 Section 504 of the Rehabilitation Act of 1973 (Section 504), 29 U.S.C. § 794, and implementing regulations; Title II of the Americans with Disabilities Act (ADA), 42 U.S.C. §§ 12131-12165, and implementing regulations; Chapter 29, Texas Education Code, and implementing rules; and court cases applying these laws.

Student Performance and Accountability. Charter Holder shall satisfy Chapter 39, Subchapters B, C, D, and G of the Texas Education Code, and related Agency rules, as well as the student performance accountability criteria stated in its application for charter.

Financial Management

Financial Management and Accountability. Charter Holder shall satisfy Chapter 12, Sections 12,104 and 12.111 of the Texas Education Code, and related Agency rules regarding financial management accountability.

Governance and Operations

Indemnification. Charter Holder shall hold the Board and Agency harmless from and shall indemnify the Board and Agency against any and all claims, demands, and causes of action of whatever kind or nature asserted by any third party and occurring or in any way incident to, arising out of, or in connection with any acts of Charter Holder, its agents, employees, and subcontractors in performance of this contract.

This Agreement

Entire Agreement. This contract, including all referenced attachments and terms incorporated by reference, contains the entire agreement of the parties. All prior representations, understandings, and discussions are superseded by this contract.

Severability. If any provision of this contract is determined by a court or other tribunal to be unenforceable or invalid for any reason, the remainder of the contract shall remain in full force and effect, so as to give effect to the intent of the parties to the extent valid and enforceable.

Conditions of Contract. Execution of this contract by the Board is conditioned on full and timely compliance by Charter Holder with; (a) the terms, required assurances, and conditions of RFA 701-05-008; (b) applicable law; and (c) all commitments and representations made in Charter Holder's application and any supporting documents (to the extent such commitments and representations are consistent with the terms of this contract).

No Waiver of Breach. No assent, express or implied, to any breach of any of the covenants or agreements herein shall waive any succeeding or other breach.

Venue. Any suit arising under this contract shall be brought in Travis County, Texas.

Governing Law. In any suit arising under this contract, Texas law shall apply.

Laws and Rules Applicable. By executing this contract, the undersigned representatives of Charter Holder represent that they have read and understand the rules adopted by the Board and the Commissioner pursuant to Texas Education Code Chapter 12, Subchapter D and that they have had full opportunity to consult with their own legal counsel concerning said rules prior to executing this agreement. The undersigned representatives further understand and agree that: (a) this contract is contingent upon legislative authorization and the contract and the funding under it may be modified or even terminated by future legislative act; (b) the terms of this contract, and of the Twelfth Generation open-enrollment charter created by this contract, include 2 all applicable state and federal laws and all applicable rules and regulations; (c) state and federal laws, rules, and regulations may be adopted, amended or repealed from time to time; (d) all such changes to state and federal laws, rules, and regulations applicable to Charter Holder or to its charter school(s) may modify this contract, as of the effective date provided in the law, rule, or regulation; and (e) a contract term that conflicts with any state or federal law, rule, or regulation is superseded by the law, rule, or regulation to the extent that the law, rule, or regulation conflicts with the contract term.

Eligibility and Authority. By executing this contract, Charter Holder represents that it is an "eligible entity" within the meaning of Section 12.101 (a), Texas Education Code. Charter Holder shall immediately notify the Commissioner of any legal change in its status, which would disqualify it from holding the charter, of any violation of the terms and conditions of this contract, or of any change in the chief operating officer of the Charter Holder. Charter Holder further represents that the person signing this contract has been properly delegated authority to do so.

Entered into this day of ,2006

Texas State Board of Education: ^ The Rhodes School: / Geraldine Miller, Chair Date fonia Bush, Chair Date

The Rhodes Sch

Michelle Bonton, CrneT Operating Officer Date