Name of Charter School Seeking Renewal: Ben Gamla Charter School North Campus Location Number: #5001

Page 1 of 443 Name of Charter School Seeking Renewal: Ben Gamla Charter School North Campus Location Number: #5001

Broward County Public Schools Charter School Renewal: Indicators and Standards In accordance with section 1002.33(7)(a)(19)(b)(1), Florida Statutes, a charter school may be renewed provided that a program review demonstrates that the school has successfully fulfilled the terms of its contract [1002.33(7)(a)(19)]. Pursuant to section 1002.33(8)(a), Florida Statutes, “the sponsor shall make student academic achievement for all students the most important factor when determining whether to renew or terminate the charter.” In conducting a renewal program review, the sponsor will focus its analysis on the school’s performance in three categories: • Educational performance • Financial performance • Organizational performance

The following defines specific indicators (the types and level of information and data that will be collected) and standards (the benchmark by which such indicators will be measured) that will be analyzed and evaluated within these three categories. It is a school’s performance within these indicators in addition to potential on-site specific programmatic reviews that inform a charter renewal decision.

Furthermore, should a charter school meet the standards for renewal, The School Board of Broward County, Florida, will also review future Educational, Financial and Organizational plans submitted as part of this documentation for the term of its subsequent contract. Any modifications/adjustments/amendments proposed to the current contract that would take effect over the subsequent contract term may be negotiated during the contract phase.

Important Reminders

• All renewal documents must be submitted electronically, as one continuous PDF file per school, to [email protected] by 5:00 PM Monday, December 15, 2014. • Only electronic documents submitted as one continuous PDF, will be accepted. Please scan the appendices as part of the PDF file. • Renewing schools must clearly name and include their location number on all documents submitted, including the completed renewal document and all appendices referenced in the narrative. • Scan the complete packet and appendices as one continuous PDF file and include the school’s name and location number when saving (Ex. HappyCharter6868; SunnyCharter7878, etc.) • Renewal packets must contain a table of contents, clearly outlining all required components, and identifying the pages where the sections are discussed. • Number all pages and ensure that pagination is in sequential order. • Table of Contents must accurately identify each section, including appendices, with correct page numbers. Revise the provided Table of Contents to accurately reflect the page numbers of the final draft.

NOTE: Complete packets will be reviewed as submitted; additional documents will not be accepted after 5:00 PM Monday, December 15, 2014.

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Page 2 of 443 Name of Charter School Seeking Renewal: Ben Gamla Charter School North Campus Location Number: #5001

TABLE OF CONTENTS (Revise Table of Contents to accurately reflect page numbers of final draft, including appendices.)

Section Page

Educational Performance 7 Federal Accountability 7 State Accountability 9 Mission-Specific Accountability 15 Educational Program Implementation

Financial Performance 22 Financial Management 22 Financial Viability 25

Organizational Performance 27 Student Enrollment and Conduct 27 Facilities 29 Governance, Staff and Parents 31

Appendices Educational Performance Appendix A: FCAT 37 Appendix B: Federal AYP indicators/ESEA 39 Appendix C: State AMO Standards 42 Appendix D: EOC, if applicable 46 Appendix E: FLDOE School Grade, prior 5 years 48 Appendix F: FLDOE Report Card, most recent year 59 Appendix G: SIR designation, not applicable 64 Appendix H: Progress Monitoring 65 Appendix I: Graduation rate, not applicable 75 Appendix J: Standardized Test Results 76

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Appendix K: On-Site Programmatic Reviews (OSPR) or desktop reviews, not applicable 84 Appendix L: OSPR’s Corrective Action Plans, not applicable 85 Appendix M: School Improvement Plans, attached 86 Appendix N: Implementation of specific contractual corrective action and status, not applicable 100 Appendix O: State-issued High Performance designation letter, attached 101 Appendix P: Approved Comprehensive Reading Plan, if charter school opted out of the District’s K-12 Plan (school adopted district plan) 103

Financial Performance Appendix Q: Annual budgets on file 104 Appendix R: Financial reports on file 105 Appendix S: Annual financial audits on file 106 Appendix T: Cost reports, on file 107 Appendix U: Fixed assets report reconciled with general ledger 108 Appendix V: Financial corrective action plans, not applicable 121 Appendix W: Evidence of resolution of any financial deficiencies, not applicable 122 Appendix X: Compliance of financial reports with District deadlines will be considered 123 Appendix Y: Projected 5-year budget is requested (2015-2020) 124

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Appendix Z: Student enrollment reports 130 Appendix AA: Copy of registration forms in parent’s primary language (top 3, plus English) 132 Appendix BB: Discipline reporting in each category for the last five years 155 Appendix CC: Valid Certificates of Occupancy on file 163 Appendix DD: Health, safety and fire reports by District and/or Municipality on file 164 Appendix EE: Fire and health inspections (District and/or local) on file 165 Appendix FF: Fire drill reports (10) and tornado drills (2) 166 Appendix GG: Comprehensive Emergency/ Evacuation plans 184 Appendix HH: Governing board meeting agendas and minutes on file 189 Appendix II: Certificates of governing board training or updated training for current governing board members 190 Appendix JJ: Screen shots of website as per s. 1002.33, F.S. 196 Appendix KK: Staffing reports (DWH) 212 Appendix LL: Certification Self-Audits 215 Appendix MM: Employee Handbook 224 Appendix NN: Blank copy of teacher and administrator evaluation tools 342 Appendix OO: Parental surveys, if available 395 Appendix PP: Webpage inviting parental involvement 405 Appendix QQ: Student/Parent Contract 408

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Appendix RR: Parent Handbook 411 Appendix SS: School newsletter samples requesting parental involvement 422

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EDUCATIONAL PERFORMANCE

Focus Area Indicator Standard/Criteria Sources of Evidence Federal AYP/AMO School Improvement The school has not been identified for School Improvement • FCAT (Appendix A) Accountability status • Federal AYP indicators/ESEA AYP/AMO attainment The school has achieved its AYP/AMO target (Appendix B) *Using AYP /AMO data from the past Sub-group(s) attainment of The school has achieved its AYP/AMO targets in identified • State AMO Standards (Appendix five years, as AYP/AMO student sub-group(s) C) applicable. • EOC, if applicable (Appendix D) In your narrative, please explain how these standards have been met, or reasons and explanations if they have not. Include your plan to increase and/or maintain your AMO status for the upcoming term of your charter. List any Appendices.

Appendix A: FCAT Appendix B: Federal AYP indicators/ESEA Appendix C: State AMO Standards Appendix D: EOC, if applicable

We are delighted and fortunate to report that Ben Gamla Charter School North Campus #5001 has not been identified for School Improvement as it has received a “B” grade its first year, and an “A” grade thereafter. The current Principal was hired when the school opened in 2009, and continues to lead the school. A consistency in administration and instructional staff has contributed to positive student achievement.

Ben Gamla Charter School North Campus #5001 has outperformed itself each year in Reading, Science, and in Math since its start-up year in 2009. The Science scores have outperformed the District and ranked in the State the past two years (2013 and 2014). In 2012, annual measureable objectives were instituted for schools. The school population remained steady with the normal ebb and flow. Ben Gamla Charter School North Campus #5001 has met the District AMO’s since 2012. (Appendix C – State AMO Standards – Educational Performance)

Ben Gamla Charter School North Campus #5001 will continue to provide a rigorous curriculum based on the Common Core Standards by setting high expectations for both students and teachers. The school will continue to revamp the programs in order to assist struggling students, as well as enriching those that are high achievers. Assessments will be used to evaluate the effectiveness of current curriculum and student progression. School administrators will continue to work closely with the classroom teachers to monitor student performance through the weekly PLC’s. As the movement continues toward the implementation of the Common Core Standards and the preparation for the FSA, school administration will offer professional development opportunities for the classroom teachers to enhance their teaching strategies to meet the needs of all learners.

Subgroup attainment of AYP-AMO: The only subgroup large enough to monitor is our ELL’s (English Language Learners). Ben Gamla Charter School North Campus #5001 has a full time ESOL teacher who works diligently with the students to help them acquire their content area language proficiency (CALP). This subgroup has not met the AMO’s for the District; it has, however, continued its positive (increased) student achievement.

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In order to continue growing and in an effort to meet AMO targets within the present subgroup, the school has implemented a variety of programs ranging from technology to one-on-one (Tier 3) interventions. In order to provide a double dose of reading intervention, Successful Reader has been purchased to be used with students in 6th – 8th grade. In addition, ELL and Reading pull-out services have been instituted for struggling readers. These programs are evaluated on an on-going basis quarterly to measure the effectiveness of enhancing student learning gains and performance. The School Advisory Council will continue to educate themselves on the different programs and strategies available in the marketplace for increasing student achievement as part of the development of the annual School Improvement Plan. Parent workshops have also been instituted to assist our parents in serving as academic support and partners for their children outside of the school day.

1. Ben Gamla Charter School North Campus #5001 has engaged in constant analysis of student performance data derived from the District, State and school assessments, along with teacher developed curriculum-driven assessments. Monthly writing prompts have been implemented school-wide to strengthen the skills needed and to provide affable data prior to the FSA in the spring. The collaborative partnership between administration, teachers and parents in analyzing the data and enhancing the curriculum each year to meet school improvement goals, will enable Ben Gamla Charter School North Campus #5001 to meet the AMO targets in the upcoming years. This school year, the aforementioned leadership team is implementing the following: additional support for the lower quartile. (Remedial materials have been purchased: Renaissance Learning/Successful Reader; IXL, and IMPACT); fluid and flexible grouping have been implemented to differentiate the curriculum; digital learning is now infused during center and small group time; a teaching assistant has been hired to support the lower quartile in content area classes; student data from the lower quartile (and all students in 5001) is honed weekly during grade level PLCs; and students also participate in a WISE club once a week wherein peers whose academic skills are exceptionally strong assist students in need. (Appendix C)

Statutory References: 1002.33(7)(a)(4)

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Focus Area Indicator Standard/Criteria Sources of Evidence State FCAT achievement Students at the school demonstrate proficiency or • FCAT (Appendix A) Accountability progress towards meeting proficiency, in subjects • EOC, if applicable (Appendix D) tested (mathematics, reading, writing and science). School grade The school obtained a school grade of “C” or above. • FLDOE School Grade, prior 5 years (Appendix E) • FLDOE Report Card, most recent year (Appendix F) SIR School Improvement The school has been identified as Improving (I) in • SIR designation, if applicable (Appendix G) Rating the areas of Reading and Math. Annual student gains Students are making one-year’s worth of growth • FCAT (Appendix A) annually in mathematics and reading. • EOC, if applicable (Appendix D) • Progress Monitoring (Appendix H) Annual gains of students Fifty percent (50%) of students make one-year’s • FCAT (Appendix A) achieving in the bottom 25% worth of growth. • EOC, if applicable (Appendix D) • Progress Monitoring (Appendix H) % of students tested The school is appropriately administering applicable • FCAT (Appendix A) state standardized tests to its students. • EOC, if applicable (Appendix D) Relative performance The school’s performance meets or exceeds the • FCAT (Appendix A) performance of schools with closely comparable • EOC, if applicable (Appendix D) student populations. Graduation rate The school’s graduation rate meets or exceeds the • Graduation rate, if applicable (Appendix I) school’s graduation rate goal In your narrative, please explain how these standards have been met, or reasons and explanations if they have not. Include your plan to increase and/or maintain your student achievement, school grade, school improvement rating, learning gains, relative performance and graduation rate for the upcoming term of your charter. List any Appendices.

Appendix A: FCAT Appendix B: Federal AYP indicators/ESEA Appendix C: State AMO Standards Appendix D: EOC, if applicable Appendix E: FLDOE School Grade, prior 5 years Appendix F: FLDOE Report Card, most recent year Appendix G: SIR Designation – Not Applicable Appendix H: Progress Monitoring Appendix I: Graduation rate – Not Applicable

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Appendix M: School Improvement Plan

Ben Gamla Charter School North Campus #5001 offers a well-rounded, innovative educational program that holds the school and its students accountable for meeting standards as those required by the State of Florida. Accordingly, the school participates in all appropriate components of the Florida State Accountability System, as well as any other age-appropriate, research-based assessments required by the State and/or the District. Annually, all stakeholders analyze prior year student performance data and applicable trends and establish measurable, achievable goals for the current school year as stated in the School Improvement Plans which have been generated and implemented each year even though they are not required. (Appendix M)

FCAT Achievement: Increasing student achievement has been the thrust of our school. One critical factor in doing so has been the hiring of (HQT) high quality teachers and providing them with effective quality professional development. Effective instruction in the Marzano methodology (iObservation) and model, along with differentiated instruction has been major components of our professional development for the past several years.

During the 2013-2014 school year, our students demonstrated 64% proficiency in Reading and 73% proficiency in Math. Both the reading and the math scores have continued to rise, demonstrating increased proficiency each year. Each year, the students have increased between 9% and 17% in the proficiency. These percentages indicate a formidable rise in student achievement.

Ben Gamla Charter North Broward continues to utilize the Approved Comprehensive Reading Plan of Broward District Schools. Ben Gamla Charter North Broward has purchased curriculum that is aligned with the Common Core and the new FSA Standards.

Comprehensive English Language Learning Assessment (CELLA) 2013 Actual # was 12; 2013 Actual % was 35%

Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non-ELL students) 12 Students scoring proficient in reading (students read grade-level text in English in a manner similar to non-ELL students) [data excluded for privacy reasons] Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ELL students) [data excluded for privacy reasons] Broward - 5001 - Ben Gamla Charter School North Campus - FDOE SIP 2013-14 is included, but is not necessitated. (Appendix M)

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Name of Charter School Seeking Renewal: Ben Gamla Charter School Nor h Campus Location Number: #5001

(Appendix A)

School Grade:

Ben Gamla Charter North Broward opened in 2009. It has, therefore, received three (3) school grades. The initial year gleaned a “B,” and the two consecutive years have garnered “A’s.” The population has had a normal ebb and flow, but has not changed significantly. FLDOE schools grading components and rules have changed over the past several years. All students with disabilities have been included in the school grade. ELL students with only one entry year in the program have also been included in the calculation of the school grade since 2001. In the 2013-2014 school year, the school grade was based on 800 points and Ben Gamla Charter North Broward rose to 581 points, earning an “A” for the second consecutive year. All content areas reflected increased student achievement, even with the writing proficiency requirement moving from 3.0 to 3.5 in 2013.

We are filled with pride as we report that Ben Gamla Charter School North Campus (#5001) has not been identified for School Improvement as it has received an “A” grade for the past two consecutive years and a “B” for its initial, opening year (Appendices E & F). The current Principal, Mrs. Sharon Miller, was hired in 2008 and assumed the role of School Principal for #5001. There has been minimal turnover in staff for Ben Gamla Charter School North Campus #5001. As a result of the exemplary performance of our students, Ben Gamla Charter School North Campus #5001 has been designated as a High Performing Charter School pursuant to s. 1002.331, Florida Statutes.

Ben Gamla Charter North Broward has met its overall AMO target, improving each year across the content area. Our only subgroup which is English as a Second Language (ELLs), also made its projected target. We have since purchased additional materials to increase and strengthen our ESOL support. We have increased the number of pull-outs and following the ESOL support, our Literacy Coach provides added support as a small grade level group. The other subgroups are too small to measure.

The staff will continue to receive professional development. This year, we are focusing on our lowest quartile and the PLC for each grade level now contains a specific tool to input data and track/monitor weekly progress across the content area (Appendix C). To that end, this year, we have hired full-time certified teaching assistants to help the lower quartile. The TA ensures a daily small group session in each of the content areas. This support hones the needs of the students as demonstrated by their student work and their teacher recommendations. The TA keeps daily, anecdotal notes of the LQ; this documentation assists the team in parent conferences as well as in Student Progression.

Having moved from a “B” grade to an “A,” we recognize that the supportive schedule, wherein FCAT Camp and FCAT Fridays were a regular part of the middle school schedule, has helped our students glean measurable gains. This same schedule will continue this school year as we transition to the Common Core and FSA testing.

A Parent Workshop was offered last year to help parents remain partners in their children’s education. Parents were informed about the Common Core and handouts were generated to provide home opportunities and a better understanding of the rigorous nature of the Common Core. This will take place again this year on the evening of December 2nd, 2014.

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We have purchased IXL to assist all of our students. A facet of this program will ensure student progression when used with fidelity. The staff has been in-serviced to utilize and implement the IXL as well as the Accelerated Reader and Successful Reader programs. The aforementioned trainings, along with Common Core support materials (Coach and Measuring Up) should help our students to build the bridge with Common Core and FSA testing.

In an effort to continue growing and in an effort to meet the AMO targets, including our ELLs, the school has implemented a variety of programs ranging from technology to one-on-one interventions. I-Ready will be purchased for next year. We have provided a “WISE Club” for struggling students that meet after school. Stronger students will partner with teachers to provide yet another support.

The teacher-developed curriculum to embellish and hone the District and State text adoptions has also helped our students to realize success. The authentic nature of the former is certainly indicative of the autonomy teachers need and thrive upon. The relationship between teachers and administration is one of nurture and respect. Administration fully supports the needs and the voice of the staff. Staff is encouraged to bring their curricular and sociological desires for students to SAC. Our Student Advisory Group is most interested in providing cutting-edge materials and technology for the students.

Ben Gamla Charter School North Campus #5001 has engaged in weekly PLCs by grade level and quarterly Student Progression, again as grade level teams. During the PLCs, we examine and analyze the weekly assessment data. We maintain a fluid line for our LQ. We also determine whether or not the strategies for improvement over the week were fruitful. If we did not glean ample improvement, then we look to discover yet another inroad for success. Also during the PLCs, modalities of instruction are honed and the kinesthetic opportunity is referenced. The Principal expects a hands-on experience for all lessons.

100% of the students were tested each year in FCAT and all ELLs participated in the CELLA. Ben Gamla Charter School North Campus #5001 reflects an increase in FCAT Reading and FCAT Math for each of the past four (4) school years, whereas Attucks Middle School and Beachside Montessori did not show an increase in student achievement for the aforementioned FCAT Reading and FCAT Math. Ben Gamla Charter (5410) showed an increase in all except the FCAT Math for the 2014 school year.

Statutory References: 1002.33(7)(a)(3); 1002.33(7)(a)(4); 1002.33(16)(a)(2)

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Focus Area Indicator Standard/Criteria Sources of Evidence Mission-Specific Achievement of The school is achieving, or making significant progress Mission statement Accountability school/mission-specific towards achieving, the school/mission-specific goals as • As defined in the school’s contract/initial goals defined in the school’s contract. application, your mission statement. • In cases of subsequent renewals, as defined by the current agreement. In your narrative, please begin with your mission statement and identify the specific sections of your charter agreement that supports your mission. Identify your mission-specific goals and your achievement of these standards.

Implementation of the Mission: MISSION: Ben Gamla Charter School North Campus #5001 provides a safe environment for innovative instructional practices that continuously light the path toward maximum student achievement and personal growth. As the only English-Hebrew Charter School in the United States, Ben Gamla

Charter School North Campus #5001 integrates Hebrew instruction giving our students a useful tool in our global society. (Since the original mission was generated, several other Hebrew Charters have opened.) 1. The study of the Hebrew language is noted in our Charter Agreement. Students move via a Block Schedule. The students have Hebrew for thirty (30) minutes each day wherein they receive oral, written, and listening opportunities in Hebrew. The students are leveled according to their language acquisition. There are four (4) sections of Hebrew instruction by Florida certified educators:

Level 1 is for the non-Hebrew speaker; Level 2 is the entry intermediate (BICS) to follow the beginning; Level 3 is the intermediate wherein students have content area language (CALP); and Level 4 is for the advanced speaker who is literate in written and oral language.

2. The Sherut girls from Israel embellish the Hebrew language program with the study of Israeli culture, history, and geography. Students enjoy the authentic language; they learn about the land of Israel, its challenges and its beauty.

3. Ben Gamla Charter Schools were the first of their kind incorporating Hebrew as a conversational language. Our approach includes the study of the historical roots of the language along with the study of the culture and history of Israel. As a result of incorporating second language instruction, our students are utilizing higher-order problem and thinking skills. The Hebrew team ensures that performance assessments are an integral and consistent part of the methodology implemented to ascertain successful language acquisition. Statutory References: 1002.33(7)(a)(3)

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Focus Area Indicator Standard/Criteria Sources of Evidence Educational Implementation of the mission The school is implementing its mission as defined in the • FCAT (Appendix A) Program school’s contract. • Standardized test results Implementation Implementation of curriculum and The school is successfully implementing state-approved, (Appendix J) instructional techniques research-based curriculum and instructional strategies as • Progress Monitoring Data defined in the school’s contract. (Appendix H) Implementation of specialized The school implements demonstrably effective • EOC, if applicable (Appendix D) instruction for students, particularly instructional strategies that support struggling students’ • On-Site Programmatic Reviews of those below grade level ability to achieve grade level. (OSPR) or desktop reviews, if Data-driven decision-making The school competently uses qualitative and quantitative applicable (Appendix K) data to inform and guide instructional planning and • OSPR’s Corrective Action Plans, practice aligned with Florida Standards as well as Next if applicable (Appendix L) Generation Sunshine State Standards. • School Improvement Plans, if Implementation of exceptional The school provides effective services for exceptional applicable (Appendix M) education programs students as defined in the school’s contract and as • Implementation of specific required by applicable law. May require an on-site contractual corrective action and and/or desktop programmatic review. status, if applicable (Appendix N) Implementation of ELL program The school provides effective services for English • State-issued High Performance Language Learner students as defined in the school’s designation letter, if applicable contract and as required by applicable law. May require (Appendix O) an on-site and/or desktop programmatic review. • Approved Comprehensive Reading Plan, if charter school opted out of the District’s K-12 Plan (Appendix P) In your narrative, please explain how these standards have been met, or reasons and explanations if they have not. Include your Educational Program Implementation plan for the upcoming term of your charter. List any Appendices.

Appendix A: FCAT Appendix D: EOC, if applicable Appendix J: Standardized test results Appendix K: On-Site Programmatic Reviews (OSPR) or desktop reviews, if applicable Appendix L: OSPR’s Corrective Action Plans, if applicable Appendix M: School Improvement Plans, if applicable Appendix N: Implementation of specific contractual corrective action and status, if applicable Appendix O: State-issued High Performance designation letter – Attached Appendix P: Approved Comprehensive Reading Plan - Not Applicable charter school has adopted the District’s K-12 Plan Revised 10/10/2014

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School Improvement Plan; while it was not necessitated, we chose to generate a SIP to ensure continued success (Appendix M).

Progress Monitoring; please see (Appendix H).

Ben Gamla Charter School North Campus #5001 continues to utilize the Approved Comprehensive Reading Plan of Broward District Schools.

Comprehensive English Language Learning Assessment (CELLA) 2013 Actual # was 12; 2013 Actual % 35% 2014 Target % Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non-ELL students) 12 Students scoring proficient in reading (students read grade-level text in English in a manner similar to non-ELL students) [data excluded for privacy reasons] Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ELL students) [data excluded for privacy reasons] Broward - 5001 - Ben Gamla Charter School North Campus - FLDOE SIP 2013-14 Included in (Appendix M), but not necessitated.

MIDDLE SCHOOL CURRICULUM

We are extremely proud to report that Ben Gamla Charter School North Campus (#5001) has not been identified for School Improvement as it has received an “A” grade for the past two consecutive years and a “B” for its initial, opening year (Appendices E & F). The current Principal, Mrs. Sharon Miller, was hired in 2008 and assumes the role of School Principal for #5001. There has been minimal instructional turnover of staff for Ben Gamla Charter School North Campus #5001. As a result of the exemplary performance of our students, Ben Gamla Charter School North Campus #5001 has been designated as a High Performing Charter School pursuant to s. 1002.331, Florida Statutes (Appendix O).

Ben Gamla Charter School North Campus #5001 has met its overall AMO target, improving each year across all the content areas. Even though our only subgroup (ELLs) did not make the District’s target, the subgroup continues to show measureable gains and improvement across all the content areas. We have recently purchased additional materials to increase and strengthen our ESOL support. We have increased the number of pull-outs and following the ESOL support, our Literacy Coach provides added support within a small grade level group. Any other subgroups are too small to measure.

The staff will continue to receive professional development. This year, we are focusing on our lowest quartile and the PLC for each grade level now contains a specific tool to input data and track/monitor weekly progress across the content area. To that end, this year, we have hired full-time Revised 10/10/2014

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certified teaching assistants to help the lower quartile. The TA ensures a daily small group session in each of the content areas. This support hones the needs of the students as demonstrated by their student work and their teacher recommendations. The TA keeps daily, anecdotal notes of the LQ; this documentation assists the team in parent conferences as well as in Student Progression.

Reading Courses: 6th - M/J Reading 1 (#1008010) 7th - M/J Reading 2 (#1008040) 8th - M/J Reading 3 (#1008070) The purpose of this course is to increase reading fluency and endurance through integrated experiences in the language arts. This course incorporates reading and analysis of literary and informational selections to develop critical and close reading skills. At the end of 6th grade, students are expected to read and comprehend texts in the 6-8 grade complexity band proficiently and read texts at the high end of the band with support. Students enrolled in the course should be consistently challenged with increasingly complex text. Curriculum: PW Impact (Powerful Vocabulary for Reading Success) includes Complete Standards Coverage to Promote Achievement; Compelling Content to Inspire and Motivate; Specialized Strategies for Language Development; Focused and Connected Instruction to Accelerate Growth; Explicit Teaching with Built-In Assessment to Ensure Success. This series also provides lessons for an entire year to help students unlock, process, and apply a plethora of new, challenging vocabulary words in the program as well as new content-area specific vocabulary across the curriculum. Literature circles are utilized to continue to support genre study and differentiated instruction. Vocabulary Workshop New Edition (Sadlier-Oxford) is utilized to help students develop a rich vocabulary in 6th through 8th grade. This curriculum was purchased after recognizing the need to support enriched vocabulary in order to progress to higher independent reading levels.

English/Language Arts Courses: 6th - M/J Language Arts 1 (#1001010) 7th - M/J Language Arts 2 (#1001040) 8th - M/J Language Arts 3 (#1001070) Language Arts courses provide students with skills in using texts of high complexity, students integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. Curriculum:

The Language of Literature is one of the nation’s sound and trusted ELA programs for Grades 6–12. It helps students develop abilities to analyze complex texts, determine evidence, reason critically, and communicate thoughtfully—the must-have skills for careers and college. Developed around rigorous state standards and noteworthy selections, this series transcends the traditional with relevant features that resonate with today’s students. Grammar for Writing and The Write Source help students master the conventions of Standard English critical for success on next-generation

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assessments, Common Core, and college and/or career-ready writing.

Mathematics Courses: Curriculum: McDougal Littell Florida Editions of Mathematics, Pre-Algebra, and Algebra 1 Grade 6 Mathematics (#1205010) Grade 6 Math will focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking. Grade 7 Mathematics (#1205040) Grade 7 Math will focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. Grade 8 Pre-Algebra (#1205070) Grade 8 Pre-Algebra will focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. Algebra 1 (#1200310) – Algebra 1 will focus on the areas needed to sustain necessary skills and to prepare the students for the EOC. IXL offers an engaging and interactive approach to covering new state standards. Its seamless digital path and online exercises ensure that students can access content at appropriate levels of depth and rigor. IXL includes digital and print classroom resources that offer adaptive, on- the-go instructional opportunities for teachers and students. It is accessible in school as well as from home. Students are able to work at their own pace, review areas of difficulty, and progress to a higher level. The data from this program is extremely helpful as our teachers plan classroom instruction. The online tool gives the student’s added practice in solving online as they will need to do when faced with the FSA and the EOC.

Science Courses: 6th - M/J Comprehensive Science 1 (#2002040) 7th - M/J Comprehensive Science 2 (#2002070) 8th - M/J Comprehensive Science 3 (#2002100) Revised 10/10/2014

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Middle School Comprehensive Science will focus on concepts that include rocks and rock formations bearing evidence of the minerals, materials, temperature/pressure conditions, and forces that created them; Earth as a whole has a magnetic field that is detectable at the surface with a compass, with north and south poles and lines of force; the Sun is the major source of energy for phenomena on Earth's surface; water, which covers the majority of Earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle; a tiny fraction of the light energy from the Sun is Earth's primary source of energy, heating Earth surfaces and providing the energy that results in wind, ocean currents, and storms; following fertilization, cell division produces a small cluster of cells that then differentiate by appearance and function to form the basic tissues of an embryo; characteristics of organisms are influenced by heredity and environment; and nuclear reactions take place in the Sun. Curriculum: ScienceFusion is a state-of-the-art science program designed for building inquiry, STEM, and optimized for learning in the classroom, at home, on a laptop, a tablet, or using a science textbook. The digital curriculum, virtual labs and hands-on activities (Dinah Zike Foldables), and write-in science textbook develop important critical thinking skills that prepare students for success in future science courses and in the workplace. ScienceFusion includes digital lessons, write-in Student Editions, and hands-on labs; Hands-on activities and virtual labs for every lesson or every day of the week; Leveled Readers and Video-based Projects are used to reinforce and enrich important concepts.

Social Studies Courses: 6th – M/J World History (#2109010) The primary content for this course pertains to the world's earliest civilizations to the ancient and classical civilizations of Africa, Asia, and Europe. Students will be exposed to the multiple dynamics of world history including economics, geography, politics, and religion/philosophy. Students will study methods of historical inquiry and primary and secondary historical documents. Curriculum: Discovering Our Past: A History of the World Early Ages will focus on the big ideas with an accessible student text built around Essential Questions, enduring ideas, and NGSS Standards; bring the stories of the ages to life with The Story Matters chapter openers, Biography features, Step Into Place maps and Step Into Time timelines; maximize comprehension with built-in reading strategies, vocabulary support, Visual Literacy activities and Guiding Questions; build critical thinking and historical analysis skills with Thinking Like a Historian, It Matters Because, What Do You Think and Connections to Today; customize the learning experience with differentiated instruction, leveled reading, customizable assessments and worksheets, and flexible online learning tools. 7th – M/J Civics & Career Planning (#2106016) The primary content for the course pertains to the principles, functions, and organization of government; the origins of the American political system; the roles, rights, responsibilities of United States citizens; and methods of active participation in our political system. The course is embedded with strong geographic and economic components to support civic education instruction. Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed personalized academic and career plan for the student; must emphasize the importance of entrepreneurship skills; must emphasize technology or the application of technology in career fields.

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Curriculum: Civics, Economics, and Geography will focus on the big ideas with content built around Essential Questions and the National Civics and Economics Standards; make concepts real and relevant with The Story Matters chapter openers, Teen Citizens in Action, Landmark Supreme Court Cases and service learning activities; maximize comprehension with built-in reading strategies and vocabulary support; build critical thinking skills with You Decide, Being an Active Citizen, Why It Matters, and 21st Century Skill Activities. 8th - M/J United States History (#2100010) Primary content emphasis for this course pertains to the study of American history from the Exploration and Colonization period to the Reconstruction Period following the Civil War. Students will be exposed to the historical, geographic, political, economic, and sociological events that influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to explore those fundamental ideas and events that occurred after Reconstruction. Discovering Our Past: A History of the United States: Early Years will focus on the big ideas with an accessible student text built around Essential Questions, enduring ideas, and NCSS Standards; put students in the middle of the action with The Story Matters chapter openers, Biography features, Step Into Place maps and Step Into Time timelines; maximize comprehension with built-in reading strategies, vocabulary support, Visual Literacy activities and Guiding Questions; build critical thinking and historical analysis skills with Thinking Like a Historian, It Matters Because, What Do You Think and Connections to Today; customize the learning experience with differentiated instruction, leveled reading, customizable assessments and worksheets, and flexible online learning tools.

Hebrew Language Curriculum: A whole language text is utilized to ensure the grammar component, the vocabulary and the conjugation of verbs, and the written examples provided within. Each student has his or her own consumable edition that is differentiated according to his or her level of language acquisition.

Statutory References: 1002.33(7)(a)(1); 1002.33(7)(a)(2); 1002.33(7)(a)(4); 1002.33(16)(a)(3); 1003.56; State Board Rules: 6A-6.0902 - 6A-6.0909 (ELL)

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FINANCIAL PERFORMANCE

Focus Area Indicator Standard Sources of Evidence Demonstration of professional The school implements an effective system of • Annual budgets on file (Appendix Q) Financial competence and sound systems in internal controls over revenues, expenses, and fixed • Financial reports on file (Appendix R) Management managing the schools financial assets, and exercises good business practices. • Annual financial audits on file (Appendix operations S) Adherence to generally accepted The school adheres to generally accepted accounting • Cost reports, on file (Appendix T) accounting principles principles. • Fixed assets report reconciled with Financial Reporting Requirements The school submits timely and accurate financial general ledger (Appendix U) information adhering to its financial reporting • Financial corrective action plans, if requirements as defined in the school’s contract. applicable (Appendix V) • Evidence of resolution of any financial deficiencies, if applicable (Appendix W) • Compliance of financial reports with District deadlines will be considered (Appendix X) In your narrative, please explain how these standards have been met, or reasons and explanations if they have not. Include your plan to improve/maintain your financial performance for the upcoming term of your charter. List any Appendices.

Appendix U: Fixed assets report reconciled with general ledger

The school is under the auspices of the board of directors of The National Ben Gamla Charter School Foundation, Inc. and its policies, which have been established to ensure the proper accountability. The Governing Board of Directors of The National Ben Gamla Charter School Foundation, Inc. is the ultimate policy-making body that is responsible for the financial affairs and management of the school, as well as the continued oversight of school operations. This particular Board has a proven track record of operating successful, financially sound charter schools in Florida since 2007. The Governing Board Members, experienced in managing financial operations of over seven charter schools, are cognizant of their responsibility to effectively manage public funds and have proven to do so over the span of seven years.

To ensure fiscal soundness, the Schools have established financial policies and procedures to further safeguard their finances. These policies ensure effective internal controls over revenues, expenses and fixed assets and evaluated on a regular basis to ensure compliance both internally and through the independent audit.

As part of these policies and procedures, the governing board reviews quarterly financial statements and budgets at each of its public board meetings that are held quarterly at a minimum. The Board annually adopts and maintains operating budgets for each school, retains the services of a certified public accountant/auditor to conduct the annual independent financial audit and review, and approves the audit report, including audit findings and recommendations. Quarterly financial reports, which include a Balance Sheet and Statement of Revenue, Expenditures and Changes in Fund Balance, are Revised 10/10/2014

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reviewed at each board meeting.

Internal accounting procedures for the school pertaining to receivables and disbursements are as follows:

For receivables, all cash payments are logged, coded by source and deposited in a timely manner. Deposits are reconciled to cash receipt logs. Disbursements are made only to approved vendors and must be appropriately authorized. Disbursement voucher packages are prepared at the School site and authorized by the School principal. Disbursement vouchers are submitted to the ESP with appropriate supporting documentation to substantiate the nature, account classification, business purpose and amount. Disbursement vouchers are reviewed and approved by the Principal and the ESP. For internal accounts, all disbursements require two signatures. For operating and lunch accounts, disbursements require two signatures for any check in the amount of $2,500 or above. Checks in the amount of $25,000 or above require that one of the signatures be that of the Board Chair. Authorized signatures on checks are limited to the Chair of the Governing Board, the president, the School Principal/designee, ESP representative, and others, as approved by the Governing Board.

Bank statements are reconciled on a monthly basis. The school provides regular financial statements to the Sponsor including statement of revenues and expenditures and changes in fund balances, prepared in accordance with Generally Accepted Accounting Principles. These are provided on the dates required by the School Board in the charter school contractual agreement between the School and the Sponsor.

Financial records are stored in accordance with Chapter 119, Florida Statutes. Retention schedules established by the record information management program of the Division of Library and Information Services of the Department of State are followed. Permanent or archival records are kept in fireproof and waterproof safes, vaults or rooms fitted with noncombustible materials as such arrangement as to be easily accessible for convenient use.

Adherence to Generally Accepted Accounting Principles

The National Ben Gamla Charter School Foundation, Inc. utilizes the standard state codification of accounts as contained in the Financial and Program Cost Accounting and Reporting for Florida Schools, as a means of codifying all transactions pertaining to its operations for both internal and external reporting.

In adherence with Generally Accepted Accounting Principles, the governing board contracts annually with an independent professional accounting firm to complete annual audited financials, which are submitted to the sponsoring entity and state. Through a Request for Proposal (RFP) process conducted approximately every two to three years, the Board contracts an auditor to express an opinion on the financial statements reviewed in the audit. These audited financial statements are provided to the school district annually and are uploaded into the district E-Monitoring system. The auditors’ conduct their audit in accordance with auditing standards generally accepted accounting principles and standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that the auditors plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. Annual audits are filed with the State of Florida Department of Education along with sponsor on a timely basis. It has always been the opinion of the independent auditors that the financial position of the governmental activities and each Revised 10/10/2014

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major fund of Ben Gamla Charter School North Campus #5001 and the respective changes in financial position for the year then ended in conformity with accounting principles generally accepted in the United States.

Financial Reporting Requirements

Financial reporting is subject to any directives issued by the State of Florida and the local sponsor. Monthly & Quarterly financial reports, which include a Balance Sheet and Statement of Revenue, Expenditures and Changes in Fund Balance, are provided to Broward County Public Schools within the required timeframe stipulated in the schools’ charter contracts. These reports include a complete set of financial statements and notes thereto prepared in accordance with generally accepted accounting principles for inclusion into the Board's financial statements annually, formatted by revenue source and expenditures and detailed by function and object. BCPS Charter Schools Management currently requires financial information monthly & quarterly, at the month following the end of each month/quarter. To the present date, these deadlines have been successfully met.

Statutory References: 1002.33(7)(a)(9); 1002.33(7)(a)(10); 1002.33(7)(a)(11); 1002.33(9)(g); 1002.33(9)(h)

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Focus Area Indicator Standard Sources of Evidence Financial Budgeting The school maintains balanced budgets and a positive • Annual budgets on file (Appendix Q) Viability cash flow. • Projected 5-year budget is requested (2015- Financial obligations The school’s financial obligations are in good standing. 2020) (Appendix Y) • Financial reports on file (Appendix R) Long-term financial planning The school has a sound and sustainable long-term • Annual financial audits on file (Appendix financial plan. S) • Financial corrective action plan, if applicable (Appendix V) • Evidence of resolution of any Financial deficiencies, if applicable (Appendix W) In your narrative, please explain how these standards have been met, or reasons and explanations if they have not. Include your plan to improve/maintain your financial performance for the upcoming term of your charter. List any Appendices including the projected 5-year budget (2015-2020).

Please see attached statement from school and documentation.

Appendix Y – Financial Management: Five year Budget

Budgeting and Financial Obligations

Ben Gamla Charter School North Campus #5001 has maintained balanced budgets and positive cash flows over the past five (5) years, as evidenced in the certified audited financial statements and notes thereto on file with the school district. As it can be seen in the most recent 2013-2014 annual budget that is on file, there is a positive cash flow and net cash flow of $9,331.00.

The Board reviews and approves a preliminary annual budget prior to the beginning of the fiscal year. The Principal of the School prepares a school-site budget, which include anticipated revenues and expenditures based on student enrollment. The Board reviews the budget and makes modifications as needed each board meeting (at minimum on a quarterly basis).

The Principal manages the day-to-day operations and site-based finances, including expenditures and receivables and seek prior approval from the Board for expenditures over a pre-approved amount (as per Board policy). The Principal reports at least quarterly to the Governing Board on the progress of the site-based budget and makes recommendations and seeks approval for large expenses. The Governing Board will oversee the Principal and remain responsible for all financial matters delegated to the Principal. Revised 10/10/2014

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Ben Gamla Charter School North Campus has established sound financial procedures to safeguard their finances as detailed in the Financial Management Focus Area above. As such, Ben Gamla Charter School North Campus financial obligations are in good standing. The school can sustain any unforeseen expenditures based on the current net balance and anticipated surplus.

Long-Term Financial Planning

The leadership at Ben Gamla Charter School North Campus creates and maintains a balanced budget (as approved by the Board) in order to support the vision, purpose, beliefs and values, educational programs, and action plans for continuous improvement. Each school benefits from the support and scrutiny of several entities -- including the Governing Board, sponsoring local school district, Academica (who was selected by the Governing Board) -- to provide guidance and resources to assist the school with fiscal responsibility and accountability on a long-term basis.

Long-term financial planning is also a component of Ben Gamla North Broward’s Strategic Plan that is analyzed and modified every 5 years. Long-term financial plans are included as objectives in the Strategic Plan to ensure that adequate funds are set aside to meet the needs of the school on an ongoing basis.

As evidenced by the 2013 special purpose financial statements provided to the BCPS, Ben Gamla, Inc. has a total net asset balance of over $2,368,252.00. Accordingly, it is anticipated that the schools will continue to accumulate a surplus that will serve to increase the net asset balance of the entity. Ben Gamla Charter School North Campus #5001 has a combined surplus of over $75,819.00 in reserve as part of their sustainable long-term financial plan as it can be seen in the 2014 Audited Financials on file with FLDOE and BCPS.

Furthermore, as part of its sustainable long-term financial plan (Appendix Y – Five Year Budget), The Governing Board has instituted sound business practices by establishing policies to ensure effective internal and external controls.

Statutory References: 1002.33(7)(a)(10); 1002.33(7)(a)(11)

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ORGANIZATIONAL PERFORMANCE

Focus Area Indicator Standard Sources of Evidence Student Student enrollment trends The school’s actual enrollment is consistent with its • Student enrollment reports (Appendix Z) Enrollment projections. • Copy of registration forms in parent’s and Conduct Racial/ethnic composition of The racial/ethnic composition of the school’s student primary language (top 3, plus English) the student body body is reflective of the community it serves or other (Appendix AA) public schools in the same school district that the charter school is located in. Enrollment procedures The school implements enrollment procedures as defined in the school’s contract and in compliance with applicable law. School environment The school maintains a safe and secure environment. • Discipline reporting in each category for the last five years (Appendix BB) In your narrative, please explain how these standards have been met, or reasons and explanations if they have not. Include your plan to meet this Focus Area for the upcoming term of your charter. List any Appendices.

Appendix Z: Student enrollment reports Appendix AA: Copy of registration forms in parent’s primary language (top 3, plus English) Appendix BB: Discipline reporting in each category for the last five years

Student Enrollment Trends:

The enrollment increased tremendously the second year of operation. If grade levels are added, enrollment will, no doubt increase. In 2009, the school opened with grades 6 – 8. To date, no grades have been added.

For the past four (4) years, the enrollment has remained consistent with its projections and has a total of 79 students enrolled in K-8.

Racial/Ethnic Composition of the Student Body:

The racial ethnic composition of the school’s student body reflects 84.21% Caucasian, 9.21% black, less than 0% Pacific Islander, less than 0% Indian, 6.58% multi-racial and 31.58% Hispanic. As a point of comparison the neighboring schools reflect different percentages in student body composition. At Ben Gamla Charter North Broward, the student demographic is comparable to ours, 84.26% of the students are Caucasian, 9.21% are black, 0% are Asian, 0% are American Indian, 6.58% are multiracial and 31.58% are Hispanic. (Appendix Z – Enrollment Reports).

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Enrollment Procedures:

Ben Gamla Charter School North Campus #5001 implements enrollment procedures in compliance with applicable law and as described in the contract with the District. Any eligible student who submits a timely application and whose parents accept the conditions of the Parental Involvement Contract shall be considered, unless the number of applications exceeds the capacity of the program, class, grade level, or building. The School will be open to any student residing in the County who is of the appropriate age for the corresponding grades. An open admissions procedure utilizing a “first come, first serve” policy, as required by statute, unless the number of applicants exceeds capacity has been and will continue to be the standard used by the School. In each such case, all applicants shall have an equal chance of being admitted to the school through a random selection process in conformity with Florida’s Charter School Legislation. In case of a lottery, all students will be assigned a waiting list number should student seats become available or capacity increases. In addition, the school may give enrollment preference only as allowed by Florida State Law. For the years since its inception, evidence that the school implemented enrollment procedures properly is seen in the school’s Lottery Procedures, the onsite evaluation reports created by the District where it is acknowledged that policies and procedures have been developed and passed by the charter school, that parents and staff are aware of these policies, and that these policies are included in necessitated handbooks.

School Environment:

Ben Gamla Charter School North Campus #5001 maintains a safe and secure learning environment. There are few incidents at the school and the appropriate corrective actions are taken to ensure the safety and security of the school and its students. All procedures of Broward District Public Schools are followed utilizing the Broward County Code of Conduct and BCPS Discipline Matrix as a guide. Student discipline referrals and outcomes are entered in TERMS pursuant to District requirements. (Appendix BB – Discipline Incident Summary)

All schools will commit to the Florida Educational Equity Act, Section 1000.05(2)(a), Florida Statutes and other Federal and/or State statutes that forbid discrimination on the basis of race, gender, marital status, ethnicity or disability.

Statutory References: 1002.33(7)(a)(7); 1002.33(7)(a)(8); 1002.33(7)(a)(11); 1002.33(9)(e); 1002.33(10); 1002.33(16)(a)(4); 1002.33(16)(a)(5); Revised 10/10/2014

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1006.147 Focus Area Indicator Standard Sources of Evidence Facilities Facility compliance The school’s facilities comply with applicable laws and codes. • Valid Certificates of Occupancy on file (Appendix CC) • Health, safety and fire reports by District and/or Municipality on file (Appendix DD)

Health and safety The school complies with applicable health and safety laws. • Fire and health inspections (District and/or local) on file (Appendix EE) • Fire drill reports (10) and tornado drills (2) (Appendix FF) • Comprehensive Emergency/Evacuation plans (Appendix GG) In your narrative, please explain how these standards have been met, or reasons and explanations if they have not. Include your plan to improve/maintain your facilities for the upcoming term of your charter. List any Appendices.

Appendix FF: Fire drill reports (10) and tornado drills (2) Appendix GG: Comprehensive Emergency/Evacuation plans

Facility Compliance:

The facility has an adequate number of classrooms designed to meet or exceed all pertinent classroom design standards set forth by the governing agency. The facility also includes the following uses: lunchroom and/or multi-purpose spaces, library/media-lab, restrooms, and administrative offices. The facility complies with the Florida Building code pursuant to Section 1013.37, Florida Statutes, and with applicable state minimum building codes pursuant to Chapter 553, Florida Statutes, and state minimum fire protection codes pursuant to Section 633.025, Florida Statutes as adopted by the authority in whose jurisdiction the facility is located. Since the school opened, evidence of compliance with applicable facilities laws is seen in (Appendix DD – Health, Safety and Fire Inspections – on file with the Charter School Management and Support office), the onsite evaluative reports created by the District where it is acknowledged that the school facilities are conducive to a good learning environment.

Health and Safety:

Ben Gamla Charter School North Campus #5001 complies with applicable health regulations as evidenced by the inspection reports included in (Appendix EE– Fire and Health Inspections - on file with the Charter School Management and Support office). The school stays current on all health inspections. Fire drills are conducted and logged on a monthly basis in compliance with the law. Copies of these drills are also provided to the BCPS Charter School Office (Appendix FF – Fire Drill Reports and Tornado Drills). Evacuation plans are available and are planned to ensure the safe evacuation of all persons from all areas of the school. Since the school opened, evidence of compliance with applicable health and safety laws is seen in (Appendix EE – Fire and Health Inspections - on file with the Charter School Management and Support office), the onsite evaluation reports from

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the health department are on file. In addition, the District has noted compliance during the annual on-site monitoring visit where it is acknowledged that the school has records of all facility inspections on file and that building, fire, and safety inspections are on file.

Statutory References: 1002.33(7)(a)(11); 1002.33(7)(a)(13); 1002.33(9)(e); 1002.33(16)(a)(5); 1002.33(18)(a); 1002.33(18)(b) Revised 10/10/2014

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Focus Area Indicator Standard Sources of Evidence Governance, Governance structure The school implements the governance structure • Governing board meeting agendas and Staff and as defined in the school’s contract. minutes on file (Appendix HH) Parents Compliance with Sunshine Laws The school complies with state Sunshine Laws • Certificates of governing board training or and laws governing public records. updated training for current governing board members (Appendix II) • Screen shots of website as per s. 1002.33, F.S. (Appendix JJ) Qualifications of instructional staff The school employs instructional staff that • Staffing reports DWH (Appendix KK) meets state and federal qualifications. • Certification Self-Audits (Appendix LL) • Employee Handbook (Appendix MM) The school uses an approved teacher and • Blank copy of teacher and administrator administrator evaluation system. evaluation tools (Appendix NN) Parental Involvement The school is effectively involving parents in its • Parental surveys, if available (Appendix programs as defined in the school’s contract. OO) • Webpage inviting parental involvement (Appendix PP) • Student/Parent Contract (Appendix QQ) • Parent Handbook (Appendix RR) • School newsletter samples requesting parental involvement (Appendix SS) In your narrative, please explain how these standards have been met, or reasons and explanations if they have not. Include your plan to improve/maintain this Focus Area for the upcoming term of your charter. List any Appendices.

Appendix II: Certificates of governing board training or updated training for current governing board members Appendix JJ: Screen shots of website as per x. 1002.33, F.S. Appendix KK: Staffing reports DWH Appendix LL: Certification Self-Audits Appendix MM: Employee Handbook Appendix NN: Blank copy of teacher and administrator evaluation tools Appendix OO: Parental surveys, if applicable Appendix PP: Webpage inviting parental involvement Appendix QQ: Student/Parent Contract Appendix RR: Parent Handbook Appendix SS: School newsletter samples requesting parental involvement

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Governance Structure

Ben Gamla Charter School North Campus #5001 utilizes a governance and leadership system that promotes student performance and system effectiveness. The Governing Board of The National Ben Gamla Charter School Foundation Inc. is responsible for the affairs and management of the school and provides continuous oversight of school operations. The Board is committed to the mission of the school and is cognizant of their responsibility to effectively and properly manage public funds. The school implements the governing structure as defined in the Charter contract, By Laws, and Articles of Incorporation.

In addition, the Governing Board has contracted with Academica Corporation, a charter school educational service provider, to assist the schools with: fiscal compliance and support, legal guidance, insurance compliance, human resource support and management, fiscal plant acquisition, maintenance and support, and guidance in federal, state and local regulations relating.

Governance Roles and Responsibilities

Ben Gamla Charter School North Campus #5001’s Governing Board develops policies and procedures that promote the effective operation of the schools that include clearly defined lines of authority, relationships and accountability which support the vision, purpose, beliefs and goals of each school as defined in the school’s contract. It is the governing board’s role to review, amend and establish new policies for the schools at each meeting that are reviewed annually. This allows the governing body to exercise continuous and effective oversight of the school’s operations. The Governing Board establishes the school’s hierarchy of authority, defines rules and regulations required of all staff in the performance of their job, outlines benefits, and provides for evaluation and mentoring of all staff members. The educational administrative team provides the Governing Board with the school’s policy manual each year for adoption at the annual board meeting. The adoption of the school policy manual by the governing board does not provide interference to the school administrative team in the accomplishment of its goals. The governing board is provided with orientation and training when they obtain their position and annually, when needed. The training is in compliance with the Florida State Department of Education and is procured by an approved state vendor. (Appendix II – Governing Board Training Certificates)

The Governing Board for Ben Gamla Charter School North Campus #5001 oversees business operations and sets policies for all the charter schools that fall under its domain. At each meeting, the budget - expenditures and income - is reviewed and adjusted as needed to ensure that a balanced budget with a reserve is achieved at the end of each academic school year. The Governing Board makes certain that each school has a School Improvement Plan (SIP) and that it is implemented effectively. The board also establishes and monitors work policies and procedures to ensure effective operation of each school, and promotes data analysis. The conclusions learned from data obtained are analyzed, and through team collaboration with school administrators, plans are developed to drive continuous student growth. The principal reports to the governing board at each quarterly scheduled public meeting and at special public meetings called throughout the year. Each school has its own operations manual and handbooks for the teachers, students and parents that set the guidelines for the day-to-day operations of the school (Appendix MM - Employee Handbook and Appendix RR – Parent Handbook). These manuals/handbooks, and their updates, are reviewed and approved by the Governing Board.

Ben Gamla Charter School North Campus #5001 principal and governing board work as a collaborative team to maintain high achievement, outstanding performance, and to ensure that each student will meet or exceed proficiency. Dialogues between governing board members and administrative staff occur

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at governing board meetings. The governing board provides guidance, insight and direction with assistance from the educational service provider (Academica). Together, Ben Gamla Charter School North Campus #5001 stakeholders focus on school programs, plans and policies to remove any obstacles that may affect student and teacher safety and performance.

Compliance with Sunshine Laws

The Board meets regularly, as required by State law and the Charter. The Board adopts a meeting schedule of its annual, quarterly, and special meetings in compliance with provisions of state law, its Charter contract and corporate bylaws. The 2014-2015 Meeting Schedule is attached at Appendix JJ – Screenshot of Webpages). The Board complies with the state Sunshine Laws and laws governing public records. All meetings are open and accessible to the public, notice of which is posted at the school site, as well as on the school’s website, a minimum of 5 days in advance of each meeting. All attendees are provided an opportunity to receive information regarding the charter school’s operations. Meeting agendas are made available for all meetings. Meeting minutes, budgets, and audited financial reports are posted on the school’s website. In addition, time is allotted at each meeting for public input. The Governing Board members participate in the Florida Consortium of Charter Schools Board Governance Training as required by the State of Florida Department of Education. All public records are kept as required by law. In the event a public records request is made, the school responds acknowledging the request in a timely manner and produces the records in accordance with applicable law.

Evidence of compliance with applicable governance laws is seen in monitoring visits the onsite evaluation reports created by the district where it is acknowledged that there is a record kept of board meetings and that the charter board has By-Laws regarding how they function as a governing body.

Qualifications of Instructional Staff

The school employs instructional staff that meets state and federal requirements (Appendix KK – Staff Summary). All staff are required to hold a Bachelor’s Degree or higher in their field and have State Certification for the required position. Each teacher and principal is highly qualified and meets the rules and requirements of the Florida Department of Education. As demonstrated in (Appendix LL – Certification Self Audit), the staff roster displays the qualifications of the educational staff at each site. District created reports acknowledge that there is a record kept of teaching certificates for all teachers, original college transcripts, and any out-of-state certificates. Each member of the instructional staff also adheres to the schools policies and procedures as stated in the employee handbook (Appendix MM -Employee Handbook).

It is the Governing Board’s role to determine the effectiveness of its administrators. Each Principal is evaluated at least once a year in accordance with F.S. § 1012.34. Prior to the implementation of Race to the Top, the governing board evaluated each principal utilizing the same criteria on a standardized evaluation form, which reviewed its own strategic plan, vision, and purpose. Since electing to be a part of the District’s Race to the Top plan, the governing board has also adopted, and been trained in, the district’s evaluation systems, in accordance with State approved standards. It is then the role of each principal to determine the effectiveness of his/her School Improvement Plan, teacher performance, and student achievement and report his/her findings to the governing board. The School Improvement Plan, Florida School Grades and AMO reports are useful tools in evaluating the schools overall effectiveness.

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Parental Involvement

Parents are provided with extensive opportunities for involvement in the schools operations. Parental and community involvement in school matters continues to be a fundamental and required part of the philosophy and operation of Ben Gamla Charter School North Campus #5001. As the school model believes, a parent’s participation is critical to a student’s success. The school ensures that parents, teachers, community members and other stakeholders are actively engaged in the design and implementation of the school of the school’s mission. Community leaders and parents are urged to become valuable stakeholders at the school level along with staff, and are also encouraged to assist in developing the school improvement plans. Mandated volunteer hours helps guarantee that the parents are committed to making Ben Gamla Charter School North Campus #5001 a success, while ensuring their child’s accomplishments in school (Appendix QQ – Parent Contract). Students are also encouraged to take part in the decision-making processes. They are taught leadership skills through character education and in the social studies curriculum.

Evidence of compliance with parental involvement is seen on the website and in the completion of the volunteer commitment. It is also reflected in the attendance during the SAC meetings, the Parent Partner Meetings, and monthly Parent Workshops.

Additionally, climate surveys of parents, staff and students are also used as evaluation tools in assessing the overall effectiveness of the schools program and success (Appendix OO - Climate Surveys). Over 82% of students find satisfaction with the school’s environment, curriculum, administration and extra-curricular activities.

Statutory References: 1002.33(7)(a)(14); 1002.33(7)(a)(15); 1002.33(12)(f); 1002.33(12)(g); 1002.33(16)(b); 1012.55(1); 1012.39(1)(a); 1012.39(1)(b); 1012.39(1)(c); 6A-1.0502(10); 6A-1.0502(11); 6A-1.0503(1); 6A-1.0503(2); 6A-1.0503(3); 6A-1.0503(4)

Revised 10/10/2014

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Appendix A: FCAT

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Appendix B: Federal AYP indicators/ESEA

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Appendix C: State AMO Standards

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Appendix D: EOC

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Appendix E: FLDOE School Grade, prior 5 years

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Appendix F: FLDOE Report Card, most recent year

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Appendix G: SIR designation, not applicable

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Appendix H: Progress Monitoring

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Appendix I: Graduation rate, not applicable

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Appendix J: Standardized Test Results

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Appendix K: On-Site Programmatic Reviews (OSPR) or desktop reviews, not applicable

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Appendix L: OSPR’s Corrective Action Plans, not applicable

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Appendix M: School Improvement Plans, if applicable

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