executive summary covenant arts academy mission statement ... · sbi's philosophy and progams...
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Executive Summary
Covenant Arts Academy
Mission Statement
Covenant Arts Academy develops students into accomplished scholars and artists by focusing on
both academic and personal development. By cultivating commitment, accountability, and
responsibility through an engaging, well-rounded curriculum and participation in the arts,
Covenant Arts Academy fosters a stimulating and exciting community of excellence.
Vision Statement
Covenant Arts Academy will be an exciting model of successful arts-focused education,
developing creative and eager lifelong learners who are recognized for their academic and artistic
excellence and service.
We recognize that within our target population, we will serve a diverse set of students with as
many unique needs as there are individuals. At CAA, we believe that every child can succeed and
has the potential for greatness. For our students who enter below grade level or struggle to keep
up with the demands of their coursework, we offer Progress Monitoring Plans, remedial
coursework, parent outreach and training, and use of the Multi-Tiered Systems of Support
(MTSS).
While all Palm Beach County students are eligible to apply, the Covenant Arts Academy vision is
to provide a local, arts-focused public school option for the Glades region (Belle Glade, Pahokee,
South Bay and unincorporated Palm Beach County). Currently, the nearest arts middle school
option for students in the Glades region is 39 miles away and is an audition-based magnet school.
These geographical and access challenges significantly limit potential access for interested
students in the Glades region. As such, our recruitment plan, enrollment plan, and educational
program focuses on the Glades region elementary and middle school students as our target
population.
CAA’s well-rounded education will include the traditional core subjects (language arts, math,
science and social studies) with an emphasis on teacher collaboration in order to emphasize
literacy and arts integration strategies across these content areas. Throughout all subjects, students
will focus on both traditional literacy (reading) and disciplinary literacy. “Reading” a painting, a
dance, or a poem is a skillset in itself, and our students will have the opportunity to exercise and
hone this skill throughout all of their coursework at CAA. Teachers will receive professional
development throughout the school year in order to continually improve literacy and arts
experiences for students and help them make connections across content areas. In addition to the
core subjects, CAA will provide coursework that promotes knowledge and skills in the arts,
physical/health education, and technology in order to promote students’ academic, artistic, and
personal development and fully prepare students for success in high school, college, careers, and
civic life.
CAA will partner with Street Beat, Inc., (SBI) a local non profit organization, now in it's
21st year of operations. SBI's philosophy and progams consists of the following:
The Program
Street Beat, Inc., (SBI) is a family of studios, providing a message of hope and self-determination
and unity for the past 21 years. Through the challenging programs of its studios, Street Beat
enables young people to develop the life skills necessary to succeed at school, within the family
and at the community and job level.
Studio of Dance
The Studio of dance incorporates music and movement so that students learn form and technique
blended with cultural style and expressions. Instruction includes movement analysis, dance
composition and improvisation. The Studio of Dance instructs in Classical, Modern, Afro and
Euro-centric, Caribbean and Latin American, Tap and Step dance forms.
Studio of Music
The Music Studio is two-fold in purpose. One aspect is the Multimedia Studio and the Recording
Studio. These are dedicated to the editing and processing of audio and video/television
productions and the arrangement of musical projects; the other aspect is providing instruction in
the areas of voice, wind instruments, percussion, keyboard, electronics, and Audio/Video
Engineering.
Studio of Drama
The Drama studio utilizes the medium of sight, sound and movement to create live theatrical
productions, bringing to life historic events and current issues that are of concern to all
people. This medium allows for controversial issues to be examined and addressed in a non-
threatening manner. Classes are offered in the various techniques of choral speech, mime,
monologues, puppetry, skits and full-scale theatrical productions.
Typically, SBI has provided these services during the after school hours, however on occasion,
we have partnered with classroom teachers to co-plan lessons when the teacher was not able to
reach enough students with the intended lesson. In this partnership with CAA, SBI will provide
after-school arts programming on a daily bases, for three hours per day, as well as make available
our pool of artists whenever needed for co-planning and infusion exercises. This will allow
CAA’s teachers to have a supporting cadre of artists to assist in reaching a broader group of
students. This service will be provided at no cost to the students attending CAA (K-8th grades).
Because of SBI's 21 year history serving children and families in the Glades area coupled with
the leadership of the founding board team of CAA and the need to have such an option for
students living in Western Palm Beach County, we believe that parents, students teachers and
staff will have the support of the Glades communities to make this school very successful.
I. EDUCATIONAL PLAN
Section 1: Mission, Guiding Principles and Purpose
A, Mission and Vision
A. Provide the mission and vision statements for the proposed charter school. The mission is a
statement of the fundamental purpose of the school, describing why it exists. The vision statement
outlines how the school will operate and what it will achieve in the long term. The mission and
vision statement provide the foundation for the entire proposal, and taken together, should
illustrate what success looks like.
Mission Statement
Covenant Arts Academy develops students into accomplished scholars and artists by focusing on
both academic and personal development. By cultivating commitment, accountability, and
responsibility through an engaging, well-rounded curriculum and participation in the arts,
Covenant Arts Academy fosters a stimulating and exciting community of excellence.
Vision Statement
Covenant Arts Academy will be an exciting model of successful arts-focused education,
developing creative and eager lifelong learners who are recognized for their academic and artistic
excellence and service.
B. Guiding Practices
A. Provide the page number(s) of the material within this application that describes how the
proposed school will utilize the guiding principles found in section 1002.33(2)(a), F.S. In
accordance with the law, charter schools shall be guided by the following principles:
· Meet high standards of student achievement while providing parents flexibility to choose
among diverse educational opportunities within the state’s public school system.
PAGE(S) 8,10,18,40,51,60,68,89
· Promote enhanced academic success and financial efficiency by aligning responsibility and
accountability. PAGE(S) 8,10,18,40,65,70,78,82,94,98,104,108
· Provide parents with sufficient information on whether their child is reading at grade level
and whether the child gains at least a year’s worth of learning for every year spent in the charter
school. PAGE(S) 18,40,51.60,65,92
C. Required Purposes
A. Provide the page number(s) of the material within this application that describes how the
proposed school will meet the prescribed purposes for charter schools found in section
1002.33(2)(b), F.S. In accordance with the law, charter schools shall fulfill the following
purposes:
· Improve student learning and academic achievement. PAGE(S) 10,18,40,51,60,65,68
· Increase learning opportunities for all students, with a special emphasis on low-performing
students and reading. PAGE(S) 10,18,40,51,60,68
· Encourage the use of innovative learning methods. PAGE(S) 10,18
· Require the measurement of learning outcomes. PAGE(S) 10,18,40,51,70
D. Optional Purposes
A. Provide the page number(s) of the material within this application that describes how the
proposed charter school will fulfill the optional purposes of charter schools found in section
1002.33(2)(c), F.S. If one or more of the optional purposes does not apply to the proposed school,
please note “N/A”. This section is optional.
· In accordance with the law, charter schools may fulfill the following purposes:
· Create innovative measurement tools. PAGES(S) N/A
· Provide rigorous competition within the public school district to stimulate continual
improvement in all public schools. PAGE(S) 10
· Expand the capacity of the public school system. PAGE(S) 8
· Mitigate the educational impact created by the development of new residential dwelling
units. PAGE(S) N/A
Create new professional opportunities for teachers, including ownership of the learning program
at the school site. PAGE (S) 78,86
Section 2: Target Population and Student Body
A. Student Population
A. Describe the anticipated student population to be served and how that aligns with the school’s
mission. Applicants should state if they will give enrollment preference or limit the enrollment
process, as allowed by law, to certain student populations defined in section 1002.33(10)(d) &
(e), F.S. If the applicant intends to have enrollment preferences they should be described in
Section 14 of the application.
In the initial year of operation, Covenant Arts Academy (CAA) will serve grades K through 5.
CAA plans to additionally offer grades 6, 7 and 8 in its second, third and fourth years of
operation, respectively.
Cemented in our belief that all students can achieve traditional academic mastery through an
increased exposure to high-quality arts education, Covenant Arts Academy is committed to
providing accessible arts-focused education to the eligible students of Palm Beach County and
beyond. CAA will not prohibit students to apply for admission nor discriminate against them
based on race, ethnicity, gender, religion, disability or any other protected class as referenced in
federal and state anti-discrimination law and in accordance to the Florida Educational Equity Act.
Students attending Covenant Arts Academy will not have to pay fees or tuition, allowing students
from all socioeconomic backgrounds to access this program.
While all Palm Beach County students and students from neighboring counties when appropriate,
are eligible to apply, the Covenant Arts Academy vision is to provide a local, arts-focused public
school option for the Glades region (Belle Glade, Pahokee, South Bay and unincorporated Palm
Beach County). Currently, the nearest arts middle school option for students in the Glades region
is 39 miles away and is an audition-based magnet school. These geographical and access
challenges significantly limit potential access for interested students in the Glades region. As
such, our recruitment plan, enrollment plan, and educational program focuses on the Glades
region elementary and middle school students as our target population. Additionally, to ensure
that CAA is available to serve the local residents of the Glades region where CAA will be
located, the Board of Directors of the charter school may elect to limit the enrollment process to
target students residing within a reasonable distance of CAA as provided under Fla. Stat.
§1002.33 (10)(e). The school will also, in accordance with Fla. Stat. §1002.33(10)(e), provide
enrollment preferences to certain student populations as detailed in Section 14.
B. Geographic Area
A. If a facility has not been identified in Section 16 of this application, state the geographic area,
which the applicant intends to serve.
The facility option for Covenant Arts Academy has not been determined to date but will be
located in the western Palm Beach County region, namely South Bay or Belle Glade, Florida.
C. Enrollment Projections
A. Provide enrollment projections in the table below for each year of proposed operation. These
projections are not enrollment caps. Annual capacity determinations will be made by the
governing board in conjunction with the sponsor per section 1002.33(10), F.S.
Year 1 Year 2 Year 3 Year 4 Year 5
Kindergarten 3 Sections
54 Students
3 Sections
54 Students
3 Sections
54 Students
3 Sections
54 Students
3 Sections
54 Students
1st Grade 2 Sections
36 Students
2 Sections
36 Students
3 Sections
54 Students
3 Sections
54 Students
3 Sections
54 Students
2nd Grade 2 Sections
36 Students
2 Sections
36 Students
2 Sections
36 Students
3 Sections
54 Students
3 Sections
54 Students
3rd Grade 2 Sections
36 Students
2 Sections
36 Students
2 Sections
36 Students
2 Sections
36 Students
3 Sections
54 Students
4th Grade 3 Sections
66 Students
3 Sections
66 Students
3 Sections
66 Students
3 Sections
66 Students
3 Sections
66 Students
5th Grade 2 Sections
44 Students
3 Sections
66 Students
3 Sections
66 Students
3 Sections
66 Students
3 Sections
66 Students
6th Grade
3 Sections
66 Students
3 Sections
66 Students
3 Sections
66 Students
3 Sections
66 Students
7th Grade
3 Sections
66 Students
4 Sections
88 Students
4 Sections
88 Students
8th Grade
4 Sections
88 Students
4 Sections
88 Students
TOTAL: 14 Sections 18 Sections 22 Sections 28 Sections 29 Sections
272 Students
K-3 162 (9)
4-5 110 (5)
360 Students
K-3 162 (9)
4-6 198 (9)
444 Students
K-3 180 (10)
4-7 264 (12)
572 Students
K-3 198 (11)
4-8 396 (17)
590 Students
K-3 216 (12)
4-8 396 (17)
D. Projection Methodology
A. Provide a brief explanation of how the enrollment projections were developed.
These projections are derived from our assessment of the current educational landscape in the
Glades region; specifically, demand based the limited number of local school options. This results
in many students being transported to coastal schools based on Palm Beach County’s five-year
enrollment projections and the historical enrollment of surrounding elementary/middle schools.
Additionally, parents and educators in the Glades region have expressed interest in an arts-
focused educational program, which Covenant Arts Academy will uniquely provide in the area.
CAA is confident that parents in the Glades region would like their children to attend a choice
school both closer to their own community and that includes a well-rounded, arts-focused
educational program. Therefore, we project full enrollment in each of these years.
E. Rationale
A. Briefly explain the rationale for the number of students and grade levels served in year one and
the basis for the growth plan in subsequent years as illustrated in the table above.
Covenant Arts Academy projects that it can fill three sections of Kindergarten and grade 4, as
well as two sections of grades 1, 2, 3, and 5 in the first year. The number of students in each of
those sections has been determined in accordance with Florida’s class size policies. We have
planned for these enrollment numbers in consideration of projected increased demand for students
entering elementary school (kindergarten) and preparing for the middle school years (grades 4-5)
in the first year. As these students move up through the grade levels, the school plans to expand to
add additional grade level sections in grades 1 through 3 as well as additional grade levels (grades
6, 7 and 8) in middle school. This growth plan accommodates our projections for opening with an
initially smaller facility in year one, with the potential for access to a larger facility by the time
we reach our larger projected size in year five. With these projections as a starting point, final
enrollment numbers for each year will be determined based on both enrollment demand and
facility capacity. These factors leave the possibility of having either a slower or faster growth
pace than projected here - with as few as 2 sections and as many as 6 sections of students offered
at each grade level over the first five years.
Section 3: Educational Program Design
A. Educational Program
A. Describe the proposed charter school’s educational program.
Covenant Arts Academy’s mission is to develop students into accomplished scholars and artists
by focusing on both academic and personal development. By cultivating commitment,
accountability, and responsibility through an engaging, well-rounded curriculum and participation
in the arts, Covenant Arts Academy fosters a stimulating and exciting community of excellence.
Well-Rounded Education
The 2015 Every Student Succeeds Act (ESSA) calls for students to have a “well-rounded
education;” in fact, this phrase is emphasized 24 times in the new law (Walker, 2016). Students at
CAA will truly have access to an engaging, well-rounded education, emphasizing our mission of
developing students into accomplished scholars and artists and focusing on both academic and
personal development. CAA’s well-rounded education will include the traditional core subjects
(language arts, math, science and social studies) with an emphasis on teacher collaboration in
order to emphasize literacy and arts integration strategies across these content areas. Throughout
all subjects, students will focus on both traditional literacy (reading) and disciplinary literacy.
“Reading” a painting, a dance, or a poem is a skillset in itself, and our students will have the
opportunity to exercise and hone this skill throughout all of their coursework at CAA. Teachers
will receive professional development throughout the school year in order to continually improve
literacy and arts experiences for students and help them make connections across content areas. In
addition to the core subjects, CAA will provide coursework that promotes knowledge and skills
in the arts, physical/health education, and technology in order to promote students’ academic,
artistic, and personal development and fully prepare students for success in high school, college,
careers, and civic life.
Comprehensive, Research-based Teaching and Learning Framework
In order to execute a high-quality and engaging well-rounded education, the educational program
for Covenant Arts Academy is grounded in a comprehensive teaching and learning framework
that synthesizes research-based best practices in regards to instructional strategies, classroom
management, and assessment (Marzano 2006; Marzano, 2009; Marzano, Marzano, and Pickering
2003; Marzano, Pickering, and Pollock 2001). This framework, which is detailed in Section 4A,
keeps the importance of high-yield instructional strategies and continuous improvement at its core
in order to meet the needs of each individual student. This framework also supports the use of a
universal, differentiated curriculum that allows for the modification of curriculum, teaching
methods, learning process, flexible groupings, pace, and products of mastery to meet the unique
readiness, interests, and learning profiles of all students (Marzano, Pickering, & Pollock, 2001;
Tomlinson, 2001; Tomlinson et al., 2003). Use of this comprehensive framework will provide the
highest probability of all CAA students succeeding and achieving at or above grade level
standards.
Provisions for Specialized Instruction
We recognize that within our target population, we will serve a diverse set of students with as
many unique needs as there are individuals. At CAA, we believe that every child can succeed and
has the potential for greatness. For our students who enter below grade level or struggle to keep
up with the demands of their coursework, we offer Progress Monitoring Plans, remedial
coursework, parent outreach and training, and use of the Multi-Tiered Systems of Support
(MTSS). Some students will enter CAA with advanced skills and understanding. For these
students, we offer advanced coursework, gifted education through the Educational Plan (EP), and
enrichment opportunities through guest speakers and artists. CAA’s educational program will
allow all students to succeed by harnessing the engaging power of the arts and utilizing a
comprehensive and differentiated teaching and learning framework.
Arts-Focused Education
The students of Covenant Arts Academy will experience the arts through an innovative three-
pronged arts integration approach:
· Specialized arts instruction taught by certified music and visual arts teachers
· Arts integration woven throughout the entire curriculum
· Arts experiences, facilitated by guest artists and speakers from the community and beyond
Specialized Arts Instruction - At the elementary level, students will have both visual arts and
music as a part of their weekly specials schedule. The arts teachers will give students the
opportunity to create, perform/present/produce, connect, and respond, as laid out in the National
Core Arts Standards. Through the Next Generation Sunshine State Standards, they will explore
the Five Big Ideas: Critical Thinking and Reflection; Historical and Global Connections;
Innovation, Technology, and the Future; Organizational Structure; and Skills, Techniques, and
Processes (Next Generation Sunshine State Standards, The Arts, 2014). Arts Specials at the
elementary level will be focused on helping students develop the basic foundational skills of the
art form, along with nurturing a love for the arts. These arts courses will also emphasize
disciplinary literacy so that students develop the vocabulary and language of the arts. At the
middle school level, each student will choose at least one daily arts elective, beginning with
offerings in the areas of chorus, band, and visual arts. These electives will allow students to
progress in their art-making skills from 6th to 8th grade, improving their techniques, ideas, and
critical thinking through a rigorous and standards-based curriculum.
Arts Integration - All teachers at CAA will be provided with professional development in arts
integration and will incorporate the arts and artistic thinking into their respective discipline, with
the assistance of arts specialists. Educators at CAA will go beyond using the arts as a tool to
simply help meet “academic” requirements. At CAA, the arts are academic. Arts integration will
help students become accomplished scholars and artists through purposeful opportunities to
demonstrate their learning and thinking through creative means. Thematic instruction at both the
elementary and middle school level will allow arts teachers and classroom teachers to collaborate
in order to intertwine two disciplines so that there is a true balance between the content areas. As
CAA grows our population, we will have the ability to expand the number and type of arts
teachers we hire, thereby expanding the expertise and opportunities for teachers to collaborate
and even co-teach within an arts-integration model.
Arts Experiences - Our mission to create accountability, responsibility, and commitment in our
students will be aided by guest speakers and artists from our community and beyond. These
artists will host master classes, performances, lectures, rehearsals, and workshops for our
students, helping them understand the mindset necessary to be successful in artistic fields.
Students will prepare for these experiences with arts and classroom teachers through artist
studies, master class and workshop preparation, and student interviews. Experiences with these
adults will be crafted to ensure that all students are engaged as a community of artistic scholars,
and that the values of CAA are highlighted as students prepare for the experience.
Preparing Tomorrow’s Leaders for Excellence and Service
At CAA, learning will be student-centered and focused on developing the whole child through a
well-rounded educational program. Leaders in today’s world need more than academic excellence
in order to thrive. In addition to the Every Student Succeeds Act’s focus on providing a well-
rounded education, multiple researchers and studies have noted the importance of emotional
intelligence, creativity, problem solving, and communication. Daniel Goleman, Daniel Pink,
Howard Gardner, and Tony Wagner all emphasize the importance of these “soft” skills (Covey,
S. R., Covey, S., Summers, M. & Hatch, D., 2008).
Our focus on the arts provides a natural platform to develop and enhance creativity in students.
Musicians and artists generate ideas, plan, rehearse, and prepare work for performances, and
make creative decisions informed by past practice and experimentation. Arts integration lends
itself to divergent thinking. Musicians collaborate endlessly and learn the art of ensemble.
Successful artists learn how to listen, when to listen, and in the case of some of our greatest
innovators, when not to listen. Social emotional skills will be woven throughout the arts
curriculum so that CAA will be known not only for artistic excellence, but for the graciousness
and intelligence by which our scholar-artists collaborate, communicate, and problem-solve
through the experience of art-making. CAA’s focus on teacher collaboration and planning for arts
integration will further allow teachers to use a common language when teaching social-emotional
vocabulary and concepts.
Goals of the Educational Program - To ensure that our educational program is implemented with
high fidelity, Covenant Arts Academy will use multiple measures of accountability, outlined
below. These measures emphasize the guiding principles and commitments of our educational
program.
Access to Highly Qualified Teachers - CAA students should be exposed to the best teachers
available, both in their traditional coursework and their arts courses. The importance of a high-
quality teacher cannot be understated. In fact, effective teachers, “generate five to six more
months of learning per year” than a poor performing teacher (“The Irreplaceables,” 2012, p. 2).
As our comprehensive teaching and learning framework emphasizes continuous improvement,
CAA teachers will continually reflect on their practice, examine how students are learning, and
adapt based on the needs of their students.
Access to a Well-Rounded Education - A well-rounded education, as defined by ESSA,
provides, “all students access to an enriched curriculum and educational experience” (Every
Student Succeeds Act, 2015, p. 298). CAA’s arts focus, in addition to the courses required by
Florida law, provides this access and ensures that students are exceeding these requirements so as
to be competitive with their peers both nationally and internationally.
Access to Remedial and Advanced Coursework - Students at Covenant Arts Academy will be
provided with the necessary instruction and interventions to meet them where they are and
advance their achievement. Both remedial and advanced coursework will be available to students
so as to provide the appropriate level of challenge for all students. Additionally, teachers at CAA
will be constantly refining their practice and examining the effectiveness of their instruction in
order to determine the needs of students within each unique classroom of students. CAA will use
a combination of formative assessments and classroom-based measures, progress monitoring
tools, and standardized test scores to identify and place students into appropriate learning
environments and coursework.
Demonstrated Growth on Standardized Measures of Academic Achievement - Florida’s
standardized assessments provide the quantitative measures to determine whether students are
meeting standards in certain areas. Covenant Arts Academy will prepare and track students
progress, striving for the highest student achievement. As outlined in Section 5, CAA will use
standardized measures of academic achievement to track students’ progress and gauge the
effectiveness of the educational program. Whether or not students are meeting grade-level
standards, CAA will celebrate the growth of all students, while continuously planning for and
expecting excellence from all.
Demonstrated Growth in Arts-related Knowledge and Skills - Specialized arts instruction will be
measured by teacher-created tests, cornerstone assessments based on the National Core Arts
Standards, district and state performance criteria, student self-assessment, and/or portfolios. We
envision that the love of the arts and the expertise CAA engenders will encourage many of our
students to continue their arts education at the high school and college level. We also believe that
the foundational skills they receive at CAA will serve them no matter what disciplines they
choose to pursue. As such, we will develop a system to support and track the progress of our
students at least through their high school course selection and enrollment.
In addition to school performances, music students will participate in local and district-wide arts
showcases and will excel in front of a wider audience of state competitions. These competitions
and festivals have discipline specific criteria that allow students to receive quality feedback from
experienced judges and panels. Students will participate in large ensembles, small ensembles, and
solos, where appropriate to age and skill level. Visual arts students will submit work for district
arts showcases and art competitions. Students will also contribute to the aesthetic dynamic of the
school, especially in the first years, as the physical environment takes shape according to the
needs of the school culture and the creative imaginings of our students. Visual displays of student
work will be highlighted throughout the school and updated on a regular basis, while permanent
art projects are developed by small groups of students who envision, plan, prototype, and execute
their design. While these final experiences cannot be quantified like a standardized test, the
culture of a school is in part a product of its physical space. An arts-focused school should result
in an aesthetically pleasing environment where students feel valued and welcomed. Through
CAA’s rigorous arts curriculum in middle school, our students will perform at a high level,
providing competition within Palm Beach County. This public showcase of our students’ learning
will spur other schools into action, thereby producing continual improvement in all public
schools.
Student, Staff, and Parent Engagement and Satisfaction - School culture and climate will be
measured by the satisfaction of various stakeholders, especially students, staff, and parents.
Parent outreach, involvement, and education play an important role in the dynamic of CAA.
Parents must be kept informed of opportunities and have their voices heard with regard to the
educational program. Teachers and staff must be supported and feel that they have a stake in the
leadership and direction of the school. Students must be invested in the role they play in the
school environment and feel inspired to come to school and champion the mission of CAA.
Annual surveys and interviews will help CAA to gauge stakeholder satisfaction, evaluate the
educational program, and continuously improve the school in an effort to best realize our mission
and vision.
B. Learning Environment
A. Describe the basic learning environment (e.g., classroom-based, independent study, blended
learning), including rationale for class size and structure and how the learning environment
supports and is consistent with the mission.
Covenant Arts Academy will provide a safe and nurturing learning environment that strives to
meet the unique learning needs of every child. CAA will use a classroom-based structure that
abides by the class size requirements as articulated in Chapter 2003-391, which is a maximum of
18 students in Kindergarten - 3rd grade and 22 students in 4th - 8th grade. We believe a
classroom-based structure with these class sizes will provide a learning environment in which the
teachers will be able to know and connect with each student individually and be able to provide
instruction that is engaging, multi-modal, and hands-on. CAA classrooms will be warm, inviting,
and organized. The classroom design and decor will both support the learning objectives, draw
from our arts focus, and support the individualized needs of our students and staff.
Elective class sizes at the middle school level will account for the specific needs of the arts
programs. For example, band or chorus class sizes may be larger than a typical class due to the
nature of the arts ensemble. Music classes serve as an opportunity for students at all academic
levels (intensive, standard, and advanced) to work together as a heterogeneous group to
accomplish ensemble goals. Art classes also tend to take place in a unique environment, as the
“studio” can be anywhere on campus that a student is working. This flexibility and trust within
the learning environment is yet another way that CAA students develop responsibility and
accountability within their arts discipline.
CAA will purposefully set up guest speakers and artists so that multiple grade levels interact
within the same space. Arts experiences with these artists, such as master classes and workshops,
allow opportunities for students to see progress in their peers’ work, hold one another to high
standards of performance and etiquette, and inspire each other toward excellence.
C. Research Base
A. Describe the research base used to design the educational program.
The Covenant Arts Academy education program is founded on a strong and respected research
base. This research base begins with the student-focused vision of the Every Student Succeeds
Act (ESSA), which articulates the principles for a well-rounded education that focuses on both
academic and personal development and is, therefore, evaluated by multiple measures of
accountability. Moreover, as cited throughout the description of the educational program in
Section 3A and the curriculum in Section 4A, the research base reflects indicators of best
practices for instructional strategies, classroom management, assessment, development of “soft
skills,” staffing, and curricular design.
In addition to this general foundation, Covenant Arts Academy will take an innovative three-
pronged approach to infusing the arts throughout our academic program. As explained below, this
approach is based on a wealth of research about the benefits of the arts in education. CAA
synthesizes and combines this research to create a unique program designed to meet the needs of
our target student population in the Glades region.
Arts Education
CAA’s focus on dedicated arts instruction, arts integration, and student-centered learning is
supported and validated by decades of research on the impact of the arts on students’ reading
ability, numeracy skills, grade point average, dropout rates, creativity, focusing skills, self-
reflection, collaboration, critical thinking, and gross motor skills, to name just a few. These
impacts have been found to be most profound on students who are economically disadvantaged,
but the positive impact of arts access and instruction is found across the spectrum, from early
childhood education, all the way to high school, and beyond.
CAA’s approach to enriched arts experiences for all students begins with dedicated arts
specialists in both performing and visual arts. A National Endowment for the Arts report
specifically tracked the impact of arts education on economically disadvantaged students using
four longitudinal studies. Students who had higher levels of arts engagement throughout high
school were more likely to attend a four-year college, earn mostly A’s while in college, join a
service-club, and volunteer in their community (Catterall, Dumais, & Hampden-Thompson,
2012). This research underscores the impact that active participation in the arts has on both
traditional academic outcomes and citizenship.
Highlighting the arts has been a priority of key stakeholders at the federal level for many years.
US Secretary Arne Duncan stated that, “a well rounded education is simply too vital to our
students’ success to let the teaching of the arts and humanities erode.” “We must focus on
educating the whole child,” National Education Association President Dennis Van Roekel said.
“The arts are important. They enrich our lives. They have always offered ways to learn and
express ideas” (Walker, 2012). Van Roekel is touching upon the arts’ ability to not only help
students become better at math, reading, and other academic pursuits, but truly impact the way
students see themselves and their place in the world. The National Association for Music
Education’s Broader Minded advocacy platform calls this “multiple ways of knowing,” and states
that music enables, “a deeper and broader understanding of our world and of the human
experience” (Broader Minded: Think Beyond the Bubbles). At the core of CAA’s mission is to
produce accomplished scholars and artists by focusing on both academic and personal
development. When students understand who they are, how they contribute to the world, and
develop a “broader understanding….. of the human experience,” we are truly preparing them to
be the empathetic, creative, and inspiring leaders of tomorrow.
In addition to the unique benefits that only the arts can provide, researchers have also solidified
the positive impact that arts instruction can have on other disciplines, motivation, and various
cognitive tasks.
· Piano lessons were shown to have a positive effect on spatial-reasoning skills in pre-
Kindergarten aged children (Rauscher, 1997).
· When elementary school aged students are tasked with creating an opera, their collaborative
skills, likelihood of participation, connection to previous comments within the group, and
revision skills improved. The author asserts that these skills might be transferable to other areas
beyond music and lead to greater skills in those areas (Wolf, 1999).
· Students aged 4-7 who worked with a visual arts teacher one day a week for the entire
school year improved in the following ways: use of metaphors to describe their artwork,
enhanced vocabulary and syntax, stamina increases from less than 10 minutes of drawing to half
an hour (Heath & Wolf, 2005).
· High school students involved in extracurricular activities, including the arts, are at a lower
risk of dropping out than their uninvolved peers (Mahoney & Cairns, 1997)
· Studying a musical instrument in childhood for three years or more related to increases in
fine motor skills, auditory discrimination, verbal ability (vocabulary), and nonverbal reasoning
(Forgeard, Winner, Norton, Schlaug, & Fitch, 2008).
Arts Integration
Barrett, McCoy and Veblen (1997) describe four styles of arts integration in the elementary
school curriculum:
· Subservient: the arts are used in service of other subjects. For instance, using music to
enliven other subjects or aid memory
· Affective: the arts are used as a way to change the mood of a classroom, or as a break in the
day
· Social integration: the arts are used as a way to build community within in the school and/or
community
· Co-equal/cognitive: the arts are analyzed for their technical and formal qualities in order to
“draw students’ attention to the aesthetic content of works, leading them to identify characteristic
features...and refining the quality of perception” (p. 30).
The coequal model was the least common found in McCoy and Veblen’s study. Understandably
so, since it requires the most time, knowledge, collaboration, and skill to create these deeper
experiences for students. At CAA, we know that the arts have the power to deeply engage
students in learning. While we encourage teachers to incorporate the arts wherever possible, we
recognize that the deepest, most lasting connections come when educators collaborate and plan
co-equal, intentional interdisciplinary experiences. This opens students up to, “fresh possibilities
for investigation and experience” (Barrett, McCoy, & Veblen, 1997, p. 31).
Research in arts integration indicates that these strategies have the most chance of being
successful when teachers are given professional development, when that professional
development is teacher-led, and when teachers are coached by teaching artists (Vega, 2012). Our
focus on continuous professional development and reflective practice allows our teachers to
collaborate and plan strategically to promote deeper understanding of the interdisciplinary ideas.
Arts integration may improve long-term memory through the natural use of several cognitive
activities, including emotional arousal, oral production, and pictorial representation (Rinne,
Gregory, Yarmolinskaya, & Hardiman, 2011). Students at Bates Elementary in Maryland have
reached a proficient or above level in reading 12 times faster than the state average (Vega,2012).
Teachers attribute their success to the school’s purposeful arts integration strategies. In Section 4
of this application, multiple ideas for potential arts integration ideas are discussed. However, it
should be noted that these experiences can and will be tailored to the individual standards and
benchmarks that students are struggling with, based on data and teacher observations. Research
has shown that arts integration strategies have the most impact when aligned to the standards in
this way (Wilcox, Bridges, & Montgomery, 2010).
Arts Experiences
Relevant and authentic experiences with guest artists and performers allow students to engage
with the world outside of their school community. Artistic experiences such as these may even
help close the achievement gap by providing students of a lower socioeconomic status a more
level playing field with their more affluent peers, whose families will have provided these
enrichment opportunities as part of their upbringing (McCarthy, Ondaatje, Brooks, & Szántó,
2011).
The impact of arts experiences led by schools has not been studied extensively, since much of the
research focus has revolved around keeping the arts as a school subject. However, in 2014,
Greene, Kisida & Bowen focused on engagement with the visual arts at a museum in Arkansas.
Students in grades K-12 were given an open-ended tour of the Crystal Bridges Museum of
American Art and answered questions on a survey. The student survey asked for recall of factual
information about the paintings, and also measured critical thinking about art, historical empathy,
tolerance, and future interest in visiting an art museum. Their research produced the following
results:
· Recall of factual information about the paintings on the school tour was at least 70% for
each of the five paintings viewed. Because these tours were student-centered, guides simply
asked open-ended questions and provided extra information only when requested by the students.
This high rate of factual recall is particularly high, considering specific information about each
painting was not guaranteed.
· Students increased their ability to think critically about an unknown painting, as measured
by a writing sample and evaluated according to criteria developed by the Isabella Stewart Gardner
Museum in Boston. This impact was felt most strongly in rural students and students in high-
poverty areas.
· Students who toured the museum scored higher on “historical empathy” than the control
group. Historical empathy is defined as, “the ability to understand and appreciate what life was
like for people who lived in a different time and place” (p. 83). Once again, the impact on
students’ historical empathy was strongest with students from rural areas.
· Tolerance was also screened in the student surveys; students expressed their level of
agreement with certain statements that evaluate tolerance. Students in the group that toured the
museum had marginally higher degrees of tolerance than those who had not yet toured the
museum. The increases in tolerance were small, however, as the authors noted, the museum tour
was only a half day affair with no guaranteed direct instruction in any of the areas measured by
the survey.
· Students who went to the art museum were more likely to express positive feelings about
being arts consumers, recommending the art museum to a friend, and returning to a museum
themselves. All students who participated in the study were given a free voucher for a return trip;
those who had received a school tour were more likely to come back with their families than
those who had not gone to the museum with their class. This effect was largest for disadvantaged
students. “It appears that the less prior exposure to culturally enriching experiences students have,
the larger the benefit of receiving a school tour of a museum” (Greene, Kisida, & Bowen 2014, p.
85).
The effects of this study have strong implications for the importance of providing arts-enriched
opportunities for students through their school experience. If students are not given these
opportunities at CAA, it is likely they will never experience the arts in this way. We must
strategically plan to incorporate high-quality arts experiences as an integral part of the
curriculum. Schools have an obligation to expose children to the arts and to consider the arts as
fundamental. Appreciating and participating in the arts provides a higher quality of human
experience throughout a person's lifetime.
D. Schedule
A. Provide a sample daily schedule and school annual calendar, including the annual number
of days and hours of instructional time as Attachment B. (Note: if approved, the Governing Board
will formally adopt an annual calendar)
See Attachment B.
E. Explanation of Services
A. Explain how the services the school will provide to the target population support
attainment of the state-adopted standards, as required by section 1002.33, F.S.
The educational program at Covenant Arts Academy will be aligned to the state-adopted
standards in all subject areas. Our arts-focused curriculum will allow parents a choice among the
“diverse educational opportunities” as outlined in the Charter School Statute.
As outlined above (Section A), CAA has multiple measures of accountability in place to ensure a
high quality, well-rounded education. Students engaged in the arts will become responsible,
accountable, and committed individuals, thereby increasing their attendance, literacy, numeracy,
and social-emotional skills. High quality, highly reflective teachers who are dedicated to the
school’s mission will prepare students for high achievement in all of their subjects. CAA is
committed to the belief that all of our students, when given the right opportunities and the right
motivation, will succeed in meeting state standards.
Section 4: Curriculum and Instructional Design
A. Core Academic Curriculum
A. Describe the school’s curriculum in the core academic areas, illustrating how it will prepare
students to achieve Florida standards. Describe the primary instructional strategies that the school
will expect teachers to use and why they are appropriate for the anticipated student population.
Describe the methods and systems teachers will have for providing differentiated instruction to
meet the needs of all students, including how students who enter the school below grade level
will be engaged in and benefit from the curriculum and the formalized multi-tiered level of
supports that will be provided to students who are performing below grade level.
Covenant Arts Academy’s curriculum will provide for high-quality, research-based instruction
that aligns with the state’s curriculum frameworks, course descriptions, and standards. The
educational program of Covenant Arts Academy is built on a well-rounded educational
framework for teaching and learning that addresses the social, personal, and academic
achievement of students. The program is characterized by innovative arts-focused instructional
methods, a strong curriculum plan, and dynamic teaching and learning opportunities.
The Covenant Arts Academy curricular approach is particularly unique in its innovative three-
pronged approach to arts-focused instruction. First, music, visual arts, and other performing arts
methodologies are used across the core subjects to increase engagement and achievement.
Teachers will receive professional development and coaching on the use of the arts to reach
learners of various learning styles, ability levels, and talents. The use of songs, movement,
drawing, and other arts techniques will better engage students in the learning process and improve
retention. Second, Covenant Arts Academy will collaborate with arts experts in the community
and beyond to provide unique arts-based educational experiences that will enrich the learning of
reading, writing, mathematics, science, and social studies. These powerful experiences will be
harnessed to improve understanding and depth of learning for big ideas, abstract concepts, and
difficult subject matter. Third, participation in high-quality arts electives will develop personal
dispositions of commitment, accountability, and responsibility in students, which will contribute
to their motivation and success across all subject areas.
In addition to the arts-infusion, all core subject areas will also benefit from a strong curriculum
plan and dynamic instruction. The curriculum for all areas will be rigorous, support high
expectations for all students, and align with the Florida Standards and Next Generation Sunshine
State Standards. Moreover, the school will place a strong emphasis on providing differentiated
curriculum, which implements a Multi-Tiered System of Support and considers Universal Design
for Learning principles, such that the full CAA curriculum is accessible, stimulating, and
engaging for all CAA students. Such practices will include the use of thematic units connected to
students’ interests, leveled texts across curricular areas, and small group/individualized
remediation and enrichment to meet learning needs.
To implement this curriculum, CAA will use a comprehensive teaching and learning framework
(Marzano, 2009, p. 33; as attached in the list of attachments) that synthesizes the research-based
approaches as articulated in Classroom Instruction That Works (Marzano, Pickering, and Pollock
2001); Classroom Management That Works (Marzano, Marzano, and Pickering 2003), and
Classroom Assessment and Grading That Work (Marzano 2006). These strategies have been
proven to lead to a high probability of students making significant learning gains. While content
area-specific instructional strategies will also be used and are outlined below, this comprehensive
framework creates a common language and instructional approach that will be shared by all CAA
teachers across all curricular areas. These approaches will support our mission to develop
accomplished scholars and artists as well as to ensure that our students are progressing toward
college, career, and civic readiness.
ELEMENTARY CURRICULUM
K-5: English Language Arts
In alignment with the Language Arts Florida Standards, the English Language Arts curriculum
will focus on language (such as conventions and vocabulary), reading, speaking, listening, and
writing. Students will read, write, understand, and create with increasing sophistication, striving
to meet each year’s grade level standards. Teachers will accomplish this through the use of
stimulating and diverse exposure to literature, poetry, and informational texts; cultivation of
student writing through use of a multi-step writing process that emphasizes focus, organization,
support, and conventions across formal and creative writing assignments; word study; and
formative assessment practices that provide continuous feedback about individual student needs.
Teachers will implement this curriculum by using the nine high-yield instructional strategies
articulated in Classroom Instruction that Works: Research-based Strategies for Increasing Student
Achievement by Marzano, Pickering, and Pollock (2001). These strategies, such as identifying
similarities and differences, summarizing and note taking, or cooperative learning activities have
been proven to improve learning gains by as much as 45, 34, and 23 percentiles respectively.
While English Language Arts will have its own block during the school day, these focuses will
also be integrated across all curricular areas in the elementary classroom. For example, students
will develop speaking and listening skills through small group activities, class presentations, and
artistic performances. Students will also write for various purposes and lengths as they review
current events in social studies, explain scientific concepts, or espouse free response answers in
mathematics. Digital tools and resources will be used to facilitating personalized and
collaborative learning activities that integrate the LAFS, as well as to provide a platform for
student-created digital media across curricular areas that supports the development of speaking,
listening, and writing skills.
K-5: Reading
The primary goal of elementary reading instruction is support all students in independent reading
on grade level or above as demonstrated by a level 3 or higher on progress monitoring tools and
the Florida State Assessments. Students will progress through a Language Arts Florida Standards-
aligned reading curriculum that emphasizes phonemic awareness and decoding skills in its early
stages and builds towards the ability to read, comprehend, and interpret a wide variety of genres
including both literature and informational text. The curriculum will guide students through basic
phonics skills starting with identification of syllables and phonemes, blending, and decoding, to
the ability to sound out unfamiliar multisyllabic words, to recognition of irregularly spelled words
and fluent reading and strong comprehension skills. Acquisition of an extensive and advanced
vocabulary will be emphasized at every level and in every discipline.
At the elementary school level, all students will engage this curriculum through participation in a
daily, 90 minute block of high-quality, uninterrupted, explicit reading instruction. During this
reading block, teachers will use several research-based strategies and resources, such as multi-
leveled texts, computer programs, and small group instruction, which are further described in
Attachment D. These strategies include harnessing arts-focused methods such as Reader’s
Theatre, dramatic staging of text, illustration, and songs that reinforce learning.
Moreover, reading instruction and practice will be integrated into all core subject areas and arts
electives. For example, in the music classroom, rhythm lessons and composition will be used to
reinforce syllable counts, word parts, and fluency. In other subject areas, reading instruction will
place emphasis on comprehension and vocabulary development, cultivating a rich understanding
of diverse informational texts.
In addition, since Covenant Arts Academy sees parents as major partners in students’ education,
CAA will host Parent Academies to assist parents in providing support at home. Parents will be
asked to listen to their child read aloud nightly and to ask thought provoking, open-ended
questions to determine comprehension. Parents will be made aware of pertinent web sites and
online activities for at home enrichment or reinforcement. Parents will also be encouraged to
share their personal success stories at school meetings.
K-5: Mathematics
The elementary mathematics curriculum is designed to enrich the mathematical experiences of
students. It builds on fundamental mathematical strands and integrates mathematics into other
subject areas. The curriculum is based upon an extensive body of research on how students learn
mathematics and provides opportunities for all students to develop mathematical proficiency. The
Mathematical Florida Standards (MAFS), including the eight Mathematical Practices, delineate
what students need to know and be able to do in mathematics. These standards provide the
blueprint for rigorous content in mathematics for students in grades K-5.
At CAA, elementary mathematics instruction will provide a foundation for future mathematics
learning through hands-on, real-world activities and arts-based experiences. In alignment with
best practices for mathematics instruction and high-yield instructional practices, the teaching and
learning framework for mathematics at CAA will include:
· Whole group lessons that follow with discussion and application of the specific concepts,
connections, and predictions.
· Active learning through hands-on activities, manipulatives, real-world problem solving, and
integration with other subject areas.
· Differentiated instruction with individualized access to remediation and enrichment in
response to formative and summative assessment data. Students who perform at a Level 1 or 2 on
the FSA for mathematics will receive strategic remediation in accordance with Florida Statute
1003.428 and their Progress Monitoring Plan, in order to support them in making more than a
year’s worth of gains during the school year.
· Cooperative learning that enables small groups of students to discuss, explore, discover, and
conjecture around mathematical concepts.
· Development of mathematical depth of knowledge through a progression from concrete to
abstract understanding.
o Concrete: Mathematical concepts are introduced in a concrete hands-on manner encouraging
students to explore and develop conclusions.
o Semi-Concrete: Students will further develop mathematical concepts learned by
transitioning from hands-on manipulative to paper-pencil and drawings in order to
conceptually solve mathematical problems.
o Abstract: By this stage, students are able to demonstrate a conceptual understanding of the
mathematical standard and are able to fluently complete the procedure require to solve the
mathematical concept.
· Focus on mathematical problem solving using the Understand, Plan, Solve and Check
(UPSC) model.
· Arts concepts and activities integrated into the instruction, which may include the
exploration of patterns and shapes in dance, exploration of symmetry with visual arts,
dramatizations of real world applications of mathematics (i.e: a market scenario in which students
buy and sell items, make change, or calculate discounts).
K-5: Science
The science curriculum will reflect alignment with the Next Generation Sunshine State Standards
for Science - including focus on Earth and space science, life science, nature of science, physical
science, and computer science - as well as the integration of the LAFS and MAFS throughout the
science curriculum. The goal of the curriculum is to develop a rich scientific literacy in the
students that is connected to real world applications and problem solving, preparing them for
success in high school, college, careers, and civic life. Instructional methods in science will
include:
· Reflection of the conceptions of coherence, focus, and rigor as promoted by the American
Diploma Project (ADP) and the Trends in International Math and Science Study (TIMSS)
framework.
o Coherence –The sequence of topics and performances consistent with the logical nature of
the disciplinary content of the subject matter. (Schmidt, et al., 2005 p. 528)
o Focus - The standards emphasize central concepts, laws, principles and unifying theories,
inquiry strategies and cross-cutting ideas, such as systems, that link the natural sciences.
(Slattery, 2007)
o Rigor - The standards progress in terms of depth (cognitive complexity) as students move
from one grade level to the next. (Schmidt, et al., 2005)
· Promotion of hands-on, experiential learning through the 5 E’s discovery-based instructional
approach: Engage, Explore, Explain, Elaborate, Evaluate. This approach will be enhanced by the
use of digital tools and resources that can provide visualization, simulations, and interactive
models.
· Daily science instruction with an emphasis on the scientific method, including at least one
inquiry-based lab per week.
· Applying the LAFS through regular content area reading and vocabulary development to
improve students’ reading comprehension and fluency.
· Applying the MAFS through science-based applications like data collection, data analysis,
and graphing.
· Enrichment of the curriculum through capitalization on Florida’s natural and cultural
resources through field trips, guest speakers, and community-oriented problem solving.
· Participation in school, community, and district activities, such as Science fair, Young
Inventors Convention, or recycling initiatives.
· Integration of the arts through activities such as creating clay models of insects, use of
musical instruments to understand sound waves and vibrations, or pendulum painting to
understanding force and movement.
K-5: Social Studies
Teachers will provide students in grades K-5 with the content, concepts, and skills they need to
become knowledgeable and informed citizens in a diverse community and increasingly
interdependent world. At each grade level, students will be provided opportunities to learn and
apply the lessons from the study of American history, civics and government, economics, and
geography. Fourth graders will additionally consider financial literacy in the context of social
studies. Helping students to develop a global perspective and an appreciation of cultures other
than their own is also emphasized throughout the instructional program. From the earliest events
of recorded history, through the development of family life, culture and the arts, to the
development of governments and countries driven by geographical exploration, the wars of
history and the stories they tell, from yesterday to today, these students will have the unique
opportunity to pursue their curiosity and respond to the Next Generation Sunshine State
Standards by participating in the discovery of man and his contributions to the whole of
humanity. Exemplary social studies teachers will use a variety of high-yield instructional
methods, instructional materials, and evaluative techniques to achieve program goals and to
actively engage students in their learning. They will also promote LAFS-aligned reading and
writing strategies throughout the content area.
In the implementation of the NGSSS for social studies, elementary students will learn through six
developmentally-appropriate themes that will help make the curriculum more engaging and
relevant for the students:
· Kindergarten – My World
· Grade 1 – School and Family
· Grade 2 – Neighborhoods
· Grade 3 – Communities
· Grade 4 – Florida
· Grade 5 – US History
Arts-based activities will also be integrated throughout the curriculum to enrich the experience.
This may include multi-cultural music, study of historically relevant songs, and dramatic re-
enactments of historical events. Textbooks will not be used in year 1 but teacher(s) will be
encouraged to use current events, teacher created materials, etc.
MIDDLE GRADES CURRICULUM
6-8: English Language Arts
At the middle school level, English Language Arts continues to build on students skills in the
areas of language, reading, speaking, listening, and writing in alignment with the Language Arts
Florida Standards (LAFS). Students will refine and master previously learned skills through
increasingly complex reading selections, presentations, and written compositions. Students will
read a diverse selection of classic and contemporary readings, specifically chosen to engage
middle grades students, advance the reading skills of the students, and support a well-rounded
education. Students will also be encouraged to read fictional and informational texts for personal
enjoyment. As with the elementary counterpart, teachers will harness the nine high-yield
instructional strategies (Marzano, 2001) to increase effectiveness of the curriculum. Teachers will
also integrate readings and experiences from the visual and performing arts to increase motivation
and engagement.
Covenant Arts Academy may offer four levels of Language Arts classes as needed to best meet
the needs of our student population.
· Language Arts - This course is designed and differentiated to meet the needs of students
who achieve a level 3 or above on the Florida State Assessment in English Language Arts.
Students in this course will be supported in making a year’s worth of learning gains in English
Language Arts.
· Intensive Language Arts - The purpose of this course is to provide intensive Language
Arts instruction for students who scored at a Level 1 or 2 on the FSA. This course will address the
LAFS while enabling students to develop and strengthen reading skills and develop independent
reading endurance. It will typically be taught back-to-back with the Intensive Reading course by
the same teacher. The goal of both classes is to support these students in making more than a
year’s worth of learning gains in English Language Arts.
· Language Arts through ESOL - The purpose of this course is to provide English Language
Arts instruction that enables students who are native speakers of languages other than English to
develop and strengthen reading/Language Arts skills and develop independent reading endurance.
Increased use of ESOL strategies, such as visual aids, opportunities for speaking and listening,
research and writing, and creative writing will be harnessed to support these students in making a
year or more worth of learning gains in English Language Arts.
· Advanced Language Arts - The purpose of this course is to provide students, through
increased rigor and texts of high complexity, with advanced integrated language arts study in
reading, writing, speaking, listening, and language for college and career preparation and
readiness.
6-8: Mathematics
The middle grades mathematics curriculum will continue to advance students understanding of
mathematics and problem solving in alignment with the MAFS. CAA’s middle grades teachers
will also use the instructional best practices listed above, such as active learning, cooperative
learning, and a focus on problem solving. Arts activities will be integrated to support the
curriculum through activities such as paint mixing to apply ratios, vanishing point to apply
measurement concepts, or reading sheet music to apply fractions. All of these strategies will aim
to help middle grades students to improve their depth of knowledge and make real world
connections, each of which will prepare them for success in high school, college, careers, and
civic life.
In order to promote highest achievement and meet students’ needs, CAA will offer middle grades
students mathematics courses at a variety of levels, which may include Math, Intensive Math,
Advanced Math, and Pre-Algebra as well as Algebra I/Algebra I Honors and Geometry/Geometry
Honors. Upon successful completion of the required coursework and score at least a level 3 on
the EOC for Algebra or Geometry, students will be awarded credit toward high school
graduation.
6-8: Science
Through the middle grades, students will dive deeper into the sciences through a comprehensive
and integrated curricular approach that builds throughout the grades in life, Earth/space, physical,
and computer sciences as well as the nature of science as described in the Next Generation
Sunshine State Standards for Science. In comparison to the elementary level, teachers will
increase the rigor of the curriculum while continuing to use instructional best practices listed
above, such as hands-on experiential learning, inquiry-based labs, arts integration, and the 5 E’s
discovery-based instructional approach. Students will also advance their understanding and
application of the scientific method, enhancing their critical thinking skills and making curricular
connections to professional scientific practices. All of the curricular decisions will work to
support students systemic understanding of what science is and how the natural world works.
Students will progress through Comprehensive Science I, II, and III during 6th, 7th, and 8th
grades respectively. Middle grades students interested in a more challenging program of study
may enroll in advanced courses at each grade level and/or Biology I Honors during 8th grade
when offered. Students who complete the required coursework and score at least a level 3 on the
EOC for Biology I Honors will be awarded credit toward high school graduation.
6-8: Social Studies
Middle grades students will develop a rich understanding of their world through the NGSSS-
aligned social studies curriculum. At all grade levels, teachers will use high-yield instructional
methods, a focus on research and critical thinking skills, reading and writing in the content area,
and the use of relevant current events to increase student engagement. The arts will be integrated
as students examine multi-cultural artifacts and music, make artistic representations of historical
data, create Raushenberg collages to represent family history/migration patterns, or analyze and
create political cartoons.
The social studies classes offered for middle grades will include:
· 6th grade: World Cultures - Students will develop cultural appreciation and global
perspective by examining civics and government, economics, geography, and world history
through the lens of world cultures. They will gain an understanding of the development and
characteristics of world cultures and better understand the complexities of a global society.
· 7th grade: Civics - Students will prepare to be informed and contributing citizens in a
democratic society through this practical and relevant course that explores personal responsibility
and the workings of the local, state, and federal government. Students will be required to
successfully complete the requirements of this course in 7th grade as demonstrated by earning a
level 3 or higher on the Civics EOC.
· 8th grade: United States History - This course will enable students to understand the
development of the United States within the context of history by examining connections to the
past to prepare for the future as participating members of a democratic society. In alignment with
the NGSSS, students will use knowledge pertaining to American history, civics and government,
economics, financial literacy, and geography to solve problems in academic, civic, social, and
employment settings. Textbooks will not be used in year 1 but teacher(s) will be encouraged to
use current events, created materials, etc...
6-8: Intensive Reading
Covenant Arts Academy realizes that all students read at different levels and require
differentiated curriculum to insure success. In accordance with state law, for each year in which a
student scores at Level 1 or 2 on the standardized state Reading assessment, the student will be
enrolled in and complete an intensive reading course the following year. This course will provide
developmental instruction in reading as the middle school student’s performance indicates a need
for strengthening. These courses will be taught in conjunction with Intensive Language Arts,
typically by the same teacher, and will be offered during one of their elective blocks. The student
must continue to be provided with intensive reading instruction until the reading deficiency is
remediated.
The purpose of this course is to provide instruction that enables students to develop and
strengthen reading skills and develop independent reading endurance. Students will read, re-read,
analyze and respond to increasingly challenging and complex works of poetry and prose,
representing a wide range of styles and genre. Students will acquire the ability to read critically,
to identify stylistic and rhetorical devices of poetry and prose, and will develop understanding of
the relationship between literary form and content. This course will also benefit from engaging
arts integration through comprehension, analysis, and interpretation of poetry, lyrics, and fiction
as well as through strategies like Reader’s Theater and disciplinary literacy projects around
music, dance, painting, film, or other visual and performing arts. Teachers will be expected to set
the standard for reading in the following ways: identify students who are under performing and
secure immediate and additional reinforcements in reading; consistently read aloud to their class;
work with students through whole class, small group, and individualized instruction; and model
silent reading during regularly scheduled intervals of ten to fifteen minutes per day.
The Reading teacher will be instrumental in the implementation of Florida’s reading initiative,
instruction around the Language Arts Florida Standards, and communication between home and
school. Moreover, the reading teacher will oversee the development and implementation of the
students’ Progress Monitoring Plan (PMP) and appropriate use of Multi-Tiered Systems of
Support (MTSS), which will identify each student’s personal needs in areas like oral language,
phonemic awareness, phonics, fluency, and other reading skills.
6-8: Career and Education Planning
In accordance with previous Florida Statute 1003.4156, all middle grades students will take a
state-approved career and education planning course. CAA plans to integrate this curriculum into
another course or courses (such as social studies, reading, or arts electives) based on teacher
expertise and student need. This Internet-based course will be accessible and customizable for
each student, supporting them in determining their educational options and goals. The course will
emphasize entrepreneurship skills, explore the importance of technology skills across career
fields, and share information from the Department of Economic Opportunity’s economic security
report (s. 445.07, F.S). At the conclusion of the course, each student will have a completed
academic and career plan that will be signed by both the student and the student’s parent.
MULTI-TIERED SYSTEM OF SUPPORT
Covenant Arts Academy’s mission is to support all of its students in becoming accomplished
scholars and artists. In accordance with the Every Student Succeeds Act (ESSA), Florida’s
MTSS, and our mission, Covenant Arts Academy’s Multi-Tiered System of Support (MTSS) is
an assessment and intervention process designed to guarantee that every child - from he who
enters our school below grade level to she who excels above grade level - is receiving the
instructional support he or she needs to thrive academically, behaviorally, and socially. This is
accomplished through a problem solving and decision-making process that supports all students
with a high-quality education, identifies individual student needs early, and provides evidence-
based interventions at increasing intensity in order to ensure that all students can succeed. This
problem-solving and decision-making process will be led by the Problem Solving Team (PST)
and use an iterative cycle for data-driven decision making:
· “accurately identify problems and goals;
· analyze data;
· generate and validate hypotheses about why the students are not yet demonstrating the
desired skill;
· design, support, and implement academic interventions and behavioral supports; and
· use student centered data to evaluate the response to instruction/intervention” (Guiding
Tools for Instructional Problem Solving, 2015).
Moreover, Covenant Arts Academy will provide adequate instructional time, staff professional
development, instructional resources, and oversight to ensure that the school’s intended
instructional and curriculum models, including our MTSS, are implemented with fidelity.
Covenant Arts Academy will provide a three-tiered MTSS model to support our students:
Tier 1 - Universal Supports and Core Instruction for All Students, Staff, and Settings
At Tier 1, CAA will provide a high-quality, well-rounded education that supports the entire
school community academically and behaviorally through core interventions. These core
interventions are preventative and proactive, supporting students in all subject areas and settings
of the school. At CAA, these core interventions are at the heart of the educational program, which
provides research-based instruction in core subjects and the arts, a student-centered whole-child
educational approach, and differentiated and culturally responsive curriculum to engage and
address unique student needs. Specifically, the use of high-yield instructional strategies and the
comprehensive teaching framework (Marzano, Pickering, & Pollock, 2001; Marzano, 2009)
create a learning environment in which all students have a high probability of success
academically. As part of this framework, differentiation strategies will be used to create an
accessible curriculum in which teachers proactively modify curriculum, teaching methods,
learning process, flexible groupings, pace, and products of mastery to meet the unique readiness,
interests, and learning profiles of all students (Marzano, Pickering, & Pollock, 2001; Tomlinson,
2001; Tomlinson et al., 2003). Universal Design for Learning principles will also be employed in
lesson design to support differentiation and accessibility for all students, including those with
special needs (Hall, Meyer, & Rose, 2012). Likewise, cultivation of a safe and arts-focused
learning environment will innovatively facilitate the development of personal characteristics like
commitment, accountability, and responsibility, which will enhance the short- and long-term
success of the students. Because of this dynamic instructional approach, we believe that our Tier
1 strategies will lead to the academic, behavioral, and social success of at least 80-90% of CAA
students.
In order to assess the efficacy of this instruction for all students, Tier 1 will also include progress
monitoring and universal screening/benchmarking. As explained further in Section 5, school staff
will use a combination of formative (such as classroom observations and curriculum-based
measurements as well as results from progress monitoring tools) and summative assessments
(such as district and state standardized tests) to assess students’ progress and performance,
identifying deficiencies as early as possible. Moreover, the school staff will conduct universal
screening, using multiple evidences, in all core subject areas to identify individual and group
patterns in academic and behavioral skills. Through progress monitoring and universal screening,
students with academic or behavioral deficiencies or who are at risk of becoming deficient (lack
of responsiveness) will be identified by a Problem Solving Team (PST) for more intense
interventions. The PST will also use this data to identify whether instruction or student goals need
to be adjusted to better meet the needs of all CAA students.
As mentioned above, during Tier 1 instruction, at-risk students with a lack of responsiveness,
whose rate of improvement is unlikely to lead to grade level proficiency within the expected
timetable, will be identified and considered for additional interventions. The PST will use a
holistic approach to data analysis to identify possible causes for the lack of responsiveness. The
PST will review their findings about the student’s individual needs to determine whether the
student can be better accommodated with Tier 1 instruction or if they need additional
interventions at Tier 2 or 3.
Tier 2 - Supplemental and Strategic Intervention for Some Students
Tier 2 of the MTSS builds upon and supplements Tier 1’s high-quality instruction. Tier 2
interventions are used to support students who are not performing according to grade level
standards and expectations despite differentiated, high-quality instruction. Approximately 15-
20% of students may require Tier 2 interventions at any given time. Appropriate interventions
will be determined on an individual student basis and implemented by trained staff. While
interventions are intended to be short-term, CAA will provide supplemental interventions as long
as needed to promote a student’s reasonable progress. Frequent progress monitoring via
curriculum-based measures will be used to gauge the efficacy and effectiveness of the
interventions. Once the strategic interventions have been implemented with fidelity and
meaningful data is acquired, the PST will assess student progress to determine if the interventions
should be continued, discontinued, or intensified.
Tier 3 - Intensive Interventions for a Few Students
Tier 3 is the most intense instructional model at CAA, designed to accelerate the student’s rate of
learning through increased frequency and duration of individualized interventions that build on
the instruction and strategic interventions provided at Tier 1 and 2. Tier 3 interventions should
serve less than 5% of the student body and may be provided through individual or small group
instruction. Targeted diagnostic assessments (observations, interviews, curriculum-based
measures, and/or behavioral evaluations) will be administered to students who are identified for
more intensive interventions to ensure that the interventions meet the specific needs of the
students. School staff and the PST will use frequent (typically weekly) data collection and
analysis to monitor student performance and progress. Students who are successful with this level
of support and no longer require this level of intervention may return to a lower tier of support.
Students who are not successful or need permanent intensive interventions should be considered
for evaluation for ESE services or a possible 504 plan.
Additional Support Systems
In addition to MTSS, in accordance with Florida Statute 1008.22 and 1008.25, Covenant Arts
Academy will have all students participate in the statewide-standardized assessment program and
will appropriately provide support based on the results. Specifically, each student who does not
achieve a Level 3 or above in English Language Arts and mathematics will be evaluated to
determine the nature of the student’s difficulty, the areas of academic need, and appropriate
strategies for providing support. Additionally, in accordance with Florida Statute, all students
who do not score a Level 3 or above will be covered by one of the following to insure appropriate
support:
· A federally required student plan such as an individual education plan;
· A school-wide system of progress monitoring for all students, except a student who scores
Level 4 or above on the English Language Arts and mathematics assessments may be exempted
from participation by the principal; or
· An individualized progress monitoring plan.
In addition, CAA students will be screened to determine if there is a potential need for ESE,
Gifted, or ESOL supports and services. CAA is committed to providing differentiated instruction
that addresses the unique needs of all students in our inclusive, least restrictive environment.
B. Materials and Reading Focus
A. Curricular Choices:
If the curriculum is fully developed, summarize curricular choices (e.g. textbooks) by core
subject and the rationale for each. Include as Attachment C, a sample course scope and
sequence for each core subject for each division (elementary, middle, and high school) the
school would serve.
If the curriculum is not yet fully developed, describe any curricular choices made to date and
proposed curricular choices (e.g. textbooks, etc.) and explain the plan for how the curriculum
will be completed between approval of the application and the opening of the school. This
should include a timeline, milestones, and individuals responsible for included tasks. Also,
describe the focus of the curriculum plan and explain how the curriculum will be
implemented. Include what core subject areas will be offered and provide evidence on how
the curriculum will be aligned to Florida standards.
Provide evidence that reading is a primary focus of the school and that there is a research-
based curriculum and set of strategies for students who are reading at grade level or higher
and, independently, a curriculum and strategy for students reading below grade level. Include
the school’s reading curriculum as Attachment D.
Covenant Arts Academy has a solid educational plan in place based on strong research. The focus
of this plan is a well-rounded education for every student with the unique, 3-pronged arts
approach described in Sections 3 and elsewhere in section 4. Our curriculum plan will be
implemented through careful attention to the standards, high-yield instructional strategies, and
reflective teaching.
We have great confidence in CAA’s curriculum plan, but we believe that the administration and
teachers will have the clearest understanding of the specific needs of students. Therefore, they
have the strongest stake in choosing the specific curricular materials (textbooks, workbooks,
manipulatives, etc.) to align with both the state standards and the school’s mission. That being
said, CAA currently has a few proposed curricular choices, but will wait to fully adopt a
curriculum for each area until our administrators have been hired, can convene a task force, and
can make a final recommendation. The following table shows our current choices and outlines the
timeline to fully determine CAA’s curriculum.
Area
Curricular
Choices Under
Consideration
Rationale
Timeline Milestones Individual(s)
Responsible
Language
Arts /
Reading
Fountas and
Pinnell LLI kits,
Words Their
Way, Lucy
Calkin’s “Units
of Study for
Teaching
Writing”
District CRRP provides access to trade books, Leveled Literacy
Intervention Kits, and leveled classroom libraries; Words their
Way is a resource included in the CRRP. It provides research-
based, sequenced instruction in phonics and orthographic
development.
Lucy Calkins’ “Units of Study” is also part of the CRRP and will
provide the writing portion of the balanced literacy block. It
aligns to the LAFS and “supports the reciprocity between reading
and writing,” according the Palm Beach County CRRP
January – March Hire Administration, teachers; Review
CRRP, NGSSS, and scope and sequence
Task force of
classroom educators,
administrators and
parent/community
members
March Convene task force to examine District
CRRP & accompanying resources
April
Hire Literacy Specialist, Determine
curricular needs based on district allocation
of resources, student needs; decide on and
purchase curricular materials
May – July
Refine K-5 scope and sequence with
resources from CPALMS, Blender and
curriculum materials purchased
Ongoing: Plan for arts integration activities based on
standards
Mathematics
Go Math
(MacMillan-
McGraw Hill)
The Go Math curriculum supports the MAFS/Common Core.
Achieve the Core has done the work of providing guidance
documents on how best to integrate this curriculum with the 8
Mathematical Practice Standards. Go Math is based on the 5E
Model of Instruction.
April
Convene task force to examine the Go Math
curriculum; decide on and purchase
curricular materials
Task force of
classroom educators,
administrator, and
parent/ community
members. May – July
Refine K-5 scope and sequence with
resources from CPALMS, Achieve the
Core, and other curricular materials
purchased
Ongoing Plan for arts integrated activities based on
standards
Elementary
Curriculum
Curricular
Choice Under
Consideration
Rationale Timeline Milestones Individuals
Responsible
Language
Arts/
Reading
Fountas and
Pinnell LLI kits,
Words Their
Way, Lucy
Calkin’s “Units
of Study for
Teaching
Writing”
District CRRP
provides access to
trade books, Leveled
Literacy Intervention
Kits, and leveled
classroom libraries;
Words their Way is a
resource included in
the CRRP. It
provides research-
based, sequenced
instruction in phonics
and orthographic
development.
Lucy Calkins’ “Units
of Study” is also part
of the CRRP and will
provide the writing
portion of the
balanced literacy
block. It aligns to the
LAFS and “supports
the reciprocity
between reading and
writing,” according
the Palm Beach
County CRRP
January-
March:
March:
April:
May-
July:
Ongoing:
Hire
administration,
literacy specialist,
teachers ; review
CRRP, NGSS,
and scope and
sequence
Convene task
force to examine
District CRRP &
accompanying
resources
Determine
curricular needs
based on district
allocation of
resources, student
needs; decide on
and purchase
curricular
materials
Refine K-5 scope
and sequence
with resources
from CPALMS,
Blender, and
curricular
materials
Task force of
classroom
educators,
administrator,
and parent/
community
members.
purchased
Plan for arts
integrated
activities based
on standards
Mathematics
Go Math
(MacMillan-
McGraw Hill)
The Go Math
curriculum supports
the MAFS/Common
Core. Achieve the
Core has done the
work of providing
guidance documents
on how best to
integrate this
curriculum with the 8
Mathematical
Practice Standards.
Go Math is based on
the 5E Model of
Instruction.
April:
May-
July:
Ongoing:
Convene task
force to examine
the Go Math
curriculum;
decide on and
purchase
curricular
materials
Refine K-5 scope
and sequence
with resources
from CPALMS,
Achieve the Core,
and other
curricular
materials
purchased
Plan for arts
integrated
activities based
on standards
Task force of
classroom
educators,
administrator,
and parent/
community
members.
Science
Science Fusion
(Houghton-
Mifflin Harcourt)
The text provides
write-in student
workbooks, hands-on
labs, virtual labs,
digital lessons, and
leveled texts,
aligning with the
school’s focus on the
scientific method and
experiential learning.
April:
May-
July:
Ongoing:
Convene task
force to examine
the Science
Fusion
curriculum and its
alignment with
the concepts of
“coherence,
focus, and rigor;”
decide on and
purchase
curricular
materials
Refine K-5 scope
and sequence
with resources
from CPALMS
and curricular
materials
purchased
Task force of
educators,
administrator,
and parent/
community
members.
Plan for arts
integrated
activities based
on standards
Social
Studies
Textbook
adoption by the
state is currently
under review;
Network
(McGraw-Hill)
and Social
Studies School
Service (Nystrom
Education) are on
the list for
adoption.
The Network series
is aligned with
Florida state
standards (NGSSS
and LAFS) and
organizes content by
Big Ideas and
Essential Questions.
It also provides
leveled texts, a
primary source
library, and a Student
Work text.
April:
May-
July:
Ongoing:
Convene task
force to examine
both the state-
adopted
curriculum and its
alignment with
the 6 themes
outlined in
section A. Decide
on and purchase
curricular
materials
Refine K-5 scope
and sequence
with resources
from CPALMS
and curricular
materials
purchased
Plan for arts
integrated
activities based
on standards
Task force of
educators,
administrator,
and parent/
community
members.
Middle
School
Curriculu
m
Curricular Choice Under
Consideration Rationale
Timelin
e Milestone
Individuals
Responsible
Language
Arts/
Reading
Houghton-Mifflin
Harcourt Collections (ELA); L
ucy Calkin’s “Units of Study
for Teaching Writing” (ELA);
Collections utiliz
es both
informational
text and fiction;
teaching guides
include student
assessment
rubrics, text
complexity
rubrics,
performance
tasks, and a focus
on close reading,
all in support of
Common
January-
March:
March:
April:
Hire
administratio
n, reading
teacher;
review
CRRP,
NGSSS, and
scope and
sequence
Convene task
force to
examine
District
CRRP &
Task force
consisting of
reading
specialist,
arts
educators,
educators,
administrato
r, and
parent/
community
members.
With
consultation
of district
Core/LAFS.
Lucy Calkins’
“Units of Study”
will provide the
writing portion of
the balanced
literacy block; it
aligns to the
LAFS and
“supports the
reciprocity
between reading
and writing,”
according the
Palm Beach
County CRRP;
May-
July:
Ongoing
:
accompanyin
g resources
Determine
curricular
needs based
on district
allocation of
resources,
student
needs; decide
on and
purchase
curricular
materials
Refine 6-8
scope and
sequence
with
resources
from
CPALMS,
Blender, and
curricular
materials
purchased
Plan for arts
integrated
activities
based on
standards
literacy
expert if
available.
Mathematic
s
Go Math (MacMillan- McGraw
Hill)
The Go Math
curriculum
supports the
MAFS. It is also
one of the only
state-adopted
books that
provides an
advanced level
text
April:
May-
July:
Ongoing
Convene task
force to
examine the
Go Math
curriculum;
decide on and
purchase
curricular
materials
Refine K-5
scope and
sequence
with
resources
from
CPALMS,
Achieve the
Core, and
Task force
of middle
school math
educators,
arts
educators,
administrato
r, and
parent/
community
members.
With
consultation
of district
math expert
if available.
: other
curricular
materials
purchased
Plan for arts
integrated
activities
based on
standards
Science Science Fusion (Houghton-
Mifflin Harcourt)
The text provides
write-in student
workbooks,
hands-on labs,
virtual labs,
digital lessons,
and leveled texts,
aligning with the
school’s focus on
the scientific
method and
experiential
learning.
April:
May-
July:
Ongoing
:
Convene task
force to
examine the
Science
Fusion
curriculum
and its
alignment
with the
concepts of
“coherence,
focus, and
rigor;” decide
on and
purchase
curricular
materials
Refine 6-8
scope and
sequence
with
resources
from
CPALMS
and curricular
materials
purchased
Plan for arts
integrated
activities
based on
standards
Task force
of 6-8
science
educators,
arts
educators,
administrato
r, and
parent/
community
members.
With
consultation
of district
science
expert if
available.
Social
Studies
Textbook adoption by the state
is currently under review;
options include Houghton-
Mifflin Harcourt, Discovery
Education, and McGraw Hill
CAA desires
access to online
material in
addition to print
materials,
advanced course
offerings, and the
April:
Convene task
force to
examine both
the state-
adopted
curriculum
and its
Task force
of 6-8 social
studies
educators,
arts
educators,
administrato
option to
incorporate
career education
into the social
studies
curriculum.
Several
publishers
provide these
options, so we
will move
forward once the
state has made
their choices for
adoption.
May-
July:
Ongoing
alignment
with the
course
descriptions
as laid out in
section A
Decide on
and purchase
curricular
materials
Refine K-5
scope and
sequence
with
resources
from
CPALMS
and curricular
materials
purchased
Plan for arts
integrated
activities
based on
standards
r, and
parent/
community
members.
With
consultation
of district
social
studies
expert if
available.
C. Additional Standards
A. If the school will adopt or develop additional academic standards beyond those mandated by the
state, explain the types of standards (e.g., content areas, grade levels). Describe the adoption or
development process. Select one grade level and subject area as an example and explain how
these additional standards exceed required standards and contribute to meeting the mission of the
school.
ISTE Standards for Students
Covenant Arts Academy recognizes that preparation for high school, college, careers, and civic
life in the 21st century requires students to have basic digital literacy. At CAA, we see this digital
literacy as critical to becoming an accomplished scholar. As such, digital tools and resources will
be integrated into the curriculum in all grade levels and curricular areas. While the Next
Generation Sunshine State Standards for Science include standards around computer science for
students, CAA believes that the adoption and use of the ISTE Standards for Students, which are
the international plumb line for educational technology use and instruction, will promote the
highest quality technology integration into our curriculum. With this adoption, CAA will
integrate support for the ISTE Standards into professional development and have teachers
document the use of the ISTE Standards for Students in their lesson plans.
An example of how the ISTE Standards will be used to promote the highest quality instruction
that exceeds required standards is a potential lesson that uses digital storytelling in the fifth grade
English Language Arts classroom. In this type of assignment, students will write a fictional story
that applies grade level expectations for focus, organization, support, and conventions. Then,
students will use the online platform, Story jumper, to create a digital storybook, which can be
shared with an authentic audience of peers, parents, and/or community members. This activity
will not only support the writing skill outlined in LAFS.5.W.2.6, “With some guidance and
support from adults, use technology, including the Internet, to produce and publish writing as
well as to interact and collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of two pages in a single sitting,” but will also support students’
development of digital literacy and creativity as they focus on the ISTE Standard of Creative
Communicator, “Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.”
Moreover, this lesson not only promotes academic achievement and the development such as 21st
century skills, but focus on the ISTE Standards will promote progressive arts integration as
students draw and embed their own illustrations into their digital storybook in accordance with
NGSSS Visual Arts standard 5.F.3.4, “follow directions and complete artwork in the timeframe
allotted to show development of 21st-century skills.” This lesson demonstrates how the ISTE
Standards will support our efforts to develop accomplished scholars and artists through an
engaging, well-rounded education.
D. Research Base
A. Describe the research base and foundation materials that were used or will be used to
develop the curriculum.
All current curricular decisions and those that will be made in the future by administrators and
teachers will be founded on and strive to best realize the Florida Standards and Next Generation
Sunshine State Standards.
In addition to the standards, the curriculum model was developed on a foundation of the
following highly respected research. Curricular choices for materials and textbooks have and will
be made based on this same body of research.
· Hall, Meyer, & Rose. (2012). Universal Design for Learning in the Classroom: Practical
Applications: What Works for Special Needs Learners. Guilford Press: New York.
· Guiding Tools for Instructional Problem Solving. (2015). Retrieved from:
http://www.florida-rti.org/gtips/index.html#introduction
· Marzano, R. (September 2009). Setting the Record Straight on “High-Yield” Strategies. Phi
Delta Kappan, Vol. 91, No. 01, pp. 30-37. Retrieved from:
https://pdfs.semanticscholar.org/795e/fc2254a221615162e6391233f2e3bfc572b8.pdf
· Marzano, R. J., & Association for Supervision and Curriculum Development. (2006).
Classroom assessment & grading that work. Alexandria, VA: Association for Supervision and
Curriculum Development.
· Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works:
Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and
Curriculum Development.
· Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, Va: Association for
Supervision and Curriculum Development.
· MTSS Implementation Components: Ensuring Common Language and Understanding.
(n.d.) Retrieved from: http://www.florida-
rti.org/educatorResources/MTSS_Book_ImplComp_012612.pdf
· Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd
ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
· Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K.,
Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student
readiness, interest, and learning profile in academically diverse classrooms: A review of
literature. Journal for the Education of the Gifted, 27, 119–145.
E. Non Core Curriculum
A. Describe proposed curriculum areas to be included other than the core academic areas.
K-8: The Arts
CAA’s mission is to develop students into both scholars and artists; a rigorous arts program must
be at the core of our instruction. CAA will have both a visual arts teacher and a music teacher to
instruct students at all grade levels. Students in grades K-5 will have access to arts classes at least
twice a week, while arts electives are built into the middle school students’ schedule on a daily
basis. Middle school students will be able to explore band, chorus, and/or the visual arts. These
courses will be offered at multiple levels to ensure that the needs of all students are met. This
emphasis on the arts will encourage students’ responsibility, commitment, and accountability.
When participating in a musical ensemble, students are responsible for learning their part,
committing to scheduled rehearsals and concerts, and accountable to their peers and conductor for
giving their best for the good of the whole group. Developing skill at drawing, painting, and
sculpting hones a student’s responsibility toward finishing a product for a school showcase,
committing to hours in the studio, and accountability toward refining techniques and revising
sketches.
Arts teachers at CAA will incorporate both traditional literacy (reading) and disciplinary literacy
into their coursework. Disciplinary literacy naturally arises from the “doing” of the art; students
experience and acquire artistic vocabulary, understanding of artists’ craft and structure, and citing
evidence as to why a particular artistic choice was made. Teachers at CAA will encourage
students to think artistically as they choose works, then rehearse, refine, and revise their
performances or products.
In addition to thinking within the artistic disciplines, traditional literacy will be incorporated into
the study of the arts. Through study of past artists and musicians, reading about works being
performed, and studying how works have been interpreted and received by performers and
audiences, reading will be a natural focus of CAA’s arts programming, both at the elementary and
middle school levels.
Arts teachers at CAA will teach the mandated Next Generation Sunshine State Standards
(NGSSS) in the Arts. The NGSSS list five Big Ideas: Critical Thinking and Reflection; Historical
and Global Connections; Innovation, Technology, and the Future; Organizational Structure; and
Skills, Techniques, and Processes. Students at CAA, through dedicated arts instruction, arts
integration, and multiple arts experiences, will master these standards as they progress throughout
the intentional scope and sequence of their coursework. However, in the spirit of excellence in the
arts, teachers will also draw from the National Core Arts Standards, in addition to the NGSSS.
The National Core Arts Standards encompass research from the best of the international
education community and emphasize the nature of the arts as a process-oriented discipline. The
Core Arts Standards are organized into four categories: Creating; Performing/ Presenting/
Producing; Responding; and Connecting. The Core Arts Standards contain a wealth of resources,
including “cornerstone assessments”, essential questions, and student work examples to guide the
practitioner. In addition to the utility of these resources for teachers, drawing from the Core Arts
Standards will allow students at CAA to excel above and beyond the expectations of the district
and state. Through artful combination of the NGSSS and the Core Arts Standards, CAA students
will become accomplished artists both within and outside of our community of excellence.
The inherently engaging nature of the arts, in combination with CAA’s focus on accountability,
responsibility, commitment, and personal development, will enable students to meet grade level
standards and help those currently below grade level become involved learners with the skillset
and mindset to succeed.
K-8: Physical Education
Covenant Arts Academy is committed to providing a high quality physical education program for
all students. The United States Department of Health and Human Services recommends that
students do physical activity for at least one hour every day (2008 Physical Activity Guidelines,
2008). We have therefore provisioned for recess and/or physical education to occur every day for
every child. The programs will offer the opportunity for all students to enhance motor, cognitive
and interpersonal skills, along with an individualized assessment of fitness aptitude. The
attainment of these skills and abilities will enable the students to become lifelong fitness
advocates and lead healthy, active lives.
Administrators at CAA will use the Palm Beach County Physical Education Learning Walk
Protocol. This document ensures that lessons align to standards, best practice, and domain-
specific criteria for physical education.
Elementary Physical Education
The goal of the elementary physical education program is to provide students with a standards
based, balanced, sequential and progressive educational activity program. The program will
include basic movement concepts and skills that are age and developmentally appropriate. This
leads to the development of motor skills, knowledge and values which are needed to establish and
maintain a healthy and physically active lifestyle.
Students at the elementary level will receive 150 minutes of instruction per week, as required by
Florida Statute 1003.455. Physical education will be part of the specials schedule, designating a
50 minute block three times per week for students to develop their skills. The Covenant Arts
Academy physical education teacher will include individual fitness activities, competitive team
sports, and non-competitive team sports, as outlined in Palm Beach County’s School Board Rules
regarding physical education (Policy 8.025: Physical Education). These opportunities will
continue to add to CAA’s mission of providing a well-rounded education for all students.
The Physical Education curriculum at CAA will be standards-based, adhering to both the NGSSS
and the SHAPE America National Standards & Grade Level Outcomes. The NGSSS strands
encompass:
· Movement Competency
· Cognitive Abilities
· Lifetime Fitness
· Responsible Behaviors and Values
As elementary students progress through the scope and sequence of the physical education
curriculum at CAA, they will not only develop their motor skills, but become adept at putting
those skills together in a purposeful way in order to develop new techniques, revise existing
strategies, and focus on learning how to deal with successes and failures. While CAA is first and
foremost an arts-focused school, we recognize the benefits of physical activity and believe that
when students participate in physical education, they develop their collaborative, social, and
motor skills in a different, but important, way than the arts.
The SHAPE America National Standards & Grade Level Outcomes have five standards:
· Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
· Standard 2: The physically literate individual applies knowledge of concepts, principles,
strategies and tactics related to movement and performance.
· Standard 3: The physically literate individual demonstrates the knowledge and skills to
achieve and maintain a health-enhancing level of physical activity and fitness.
· Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
· Standard 5: The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression and/or social interaction
It is important to note the framing of the SHAPE America standards as literacy-based. CAA’s
focus on integrating both traditional literacy (reading) and disciplinary literacy is sustained even
in the realm of physical education, as students become focused on becoming a “physically literate
individual” and maintaining that lifestyle throughout their education and beyond.
Middle Grades Physical Education
Middle school students will take physical education each day for a regular 50 minute block.
While the state requirement is only one semester per year, CAA believes that a truly well-rounded
student should be active on a daily basis throughout the entire school year. Our school’s mission
is to develop accountability, responsibility, personal development and commitment in students;
these values can also be expressed in dedication to maintaining a high level of health and physical
fitness. The purpose of this course is to enable students to improve physical fitness through
participation in team sports, games, gymnastics, individual and developmental activities, health
education, and to evaluate physical activities in terms of fitness value.
Fitness assessments will be a regular component of these classes. P.E. teachers may draw from
the Presidential Youth Fitness Program, or a similar tool, to determine the fitness of individual
students. All students will participate in physical education classes, and all students will be
encouraged to participate in after school athletic programs to encourage personal fitness,
cooperation and long-term quality of life. Mastery of benchmarks will be determined through
teacher made assessments based on the NGSSS, participation, and performance assessments.
As mentioned above, the Physical Education curriculum at the middle school level will be based
on both the NGSSS in Physical Education and the SHAPE America National Standards. This will
provide a cohesion of the curriculum between the elementary and middle grades and allow
students to continue building their motor skills, cognition, and interpersonal skills.
K-8: Health Education
Health education will be integrated into the physical education instruction to promote overall
wellness and healthy living in our students. Health education will follow the three NGSSS Health
Strands in a sequential and developmentally appropriate manner.
· Health Literacy
· Health Literacy Responsible Behavior
· Health Literacy Promotion
Students will explore concepts of nutrition, emotional wellness, relationship wellness,
environmental safety, personal health, internet safety, substance use and abuse, and sexual
education as outlined in Florida Statute 1003.42. In the third year of our charter, CAA will have
7th grade students, who will receive health education related to teen dating violence. This
instruction will follow the guidelines laid out in the previously mentioned statute.
K-8: Technology
Covenant Arts Academy is committed to providing a well-rounded education that develops all of
our students into accomplished scholars and artists. CAA recognizes that technology plays an
important role in current day college- and career-readiness as well as preparation for the career
and civic life of the future. As such, Covenant Arts Academy will prioritize the dual integration
of technology education and educational technology, rather students both will learn key skills for
digital literacy and proficient technology use, and will use digital tools and resources to enhance
the learning of standards-based knowledge and skills across all curricular areas. This dual
integration will be supported by guaranteed technology access to one teacher computer,
classroom audio/visual equipment, one computer for every four students in years one and two,
and one for every three students the remaining years, Our instructional approach, which includes
flexible groupings and differentiated curriculum, will allow CAA to provide all students with
robust technology access through:
· whole class lessons that infuse relevant digital media and resources, such as videos, models,
and simulations;
· small group lessons that promote communication and collaboration with digital tools and
resources; and
· individualized learning activities that harness the power of adaptive technologies to
personalize instruction and the power of digital creation tools to empower students to create
digital media, solve real world problems, and connect with a global education community.
To support the effective implementation of technology education and educational technology, all
core area teachers will be expected to support students in the accomplishment of the Next
Generation Sunshine State Standards Science standards for Computer Science as well as the ISTE
Standards for Students. The NGSSS computer science standards address developmentally
appropriate technology skills in the four areas of communication and collaboration;
communication systems and computing; computer practices and programming; and personal,
community, global, and ethical impact. Moreover, the ISTE Standards for Students will guide
teacher’s instructional decisions for integrating technology at all grade levels as students are
prepared with the knowledge and skills they need in the following standard areas: empowered
learner, digital citizen, knowledge constructor, innovative designer, computational thinker,
creative communicator, and global communicator.
CAA will provide support to teachers to successfully integrate technology through all core and
arts curricular areas. At the school level, we will provide guiding policies, network support, and
appropriate Internet filtering. At the classroom level, we will provide digital tools and resources
as well as accompanying professional development in effective instruction, classroom
management, and assessment with technology.
F. Supporting At Risk Learners
A. Discuss the system and structures the school will implement for students at risk of not
meeting academic requirements or of dropping out.
Covenant Arts Academy will implement four key strategies to best support students who are at
risk of not meeting academic requirements.
· Multi-tiered System of Supports (MTSS): The MTSS’s preventative and proactive nature
will allow teachers and parents to identify at-risk students early and provide the appropriate
interventions needed to help the student succeed.
· Creation and Implementation of Written Educational Plans: All students who are at risk
of not meeting academic requirements will have an educational plan (IEP, EP, 504, PMP, etc.)
that outlines goals, interventions, and/or accommodations for the student.
· Engagement of All Stakeholders: Student success takes the support and participation of
many stakeholders. When students are at risk of not meeting academic requirements, it is
especially important to engage the student, parents, school staff, and sometimes even community
members or district support staff in helping the child to succeed. Covenant Arts Academy will do
this by bringing in various stakeholders, including students and parents, in the creation and
communication of the education plan and/or the team-based development and implementation of
strategic or intensive interventions in MTSS. Moreover, CAA will promote regular and open
communication with parents, including training in home-based instructional strategies, so that
parents feel valued, empowered, and able to serve as an integral part of their child’s education.
· Arts-based Motivation: Covenant Arts Academy will use its arts-focused educational
approach to innovatively motivate and engage students. Students who are at risk or historically
low performing will develop ownership over their success as they see the connection between
effort and responsibility in developing artistic knowledge and skills. This ownership should
translate into a growth mindset about knowledge and skill development that will lead to higher
achievement across curricular areas. Moreover, school-based expectations for high attendance
and academic success in order to participate in extracurricular arts activities and competitions will
be a positive motivating factor for students who might otherwise disengage from their academics.
Section 5: Student Performance
Performance Goals
A. Expected Baseline and Goals
A. Describe the expected incoming baseline of student academic achievement of students who will
enroll in the school. Based upon the expected incoming baseline performance, describe the
school’s goals for academic growth and improvement that students are expected to show each
year and the rationale for those goals. Describe how the school’s academic goals and objectives
for improving student learning will be revised if the actual incoming baseline is substantially
different than the expected baseline. Describe how success will be evaluated, and the desired
overall results to be attained through instruction.
Expected Baseline of Academic Achievement
Based on the historical performance of other elementary and middle schools in the Glades region,
the incoming baseline of student achievement data at Covenant Arts Academy is projected to be:
· Less than 30 % of students achieving in English Language Arts
· Less than 40% of students achieving in Mathematics
· Less than 30% of students achieving in Science
Baseline learning gains for students are projected to be:
· 46 % of students meeting growth targets in English Language Arts
· 50% of students meeting growth targets in Mathematics
· 50% of students in the lowest quartile meeting growth targets in English Language Arts
· 50% of students in the lowest quartile meeting growth targets in Mathematics
Goal 1: Covenant Arts Academy will increase the number of students achieving in English
Language Arts.
Objectives:
· By Spring 2020 , at least 33 % of students will achieve in Reading, as measured by receiving
a 3 or higher on the Florida Standards Assessment (FSA) in Reading.
· By Spring 2020, 3% more students in each grade level 3-6 will move from a 1 to a 2 on the
FSA in Reading.
· By Spring 2020, 5% more students in each grade level 3-6 will move from a 2 to a 3 on the
FSA in Reading.
· 2020-2021: At least 35% of students in each grade level will achieve in Reading.
· 2021-2022: At least 37% of students in each grade level will achieve in Reading.
· 2022-2023: At least 39% of students in each grade level will achieve in Reading.
· 2023-2024: At least 41 % of students in each grade level will achieve in Reading.
The Palm Beach County District Comprehensive Research Based Reading Plan (2016-2017)
seeks to:
· Increase by 3 percentage points the number of students in each grade level (3-8) who move
from a Level 1 to a Level 2 (or higher) on the ELA portion of the FSA; in order to address the
achievement gap, subgroups (American Indian, Black/African American, Hispanic, and
economically disadvantaged students, as well as English language learners and students with
disabilities) are to increase by 5%
· Increase by 3 percentage points the number of students in each grade level (3-8) who move
from a Level 2 to a Level 3 (or higher) on the ELA portion of the FSA (subgroups are expected to
increase by 5% the number of students moving to a Level 3 or higher)
· Increase the number of students in each grade level who move up from one FSA level to
another
While these learning targets are rightfully ambitious, CAA believes that we must set targets that
are more realistic in order to reflect our unique population of students. Of the 29 elementary
schools in Palm Beach County identified by the Florida Department of Education as the 300
lowest performing schools in the state, the Glades region has eight. We believe it to be of
tantamount importance to focus on improving the reading and writing achievement of our
students; through our school’s arts focus, the commitment of our teachers and staff, and the
ongoing processes of assessment and reflection, our students will succeed in meeting these
targets.
Goal 2: Covenant Arts Academy students will meet or exceed learning gains in English Language
Arts made by schools with a comparable student population in the tri-city Glades region of Palm
Beach County.
Objectives:
· By Spring 2020, at least 48% of students in each grade level will meet their growth target in
reading, as measured by the Florida Standards Assessment (FSA) in Reading.
· By Spring 2020, at least 48% of students in grades 4-6 will meet their growth target in
writing, as measured by the FSA in Writing.
· By Spring 2020, at least 55% of students in the lowest quartile will meet their growth target
in reading, as measured by the FSA in Reading.
· By Spring 2020, 40% of students in grades K-2 will hit their growth target as measured by
the Fountas & Pinnell Benchmark Assessment System.
As students spend more time at CAA, we expect them to grow in their progress, increasing their
learning gains while striving to achieve mastery of the standards.
· 2020-2021: At least 50% of students in each grade level will meet their reading growth
target.
· 2021-2022 At least 52% of students in each grade level will meet their reading growth
target.
· 2022-2023: At least 54% of students in each grade level will meet their reading growth
target.
· 2023-2024: At least 56% of students in each grade level will meet their reading growth
target.
As stated above, the district’s goal is an increase of 3% of students meeting growth targets in all
grade levels. As students make progress throughout the school year, and in consecutive school
years, more and more will move out of the lowest categories (1 and 2) and into mastery. As we
focus our teachers’ professional development on continuous improvement and reflection, teachers
will become more adept at reading data and using strategic instructional moves to increase the
number of students achieving in Reading.
Goal 3: Covenant Arts Academy students will increase the number of students achieving in
Mathematics
Objectives:
· By Spring 2020, at least 43% of students will achieve in Mathematics, as measured by the
Florida Standards Assessment (FSA) in Mathematics
· By Spring 2020, 5% more students in each grade level 3-6 will move from a 1 to a 2 on the
FSA in Mathematics
· By Spring 2020, 3% more students in each grade level 3-6 will move from a 2 to a 3 on the
FSA in Mathematics
· 2020-2021: At least 45% of students in each grade level will achieve in Mathematics
· 2021-2022: At least 47% of students in each grade level will achieve in Mathematics
· 2022-2023: At least 49% of students in each grade level will achieve in Mathematics
· 2023-2024: At least 51% of students in each grade level will achieve in Mathematics
In Palm Beach County, 58.6% of students in grades 3-8 are scoring at a 3 or higher in the FSA
Mathematics. In the Glades region schools, less than 40% of students are achieving a 3 or higher.
There has been an upward trend in test scores in the district of about 2-4% every year. We have
set our achievement targets at this rate in order to begin closing the gap between the Glades
region and the rest of the county.
Goal 4: Covenant Arts Academy students will meet or exceed learning gains in Mathematics
made by schools with a comparable student population in the tri-city Glades region of Palm
Beach County.
Objectives:
· By Spring 2020, at least 53% of students in each grade level will meet their growth target in
Mathematics, as measured by the Florida Standards Assessment (FSA) in Mathematics
· By Spring 2020, at least 53% of students in the lowest quartile will meet their growth target
in reading, as measured by the FSA in Mathematics
· 2020-2021: At least 55% of students in each grade level will meet their math growth target
· 2021-2022: At least 57% of students in each grade level will meet their math growth target
· 2022-2023: At least 59% of students in each grade level will meet their math growth target
· 2023-2024: At least 61% of students in each grade level will meet their math growth target
As previously mentioned, CAA will strive to progress to keep pace with Palm Beach County’s
average. Because the majority of students at CAA will likely fit into at least one priority
subgroup, these goals reflect the urgency with which we are striving to close the achievement
gap.
Goal 5: Covenant Arts Academy students will increase the number of students achieving in
Science.
Objectives:
· By Spring 2020, at least 35 % of 5th grade students will meet achievement goals, as
measured by the Florida Standards Assessment (FSA) in Science.
· 2020-2021: At least 37% of students in grades 5 will achieve in Science
· 2021-2022: At least 39% of students in grades 5 and 8 will achieve in Science
· 2022-2023: At least 41% of students in grades 5 and 8 will achieve in Science
· 2023-2024: At least 42% of students in grades 5 and 8 will achieve in Science
Palm Beach County’s achievement scores in 5th grade Science have been on a downward trend,
while the 8th grade scores have fluctuated up and down. We have set the targets at a 2% increase
each year, the same as Reading and Math, to reflect the importance of Science to our students’
future endeavors.
As students enroll at CAA and receive their class assignment, we will set up spreadsheets to track
the incoming baseline of students’ test scores. If it appears that the incoming baseline is
substantially different from the projected data, administration will convene a data team to revise
the stated goals to reflect an aggressive but achievable target that still works to close the
achievement gap and expects high standards for all students.
B. Mission-Specific Goals
A. Describe any mission-specific educational goals and targets for the school not captured by state
accountability requirements. State goals clearly in terms of the measures or assessments the
school plans to use.
In accordance with our proposed multiple measures of accountability in Section 3: Educational
Program Design, we will utilize the following goals to guide our mission:
Goal 1: Students at CAA will have access to highly-qualified teachers.
· Objective 1: Covenant Arts Academy will employ at least 50% experienced teachers, no
more than 50% new teachers (teachers in their first or second year).
· Objective 2: No more than 40% of Covenant Arts Academy teachers will be chronically
absent (absent 10 or more days of the school year).
Students in high-poverty areas tend to have less access to experienced, effective teachers. CAA
will seek to ensure that our hiring practices and reputation inspire the best teachers to work for us
and to be committed to that work, so that they in turn will inspire our students. These quantifiable
amounts listed in these objectives will provide greater access to experienced teachers than
students in at least 50% of the other schools in Palm Beach School District, as determined based
on district data reports of a median new teacher percentage of 14% and a median chronic absentee
rate of 71%.
Goal 2: Students at CAA will have access to a well-rounded education.
· Objective 1: 100% of elementary students will receive daily instruction in the four core
subject areas and at least weekly instruction in physical education and the arts as measured by the
school’s elementary schedule.
· Objective 2: 100% of middle grades students will be enrolled in coursework in the four core
subject areas, physical education, and the arts except where exempt in accordance with state or
federal law.
Elementary students at CAA will receive specialized arts instruction twice a week, while students
in middle school will receive arts instruction on a daily basis, and in many cases, twice a day.
Students at all grade levels will receive at least the amount of physical education time required by
law, and elementary school students will have daily recess. These two components - physical
education and the arts - are integral in our quest to educate the whole child.
Goal 3: Students at CAA will have access to remedial and advanced coursework.
· Objective 1: 100% of students will have access to remedial and advanced coursework in the
core subjects as measured by documented differentiation via interventions and enrichment at least
weekly in elementary and middle grades lesson plans.
· Objective 2: When student need and demand exist, CAA will offer intensive and advanced
course offerings in English Language Arts in the middle grades.
Goal 4: Students at CAA will demonstrate growth in arts-related knowledge and skills.
· Objective 1: By June 30, 2020, Covenant Arts Academy will establish appropriate methods
for assessing students’ growth in arts-related knowledge and skills.
· Objective 2: CAA’s established method of measuring students’ growth in arts-related
knowledge and skills will be implemented no later than the 2020-2021 school year.
To meet these objectives, a task force consisting of arts educators, teaching artists, and/or
district/community arts experts will be created to determine the most appropriate method(s) of
assessment for measuring students’ growth in the arts. Some options may include:
· Portfolio creation in visual arts
· Musical skills assessment as measured by juries, solo and ensemble performances, or
pre/post test assessments
· End of year exam in art or music
· Final performance task assessments in art or music that require multi-step processes and
critical thinking in order to perform well
Once a baseline of achievement is established, future goals in this area may include targets for
students growth and/or achievement.
Goal 6: Staff, students, and parents at Covenant Arts Academy will be engaged and satisfied with
the school’s climate, culture, and educational program.
· Objective 1: Staff, parents, and middle grades students will express a positive weighted
average as measured annually by the School Effectiveness Questionnaire (SEQ) or a similar
survey.
· Objective 2: Parents and guardians will be involved in their child’s learning, as measured
by 75% of parents/guardians attending at least one Parent-Teacher conference per year.
· Objective 3: Students at Covenant Arts Academy will meet or exceed attendance rates for
similar school in the Glades region of Palm Beach County
o Sub-objective A: In the 2019-2020 school year, Covenant Arts Academy will have no more
than 13% of students who are considered chronically absent (15 days or more).
o Sub-objective B: In the 2019-2020 school year, students at Covenant Arts Academy will have
an average daily attendance rate of 96%.
CAA will use a school climate and culture survey to determine parent, student, and teacher
satisfaction with the school. Administration will determine the tool to be used; the SEQ used by
Palm Beach County is one option; it is based on the following criteria: Instructional Leadership,
High Expectations, School Climate, Student Conduct, and Decision Making. CAA will measure
its effectiveness by striving for a positive weighted average by parents, teachers, and students.
Additionally, elementary schools in the Glades Region/Tri-city area (Belle Glade, Pahokee, and
South Bay) have a higher rate of chronic absenteeism than the state average. Chronic absenteeism
is defined as missing 15 or more days throughout the course of the school year. The district
average is 6.41%; the Glades region is 17%. While attendance is not a success measure to
determine school grades in Florida, attendance rates have a high correlation with student
achievement, even as early as Kindergarten (Romero and Lee, 2007). The average daily rate of
attendance in Palm Beach County is 95.9%. For elementary students in the Glades Region, the
average is 94.8%.
Through the application of engaging curriculum, students will be eager to attend school for guest
artists, performances, and hands-on experiences. Additionally, the administrative staff and
teachers will identify chronically absent students and make a plan to address the underlying issues
with families in order to ensure success for all students.
Placement and Progression
C. Placement Procedures
A. Describe the school’s student grade level and course placement procedures.
Grade Level Placement
Palm Beach County’s Pupil Progression Plan lays out specific guidelines for the placement of
students at each grade level. Covenant Arts Academy will use the transcript from the previous
school, where applicable, to determine grade placement. For students entering Kindergarten,
Florida Statute 1003.21(1)(a)2 states that students must attain the age of five years on or before
September 1st of the school year. Any child who will attain the age of six years on or before
September 1st of the school year shall be admitted to grade 1 at any time during the school year if
the child has successfully completed the kindergarten program or has otherwise met the criteria
for admission or transfer in a manner similar to that applicable to other grades. A report card,
transcript, or other written record from the out-of-state/country school, non-public school, or
home education program, indicating that the student has been promoted to grade 1 or has
satisfactorily completed kindergarten, must be submitted at the time of registration.
When transferring a student from one school to another within the district, it is the sending
school’s responsibility to ensure that all student records are complete prior to withdrawing the
student. The grade placement of students transferring from within the state, from other states,
non-public schools, home education programs, or other countries, will be determined by the
principal of the receiving school, after an evaluation of the student’s record has been made using
the criteria as found in the Student Progression Plan. Grade placement on the transcript from the
sending school must be honored.
Students transferring into the school should be immediately assessed for reading proficiency to
determine if remediation is appropriate. Out-of-country transfer students without educational
records shall be placed according to age based on the following criteria:
A transferring ESE/504 student is a student who was previously enrolled in another district or out
of state public/charter school with an active IEP/Section 504 accommodation plan and who is
enrolling in the sponsored school district upon notification that a transferring student is one with
an active IEP/504. The school will review the existing IEP/504 plan and may convene an IEP
team meeting to discuss the student’s needs and determine if their change in schools would
necessitate any changes to the students IEP.
6-8: Course Placement
For advanced course placements at the middle school level (ex: Advanced Language Arts,
Algebra I), CAA will consider multiple sources, including teacher recommendation, standardized
test scores, benchmark assessment, anecdotal records, and parent recommendation.
Middle grades students who score a 1 or 2 on the state standardized tests in Reading will receive
strategic and/or intensive interventions and complete Intensive Reading the following year.
D. Progression Plan
A. State whether the applicant intends to use the local school district’s pupil progression plan. If not,
explain the policies and standards for promoting students from one grade level to the next or
provide the pupil progression plan as Attachment E.
CAA will adopt the pupil progression plan of Palm Beach County
E. Graduation Requirements
A. If the school will serve high school students, describe the methods used to determine if a student
has satisfied the requirements specified in section 1003.428, F.S., and any proposed additional
requirements.
N/A
F. Parent Communication
A. Discuss how and when promotion and graduation criteria will be communicated to
parents and students.
Covenant Arts Academy will have a Parent Handbook that will contain all information regarding
promotion criteria, unique policies and procedures of the school, and school-wide, year-long
information such as an assessment calendar and school events calendar. Specific emphasis will be
given to grade levels where standardized test scores may determine in part whether students
matriculate to the next grade level.
This school handbook will be given to parents at the beginning of the school year, along with any
demographic or supplemental information requests, and a form must be signed and returned
stating parental receipt and understanding of this handbook. An interpreter or bilingual staff
member will be available to answer questions for parents/guardians whose home language is not
English.
CAA will ensure that students in grades 3 (and 8, in year three and beyond of our charter)
understand the promotion criteria. Teachers will be of paramount importance to helping keep
students and families informed of progress toward meeting the standards for promotion to 4th
grade and high school. Throughout the course of the school year, multiple checkpoints are set up
for parent-teacher conferences, family and community engagement activities, and parent
workshops. These activities will keep the school-home connection at the forefront of our work,
and allow us to continually keep parents informed of student progress and the necessary
requirements for promotion.
Assessment and Evaluation
G. Interim Assessments
A. In addition to all mandatory assessments, identify the primary interim assessments the school will
use to assess student learning needs and progress throughout the year (including baseline
assessments) including a proposed assessment schedule as Attachment F. Provide the rationale
for selecting these assessments, including an explanation of how these assessments align with the
school’s curriculum, performance goals, and state standards.
In order to determine where students are in relation to mastery of the standards, progress
monitoring will be implemented in English Language Arts, Mathematics, and Science. CAA may
use ongoing monthly assessments for all students to adequately measure detailed and real time
assessments of students.
English Language Arts
In the primary grades (K-2), teachers will utilize the Fountas & Pinnell Benchmark Assessment
System at the beginning (baseline), middle, and end of the year. Additionally, CAA will
administer mini assessments on a monthly bases. Palm Beach County’s CRRP utilizes F&P, and
teachers will receive professional development through the district.
In the intermediate grades (3-5), teachers will also utilize the F&P Benchmark Assessment
System at the beginning (baseline), middle, and end of the year. Additionally, CAA will
administer mini assessments on a monthly bases. Also, teachers will implement a progress
monitoring tool for writing that is aligned to the writing portion of the FSA. This writing
assessment will be given at the beginning, middle, and end of the year.
Students in 6th grade (and 7th and 8th, in consecutive years of the charter) will be given a
progress monitoring assessment at three points during the school year. Additionally, CAA will
administer mini assessments on a monthly bases.
In order for teachers and staff to have a stake in the school’s decision-making, the specific tool(s)
will be determined by the administrators and/or curriculum task force, and will be aligned to
LAFS. The results of progress monitoring will be instrumental in determining where students are
in relation to the end of the year academic performance goals.
Mathematics
Students in grades K-6 will be formally progress monitored at the beginning (baseline), middle,
and end of the year using a tool chosen by the school’s administrators and/or curriculum task
force. The assessment tool will be aligned to MAFS and will determine where students are in
relation to the end of the year academic performance goals.
Science
Students in grades 3, 4, and 6 (and 7th, in consecutive years of the charter) will be progress
monitored three times a year, at the beginning (baseline), middle, and end of the year.
Additionally, CAA will administer mini assessments on a monthly bases. Students in grades 5
and 8 will be progress monitored twice a year, with the FSA serving as the end of the year
assessment. The assessment tool will be aligned to the NGSSS and will determine where students
are in relation to the end of the year academic performance goals in science.
H. Data Usage
A. Describe how student assessment and performance data will be used to evaluate and inform
instruction. Who will be responsible for managing the data , interpreting it for classroom teachers,
and leading or coordinating professional development to improve student achievement?
At the core of our work on student achievement is the Problem Solving Team (PST) of the
MTSS. This team is responsible for identifying problems and goals, analyzing data, and designing
supports for students, as described in Section 4: Curriculum Plan. While teachers make up the
majority of the PST, administrators and instructional leaders will also aid in leading the work of
this team. These individuals will have specialized expertise in analyzing and disaggregating data,
and because of the nature of their work, have a big picture view of the school.
Individual teachers who are not formally members of the PST do important work in their
classroom on a daily basis. Educators will review formative assessment data in the following
ways:
· Looking at student work using specific protocols (Critical Friends, EQUIP) with an eye
toward gleaning important information about where students are in relation to mastery of the
standards
· Use frequent, formative classroom assessment as outlined in Marzano’s Classroom
Assessment and Grading that Work (2006), to provide students with feedback on their progress
toward learning goals and keep them motivated and encouraged to learn
· Teams of teachers will use the Problem Solving Process (PSP) during collaborative planning
time to address student needs related to academic progress
· Using the small group instructional portion of the balanced literacy block to progress
monitor students and adjust instruction as necessary
The overall picture of the school’s data will be managed by administrators and instructional
leaders (literacy specialists, teacher leaders, etc.), who will lead professional development and
Professional Learning Communities in the use of data to guide instruction. This responsibility
will be shared with the Problem Solving Team to help teachers differentiate and monitor progress
so that all students achieve and reach their full potential.
I. Training and Data Leadership
I. Explain the training and support that school leadership and teachers will receive in analyzing,
interpreting, and using performance data to improve student learning.
Florida’s Education Data Warehouse is an indispensable tool to analyze data for the purpose of
school improvement. Administrators and other school leadership will have expertise in data
analysis and interpretation. This expertise will be utilized through professional development
provided by these individuals, who are supported by the district of Palm Beach County and their
personal network of colleagues. Just as teachers model reflective practice and continuous
improvement of their craft through the use of our comprehensive instructional framework, so will
administrators and other school leaders model reflection and set the expectation of sustained
professional development and growth.
Administrators will lead Professional Learning Communities, comprised of teachers and staff, in
the analysis, interpretation, and implementation of student performance data to drive instruction.
This will be accomplished through data protocols (National School Reform Faculty protocols,
Here’s What, So What, Now What?, etc.) to guide teachers through this process and empower
them to effectively use quantitative measures to improve instruction.
Once data has been analyzed and interpreted, teachers have access to CPALMS, professional
development provided within the Palm Beach County’s Comprehensive Research-based Reading
Plan, and Professional Learning Communities to support their work in improving student
learning. Curricular choices, as outlined in Section 4, will also be carefully adopted by faculty
and administrators in order to further support teachers in instructional methods, activities, and
resources that align with achievement of the LAFS, MAFS, and NGSSS.
J. Potential Corrective Actions
A. Describe the corrective actions the school would take if it falls short of student academic
achievement expectations or goals at the school-wide, classroom, sub-group, or individual student
level. Explain what would trigger such corrective actions and who would be responsible for
implementing it.
Administrators and other leadership teams (PST, Literacy Teams, grade level PLCs, etc.) at CAA
will monitor the progress of the school’s overall academic achievement goals, as listed in sections
A and B above. CAA will utilize a Plan for School Improvement Plan as a model for outlining the
steps to be taken (creating an action plan with timelines, persons responsible, and monitoring for
fidelity and effectiveness of the plan).
The Problem Solving Process will be utilized to determine the actions to take in such a situation.
Solutions could include the following:
· Increasing the frequency or intensity of interventions
· Modifying Tier 1 universal instruction
· Increased classroom walkthroughs to determine professional development needs and
identification of teachers for possible mentoring or coaching
· Modification of the school’s schedule to accommodate the needs of students
If the school leadership, through their frequent examination of data, determines that students are
at risk of not achieving the school goals, he or she will immediately convene a team of the key
stakeholders and begin the Problem Solving process to determine the best course of action.
K. Communicating Assessment Results
A. Describe how student assessment and performance information will be shared with students and
with parents.
CAA believes that parents must be informed regularly regarding their child’s performance at
school. Parents can become a school’s greatest ally in helping to insure academic and artistic
success for students. CAA will implement EdLine as one resource for informing parents and
students of academic progress. EdLine provides parents with web-based access to current Grade
Book reports via independent student identification access. Parents will review grades and
attendance online from home and will receive private email alerts on urgent grade, attendance or
other information sent from the teacher to immediately inform parents of changes in a student’s
performance or progress.
In addition the school will implement the Interactive Classroom component of EdLine, thereby
enabling parents and students to participate in integrated online discussions with instructional
content to engage students in assignment discussions. The teacher can target or restrict certain
users or groups within the classroom. Homework assignments can be posted to integrate online
practice exercises, quizzes, or worksheets. Students complete the learning activities online. A
homework “drop-box” is provided where students can submit documents or other files to hand in
their homework electronically.
This electronic system allows parents or guardians to know the status of a student's work.
Teachers may also provide:
· private, secure student-specific reports regarding school-wide assessments, missing
homework assignments, and daily grades.
· Class–specific content, such as homework assignments, test dates, project instructions, etc.
· Team, club and other group specific material, such as practice schedules
· General school information, such as newsletters, daily announcements, lunch menus, and
school-wide activities.
Parent conferences will be scheduled at least two times per year; once in the fall and again at the
end of January to discuss individual student progress. All children learn in different ways, and
demonstrate both strengths and areas for growth. It is the goal of CAA to communicate these
strengths to parents through consistent communication. Parent conferences can become a bridge
between the home and school thus influencing student performance in the classroom. By
discussing student progress and assessment results with parents, parents are better able to
understand their child’s difficulties so that they may become a resource at home for skills
improvement. Teachers are encouraged to fully prepare for conferences so that substantial
information is provided in a specific time frame. Conference records will be kept in the student’s
folder.
Formal assessment results will be sent home with the student or via mail, as they are available.
Formal results are provided from District and State mandated testing.
Utilizing baseline data and additional assessments, teachers will create Data Chats to assist
students in tracking their progress and to inform parents of student strengths and weaknesses.
Teachers will utilize the students’ Developmental Scale Score percentage conversions as part of
the formulas that are included in the Data Chats. This will be used throughout the year by
teachers to determine whether students are making adequate learning gains in the classroom.
Teachers will use the FSA released questions and Learning Village item banks to create teacher
made assessments.
CAA will distribute interim progress reports at the four and one half week point of the quarter,
and report cards at the end of the quarter. In addition, individual students may be placed on daily
or weekly progress reports so that progress is closely monitored in the event there are concerns
with student progress. These individualized progress reports may indicate the results of classroom
formative assessment, behavioral and social goals, or progress toward meeting specific academic
benchmarks (for instance, Fountas and Pinnell Text Gradient Levels). Progress reports are not
just to inform parents, but instead are part of an ongoing effort to help students take ownership of
their learning, building their self-efficacy and strengthening their responsibility and
accountability toward achieving their goals.
For all students who are “exhibiting a substantial deficiency in reading” in Kindergarten through
3rd Grade, the school will immediately begin intensive reading instruction and notify the parents
in writing as required by Florida Statute 1008.25.
Teachers are encouraged to keep parents as informed as possible, seeking out the parent as a
resource to support the educational efforts of the school. The more parents who act as a partner in
education, the better our community of scholars and artists will become. Students, especially in
the upper grades, will become increasingly responsible for the quality and completion of their
own work. However, parents must also be aware of how their child is performing and support
them, with the help of the school, to meet the high standards set forth.
L. Protecting Privacy
A. Describe the plan for protecting the privacy of individual student academic performance
data and other student-related information.
Covenant Arts Academy understands the requirements of FERPA and has a plan to keep the
personal and academic records of all students confidential. Disclosure of personal identifiable
information (PII) will only be provided as allowable in FERPA. We will not provide student
information to third party entities without written consent from the student or guardian, or as
allowable by FERPA (enrollment in another school, conducting studies, compliance with judicial
orders, etc.)
Record requests from students and parents will be handled by a designated official of the school,
and will be provided within the 45 day time period required by law. Parents will be notified in the
school handbook of the Annual Notification of Rights. This notification will also be posted in the
main office of the school. Within this Notification of Rights, CAA will define “school official”
and “legitimate educational interest” as it pertains to the access of educational records.
CAA will use the guidance forms and model notices as provided by the federal, state, and local
education agencies to provide parents with the opportunity to opt out of directory notices, request
access to educational records, and provide families with the Notification of Rights as mentioned
above.
Teacher teams will actively use student work protocols and data protocols within Professional
Learning Communities and Problem Solving Team meetings, but names and identifying
information may be removed as deemed necessary in the professional judgment of the staff at
CAA.
Section 6: Exceptional Students
A. Projected Population
A. Provide the school’s projected population of students with disabilities and describe how
the projection was made.
CAA is projecting that 18.3% of our students will be students with disabilities. In order to
determine our projections, we used the information provided in Florida’s Education Data
Warehouse.
There are ten comparable schools in the Glades region: Belle Glade Elementary, K.E.
Cunningham/Canal Elementary, Pahokee Elementary, Belle Glade Excel Charter, Lake Shore
Middle, Pioneer Park, Rosenwald, Glade View Elementary, Glades Academy, Inc., and Gove.
Pahokee Middle/Senior High is currently excluded due to the inability to separate the high school
and middle school data.
The percentage of students with disabilities was taken from the Enrollment section of the
Education Data Warehouse and averaged to determine the final enrollment projections. While the
percentage of students with disabilities in Palm Beach County is only 15.5%, the Glades region is
higher, at 18.3%.
Of the ten schools used for the projection, Lake Shore Middle School in Belle Glade, FL has the
highest percentage of students with disabilities (24.3% in the 2016-2017 school year). According
to those figures, after the first year of the charter, CAA could potentially have a higher percentage
of students with disabilities, especially at the middle school level. These numbers will be taken
into account when the school receives its actual enrollment, at which point administration and the
ESE Coordinator will determine if any of the school’s achievement goals or growth targets
should be adjusted.
Working from the Target Population figures for Year 1, as outlined in Section 2, we project that
18.3%, or approximately 50 of 272 students, would qualify for ESE services. We project that the
number will scale proportionately in relation to student enrollment in subsequent years of the
school. When we are at full capacity for enrollment, we anticipate approximately 112 students
will qualify for ESE services.
Additionally, CAA is projecting that approximately 5% of our students will be gifted, based on
information from projections of the prevalence of gifted students in the general population and
historical data from Palm Beach County. Working from the Target Population figures for Year 1,
we project that 18 students will receive gifted services. We project that the number will scale
proportionately in relation to student enrollment in subsequent years of the school. When we are
at full capacity for enrollment, we anticipate approximately 31 students will qualify for gifted
services.
B. Equal Opportunity for Enrollment
A. Describe how the school will ensure that students with disabilities will have an equal
opportunity of being selected for enrollment in the charter school.
Covenant Arts Academy is committed to providing a free appropriate public education (FAPE) to
students in Palm Beach County. This includes equitable access to students with disabilities in
accordance with Section 504 of the Rehabilitation Act, which states that students with disabilities
cannot be excluded or denied benefits from any program that receives federal funding. CAA will
not discriminate on the basis of race, ethnicity, origin, gender, religion, or exceptionality in the
admission of students, but will instead comply with all applicable federal, state, and local health,
safety, and civil rights requirements and antidiscrimination provisions.
CAA will ensure that students with disabilities will have an equal opportunity of being selected
for enrollment in the charter school through the use of our application and lottery-based
enrollment process as articulated in Section 14. Any eligible student who submits a timely
application (1002.33(10)(a)), whose parents accept the conditions of the Parent Involvement, and
who live within Palm Beach County (or designated special interest areas) will be considered for
admission and enrollment. As a part of the application process, CAA will only ask limited and
necessary questions about the students who are applying. The school will not ask for any
information on eligibility or placement in special programs or any questions regarding any
protected class, to avoid the appearance of discrimination and or lottery process.
If applications exceed capacity, a random selection lottery process (1002.33(10)(a)) will be
implemented to give an equal opportunity of being accepted to all eligible students, with or
without disabilities, who do not fall under the preference rules. The lottery will be a completely
random process with safeguards built in to preclude tampering. After capacity is reached,
remaining students will be placed on a waiting list, giving students with disabilities an equal
chance of being selected for enrollment if student seats become available or school capacity
increases.
C. Ensuring FAPE in LRE
A. Describe how the school will work with the sponsor and through the Individual
Education Plan (IEP) process when necessary to ensure students with disabilities receive a free
appropriate education (FAPE) in the least restrictive environment (LRE).
Effectively working with the sponsor will be very important to the success of CAA, and this is
especially true in the area of Exceptional Student Education (ESE). Given that the district serves
as the local education agency (LEA) in regards to ESE matters, we understand the importance of
following the district’s policies and working closely with the district staff who are assigned to
assist CAA with compliance issues related to ESE services. It is our intention that as soon as our
contract is approved, we will work with district staff to ensure that our policies and procedures
align with the district. We want to ensure that procedural safeguards and requirements for ESE
students are strictly adhered to. What follows throughout this section of the application is our
understanding of the Palm Beach County process. If the rules and regulations regarding ESE
services change, we will work closely with the district to ensure compliance on these issues.
In regards to the IEP process, the sponsor will conduct the evaluation of students referred for
potential Special Education, Gifted, and 504 placements in accordance with federal and state
mandates. Once evaluation is completed, a Child Study Team of qualified professionals and the
parent will assemble to determine the student’s eligibility for ESE services. If eligible, an IEP
will be developed within 30 calendar days. An IEP team will be assembled to develop the IEP;
the team will consist of the student’s parent/guardian, the student when appropriate, at least one
general education teacher if applicable, at least one special education teacher or service provider,
an LEA representative, an evaluation interpreter, and any other individual with expertise on the
student. CAA will serve as the local education agency (LEA). CAA serve as the LEA
representative during IEP these meetings. CAA will provide the LEA representative and not the
ESE teacher. A meeting notice for the IEP meeting will be sent to inform and invite the student’s
parent/guardian in accordance with 34 CFR 300.321(a), 300.321(b), and 300.322(b) along with a
copy of the procedural safeguards (Rules 6A-6.03311(2) and 6A-6.03028(3)(h)5. IEPs will be
written using the LEA’s Liquid Office IEP eForms. While a draft may be prepared ahead of time,
discussion of all aspects of the IEP should be reviewed and discussed during the meeting. The
IEP will be written according to best practices as articulated in Developing Quality Individual
Educational Plans: A Guide for Instructional Personnel and Families (FLDOE, 2015). The IEP
will include documentation of all of those in participation. Additionally, parental consent will be
required for initial placement. Following the completion of the IEP, ESE services should begin as
soon as possible. IEPs will be reviewed at least annually. If a re-evaluation is deemed appropriate,
the Sponsor will conduct evaluations every three years or more often deemed appropriate. The
IEP team will reconvene to review the IEP and reevaluation results, adjusting the IEP as needed.
Covenant Arts Academy is committed to ensuring that all exceptional students be provided with a
free, appropriate public education in the least restrictive environment as required by federal, state,
and local law. Services and programs for students with disabilities will be provided in accordance
with federal, state and local policies and procedures, including specifically the Individuals with
Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, §1000.05,
§1003.57, §1001.42 (4)(l), and §1002.33, Florida Statute, and Chapter 6A-6 of the State Board of
Education Administrative Rule. CAA believes that the holistic approach with regard to preparing
students through an arts rich program will be particularly beneficial for many students for whom
a traditional educational setting was not successful. Many artistic students also display
characteristics that may be associated with disabilities, such as attention deficit or learning
disabilities as a result of their unique way of viewing the world. Given our unique environment,
we believe we will be able to work with nearly all students who apply to CAA.
That said, we realize there are those very rare and unique circumstances where the significant
needs of an individual student may not align with the services we are able to offer at CAA within
the educational program being developed. As is well documented within the IDEA, school
districts are allowed to create centers for these students, which enable districts to utilize the
economy of scale. Given that CAA will be an independently run single school, this would not be
possible for us. If a situation were to arise that a student applied to CAA who requires services
above and beyond those capable of those being provided at CAA we will request that our contract
include the option for us to convene an IEP meeting and invite a representative of the Sponsor to
attend as a member of the team. The IEP team can then discuss the individualized needs of that
particular student and the strengths and limitations that CAA offers as a school. The team shall
then determine the appropriate special education and related services, accommodations, and
placement for the student. If it is determined by the IEP committee that the need of the student
with disabilities cannot be met by Covenant Arts Academy, then the Sponsor and school will
collaborate as early as possible to secure another placement for the student in accordance with
federal and state mandates.
Finally, the Sponsor and the school will work together as the Sponsor’s ESE Department will
provide mandatory LEA training and IEP training to the school’s staff and/or faculty.
D. Identifying Students
A. Describe the methods the school will use to identify students with disabilities that have
not yet been identified.
According to the Individuals with Disabilities Education Act (IDEA), a student must meet certain
criteria in order to be eligible to special education services, as documented in an Individualized
Education Plan (IEP). As detailed in Section 4: Curriculum Plan, the MTSS three-tiered process
will be utilized to ensure that the unique needs of all students are met. To support that process,
CAA will create a multi-disciplinary MTSS Problem-Solving Team that will meet frequently to
analyze the school’s data and determine the effectiveness of student’s interventions. If this
problem solving team suspects that a student may have a disability, they can recommend the
student for evaluation. In accordance with IDEA, MTSS and the problem solving process will not
be used to delay or deny an evaluation for eligibility for ESE services.
In addition, parents have the right to request an evaluation of their child at any time. If parents
believe that their student should be evaluated to receive special education services, they should
make their request to the guidance counselor. These requests will be processed and the student
will be evaluated within the 60 day timeline required by IDEA.
Once evaluation results are available, a Child Study Team, consisting of highly qualified
professionals and the student’s parent/guardian, will convene to determine if the student is
eligible for ESE services. If so, the IEP development process will begin as articulated in section C
above.
E. Describe Programs
A. Describe the programs, strategies, and supports the school will provide, including
supplemental supports and services and modifications and accommodations to ensure the
academic success of students with disabilities whose education needs can be met in a regular
classroom environment with at least 80% of instruction occurring in a class with non-disabled
peers.
Covenant Arts Academy will provide a continuum of services to best address the needs of
students. The analysis of the problem, progress data, and evaluation results during the MTSS
problem solving process will help the IEP or 504 team to determine the specific type and intensity
of service the student needs. These services will be selected in order to enable the student to:
· advance appropriately toward attaining the annual goals stated in the IEP or 504;
· be involved in and make progress toward the goals of the general education curriculum;
· participate in extracurricular and other nonacademic activities; and
· be educated and participate with other children with disabilities and other nondisabled
children.
To reach these goals, the IEP and/or 504 team will do their best to select services that will allow
the student to succeed in the least restrictive environment, which is in an inclusive regular
classroom environment with at least 80% of instruction occurring in a class with non-disabled
peers, as well as full participation in state or district annual standardized tests.
In the general education classroom, supplementary aids and services will be used to enable the
student to participate and achieve in the general education program and other school activities.
These services will be based on peer-reviewed research, to the extent practicable, as required by
Rule 6A¬ 6.03028(3)(h)4., F.A.C. Supplemental aids and services at Covenant Arts Academy
may include, but are not limited to:
· assistive technology such as a word processor, computer, word prediction software, or a
portable note‐ taking device;
· accessible instructional materials such as graphic-enhanced text, audio, or manipulatives;
· environmental adaptations such as preferential seating, specialized lighting, or acoustical
treatments to minimize noise;
· specialized instructional strategies such as graphic organizers, alternate presentation of
content or response, or planning guides;
· peer supports such as pairing a student with a disability with a same age classmate who does
not have a disability in order to provide reciprocal benefits to students through peer modeling,
relationship building, academic support, and expanded opportunities to socialize, communicate,
and demonstrate learning competencies;
· curricular adaptations or modifications such as clarification of key concepts or balancing
teacher‐ assigned and student‐ selected tasks;
· scheduling accommodations such as breaks or extended due dates;
· collaborative teaching with both the general education and ESE teachers; and
· accommodations on assessments and standardized tests, such as flexible presentation or
flexible setting.
Additionally, the student with disabilities may require related services to benefit from special
education. As described in Developing Quality Individual Educational Plans: A Guide for
Instructional Personnel and Families (FLDOE, 2015, p. 109-110), “related services may include,
but are not limited to, the following:
· Speech and language pathology and audiology services;
· Interpreting services;
· Psychological services;
· Occupational therapy;
· Physical therapy;
· Recreation, including therapeutic recreation;
· Counseling services, including rehabilitation counseling;
· Assistive technology training for the school team and parents;
· Orientation and mobility services;
· Services of a certified listening and spoken language specialist;
· Medical services for diagnostic or evaluation purposes;
· School health services;
· Social work services in schools;
· Parent counseling and training; and
· Transportation services and specialized equipment.”
If a student is deemed to require related services, the IEP and/or 504 team, with consultation from
the Sponsor as needed, will evaluate whether those services can be adequately provided by
Covenant Arts Academy. In most cases, Covenant Arts Academy expects that we will be able to
effectively contract with the Sponsor or another service provider in order to meet the related
service needs of the students.
F. 40-80% of Instruction with Non-Disabled Peers
A. Describe how the school will work with the sponsor and through the IEP process to
determine whether a student with a disability whose education needs require a regular classroom
and resource room combination (between 40-80% of instruction occurring with non-disabled
peers) can be provided FAPE by the school.
While a student is receiving supplemental aids and services in the general education classroom,
the teacher and Problem Solving Team will monitor the student’s progress throughout the school
year. If the rate of progress is below expectations, the duration, frequency, or intensity of services
may need to increase or the service model may need to change. During the IEP creation or review
process, the IEP team will determine the appropriate special education and related services,
accommodations, and placement for the student. If the team determines that a student’s education
needs require regular classroom and resource room combination (between 40-80% of instruction
occurring with non-disabled peers), the team will assess the ability for Covenant Arts Academy to
provide that service model to the student. The team may consult the Sponsor for ideas,
suggestions, or recommendations. If it is determined by the IEP committee that the need(s) of the
student with disabilities can be met by Covenant Arts Academy, the student will remain at CAA
and be provided FAPE. If it is determined by the IEP committee that the need(s) of the student
with disabilities cannot be met by Covenant Arts Academy, then the Sponsor and school will
collaborate as early as possible to secure another placement for the student in accordance with
federal and state mandates.
G. Less than 40% with Non-Disabled Peers
A. Describe how the school will work with the sponsor and through the IEP process to determine
whether a student with a disability whose education needs require a separate classroom (less than
40% of instruction occurring with non-disabled peers) can be provided FAPE by the school.
During the IEP creation or review process, the IEP team will determine the appropriate special
education and related services, accommodations, and placement for the student. If the team
determines that a student’s educational needs require more than 60% of instruction occurring
outside of the general education classroom, the team will assess the ability for Covenant Arts
Academy to provide that separate classroom. The team may consult the Sponsor for ideas,
suggestions or recommendations. If it is determined by the IEP committee that the need(s) of the
student with disabilities can be met by Covenant Arts Academy, the student will remain at CAA
and be provided FAPE. If it is determined by the IEP committee that the need(s) of the student
with disabilities cannot be met by Covenant Arts Academy, then the Sponsor and school will
collaborate as early as possible to secure another placement for the student in accordance with
federal and state mandates.
H. Monitoring Program
A. Describe the plans for monitoring and evaluating the progress and success of students with
disabilities to ensure the attainment of each student’s goals as set forth in the IEP or 504 plan,
including plans for promoting graduation for students with disabilities (high schools only).
The ESE Coordinator, staff, and/or service providers will be primarily responsible for monitoring
the goals of the IEP or 504 plan, with strategic support from the classroom teachers and other
staff as necessary to the specific student goals.
The ESE Coordinator will be responsible for providing the IEP or 504 document, or relevant
pages, to the teachers who teach each student with an IEP. This will be done in accordance with
the guidelines for protecting the confidentiality of the student as outlined in the Florida
Department of Education’s Developing Quality Individual Educational Plans: A Guide for
Instructional Personnel and Families (2015, p. 146-147). This should be done no later than the
week before school begins so that teachers have time to study the accommodations necessary and
help the student be a self-advocate for asking for and implementing the accommodations listed in
the IEP or 504 plan. Teachers are responsible for documenting the accommodations made in their
lesson plans for students with disabilities; administrators, the guidance counselor, related service
providers, the MTSS team, and the ESE Coordinator may review the lesson plan documents to
ensure that students’ needs are being met.
General education teachers will collaborate with the ESE Coordinator, staff and/or service
providers to determine student progress toward the annual goals stated in the IEP or 504 plan.
Progress on specific IEP goals for each student may be measured through multiple measures,
such as the use of:
· Portfolios of student work
· Teacher made classroom assessments
· Checklists or charts
· Benchmark assessments disaggregated by focus area
· Student discipline and attendance data
Moreover, after each benchmark assessment in reading, math, or science, the general education
teacher and ESE Coordinator, staff, and/or service provider may meet to discuss student results
with relation to progress toward their annual IEP or 504 plan goals. Data from these measures
will be used to inform instructional decisions, such as determining a focus for small group or
individual instruction. This data may also be used in determining the effectiveness of the systems
and supports in the IEP and will aid in the annual review process. Finally, the ESE Coordinator,
staff, and/or service provider will convene during the annual IEP review to determine whether or
not the IEP goals have been met and whether or not the supports listed in the IEP are sufficient
for the following year.
In addition to monitoring the IEP/504 goals directly and performing the legally required annual
review of the IEP, the MTSS team will meet regularly to discuss the progress of all students in
Tier 2 or Tier 3, including students with disabilities. An added layer of support for ESE comes in
the form of the Professional Learning Community, as teachers will meet as grade level or grade
band teams to monitor the effectiveness of the services and supports in the IEP or 504. For
example, the PLC or MTSS team may evaluate the progress of specific students or subgroups
(ELL, ESE, gifted students, etc.) after each benchmark assessment and determine whether the
needs of these students are being met. This analysis will range in depth from the entire subgroup,
to the grade level, class, and specific student data. An example might be:
1. The Fountas & Pinnell Benchmark assessment is given in the middle of the year to students
in grades K-5, including all students with an IEP with adherence to testing accommodations.
2. The administrator or reading specialist compiles or pulls data reports outlining the school,
grade, class, student, and subgroup data.
3. The MTSS team meets and uses specific data analysis protocols to determine progress toward
the achievement and growth goals (as outlined in section 5) and determines areas of strength
and areas where the school is at risk of not meeting end of the year growth targets.
4. The team uses the disaggregated data to determine the highest areas of need with regards to
specific grade levels, classes, students, or subgroups.
5. The team sets growth targets with regards to the highest areas of need and develops a plan for
the interventions and supports needed to move students forward. This plan will include:
o The progress to date of students with disabilities (according to their IEP goals) and the
specific area for growth (for example, consonant-vowel-consonant patterns to improve
reading fluency)
o The intervention and frequency of assessment for the specific growth area (for example,
daily small group or independent instruction on cvc patterns during the literacy block
with weekly individual assessment)
6. The MTSS team partners with teachers and other stakeholders to implement and monitor the
plan.
After the results of the last benchmark assessments, the MTSS team will meet to determine if
students with disabilities made acceptable progress toward mastery of the standards.
In addition, parents must be an integral part of the support system for students with IEPs. In some
cases, a parent may be assigned a responsibility in the IEP, where appropriate and willing
(FLDOE, 2015, p. 146). Parents will be notified of the progress of their child through the progress
report (halfway through the quarter), the report card, and any interim progress monitoring tool
deemed necessary by the teacher. This may include:
· A supplemental explanation in the progress report or report card explaining any
modification of the grading scale, data reflecting progress toward the annual goals, or the success
of any interventions or supports being used in the classroom
· A weekly progress report outlining progress toward a student’s goals with narrative
information as appropriate
· An assessment or student work example sent home for acknowledgement by the parent (i.e.
requiring a parent signature for a concerning test grade or lack of completion for a homework
assignment)
CAA trusts the professional judgement of its teachers and will ensure that parents are regularly
informed of student progress. Parent workshops may include information about the IEP process,
the most effective supports and services based on research, and ways to support students with
disabilities at home. We believe that through our arts-focused curriculum, parents will be engaged
in the culture and climate of the school and there will be ample opportunities for teachers and
parents to work as a team to ensure the success of all students.
All of these practices will help to ensure that students attain the goals in their IEP or 504 plans.
I. Staffing Plan
I. Identify the staffing plan, based on the above projection, for the school’s special education
program, including the number and qualifications of staff.
Based on our projections and intended service model, CAA plans to hire one fulltime highly
qualified, certified ESE Coordinator and a similarly qualified part time teacher in our first year.
These individuals will manage the ESE, 504, ELL, and gifted caseload, which we expect will
have the majority of services met through the general education classroom. For students needing
co-teaching or services outside the general education classroom, the ESE Coordinator may also
provide ESE services to students as needed. Additionally, CAA intends to contract with vendors
to provide some specific direct services, such as speech therapy, language therapy, occupational
therapy, physical therapy, etc. CAA fully intends to contract with service providers based on the
needs of the students post IEP; Always providing services as needed by the individual students.
The use of these contracted vendors will help to reduce the direct services our ESE staff will need
to provide; however, the CAA ESE Coordinator will still oversee the management of these cases.
If our students’ needs for support services exceeds the capacity of the ESE Coordinator in the first
year, CAA will contract with an ESE certified service provider, share resources with another
charter school, or hire additional staff. Based on the actual need in the first year and projections
with increased enrollment in subsequent years, CAA will determine the staffing needs for future
years, which may include additional contracted services or hiring additional ESE-certified staff
members to provide services. Likewise, if the need exists, CAA may in future years hire a gifted
endorsed teacher to serve our gifted population. If CAA moves from a contract model to a
staffing model for these expanded services, CAA’s Board of Directors will update the budget to
properly reflect the necessary staffing resources.
J. Evaluating Effectiveness
A. Describe how the school’s overall effectiveness in serving exceptional education students will be
evaluated.
Covenant Arts Academy will be accountable for ensuring that the needs of ESE students,
including gifted students, are met and that the services provided are effective. CAA will measure
the overall effectiveness in serving exceptional education students through multiple measures of
accountability, including:
· Student progress documented in progress reports, annual IEP reviews, and timely EP
reviews.
· Timely completion and renewal of IEPs, 504 plans, and EPs in accordance with the law
· Documentation of accommodations and services in lesson plans
· Consideration of progress on school-wide goals for ESE subgroups. In Section 5: Student
Performance Assessment outlines, CAA has thoughtfully considered the goals that will help close
the achievement gap in the Glades region of Palm Beach County. CAA will assess the
effectiveness of the overall ESE program by examining progress toward the school’s goals for
both academic and mission-specific areas for ESE and gifted as subgroups.
K. Gifted and Talented
A. Describe how the school will serve gifted and talented students.
Students who are gifted also fall under the umbrella of Exceptional Student Education in Florida.
Any teacher or parent may refer a student for evaluation for gifted services. Parental consent will
be obtained and procedural safeguards will be provided and adhered to. After a formal evaluation
has been conducted, a multidisciplinary team will meet to determine eligibility. Eligibility criteria
are determined by the state.
If a student is deemed eligible for gifted services, the multidisciplinary team will develop an
Education Plan (EP). The EP will prescribe the services that will be provided to the student along
with a statement regarding why the student is in need of services. Depending on the number of
students to be served and their needs, delivery of gifted services may range from a variety of
modalities such as:
· consultation
· differentiation and/or cluster groups within the general classroom
· resource room
· advanced content area classes
In addition to services, the EP will also include:
· present levels of educational performance
· measurable goals and benchmarks or short term objectives
· a description of the specially designed instruction to be provided
· a description of how progress will be measured and how the parent will be informed of the
student's progress
· initiation, duration, frequency, and location of services
Services for students who are gifted will be aligned with Florida's Frameworks for K-12 Gifted
Learners, which provides guidelines for providing a challenging and rigorous curriculum that
enhances the state standards. The goals of the frameworks are defined by expected outcomes for
gifted students. Each goal specifies the mastery expected by the time the student graduates.
CAA’s gifted services will be supported and/or provided by a highly qualified teacher who holds
the gifted endorsement. Depending on demand and students need, the Teacher of the Gifted may
be on staff or may provide contracted services (included in the budget). Additionally, all CAA
staff teaching gifted students will have access to professional development opportunities with the
state and school district so that all required guidelines and procedures are implemented with
accuracy.
CAA believes that the well-rounded curriculum it has chosen, complemented by the
supplementary instructional materials, will provide a significant differentiated curriculum and an
appropriately challenging learning experience for most gifted students and for students assessed
with above-level skills in specific courses. Additional resources and guidance will be utilized
from the manual, Florida’s Framework for K-12 Gifted Learners.
CAA is committed to ensuring the academic growth of all students, including students who are
gifted. It is expected that students who are gifted will reach mastery of their individual goals and
mastery of the general curriculum, displaying both personal and academic growth.
Section 7: English Language Learners
A. How Requirements Will Be Met
A. Describe how the school will meet the needs of English Language Learners as required by state
and federal law, including the procedures that will be utilized for identifying such students,
ensuring that they have equitable access to the school’s programming and communicating with
their families.
CAA will meet the needs of English Language Learners by closely following the 2016 - 2019
District English Language Learners Plan for Palm Beach County; this document was approved by
the Florida Department of Education as focusing on student outcomes and is in compliance with
state and federal law, including Florida Statute 1003.56 and Rules 6A.6.0900-6A.6.0909.
Students enrolled in CAA within the ESOL program will receive comprehensive instruction from
ESOL certified or endorsed instructional staff and will be in a climate that promotes listening,
speaking, reading, and writing skills.
Identifying ELLs
CAA will administer the Home Language Survey (HLS) to parents / guardians at enrollment to
identify ELLs. The HLS will be provided in English, Spanish, Haitian Creole, and Portuguese.
Relevant results of the HLS will be recorded into the District’s student information database by
CAA’s designated English for Speakers of Other Languages (ESOL) Coordinator.
The CAA registration personnel will direct each HLS with one or more “yes” responses to the
ESOL Coordinator for further assessment. The ESOL Coordinator will be responsible for
ensuring the administration and grading of a state-approved Language Assessment Scale
(LAS) takes place within 20 school days to assess the English listening and speaking skills of the
student. If the assessment is delayed beyond the twenty-day period, CAA will provide the
following documentation for each student:
1. Reason for the delay in assessing the student.
2. Evidence that the student is being provided ESOL accommodations until the assessment is
complete.
3. Timetable to complete the assessment.
4. Notification of timetable to parent/guardian, preferably in their primary language.
5. Assessment to be completed no later than eight weeks (40 school days) after initial
enrollment.
Students in grades K-8 who do not score as fluent English speakers on the LAS Listening /
Speaking test qualify for ESOL program services.
Students in grades K-2 who score as proficient English speakers on the LAS Listening / Speaking
test do not qualify for ESOL program services, unless recommended by the ELL Committee
(6A.6.0902). Those students are placed into regular mainstream classes.
Students in grades 3-8 who score as fluent English speakers on the LAS Listening / Speaking test
shall be administered the norm-referenced LAS Reading / Writing (LRW) assessment to measure
proficiency within 30 days of enrollment and prior to creating the student’s ELL data screen or
putting the category on the student’s demographic data screen. Any student score below a 142 (or
33rd percentile) on the LRW is eligible for ELL services. Any student scoring at or above 142 (or
33rd percentile) on the LRW is considered proficient and does not qualify for ESOL program
services, unless recommended by the ELL Committee (6A-6.0902).
Students who do not qualify for ELL services will have the initial testing documents stapled to
their registration form and filed in their cumulative folders.
Students qualifying for ELL services will have an Individual ELL Student Plan (ES-620). The
Copies of all documentation will be maintained in the student’s ELL Audit Trail folder, which
will become a part of the permanent student cumulative record folder for review and audit by
appropriate personnel.
CAA will establish an ELL Committee that will meet on a regular basis to ensure proper
identification, program placement, academic assessment, and programmatic assessment of ELLs.
Additionally, the committee will recommend accommodations for high stakes assessments,
discuss and evaluate ELLs being considered for retention, and make appropriate educational
decisions/modifications to an ELL's instructional program when the need arises. Any teacher,
parent/guardian, administrator or any student advocate may request the ELL committee to
convene on behalf of an ELL. It is the responsibility of the ELL Committee to make data-driven
and student-centric decisions; a decision cannot be made unless the majority of the members are
in agreement.
The ELL Committee is empowered to:
· determine if a student should be classified ELL in accordance with the criteria in 6A.6-0902
even when the LAS Listening / Speaking assessment indicates proficiency,
· determine a student's reclassification,
· determine a student's extension in the ESOL program,
· determine a student's exit from the ESOL program,
· evaluate ELLs who are being considered for retention,
· evaluate ELLs who are not making adequate progress based on the ELDC (English
Language Development Continuum), and
· refer an ELL to CAA’s Problem Solving Team for the MTSS process.
Equitable Access
English Language Learners will have equitable access to the school’s programming in accordance
with state and federal law. Moreover, CAA will be in compliance with the District’s agreement
with the U.S. Department of Justice on February 26, 2013 as it pertains to the prevention of
discrimination in school enrollment and student discipline. Covenant Arts Academy will provide
a mainstream-inclusion ESOL program model that provides qualified teachers as well as
curriculum and instructional strategies appropriate for their level of English proficiency,
academic achievement, and special needs. This instruction will be equal in amount, sequence,
quality, and scope, and will be documented in teacher lesson plans. In addition to appropriate
instruction in English Language Arts and reading courses, CAA teachers will use ESOL strategies
across all subject areas - such as visual prompts, manipulatives, and modifying directions - to
support the student at their level of English proficiency. On an as needed basis, CAA, through the
leadership of the ELL Committee, will consider the need and feasibility of providing additional
ESOL instructional models (such as sheltered or dual language).
Through compliance with law and the District’s agreement with the US Department of Justice,
the use of the Home Language Survey with all students, multiple measures of proficiency in the
evaluation process, and the careful attention and consideration of the ELL Committee, we believe
that all CAA students in need of ESOL services will be identified and provided with the services
needed to have equitable access to the school’s programming.
Communication with Families
Parent/guardian education, communication, and involvement are essential to the success of
English Language Learners. Recognizing the difficulties arising from language barriers, CAA
will ease communication struggles with ELLs and their families by ensuring registration forms,
free and reduced lunch applications, and essential school information are available in English,
Spanish, Haitian Creole, and Portuguese, which are the primary languages represented in Palm
Beach County.
If a student is identified as ELL, a letter of participation in the ESOL program will be sent to
parents/guardians in the appropriate home language. As long as students remain in the ESOL
program, parents will receive an annual notification letter detailing the child’s instructional model
for the school year. These notices will include all information required and detailed in 6A.6-0902.
The parents/guardians of ELLs will be invited (letters will be sent out in Non-English form) to
relevant ELL committee meetings regarding their child, where they will be introduced to the
ESOL program offered at CAA and informed of the provisions available to their student(s) and
them. An interpreter or bilingual staff member will be available at the meeting to accommodate
the needs of the student and their families.
Moreover, Covenant Arts Academy will encourage engagement and participation of ELLs’
parents/guardians throughout the activities and parent committees of the educational community.
CAA strives in every way to be an inclusive community that embraces diversity as we support the
academic and personal development of each child.
B. Instructional Program
A. Describe specific instructional programs, practices, and strategies the school will employ to
ensure academic success and equitable access to the core academic program for these students,
including those below, at, or above grade level.
In alignment with the 2016 - 2019 District English Language Learners Plan for Palm Beach
County and Rule 6A.6.0904, the ESOL program at Covenant Arts Academy will assist ELLs in
developing English language proficiency while concurrently developing competencies in
academic content areas. The Covenant Arts Academy ESOL Program will be a mainstream-
inclusive model in which ELLs receive linguistic and academic instruction from ESOL endorsed
or certified teachers as required by law. The ESOL Coordinator will work collaboratively with
mainstream teachers to ensure that academic success and equitable access to the core academic
program. Instruction and materials will be modified to accommodate the ELL’s level of English
proficiency using the State’s English Language Proficiency Standards. As mentioned above, this
modified instruction and curriculum will be equal in amount, sequence, quality, and scope, and
will be documented in teacher lesson plans.
ELLs below, at, and above grade level will be benefit from CAA’s engaging differentiated
curriculum in the mainstream classroom. Differentiated curriculum in classrooms with ELLs will
be designed with consideration to the research-based comprehensive instructional framework and
Universal Design for Learning principles, as articulated in Section 4, while also harnessing
strategic use of proven ESOL strategies (such as individual or small group instruction, visual
prompts, flexible seating, etc.). As part of this instructional model, the results of the most recent
state standardized tests, progress monitoring tools, curriculum-based measures, and/or screenings
through the MTSS problem solving process will be used to determine the level of mastery and
progress in English Language Arts, mathematics, and science for all students. This information,
coupled with the ELL’s student records, will be used to determine the best educational setting and
interventions for each English Language Learner (e.g., appropriate course selection, strategic or
intensive interventions, tutoring, referral for special services, etc.). These determinations will help
develop the Individual ELL Student Plan, which articulates the student’s program eligibility,
instructional setting, instructional focus, and adequate progress. This plan will be developed,
reviewed, and signed twice annually.
In addition, CAA will employ the following practices and strategies to ensure academic success
and equitable access to the core academic program for these students:
· Incorporate multicultural learning activities that honor the diversity of the student body,
especially in the areas of music, visual art, and social studies.
· When appropriate, digital tools and resources will be obtained and used to enhance the
development of English proficiency for ELLs.
· ELLs will be assessed based on their progress/mastery in each content area, not on their
language proficiency.
· ELLs will be provided with appropriate assessment accommodations as directed by state and
federal law.
· In addition to complying to federal and state law for ESOL-endorsement or certification,
teachers of ELLs will receive ongoing professional development and resources at the direction of
the ESOL Coordinator to ensure that proven strategies are being used effectively in the
classroom.
· CAA will verify its equitable access through an annual ESOL program profile.
In these ways, students will benefit from equitable access to CAA’s full well-rounded educational
program.
C. Monitoring and Evaluating Success
A. Provide plans for monitoring and evaluating the progress and success of ELL students, including
exiting students from ELL services.
As prescribed in the District’s ELL Plan, CAA will designate an ESOL Coordinator responsible
for fulfilling the school-level duties of monitoring and evaluating ELL student progress and
success. The ESOL Coordinator will use multiple measures to evaluate ELL’s progress,
including:
· Performance on state standardized tests with one tool being the mandated state assessments
(Attachment F)
· Diagnostic assessments including the annual results on the ACCESS for ELLs 2.0
assessment
· Grades and classroom-based measures
· Teacher input
This data will also be used to determine if CAA’s instructional models are positively affecting
ELLs progress and success. Based on their progress, the student's ELL plans will be updated bi-
annually during the Spring & Fall by the ESOL Coordinator.
ELL students will be considered for exit from the ESOL program at their scheduled reevaluation
date or at any time when exit requirements are met. School staff or parents can request an ELL
Committee to determine eligibility for exiting the program at any time. ELLs are eligible to exit
the ESOL program when they have demonstrated English proficiency in listening, speaking,
reading, and writing. Proficiency in these areas will be determined in accordance with Rule
6A.6.0903 and in alignment with the criteria articulated in the 2016 - 2019 District English
Language Learners Plan for Palm Beach County, or any subsequent state or federal law. For
grades K-2, proficiency will be measured by a proficient score (Level 4 or above) in all domains
and a proficient composite score (Level 5 or above) on the ACCESS for ELLs 2.0. For grades 3-
8, proficiency will be measured by a proficient score (Level 4 or above) in all domains and a
proficient composite score (Level 5 or above) on the ACCESS for ELLs 2.0 AND a passing score
(Level 3 or above) on the FSA ELA. Alternatively, students in grades 2-8 may also exit by
demonstrating English proficiency in all language domains on the LAS Links R/W/L/S (specific
scores can be found in the District ELL Plan). Once exited from the program, the ESOL
Coordinator and/or student’s English Language Arts/reading teacher will document the former
ELL’s progress in the student’s ELL Student Plan using a Post-Program Review Report for two
years.
D. Staffing Plan
A. Describe the staffing plan for the school’s English Language Learner program, including
the number of and proposed qualifications of staff.
Since CAA will offer a mainstream-inclusion model, CAA will employ teachers who meet all
licensure and/or certification requirements that apply to the area in which the individuals are
providing services to the ELL students. All teachers serving ELLs will participate in any required
training in accordance with Florida law and will be ESOL certified or endorsed (or working
toward that goal in a timely manner) in accordance with federal and state laws. Teachers may
complete the necessary training through university coursework or school district provided
professional development. CAA will provide incentives for existing staff/teachers who are ELL
certified to cover these tasks. Three $3,000 stipends in years 1-2 and four for years 3-5.
The total number of ESOL certified or endorsed personnel on staff at CAA will be determined by
the size of the student and ELL populations each year. In 2016-2017, 12.7% of students in Palm
Beach County were designated as English Language Learners. Based on historical data for the
last five years, CAA is planning for 12-14% of students designated ELL in the 2018-2019 school
year.
CAA will also identify one staff member to serve as the ESOL Coordinator. The ESOL
Coordinator will have the responsibility of overseeing, training, and assisting staff in meeting the
needs of CAA's ELL population throughout the school year.
Section 8: School Culture and Discipline
A. Describe the Culture
A. Describe the culture or ethos of the proposed school. Explain how it will promote a positive
academic environment and reinforce student intellectual and social development.
CAA will adopt and abide by the most recent version of the District’s Code of Student Conduct,
therein incorporating the district’s policies and expectations for students. CAA’s philosophy
regarding student behavior ensures its commitment to CAA’s mission on a daily basis. Its
founders are of the opinion that both teachers and students need to be provided with a consistent
behavior management system so that maximum time can be spent teaching and learning.
Inappropriate behaviors that interfere with the learning process and the expectations set for
character development can be reduced and ultimately extinguished through consistent, best
practice behavior management techniques.
CAA will function on the belief that a safe and orderly school is of primary importance in order
to create an enjoyable academic and social environment for both students and teachers. When
children behave in a respectful, responsible and safe manner, CAA’s goal to improve learning and
academic achievement is obtained. With the children’s best interests in mind, it is imperative that
parents and staff work together to ensure a happy, safe and productive learning experience. CAA
expects parents to take an active role in supporting this plan in order for children to learn to be
responsible citizens.
Thus, the behavior management system will be in place in all classrooms from the beginning of
the first year of operation. Pre-service and in-service training will be required of all teachers.
Each teacher, then, will be given the opportunity to implement her/his own behavior management
techniques in their respective classrooms.
B. Code of Conduct Policy
A. State whether the applicant intends to use the local school district’s code of conduct
policy. If the applicant does not intend to use the local school district’s code of conduct policy,
describe in detail the school’s approach to student discipline. If already developed, provide the
proposed discipline policy or student code of conduct as Attachment G. Taken together, the
narrative and code of conduct (if provided) should:
Explain the practices the school will use to promote discipline, including both penalties for
infractions and incentives for positive behavior;
List and define the offenses for which students must (non-discretionary) and may
(discretionary) be suspended or recommended to the local school district for expulsion;
Describe the roles of administrators, teachers, staff, and the governing board regarding the
discipline policy;
Provide an explanation of how the school will take into account the rights of students with
disabilities in disciplinary actions and proceedings;
Describe procedures for due process when a student is suspended or recommended to the
local school district for expulsion as a result of a violation, including a description of the
appeals process that the school will employ for students facing recommended expulsion and a
plan for providing services to students who are out of school for more than ten days; and
Explain the process for informing students and parents about their rights and responsibilities
under the code of conduct.
CAA will adopt and abide by the most recent version of the District’s Code of Student Conduct,
therein incorporating the district’s policies and expectations for students related to consistent and
timely attendance, respect for persons and property, appropriate dress, technology usage, student
publications, student activities, student records, and the right to appeal, including grievance
procedures. This information will be made available to parents and students upon registration and
will be available in a language other than English. CAA will not transfer an enrolled student to
another charter school having a separate Master School Identification Number without first
obtaining the written approval of the student’s parent per statute 1002.33(22)(b).
Students with Disabilities: Discipline for students with disabilities will be in accordance with
Rule 6A-6.03312, FAC, and the school district's and school's codes of conduct. In the event that a
student with a disability should engage in behavior that violates the Code of Student Conduct and
results in dismissal or change of placement for more than ten (10) days, the CAA will
immediately notify the student’s parents/guardians of the rendered decision. The student’s IEP
Team will conduct a review in accordance with the requirements of IDEA to determine the
relationship between the student’s disability and the behavior subject to the disciplinary action. If
the result of the review is a determination that the behavior was not a manifestation of the
student’s disability, the disciplinary procedures applicable to students without disabilities will be
applied. Otherwise, the IEP Team will review the student’s plan and modify it, as necessary, to
address the behavior. Before any final decision will be made, the IEP team will consult with the
Director of Exceptional Student Education.
The principal and staff have the responsibility and authority for maintaining the orderly
educational process. The principal is authorized to take administrative action whenever a student's
misconduct has a detrimental effect upon other students or on the orderly educational process.
Teachers and administrators will strive to use a variety of informal disciplinary or guidance
strategies, prior to, during, and after formal disciplinary action. The following describes the types
of violations, which disrupt the educational process and the disciplinary actions that can be taken:
Classroom Consequences (Elementary Grades):
· 1st Consequence – VERBAL WARNING
· 2nd Consequence – TIME OUT/LOSS OF PRIVILEGES (i.e.: recess detention)
· 3rd Consequence – PARENT CONTACT/REFERRAL NOTE SENT HOME
Administrative Consequences (Elementary Grades):
· 4th Consequence – ADMINISTRATIVE DETENTION/PARENT CALLED
· 5th Consequence – IN-SCHOOL SUSPENSION (ISS – FULL DAY)/REFERRAL NOTE
SENT HOME
· 6th - Severe Clause – Fighting, profanity, disrespect; disruptive behavior of this sort or
repeated internal suspensions (5 or more internal suspensions) will result in immediate suspension
from school (OSS). Parent/guardian will be called to pick up the student.
Classroom Consequences (Middle School Grades):
· 1st Consequence – VERBAL WARNING
· 2nd Consequence – LOSS OF PRIVILEGES (i.e.: recess detention)
· 3rd Consequence – PARENT CONTACT/REFERRAL NOTE SENT HOME
Administrative Consequences (Middle School Grades):
· 4th Consequence – ADMINISTRATIVE DETENTION/PARENT CALLED
· 5th Consequence – IN-SCHOOL SUSPENSION (ISS – FULL DAY)/REFERRAL NOTE
SENT HOME
· 6th - Severe Clause – Fighting, profanity, disrespect; disruptive behavior of this sort or
repeated internal suspensions (5 or more internal suspensions) will result in immediate suspension
from school (OSS). Parent/guardian will be called to pick up the student.
Consequences are determined by the severity of the infraction. Students who receive three (3) Out
of School Suspension (OSS) with severe consequences will meet, accompanied by the parents
with CAA's Grievance committee (of experienced and trusted staff) to hear appeals and make
recommendations to the principal, for possible withdrawal from school. This will be the
opportunity for all parties to discuss this matter in greater detail, try to understand the problem
and then make an appropriate recommendation moving forward.
Dismissal or Recommendation for Expulsion: CAA’s Principal may request that the Principal
recommend to District School Board that a student be expelled. The Principal of CAA may take
this action when he/she has exhausted less severe administrative disciplinary action, or when
he/she has considered those alternatives and rejected them as inappropriate in the given situation.
CAA will abide by CAA, District of Palm Beach County’s policies for dismissal/expulsion.
Glossary of terms:
· After School Detention: being detained in a designated room after school as determined by
the classroom teacher and Principal. Time spent is determined by the severity of the infraction.
Any after-school activities (sports, clubs, etc.) may be attended but the student will not be eligible
to participate. Parents must be notified ahead of time to make appropriate arrangements.
· Code of Conduct: a set of rules that develop self-control and orderliness in students by
providing logical consequences for both appropriate and inappropriate behavior; the goal being a
safe and orderly education for ALL STUDENTS.
· Detention: students who do not comply with the Code of Conduct, uniform code, etc., may
be given a detention. Students receiving a detention must attend on the date scheduled. Three
detentions will result in a mandatory meeting with the parents and the administration to discuss
the next step.
· Disrespect: to be rude or discourteous to another person, talking back, or arguing with
another.
· In-School Suspension (ISS): takes away the right of attending classes; student remains in
school and may get credit for work completed during ISS. A student receiving ISS may not be
allowed to participate or attend during the ISS period in after school activities (i.e., sports, clubs,
etc.).
· Lunch Detention: eating alone.
· “NO TOLERANCE” Policy: CAA maintains a “NO TOLERANCE” policy for weapons in
school. Any child bringing weapons to school, including toy weapons, will meet accompanied by
the parents with the CAA's Grievance Committee to be considered for possible expulsion.
Dismissal or Recommendation for Expulsion: CAA’s Principal may request to the PBC School
Board that a student be expelled.
· Out-of-School Suspension (OSS): takes away the privilege of attending school for a certain
number of days. A student receiving OSS may not be allowed to participate during the OSS
period in after-school activities or set foot on campus (i.e., sports, clubs, etc.). No work missed
during OSS may be made up for credit.
· Possession: Ownership; to carry on as if you owned it; to have in your control.
· Recess Detention: no recess; often involves extra academic work or helping CAA and/or
classroom teacher in some way.
· Respect: to be courteous to those around you; to show consideration.
· Severe Clause: extremely disruptive behavior resulting in immediate removal from class to
the principal’s office and/or from school.
· Teacher Detention: being detained with the teacher (time slot and length of time
determined by classroom teacher).
Section 9: Supplemental Programming
A. Describe any extra- and co-curricular activities or programming the school will offer, if
applicable; how often they will occur; and how they will be funded.
Street Beat, Inc. (SBI) - Reclaiming The City Through The Arts
In this partnership with CAA, SBI will provide after-school arts programming on a daily bases,
for three hours per day, as well as make available our pool of artists whenever needed for co-
planning and infusion exercises. This will allow CAA’s teachers to have a supporting cadre of
artists to assist in reaching a broader group of students. This service will be provided at no cost to
the students attending CAA (K-8th grades).
SBI Mission Statement
To train youth to become self-reliant, by focusing on personal development through discipline
and the Arts.
The Need
The community has had its share of problems associated with high rates of poverty, illiteracy,
school dropout, teen pregnancy, drugs, unemployment and health care. These and other
generational ills have caused devastation throughout the community. With the closing of the
city’s only major employer, South Bay Growers, the community was brought to its knees when
its tax base was practically eroded and unemployment numbers soared to an unprecedented 50%.
Devastation and despair gripped this small community and subsequently has continued to filter
down to the youth in a jarring manner.
The Program
Street Beat, Inc., (SBI) is a family of studios, providing a message of hope and self-determination
and unity for the past 21 years. Through the challenging programs of its studios, Street Beat
enables young people to develop the life skills necessary to succeed at school, within the family
and at the community and job level.
Studio of Dance
The Studio of dance incorporates music and movement so that students learn form and technique
blended with cultural style and expressions. Instruction includes movement analysis, dance
composition and improvisation. The Studio of Dance instructs in Classical, Modern, Afro and
Euro-centric, Caribbean and Latin American, Tap and Step dance forms.
Studio of Music
The Music Studio is two-fold in purpose. One aspect is the Multimedia Studio and the Recording
Studio. These are dedicated to the editing and processing of audio and video/television
productions and the arrangement of musical projects; the other aspect is providing instruction in
the areas of voice, wind instruments, percussion, keyboard, electronics, and Audio/Video
Engineering.
Studio of Drama
The Drama studio utilizes the medium of sight, sound and movement to create live theatrical
productions, bringing to life historic events and current issues that are of concern to all people.
This medium allows for controversial issues to be examined and addressed in a non-threatening
manner. Classes are offered in the various techniques of choral speech, mime, monologues,
puppetry, skits and full-scale theatrical productions.
Life Skills Center
The Center provides individualized support to the youth working to build self-esteem and
empowering them to achieve their highest potential. This is accomplished through individual
counseling, practical training and the Mentoring Program. The Life Skills Center serves as a link
to the community by utilizing volunteers from all sectors of the City.
Typically, SBI has provided these services during the after school hours, however on occasion,
we have partnered with classroom teachers to co-plan lessons when the teacher was not able to
reach enough students with the intended lesson. At present SBI receives grants from several
foundations and governmental agencies including but not limited to:
· The Community Foundation
· The Cultural Council of PBC
· The Moran Foundation
· The State of Florida Division of Cultural Affairs
· Lost Tree Foundation
· United Way of Palm Beach County
· Quantum Foundation
II. ORGANIZATIONAL PLAN
Section 10: Governance
A. Legal Status
A. Describe the school’s existing or planned legal status, including non-profit status and federal tax-
exempt status.
CAA's planned legal status will be that of a non-profit status and federal tax-exempt status.
Covenant Arts Academy, Inc. will be a Florida registered not for-profit corporation. The
corporation will seek Section 501(c)(3) status as a tax exempt organization for the sole purpose of
operating a Florida charter school. When a charter is granted by the Sponsor, the Founding Board
will appoint the first Board of Directors (hereafter referred to as “the Board”), selected from a
pool of applicants consisting of interested parent and community members. Subsequent board
members will be elected by CAA’s parent population when vacancies occur, or appointed by the
current Board, as may be described in the By Laws that will be adopted by the founding Board.
Any action of or by the Board shall be in compliance with Florida’s “Government in The
Sunshine” Law. Until that time Street Beat, Inc., (streetbeatincorporated.org) a 501 c 3, and a
Florida, non-profit organization based in the Glades area will serve as Fiscal agent.
B. Provide Documents
A. Provide the following documents, if available, as attachments:
The articles of incorporation for the applicant organization (or copies of the filing form) –
Attachment H
501(c)(3) tax exempt status determination letter (or copy of the filing form) –Attachment I
Governing board by-laws – Attachment J
Governing board code of ethics and conflict of interest policy – Attachment K
The following documents will be provided as required to the district and they will be maintained
and be available for review, upon request, at the school office:
· Articles of Incorporation
· Governing By-laws
· IRS Notification of EIN# and Determination of Exempt Status
C. Governance Structure
A. Describe the governance structure of the proposed school, including the primary roles, powers,
and duties of the governing board; committee structure (if applicable); and how the board will
interact with the principal/head of school and any advisory bodies.
Organizational Plan
The founding team supports a governance model that combines and adapts governance models
from the Florida School Boards Association and the National School Boards Association. The
governance model of the Florida School Boards Association (www.fsba.org) includes emphasis
on the boards’ focus on student learning through vision, structure, accountability and advocacy.
The National School Boards Association provides a publication, The Key Work of School Boards
(www.nsba.org), which details a continuous improvement model that aligns vision, standards,
assessment, accountability, climate and collaboration.
Through a combination of these models and the training required by the Florida Department of
Education for charter school boards, the Board will implement a governing structure that will
allow the school to grow and flourish. The Board will strive to follow the “one voice” principle,
speaking and governing as a full board, rather than as individuals. The Board’s deliverables will
include:
· systematic linkage between the school and the community
· written governing policies which facilitate academic standards and budget priorities
· assurance of organizational performance.
The Board, in collaboration with the Principal, will be responsible for the organization and
control of the school and is empowered, with consideration to the boundaries of federal and state
statute, to determine the policies necessary for the effective operation and general improvement
of the school. The Board will be a public corporate entity and may take action only during a
meeting in official public session, when a quorum is present. The Board shall limit its action to
establishing policy and to meeting the requirements prescribed by laws and rules of the State
Board of Education. Individual members of the Board have authority to take official action only
when sitting as a member of the Board in public session, except when the Board specifically
authorizes the member to act. The Board shall not be bound in any way by any action on the part
of an individual board member or an employee, except when such statement or action is in
compliance with the public action of the Board.
The Board of Directors of CAA is the ultimate policy-making body that determines the academic
direction, curriculum, and operation of the school. The school principal, hired by the Board, will
be responsible for all aspects of school operations within the scope of operating policy and
budgetary approval by the Board. The school’s faculty and staff will report directly to the
principal, who reports to the Board of Directors.
The school's principal will ensure that the operations of the school are in accordance with the
mission and vision of CAA. The administrative staff will make all school-based decisions,
establishing and implementing procedures for the day-to-day operations of the school. The
faculty and administrative staff will be responsible for carrying out these procedures in their daily
activities and interactions with students, parents and the community. The SAC will serve as an
advising body to assist the school in deliberation on policies and creating an environment that
meets the goals of the Board. The SAC will also be important in communicating and sharing
information between the School, parents, and community.
CAA will appoint a local representative who resides in the District and whose contact information
will be provided annually to parents and posted on the charter school's Web site, as required by
Section 1002.33(7)(d)1., Florida Statutes.
The governing board will fulfill its responsibilities and obligations, including but not limited to:
· Adoption of annual budget
· Continuing oversight over charter school operations
The governing board of CAA, in accordance with Florida Statute 1002.33, will annually adopt
and maintain an operating budget, exercising oversight over both the school’s operations and
finance. The Board must also review and approve any amendments to the budget. The Principal
will present a written and verbal financial report to the Board at its regular business meetings.
Likewise, the board will conduct a regular review of the presented financial reports every 1-2
months, corresponding with the Board’s meeting schedule.
CAA’s governing board will retain the services of a Certified Public Accountant or auditor to
perform an annual audit to ensure the school is compliant with all local, state, and federal laws
and guidelines for financial controls. The governing board will review and approve the audit
report, including the audit findings and any recommendations for a financial recovery plan. If
applicable, the Board will oversee and monitor any items identified for a corrective action plan or
financial recovery plan that must be taken in order to ensure or restore compliance.
All Board members will take required trainings approved by the Florida Department of
Education. These trainings include instruction in governing in the state, avoiding conflicts of
interest, ethics, and financial responsibility. Additionally, CAA will provide ongoing support to
the Board members in understanding the financial reports and for identifying red flags that may
indicate financial irresponsibility.
List of Board of Directors Responsibilities, including, but not limited to:
· Understanding, maintaining and articulating the school’s mission, purpose and vision
· Approving the initial Charter (and monitoring and approving any changes)
· Hiring and overseeing the Principal (including performing their annual performance
evaluations)
· Overseeing the business, property and operational affairs of the school
· Setting overall curricular policy with veto control over all elements of the curriculum
· Approval of all fundraising plans
· Measurement of accountability goals, objectives and improvement plans to set improvement
goals and measurement targets
· Establishing overall policy for CAA (including adopting an annual calendar, Parent Student
Handbook and Faculty Handbook with guidelines for the management team to follow)
· Approving the annual budget of anticipated income and expenses, and the causing of the
preparation of the annual financial audit report
· Conducting quarterly reviews of the budget (and monthly reviews of financial statements)
· Reviewing the By-laws, tax exemption status and other applicable regulations (including
employment law and applicable charter school regulation and legislation)
· Assuming legal responsibility for the fiscal and overall administration of the school
· Filing of an annual report to the Palm Beach County School Board (to be made available to
all parents of students at CAA and posted publicly as required)
· Representing the school’s interests to government bodies and agencies, (which includes
reporting as necessary to the chartering authority)
· Review of the annual survey, Climate Change, and related assessment data to evaluate the
effectiveness of the Improvement Plan.
· Participating with the School Advisory Council and addressing concerns of teachers,
parents, students and community members concerning the affairs of CAA.
· Addressing specific member concerns in accordance with school policies as outlined in the
Parent Student Handbook and in the Faculty Handbook
· Attending and publicly posting scheduled meetings
· Planning and participating in general meetings
· Maintaining written records of attendance and minutes of the Board’s meetings
· Participating in the Initial and annual Refresher Governance Board Training as required by
Florida State Board of Education adopted Rule 6A.6.0784
· Abiding by Florida’s Sunshine Law and observing Florida’s Open Government
Requirements
· Nominating community replacements to fill Board vacancies (ensuring Board composition
reflects balance and the expertise necessary for the school to achieve its mission)
· Maintaining an awareness of any internal, external and financial developments that may
affect the school.
· Following the Financial Emergency Requirements specified in Florida Senate Bill 278
(including filing and implementing a financial recovery plan if required)
· Building community involvement in support of CAA (including fundraising for building
projects, upgrades and expansion).
These committees may consist of less than the full membership of the Board, and should include
members of the school community and community members at large, when appropriate. The
formation of school committees should be discussed at Student Advisory Council
(SAC) meetings and all interested parties should have an opportunity to participate as needed.
Special committees will be officially appointed by the Board President. The duties of any such
committee shall be outlined at the time of appointment; the committee shall be automatically
dissolved when the Board accepts the committee’s final report. Each Board member shall be
notified of all committee meetings, but shall have no vote unless the member is serving as a
committee member. Special committees or individuals who serve on special committees shall
take no action that is binding; the committee chairperson will, instead, make recommendations to
the Board and the Board will approve or disapprove the recommendations.
D. Board Meetings
A. State the frequency of board meetings and describe how the board will comply with open
meetings and records laws.
CAA's Board of Directors shall minimally schedule quarterly meetings, however, during the
initial year, the board will meet monthly. The Board will publish in advance an annual calendar of
meetings scheduled for the academic year and all official board meetings shall be open to the
public. A majority shall constitute a quorum for any Board meeting. Unless a majority is present,
no decisions can be made. The Board may take no official action at any time other than an official
meeting. Minutes will be taken at such meetings and submitted to the Board as well as made
public in the school office, posted on line at least quarterly or wherever the Board and Principal
deem appropriate to keep the parent population informed. The minutes will be available once
accepted by the Board at the next official meeting. The Board may appoint a committee (or
committees) to carry out the charter’s mission as the Board shall determine to be necessary or
appropriate.
E. Board Composition
A. Describe the current and desired size and composition of the governing board. Identify key skills,
areas of expertise, and constituencies that are or will be represented on the governing board.
CAA Board of Directors
The governing body of CAA will be a 3 to 10 member Board of Directors. The Executive
Officers of the school’s Board of Directors will consist of a President, Vice President, Secretary,
and Financial Specialist.
The Board of Directors will also include three members at large with duties to be assigned as
needed. The Board will operate as one body. The roles of the Executive Board will be defined as
follows:
President. Subject to Board control, the President shall preside at all Board meetings, set the
agenda for all meetings (given input from other Board members, the Principal and the school
community), and facilitate meetings. The President will perform such other duties as may be
prescribed by law or by action of the Board.
Vice-President. The Vice-President shall preside in the absence of the President and shall
perform such other duties of the President as required by circumstances. The President and Vice-
President shall be bonded.
Secretary. The Secretary shall: (a) keep or cause to be kept, at the Principal’s office, or such
other place as the Board may direct, a book of minutes of all meetings of the Board and Board
Committees, noting the time and place of the meeting, whether it was regular or special (and if
special, how authorized), the notice given, the names of those present, and the proceedings; (b)
keep or cause to be kept a copy of the corporation's Articles of Incorporation and Bylaws, with
amendments; (c) give or cause to be given notice of the Board and Committee meetings as
required by the Bylaws; and (d) have such other powers and perform such other duties as the
Board may prescribe.
Finance Specialist. The Financial Specialist shall, in collaboration with the Principal: (a) keep or
cause to be kept adequate and correct accounts of the school’s properties, receipts and
disbursements (b) render to the President and the Board, as requested but no less frequently than
once per fiscal quarter, an account of the school’s financial transactions and financial
condition (c) review any reports on financial issues and (d) have such other powers and perform
such other duties as the Board may prescribe. A monthly financial statement shall be sent to the
Palm Beach County School Board by the Financial Specialist.
Members at Large. The Members at Large from within the community shall fill nondescript
Board positions and exercise full voting authority.
F. Board Member Selection
A. Describe how board members have been and will be selected including term limits and
selection of officers.
Election. Initially, the Board will be appointed by the Founding Board and will serve for a period
of one to two years depending on availability. Thereafter, Board members will be elected to
positions at the beginning of the school year or a meeting designated for such purpose for a
period of two years. The Principal will inform all school families in writing of the upcoming
election and provide a description of expectations and responsibilities for each open position. The
pool of candidates will be approved by the Board prior to general election, after which, each
candidate will be given the opportunity to address the school community before the election. In
the event that a position becomes vacant mid-term, members shall be selected by the Board to
fulfill the remainder of the term.
Appointment. The current Board reserves the right to identify skill sets required of certain
members, such as the Financial Specialist, to fulfill the duties of the Board. Current Board
members may invite qualified community members to join the Board and fulfill those needs.
Board members must reach consensus before selecting an individual. These individuals will be
appointed rather than elected. No more than three seats will be appointed with the remainder
decided upon by election. An individual possessing a needed skill set may be appointed to the
Board regardless of whether he/she has children in the school.
Term of Office. Each member of the Board will serve a one or two-year term. Members may be
re-elected or re-appointed for consecutive terms and may fill different positions within the Board
during their service. The Board will endeavor to stagger terms in order to maximize continuity.
Resignation/Removal. Any Board member may resign at any time by giving written notice to the
corporation. The resignation may take effect on receipt of the notice or at a later date as specified
in the notice. The Board may recommend removal of a Board member for cause.
Bonding, Insurance and Background Checks
Directors of the Board and employees of CAA who have been granted authority to receive and
expend funds on behalf of the school will be bonded and insured. All bonds will run to the school,
the not-for-profit corporation and the School District. Bond and insurance documentation will be
maintained on file in the school’s office for inspection. In addition, all Directors will undergo
criminal background clearance checks (including fingerprinting) according to the standards and
procedures prescribed by the district.
By Laws
Upon approval from the Palm Beach County School Board and the Charter School District, the
by-laws of CAA will be approved by the founding board upon board formation. Attachment 2
represents a draft of the By Laws to be considered, modified if necessary, and approved by the
Board at one of the Board’s initial meetings.
The founding group for the school intends to transition to a Board of Directors.
G. How Will Board Ensure Success
A. Explain how this structure and composition will ensure that the school will be an
academic, operational, and financial success.
The overall structure of the governing board is highly representative of talented and committed
members. The years of experience and expertise centers around and is key as it pertains to
academia, operational and financial success. Their collective membership represents a former
Principal of a Palm Beach County School, senior administrator(s) of small and large businesses,
business owners and financial experts. The set of skill sets of these individuals coupled with the
educational and administrative experiences of the application team will undoubtedly ensure
overall success of the school.
H. Board Members
A. Complete the table below (add lines as necessary) and for each individual identified here
provide 1) a completed and signed Board Member Information Sheet (template provided), and 2)
resume
Name
Current or
Prospective
Governing Board
Member?
Role on Board (e.g.
Member, President, etc.) Submission Requirements
Mr. Thomas
Lockett Current President
____ Information Sheet
____ Resume
Mr. Wayne
Messam Current Secretary
____ Information Sheet
____ Resume
Mr. Desmond
Harriott Current Member
____ Information Sheet
____ Resume
____ Information Sheet
____ Resume
I. Board Member Recruitment
I.Describe the plans for board member recruitment and development, including the orientation
process for new members and ongoing professional development to increase the capacity of the
board.
Board members will be recruited from the founding team, and the parent base and community
within which the school resides. Members of the Board of Directors will be required to participate
in the mandatory governance training as stipulated by Florida law. All board members will
participate in n orientation process in which they will receive training and preparation for board
duties, responsibilities and procedures. New members will meet with the school’s management
team in order to be familiarized with the academic progress, curriculum, discipline, school
climate and the unique mission of CAA, the plans for board member recruitment and
development, including the orientation process for new members and ongoing professional
development includes the following:
Four hour initial governance board training course – this training is designed for board of
directors having no previous board service or having served on the board for less than 90
days.
Two hour refresher governance board training course – this two hour course is designed for
board of directors who have served continuously on the school’s board for ninety days or
more and have completed four hours of initial state approved training.
All new Board members will participate in an orientation process in which they will receive
training and preparation for Board duties, responsibilities and procedures. New members will
meet with the school’s management team in order to be familiarized with the academic progress,
curriculum, discipline, school climate and the unique mission of CAA.
The plans for board member recruitment and development, including the orientation process for
new members and ongoing professional development.
· Four-Hour Initial Governance Board Training Course - This training is designed for Board
of Directors having no previous board service or having served on the board for less than ninety
days.
· Two-Hour “Refresher” Governance Board Training Course - This two-hour course is
designed for Board of Directors who have served continuously on the school’s board for ninety
days or more and have completed four hours of initial state-approved training.
J. Ethical Standards
A. Describe the board’s ethical standards and procedures for identifying and addressing
conflicts of interest.
Conflict of Interest
As required for the granting of 501(c)(3) Tax Exempt Status by the Internal Revenue Service the
Board of Directors will adopt a conflict of interest policy, which will be thoroughly reviewed and
acknowledged by all Directors. Where applicable, the Conflict of Interest Policy will also govern
specific actions of the school management and its employees.
Directors of the Board are prohibited from:
· Personally benefiting or standing to benefit from the school’s operations
· acting in a self-serving manner or for any self-serving financial benefit
· acting in his/her private capacity, selling services directly or indirectly to the school
· employing relatives in the school as defined specifically in the Florida Statute 1002.33
(24), Restriction on the Employment of Relatives
Code of Ethics
The School shall require that its employees abide by the guidelines set forth in Chapter 6B-1.001,
Code of Ethics of the Education Profession in Florida, and Chapter 6B-1.006, Principles of
Professional Conduct for the Education Profession in Florida. The School shall be responsible for
informing all new employees regarding the Code of Ethics policies, and investigation and
discipline of any School employee who may be in violation of these regulations. The Board of
Directors will adopt policies establishing standards of ethical conduct for instructional personnel
and school administrators as required by Section 1002.33(12)(g)3., Florida Statutes.
K. Advisory Bodies
A. Describe, if applicable, any school advisory bodies or councils that are in place or will be formed,
including the roles and duties of each and the reporting structure of such entity relative to the
school’s governing board and leadership.
The School Advisory Counsel
The SAC will serve as an advising body to assist the school in deliberation on policies and
creating an environment that meets the goals of the Board. The SAC will also be important in
communicating and sharing information between the School, parents, and community.
L. Partner Concern Process
A. Briefly explain the process that the school will follow should a parent or student have an
objection to a governing board policy or decision, administrative procedure, or practice at the
school. The entire process or policy does not have to be developed; however, applicants should be
able to articulate the primary steps.
By maintaining a positive school environment and communicating closely with the school
community, which includes parents, children and teachers, CAA believes most concerns can be
dealt with either through the classroom teacher or directly with the Principal. Any parent with a
complaint regarding a school related issue will be encouraged to follow the chain of command by
addressing the matter directly with the individual(s) involved. If unable to resolve their concern
with that individual, a meeting may be scheduled with the Principal and that individual. If the
matter is still not resolved, the parent may contact the parent liaison as appointed by the
board and request a mediation meeting with the Board of Directors representative, the Principal
and the individual(s) involved. Any Board of Directors action will be taken up at the next
scheduled Board Meeting and the decision of the Governing Board will be final.
If the school is filing the application in conjunction with a college, university, museum,
educational institution, another non-profit organization or any other partner, provide the
following information:
M. Parent Organizations
A. Name of the partner organization.
This charter school application is being submitted by Street Beat, Inc. of South Bay, Florida. The
purpose of this charter application is to ensure that the Street Beat, Inc. can offer a K-8 school of
the arts choice to the citizens living in the Glades Area. Street Beat’s former participants, their
parents and citizens living in the Glades have expressed their desire to have such a service to its
residents.
Street Beat’s, Board of Directors has been a functioning board for the past 21 years and will be
responsible for developing the application.
N. Contact Persons
A. Name of the contact person at the partner organization and that person’s full contact information.
The contact person is Kenneth K. Jackson, serves as the Executive Director and his Address is PO
Box 972, South Bay, FL 33493, Phone- (561) 993-9916.
O. Nature and Purpose
A. A description of the nature and purpose of the school’s partnership with the organization.
SBI clients have expressed a desire for a local Arts School. SBI will be providing technical
support to CAA during the start of phase and will offer the after-school program as described in
section 9
P. Governance Involvement
A. An explanation of how the partner organization will be involved in the governance of the
school.
Once the CAA governing board is fully manned, SBI will have no governance involvement in
CAA.
Section 11: Management and Staffing
A. Organizational Charts
A. Submit as Attachment M organization charts that show the school governance, management,
and staffing structure in
· The pre-operational year;
· The first year of school operations;
· At the end of the charter term; and
· When the school reaches full capacity, if in a year beyond the first charter term.
Each organization chart should clearly delineate the roles and responsibilities of and lines of
authority and reporting among the governing board, staff, and any related bodies (such as
advisory bodies or parent or teacher councils), and any external organizations that will play a role
in managing the school. The organization charts should also specifically document lines of
authority and reporting within the school.
B. School Principal
B. Identify the principal or head of school candidate and explain why this individual is well-
qualified to lead the proposed school in achieving its mission. Summarize the proposed leader’s
academic and organizational leadership record. Provide specific evidence that demonstrates
capacity to design, launch, and manage a high-performing charter school. If the proposed leader
has never run a school, describe any leadership training programs that (s)he has completed or is
currently participating in. Discuss the evidence of the leader’s ability to effectively serve the
anticipated population. Also provide, as Attachment N, the proposed job description and resume
for this individual.
--OR--
If no candidate has been identified, discuss the process and timeline for recruiting, selecting, and
hiring the school leader. Describe the criteria to be used in selecting this leader, and provide as
Attachment O the position’s qualification requirements. What are the key skills and competencies
for the school leader? What qualities must the school leader have for this school to be successful?
The school principal will be hired by the school’s Board of Directors. The Board will extensively
advertise when seeking to fill the position of the Principal and a rigorous process of interviewing
candidates and reviewing their credentials will take place in order to secure the best possible
candidate to lead the school.
Selection
The Board of Directors believes that the selection of CAA’s Principal is the most important
decision the Board will make prior to the opening of the school. This individual will have the
most influence on the success of the school. The ideal candidate for this position will be an
experienced education leader who has an exceptional ability to motivate students and staff to
achieve. He/she will also be skilled at building and managing internal teams as well as
collaborating with other stakeholders in the community to build partnerships that are beneficial to
the students. The steps in the recruitment and hiring process will generally follow the steps
below, but may be modified as needed for particular positions and circumstances:
1. A nationwide search will be conducted, including referrals from board members, job
postings in Monster. Com, teachers-teachers.com, CareerBuilder.com, and other pertinent
publications.
2. The Board or their designee will review all resumes.
3. Screening interviews will be conducted by phone as the first step in determining if the
person interviewed is the right fit for the job with the School.
4. First round face-to-face interviews of candidates will be held with principal of the position
for which the search is being conducted.
5. Background and extensive reference checks will be conducted.
6. Upon the return of a successful background check, the principal will interview final
candidates.
7. An offer of employment will be extended to the selected candidate, offering a compensation
and benefits package.
CAA’s principal will be responsible for all aspects of school operations within the scope of
operating policy and budgetary approval by the Board of Directors, and will hire the instructional,
support staff, and clerical staff of the school. The school’s faculty and staff will report directly to
the principal, who reports to the Board of Directors of the school.
CAA’s principal will be evaluated by the Board of Directors using an evaluation tool that will
incorporate the Florida Principal Competencies. These standards center around commitment to
vision and mission, proactive orientation, managing interaction, tactical adaptability, concept
formation, conceptual flexibility, organization ability and sensitivity, delegation, self-
presentation, written communication, achievement and developmental orientation, management
control, budget oversight and development, information search and analysis, and interpersonal
sensitivity.
Other data included in the evaluation tool will be parent participation, FSA, AYP, and CCSS
reports, professionalism and attendance statistics, and parent, student, and staff climate surveys.
In addition, the Principal’s strengths and weaknesses will be summarized and a corrective action
plan will be developed and implemented, if necessary. The Board President and Board of
Directors will review progress against the corrective action plan and assess the need for training,
professional development, or other intervention. The Board will be kept apprised of the progress
to complete the corrective action plan.
C. Management Structure
C. Describe the management structure of the school. As Attachment P provide job descriptions
for each administrative or leadership position that identifies key roles, responsibilities, and
accountability.
Principal
The Principal will be the instructional, curriculum program leader of CAA and will be
specifically responsible for recruiting staff to fulfill all student instructional roles (i.e. cluster
leaders, classroom teachers, teachers’ aides, and any paraprofessional, support staff or contractors
involved directly with the instruction and/or therapy of students). All such staff will report
directly to the Principal. The Principal’s role will be to foster a school climate and a learning
environment that promotes CAA’s mission and meets targeted school and student academic
achievement objectives. The Principal will participate in communications with school families
particularly concerning academic issues. Additionally, he or she will address all day-today
instructional and academic issues, assist instructional support staff, and handle disciplinary issues
and parental concerns. During the start-up phase, the Principal will oversee the implementation of
the instructional delivery model (including coordinating related training), curriculum resources
and assigning teachers to classes and clusters. The Principal will make a recommendation to the
Board concerning the implementation of the initial schedule calendar, Parent-Student Handbook,
Employment Handbook and Faculty Manual and various policies and procedures necessary for
school operations. The Principal will also be responsible to submit financial statements for an
audit to the Board.
Co-Administrators
The co-administrators will be the Assistant Principals (will be hired years 3-5), business
operations, business development, compliance and program innovation leaders for CAA and will
be specifically responsible for recruiting staff to fulfill all non-student instructional roles (i.e.
technology and media, facility workers, outside service contractors and community partners). The
role of this team will be to foster a school climate and a learning environment that promotes the
school’s mission and meets CAA’s targeted school and student academic achievement objectives.
The team will coordinate student recruitment efforts, school communications and marketing
activities. Additionally the principal designated responsibilities will include discipline,
curriculum, staff evaluation, professional development and all other duties assigned by the
principal. Additionally, he or she will address all day-to-day business and operations issues,
assist non-instructional support staff and liaise with outside service contractors and
vendors. Additionally, this team will coordinate school-based testing, reporting and compliance
requirements mandated by the state and the district. During the start-up phase, the team will
coordinate with the site host (landlord) to oversee the facility operations and the installation of
equipment, furniture and services (particular technology services). The team will work closely
with the Board in setting fundraising goals and participating in public relations activities.
D. Staffing Plan
D. Provide a staffing plan for each year of the charter term that includes all anticipated
personnel and is aligned with the school’s projected enrollment and with all other sections of the
application. Provide as Attachment Q the proposed job description and qualification requirements
for the school’s teachers.
Instructional Staff
The instructional staff includes teachers, and contracted service personnel involved with students,
and or therapy of students. Instructional staff may be subdivided by grade cluster (i.e. under the
school’s instructional delivery model, a grade 3-5 cluster of teachers – a reading teacher, a
mathematics teacher, a writing teacher). The senior, experienced teacher filling the role of mentor
will typically be the cluster (department) leader. Support staff will report to the cluster leader. All
teachers will report directly to the Principal. CAA will have a number of specialists who will fill a
role equivalent to department head. These may include an ESE Coordinator, and a school-wide
Reading Specialist (to be hired at .50 fte in year 1, 1fte in year 2, 1.5 fte during years 3-4 and two
full time people in year 5).
ESE Coordinator (If Necessary)
An assigned teacher will be responsible for overseeing all ESE, 504 students and students
receiving PMP’s. This position will supervise and coordinate all relevant exceptional student
personnel and liaise with district personnel, student families, outside therapists and professionals
as necessary. This person must provide technical assistance with respect to compliance with
federal law, state statute and district requirements and procedures with respect to serving the
needs of these students. This individual will coordinate with the Principal with respect to all
academic and behavioral issues and the documentation relating to the request for and receipt of
special allocated funding designated for ESE.
ESE Support Personnel (If Necessary)
This includes Speech and Language, and ESE service providers that will be contracted as needed.
Each teacher is expected to create and maintain a classroom atmosphere that generates high
expectations and enthusiasm for learning by infusing critical thinking skills, application skills,
interpersonal skills, and technology into an aligned curriculum and assessment process, resulting
in measurable student achievement gains for all students. Each teacher shall obtain knowledge
curriculum and sunshine state standards in the appropriate subject area, be able to adopt, design
and implement curriculum to meet the needs of individual students. Teachers should be able to
suggest educational and classroom management strategies, materials and techniques to parents
and other support personnel working with students. Lastly, be able to use observation techniques
for identification, ongoing re-evaluation and planning for students.
Tutors, Enrichment Program Instructors, and Substitutes
This group may include non-instructional classroom support and volunteers.
E. Staff Recruitment and Development Plan
E. Explain the school’s plan for recruitment, selection, and development of a highly qualified
and appropriately certified instructional staff that is aligned with applicable federal laws and state
requirements as well as the school’s design.
CAA’s recruitment initiatives will include:
· Classified ads in select local print publications
· Internet ads in select web-sites
· District and university job fairs
· Word of mouth
Selection of all instructional and non-instructional staff shall be at the discretion of the Board,
based on recommendations from the Principal. Initial selection of teachers and staff for CAA’s
opening will be accomplished with a selection committee comprised of representatives of the
founding group. Subsequent selection of faculty and staff will be accomplished by the Principal
who will be responsible for interviewing and recommending the hire of all staff and teachers.
For the first year, evaluations and observations will follow current SDPBC evaluation system.
Thereafter, the Principal will work with a committee of faculty and staff members to review
current SDPBC evaluation documents and provide a system of evaluation and observation.
Recent state statute changes have modified how teacher performance is evaluated. The Principal
or designee is responsible for evaluating the performance of all staff members on a timely basis,
utilizing a formalized performance management process that aligns with CAA's employee growth
and development initiatives.
· Teachers will be evaluated using a scale of four levels for performance (highly effective,
effective, needs improvement, and unsatisfactory), instead of being evaluated as either
satisfactory or unsatisfactory.
· Performance of Students- at least one-third will be based on student performance. Student
growth will be assessed annually using statewide assessments and/or district and teacher made
assessments.
· Instructional Practice- at least one-third will be based on observation and instructional
practice. In accordance with F.S. 1012.01(2)(a) evaluations will include indicators based upon
each of the Florida Educator Accomplished Practices (FEAPs).
· Professional and Job Responsibilities- Annual parent and student surveys developed and
collected by SAC committee. Professional activities, continued personal growth, etc.
All core subject faculty and staff will have the certification, endorsement, or other credentials
required for their positions. No core subject teacher or staff member will be hired who would not
have been eligible for hire by the School District.
The Board of Directors will continuously monitor the employee benefits levels, salaries, and
other factors to ensure that all high quality staff remains on the job.
Section 12: Human Resources and Employment
A. Employee Relationships / Contracts
A. Explain the relationship that will exist between the school and its employees, including whether
the employees will be at-will. Discuss the school’s tentative plan regarding use of employment
contracts. If the school will use contracts, explain the nature and purpose of the contracts. Use
and nature of employment contracts may be finalized after application approval.
CAA intends to be a private employer in the State of Florida. CAA’s employees will be at will.
CAA will use annual contracts for all employees in order protect employer/employee rights and
privileges. Further details will be finalized after application approval. It is our intention to set our
salaries to be competitive to that of Charter Schools within Palm Beach County's school district in
order to attract and retain the highest quality teachers possible. The specific compensation
schedule has not yet been developed, but will be as we approach the opening of the School. The
Principal will work to develop the plans and submit them to the Board of Directors for final
approval.
B. Performance Evaluation
A. Provide the performance evaluation or a general outline of the performance evaluation
plan, consistent with the substantive requirements included in s. 1012.34, F.S. (the Student
Success Act), for administrators and instructional personnel including who will conduct the
evaluations, what instrument will be used, and how the results will be used to guide performance
and professional development. A final, detailed outline will be required after application
approval.
It is currently the intention of CAA’s board to adopt Florida Consortium of Public Charter
School’s Educator Evaluation Model. The final decision will be postponed until the school’s
administrator has been hired for consultation on the model
Additionally, As the laws currently stand with regards to The Student Success Act, aka, s.
1012.34, F.S. we acknowledge that the plan will need to contain the following components:
· The system used to evaluate teachers and administrators must incorporate student
performance, the percentage of which is based on the individual’s role, and the amount of data,
which exists
· Professional development will be incorporated through a continuous quality improvement
model
· Performance data used in the evaluation system shall be collected from multiple sources
· Special criteria and procedures may need to be developed for some specialty fields and job
classifications
· The evaluation system will utilize the state approved performance levels (highly effective,
effective, needs improvement (or developing for those within their first 3 years of employment)
or unsatisfactory
· Administrators will be trained in the proper use of the evaluation system
· The board or a board member will be trained for the principal’s evaluation
· The system will be evaluated to determine the effectiveness to improve student learning
· Teacher salary schedules may not be based on advanced degrees, but salary supplements
based on degrees are permitted
· CAA will likely develop a single salary schedule in alignment with the performance salary
schedule requirements of the law
In regards to other instructional staff members, while the specific evaluation plan has not yet been
completed, below are some of the essential components we believe are important to include in the
final plan:
· The evaluation plan will align with the state statutes current at the time of its inception, and
be adapted to comply with the requirements as they may change over time
· All personnel will be fully informed of the evaluation criteria and tools at the start of the
year so they understand the process through which they will be evaluated
· Student data will be a significant portion of the staff member’s evaluation
· Student data will be gathered from and quantified throughout multiple sources, such as the
variety of assessments described in section five of this application
· Formal observations and written evaluations shall be completed for each employee at least
annually, except for newly hired classroom teachers who must be evaluated at least twice in the
first year of teaching at the School
· Regular “walk-throughs” by administrators will be considered when developing the overall
evaluation, through a process to be determined by the Head of School and Board of Directors
· Compensation plans will be based on the results of the evaluation
The final “score” of the individual will be in alignment with the categories outlined by the state
C. Compensation Structure
A. Provide the compensation structure or a general outline of the compensation structure for all
employees, including salary ranges and employment benefits as well as any incentives or reward
structures, if applicable. How will compensation and other components factor into the staff
retention plan?
For the purposes of budgeting for this application, an average teacher salary of $41,500. CAA's
compensation plan will offer performance increases based on the requirements of the Student
Success Act.
In addition to salaries it is our intention to offer benefits to our employees who work at least 35
hours per week. CAA has set aside an additional $375 per month, per full time employee to pay
for an employee cafeteria style benefit package which will include options for employees to
choose from including medical, dental, vision, life insurance, dependent insurance, short and long
term. The service provider will handle the payment, taxes and benefits for employees as well as
the submission of any necessary fees and taxes. This will ensure that the payroll and benefits are
handled in a manner that is in alignment with state and federal regulations, while allowing the
School’s staff to stay focused on the core mission of educating students. In addition to the
traditional positions the staff members will be hired for, we also intend to offer opportunities for
which employees will be able to earn supplemental income, through programs such as
early/aftercare and summer camps, and other programs.
D. Hiring and Firing Procedures
Hiring
CAA intends to allow the Principal to post open positions, accept resumes and select an interview
committee to review and rank applicants. The Principal will make the final decision regarding all
positions. A prospective or current employee who is recommended to fill a position shall, as a
condition of employment, file a complete set of fingerprints taken by an authorized law
enforcement officer or an approved fingerprinting agency. The prints will be processed pursuant
to the requirements of § 231.02(2)(a), Florida Statutes.
Firing
A prospective or current employee may be disqualified or terminated from employment if the
prospective or current employee fails to provide accurate information on the application regarding
a prior arrest for which a penalty or conviction was received.
A prospective or current employee may be disqualified or may be terminated from continued
employment if the prospective or current employee has been convicted of a crime classified as a
felony or first degree misdemeanor directly related to the position of employment sought or
convicted of a crime involving moral turpitude or any of the offenses enumerated in Chapter 435,
Florida Statutes.
Employees newly hired or rehired shall be on a probationary status pending fingerprint
processing and determination of compliance with standards for good moral character.
E. Personnel Policies
A. If personnel policies have been developed, include as Attachment R. If personnel policies
and procedures have not been developed provide a clear plan, including timeline, for the
development and approval by governing board.
CAA has not developed personnel policies and procedures to date. Upon successful approval of
the charter, CAA intends to develop implementable professional personnel policies and
procedures and present the same to its governing board for approval. These policies eventually
will be summarized into an employee handbook. This handbook will be provided to each
employee who will need to sign off that they have received it and have been given the
opportunity to ask questions to fully understand the applicable policies. It is the intention of the
Board of Directors that these policies will be finalized and put into place by the end of 2018, prior
to any employees being hired.
Below is a summary of key points to be included within the policy document:
· Equal Opportunity Employment
· Employment Non-Discrimination and Non-Harassment
· Personnel Records
· Compensation and Benefits
· Employee Evaluations
· Dual Employment
· Substitute Teachers
· Leaves
· Employee Behavior
· School Rights
· Employee Rights and Responsibilities
· Resignations
· Reduction in Force Policies
· Travel Expenses
Prior to employment, all employees will be required to undergo legally required background
checks. All employees will be considered at-will employees. CAA reserves the right to end a
contract upon misrepresentation or misconduct of a candidate or current employee.
As indicated above in correlation with the compensation section, CAA acknowledges its
responsibility to follow state requirements regarding the compensation and evaluation
requirements, such as those currently in place under the Student Success Act. The evaluation plan
has yet to be developed, and will be developed in conjunction with the School’s Head of School
and the Board of Directors using the tools available to charter schools, such as the Charter School
Review and Approval Checklist for Instructional Personnel and School Administrator Evaluation
Systems.
At this time it is the Board’s intention to adopt most of the Florida School Leader Assessment
(FSLA) for the School’s Principal. This evaluation has been approved by the state for evaluating
school leaders. The Principal would be required to identify personal professional goals at the start
of each year that he or she would like to focus on to build his or her own professional repertoire
of skills. These goals, along with essential key data indicators from the school (such as the
student data gathered from the assessments described in section five of this application, school
climate surveys, school grade results, etc.) will be combined to create the required data to provide
an appropriate evaluation for the Principal. The Board of Directors can either as a whole, or
through a committee, complete the evaluation of the Principal and the complete Board of
Directors shall vote on the final document once complete.
F. Unsatisfactory Performance
A. Explain how the governing board and school leadership would handle unsatisfactory leadership,
teacher, or staff performance, as well as leadership or teacher turnover.
Employees who are not performing to expectations shall receive additional assistance and
counseling to rectify the problem as soon as possible. If after ample opportunities to correct the
concerns the issues remain, the employee may be let go based on the policies and procedures
outlined by the Board of Directors, to be developed upon successful receipt of charter
Section 13: Professional Development
A. Professional Development
A. Describe the school’s professional development expectations and opportunities for
administrators and instructional personnel, including the following:
Identify the person or position responsible for overseeing professional development
activities.
Discuss the core components of professional development and how these components will
support effective implementation of the educational program. Discuss the extent to which
professional development will be conducted internally or externally and will be
individualized or uniform. Describe how the effectiveness of professional development will
be evaluated.
Describe any professional development that will take place prior to school opening. What
will be covered during this induction period? How will instructional personnel be prepared to
deliver any unique or particularly challenging aspects of the curriculum and instructional
methods?
Describe the expected number of days or hours for professional development throughout the
school year, and explain how the school’s calendar, daily schedule, and staffing structure
accommodate this plan. Include time scheduled for common planning or collaboration and
how such time will typically be used.
CAA’s Principal and administrative support will be responsible for overseeing the professional
development activities during pre-school and throughout the school year. CAA intends to follow
the school calendar of Palm Beach County Schools and therefor adopt its number of days/hours
recommended for professional development. Additionally, CAA’s art focused delivery will
require an even greater amount of professional development hours/days that will take place prior
to the school opening and continue throughout the school year and be available to teacher’s
internally and externally during their planning.
Core Components of CAA’s professional Development
Planning
The Professional Development System will be based upon:
· Analyses of student achievement data
· Student needs
· Personnel needs
· Instructional strategies and methods that support rigorous, relevant, and challenging
curricula for all students
· School discipline data
· School environment surveys
· Assessments of parental satisfaction
· Performance appraisal data of teachers, managers, and administrative personnel
· Improvement Plan for School
· School in-service plans
· Board and Governance Trainings
· Other performance indicators to identify school and student needs that can be met by
improved professional performance
Learning
In-service activities for instructional personnel shall focus on:
· Analysis of student achievement data,
· Ongoing formal and informal assessments of student achievement, identification and use of
enhanced and differentiated instructional strategies that emphasize rigor, relevance, and reading
in the content areas,
· Enhancement of subject content expertise,
· Integrated use of classroom technology and the arts that enhances teaching and learning,
· Classroom management,
· Parent involvement, and
· School safety
· LEA Training
· IEP Training
· ELL Training
· Specialized Arts Instruction
Implementing
In-service activities coupled with follow up support appropriate to accomplish CAA-level and
school-level improvement goals and standards.
Evaluating
Provide for the continuous evaluation of the quality and effectiveness of professional
development programs in order to eliminate ineffective programs and strategies and to expand
effective ones. Evaluations must consider the impact of such activities on the performance of
participating educators and their students' achievement and behavior.
Individual Professional Development Plans
CAA’s Principal may establish and maintain an individual professional development plan for
each instructional employee assigned to the school as a seamless component to the school
improvement plans developed pursuant to s. 1001.42(18). The individual professional
development plan must:
· Be related to specific performance data for the students to whom the teacher is assigned.
· Define the in-service objectives and specific measurable improvements expected in student
performance as a result of the in-service activity.
· Include an evaluation component that determines the effectiveness of the professional
development plan.”
In-service Activities for School Administrative personnel
Include in-service activities for school administrative personnel that address updated skills
necessary for instructional leadership and effective school management pursuant to s. 1012.986.
Describe the process for delivering in-service to school administrative personnel.
Funding
CAA is committed to a method for funding professional development as outlined in the
budget. Throughout this application the need for professional development was discussed. We
have set aside a total of $15,540 for the first year, and increasing to $25,827 during the fifth year.
We anticipate about $9,000 in workshops and trainings, $5,000 in travel to workshops, and
additional funds for supplies and substitutes to cover classes for professional opportunities.
New Hire Resources
CAA will compile resources for new hires to utilize as they embark on their new and exciting
journey. They include:
· First Days of School Guide
· Procedures List
· School Calender
· Pay Calender
· Employee Self Service information
· Acronyms
· Quick Guide – Who to Turn to
· Substitute Teacher Information
· Marzono Learning Map
· Additional Resources
Prior to school opening, all teachers at CAA will be provided with professional development in
arts integration and will learn to incorporate the arts and artistic thinking into their respective
discipline, with the assistance of arts specialists.
Educators at CAA will go beyond using the arts as a tool to simply help meet “academic”
requirements. At CAA, the arts are academic. Arts integration will help students become
accomplished scholars and artists through purposeful opportunities to demonstrate their learning
and thinking through creative means. Thematic instruction at both the elementary and middle
school level will allow arts teachers and classroom teachers to collaborate in order to intertwine
two disciplines so that there is a true balance between the content areas. As CAA grows our
population, we will have the ability to expand the number and type of arts teachers we hire,
thereby expanding the expertise and opportunities for teachers to collaborate and even co-teach
within an arts-integration model.
Monthly PD
CAA will coordinate Professional Development and Planning days with Palm Beach County
School District. Administrators, teachers, students and parents will be aware of the planning days
at the beginning of each school year via the school calendar.
Section 14: Student Recruitment and Enrollment
A. Student Recruitment Plan
A. Describe the plan for recruiting students that will result in the school meeting its projected
enrollment. Include strategies for reaching the school’s targeted populations and those that might
otherwise not have easy access to information on available educational options including, but
not limited to, families in poverty; academically low-achieving students; students with
disabilities; and English Language Learners.
I. Student Recruitment Plan
a. Our mission will drive excitement for the school – we’re the only arts focused school within
30 miles of the Belle Glades area
b. We will implement a multi-pronged recruitment process which will include:
i. Community Presentations
1. Invitations to the presentations will be posted in community venues
2. Invitations will be mailed to a purchased mailing list of families
ii. Online Media
1. Comprehensive and interactive website
2. Social Media advertising
3. Engaging families on social media (FB, Twitter, Instagram)
iii. Printed Materials
1. Brochures, Fliers, Post Cards
iv. Community Involvement
1. Be present and handing out materials at special events such as: Parades, markets, special
events
v. Canvasing
1. Volunteers will distribute brochures to homes within the area
vi. Created Materials / Websites / etc. will contain:
1. Multi-lingual translations
2. Include statements about it being a FREE public school
3. Information that the school will offer ESE / Gifted services
vii. Special considerations
1. Special care that the marketing materials will be distributed in ways that special populations
can receive, such as:
a. Doctor’s, therapy, offices, etc.
b. Religious organizations
c. Public gathering locations (i.e. library, )
c. Partnership with SBI
i. Creation of materials
ii. Informing community and families
d. Who will be responsible for early recruitment efforts
II. Racial / Ethnic Balance
a. Remind of demographics highlighted in section 2 – the area is predominantly what is
typically thought of as minority students.
b. Therefore marketing materials will reflect the community through the use of images such as
stock photographs
c. Distribution of materials will pay special attention to the racial / ethnic make up of the
community to ensure all aspects of the community are represented
i. Specifically, the split of the school population is rather split (59%
African American, 36% Hispanic) so care should be taken to ensure you are reaching out to both
of these groups through religious organizations, community centers, etc.
III. Enrollment Processes
a. Applications will be available in December, 2018
b. Recruitment efforts will begin in January, 2019
c. Both paper and electronic applications will be accepted. (if you’re doing this. I would
recommend NOT doing only electronic applications given the demographics of your area, as
some could claim that some residents who don’t have internet access)
d. Initial enrollment deadline is April 1, 2019. Subsequent enrollment deadlines will occur every
3 weeks (i.e. a lottery is help around April 1 and those who have applied before the deadline are
either accepted or put on the waiting list. The those who apply between April 1 – April 22 (just
throwing that out as a date) go through the next lottery process and if there are still spots available
either selected or added to the bottom of the waiting list.
e. Nondiscrimination
i. The school will not discriminate against students based on [list
classes], or any other protected class.
ii. In order to ensure that even the possible appearance of
discrimination, the school will take steps to ensure non discrimination:
1. Student application will not ask for any information about any protected class
2. Lottery process will be clear and transparent to provide for an audit trail to prove no
discrimination occurred (See below).
f. Open Enrollment
i. Enrollment is open to all students throughout PB County and
Beyond
ii. In the event that students from outside of PB county apply, their
applications will be considered so long as accepting the student would not displace a student who
resides within PB county.
g. Enrollment Preferences
i. I would NOT limit enrollment based on location as you said in the
application.
ii. Preferences will be given to the following kids:
1. Siblings
2. Board kids
3. Employee kids
4. Military Kids
5. VPK Kids (Only if you ever think you will do this, if you don’t think you will, don’t include
it)
iii. School will be applying for CSP grant. If awarded, the enrollment
preferences will be modified to meet federal requirements
h. Lottery / Acceptance Process
i. Formal policies will be accepted by the Board prior to December,
2018
1. The policies will be initially drafted based on the CSU Sample Policy document.
2. Our policies will lay out a process as described below:
ii. All students who apply to the school will be accepted unless the
number of applicants exceeds capacity
iii. Following each enrollment deadline, the Board will establish the
number of students to be accepted based on the number of applicants and charter contract.
iv. If the Board opens additional sections (after the first enrollment
deadline), any students on the waiting list will be awarded spots.
v. If the number of applicants is higher than the number of spots
available, the school will conduct a random lottery of the students who had applied during that
enrollment period.
1. If using online system:
a. The school will utilize an online lottery system (If you’re doing this. We (Building Hope)
offer one at a cost of $0.15 per student in the system per month, so a school your size would be
about $45 a month the first year).
b. All Applicants are assigned a random number
c. The system will select students grade-level by grade-level sorting them based on their
randomized number, and accept as many students as seats available, and assign the rest of the
students to the waiting list based on their random assignment
d. Once students have been accepted, as the system cycles through each grade level, sibling
preferences will be granted to students as appropriate. For example, if the system does 1st grade,
and then moves to 2nd grade, and one of the 2nd grade students had a sibling in 1st grade who was
accepted, the 2nd grader would receive sibling preference.
B. 2. If using paper system:
C. a. Names of each applicant will be placed into a bucket for their respective grade
levels
b. Names will drawn one by one placing students on either the accepted list or waiting list as
seats are available.
c. This process will be observed by ___ to ensure transparency and that no possibility of
discrimination or preferential treatment exists.
3. Something else?
a. Describe it as specifically as possible… I’ve seen some schools say that a third party will be
contacted to conduct the lottery to ensure non-bias, and that the third party will not be given any
information of protected nature (i.e. race, gender, disability status, etc.).
vi. Out of County Applicants
1. If students apply from outside of PB County, their applications will be considered so long as
they do not displace students who reside within PB county.
a. This could be done in two ways. One is that you hold two lotteries each time (first you accept
in county kids, and then you do a second lottery on out of county kids).
b. I think you’re position I would use the second option, which is to say that out of county kids
will not be included until after June 15 (or some arbitrary date). So that way each enrollment
period before that is only in county kids, and then after that you open it to out of county kids, so
that your in county kids had ample opportunity to apply before you start accepting out of county
kids.
vii. Parent notification
1. Parents will be informed whether they were accepted or placed on the waiting list within __
days of the lottery.
2. Those accepted will have __ days/weeks to confirm that they will accept the position.
3. If they do not confirm within this time frame, they will be placed to the bottom of the waiting
list.
viii. The waiting list will be maintained throughout the year, and as seats
become available, the next person on the waiting list will be contacted and offered a spot at the
school.
B. Racial / Ethnic Balance
A. Explain how the school will achieve a racial/ethnic balance reflective of the community it serves
or within the racial/ethnic range of other local public schools in accordance with section
1002.33(7)(a)8., F.S.
C. Enrollment Policies
A. Describe the school’s proposed enrollment policies and procedures, including an explanation of
the enrollment timeline, any preferences for enrollment and lottery process. Provide proposed
enrollment application as Attachment S.
Section 15: Parent and Community Involvement
A. Parent Engagement Plan
A. Briefly explain the general plan to engage parents in the life of the school (in addition to any
proposed governance roles described in previous sections of this application, if applicable) as
well as plans for regular communication with parents about school matters. This could include
building family-school partnerships to strengthen support for learning, volunteer opportunities, or
activities the school will seek from, or offer to parents. This must include the governing board’s
appointment of a representative to facilitate parental involvement, provide access to information,
assist parents and others with questions and concerns, and resolve disputes, s. 1002.33(7)(d)1.,
F.S.
CAA recognizes the importance of forming a strong partnership with parents and community
members in order to positively impact the students in our school. To promote effective parent
involvement, the staff at CAA welcomes input from parent and community members in decision
making and encourages them to join us in school activities that are outlined for each school year.
We work with parents as equal partners in the educational process. CAA will plan for regular
communication with parents about school matters.
Through the School Advisory Council (SAC) and other informational meetings, parents will
participate in shared decision making in the following ways:
· Review, evaluate and update the school’s Family involvement Policy/Plan and School
Parent-Compact
· Provide opportunities for parents to discuss school-wide programming and to review data
· Discuss some of the offerings they would like their students to access at CAA
Parents will also be represented on the Governing Board of CAA as referenced in Section 10, the
Governance section of this application. The parent will be a resident of Palm Beach County, will
attend all board meetings, and will serve as a liaison between the parents of students attending
CAA and the Board of Directors and will report to both with updates and
recommendations. There contact information will be made available via the school’s website and
sent home in school news letters, indicating that this is the person that parents may contact if they
have concerns they would like the board to be made aware of.
Accessibility for all families
We will accommodate all families by providing the following:
· Choices of meeting dates and times
· Dissemination of information in a timely manner
· Translated documents (notices, school calendar, and newsletter)
· Refreshments
Communication
Parents will be provided information in a language and format, which is easy to understand. We
will communicate with parents by:
Flyers
School Website
Automated calls to remind parents
Social Media
Emails
School Advisory Council
Family Involvement Surveys
School culture and climate will be measured by the satisfaction of various stakeholders,
especially students, staff, and parents. Parent outreach, involvement, and education play an
important role in the dynamic of CAA. Parents must be kept informed of opportunities and have
their voices heard with regard to the educational program.
B. Community Resources
A. Discuss any established community resources that will be available to students and
parents, if applicable. Describe any partnerships the school will have with community
organizations, businesses, or other educational institutions. Specify the nature, purposes, terms,
and scope of services of any such partnerships including any fee-based or in-kind commitments
from community organizations or individuals that will enrich student learning.
CAA will have many community partners. One of the primary partners to help CAA deliver
quality services to students is Street Beat, Inc. (SBI). (SBI) a local non-profit organization, now
in its 21st year of operations, is a family of studios, providing a message of hope and self-
determination and unity for the past 21 years through the use of the Creative Arts. Through the
challenging programs of its studios, Street Beat enables young people to develop the life skills
necessary to succeed at school, within the family and at the community and job level.
Typically, SBI has provided these services during the after school hours, however on occasion,
we have partnered with classroom teachers to co-plan lessons when the teacher was not able to
reach enough students with the intended lesson. In this partnership with CAA, SBI will provide
after-school arts programming on a daily bases, for three hours per day, as well as make available
our pool of artists whenever needed for co-planning and infusion exercises. This will allow
CAA’s teachers to have a supporting cadre of artists to assist in reaching a broader group of
students. This service will be provided at no cost to the students attending CAA (K-8th
grades). This service will be provided as an in-kind contribution to the school.
Further, in addition to parents and SBI, CAA will establish partnerships with local churches, non-
profit organizations, businesses, and other educational resources to provide the best possible
opportunities for the students and their families.
C. Evidence of Demand
A. Provide, as Attachment T, any existing evidence of demand for the school or support
from intended community partners, if available (e.g. letters of intent/commitment, memoranda of
understanding, or contracts).
Primarily CAA will fill a void for students desiring to pursue the arts as a focus for their
schooling. At present, students desiring to study at one of the schools of arts has to leave their
homes at 5:30am, and return home as late as 7:00pm on a normal day. On the days when they are
required to do performances they may have 16-18 hour days and then start again at 5:30am the
next day with the bus pickup. Many students and their families decide not to pursue their dreams
and goals simply because of location. Currently, the nearest arts middle school option for students
in the Glades region is 39 miles away and is an audition-based magnet school. These
geographical and access challenges significantly limit potential access for interested students in
the Glades region. As such, our recruitment plan, enrollment plan, and educational program
focuses on the Glades region elementary and middle school students as our target population. For
years parents of the students from the afterschool programs of SBI have asked for a school of the
arts for the Glades communities to better serve children living in the Glades, interested in
pursuing the Arts.
Section 16: Facilities
If the site is acquired:
A. Proposed Facility Description
A. Describe the proposed facility, including location, size, and layout of space.
B. Compliance with Laws
A. Describe the actions that will be taken to ensure the facility is in compliance with
applicable laws, regulations, and policies and is ready for the school’s opening.
C. Alignment with Program
A. Describe how the facility aligns with the proposed educational program and other
requirements such as mandated class sizes.
D. Anticipated Costs
A. Document the anticipated costs for the facility, including renovation, rent, utilities, and
maintenance. Identify, if applicable, any funding sources (other than state and local funding) that
will be applied to facilities-related costs and include evidence of such (e.g. letter, MOU) as
Attachment U. If renting an existing facility, provide draft lease agreement as Attachment V.
E. Back-Up Plan
A. Describe the back-up facilities plan. What is the alternate plan for facilities if the
proposed facility is not available or is determined to be inappropriate for the school’s opening?
If the site is not yet acquired:
F. Facility Needs
A. Explain the school’s facility needs, including desired location, size, and layout of space.
Final desired location, design, size and layout of Covenant Arts Academy (CAA) has not been
completed, pending application approval. CAA does intend to lease a facility capable of serving
up to 272 students in year 1 and peeking in year 5 up to 590 students serving students in grades
K-8. CAA will comply with state requirements for an educational facility and will utilize
facilities that comply with the State Uniform Building Code for Public Education Facilities and
the Florida Fire Prevention Code as required by Section 1002.33(18), Florida Statutes. CAA will
be in compliance with the state of Florida’s class size requirements upon the opening of the
school. Class size averages will not exceed 18:1 (K-grade 3) and 22:1 (grades 4-8) student teacher
ratio.
G. Estimated Costs
A. Provide an estimate of the costs of the anticipated facility needs and describe how such
estimates have been derived. Identify, if applicable, any funding sources (other than state and
local funding) that will be applied to facilities-related costs and include evidence of such (e.g.
letter, MOU) as Attachment U.
The forecast base rent and all other facilities costs are included for all years of the charter contract
and is based on a cost per student calculation which has become widely accepted practice. These
costs will be calculated at $800 per student in year 1, $950 in year 2, $1,000 in year 3 and then a
3% escelator thereafter. Utilities and maintenance cost estimates are also shown in the proposed
budget. These estimates have been derived from actual historical data from other comparable
charter school facilities leased, from experienced charter school facilities developers, updated
based upon widely-reported cost escalations for land and construction costs for the charter school
programs.
CAA's Board of Directors will lease the facilities at a fixed annual rate (with possible small
annual increases for inflation) so that the school does not incur construction risks, including
unanticipated delay costs, cost overruns, and the like. Lease payments will commence upon the
taking of possession of the facilities by the School. Long-term leasing provides to CAA the
ability for the School’s Board of Directors to focus on its core mission (education and educational
programming), outsourcing the design, acquisition, permitting, financing, and construction of
facilities to experienced entities in those fields.
H. Acquisition Strategy and Schedule
A. Explain the strategy and schedule that will be employed to secure an adequate facility.
Upon charter approval from the School District of Palm Beach County (SDPBC), CAA will
schedule a review with the facilities oversight team for the SDPBC, to determine acceptability of
the design and placement we are considering for the School. Final design and construction will
then be completed and lease negotiations undertaken. The construction/renovation will be
planned to commence by early 2019.
I. Back-Up Plan
I.Describe the back-up facilities plan.
Alternative locations will include but are not limited to other available property within the Tri-
Cities (Glades region) that can accommodate the mission and needs of the school as stated in this
application, and by the standards of the School District and State regulations. Several other
potential locations are available should the first choice not prove to be satisfactory.
Section 17 Transportation Service
Describe the school’s plan for transportation to ensure that transportation is not a barrier to equal
access for all students residing within a reasonable distance of the school, s. 1002.33(20)(c) F.S.
Covenant Arts Academy is committed to providing a free public education in which
transportation is not a barrier to equal access for all students within a reasonable distance from the
school. In its efforts to best serve the students of the Glades region, CAA has determined that a
reasonable distance from the school will be more than 2 but less than 5 miles from the physical
facility.
In its initial year, Covenant Arts Academy plans to create a parent agreement for transportation to
and from school in accordance with Florida Statute 1002.33(20)(c). CAA will cooperate with the
district to ensure that this contract abides by state law and is not a barrier to equal access for
students within a reasonable distance from the school.
If, in the future, Covenant Arts Academy elects to provide bussing services or contract with a
public transportation service to provide transportation to and from school, it will do so with
consideration for equal access and student safety. CAA will abide by all applicable state law for
transporting public K-12 students as articulated in Florida Statute 1006.21 - 1006.27. In order to
be eligible for school bus transportation at CAA, students living within a reasonable distance of
the school must also reside two or more miles from CAA or qualify for special considerations as
described in Florida Statute 1006.261 and 427.011 and the McKinney Vento Act. Elementary
students who reside within two miles of CAA may receive school bus transportation if they do
not have a pedestrian route from their home to school that is free of hazards as defined by FS
1006.23. The school may provide transportation to students outside of the reasonable distance
when it is necessary to provide adequate educational facilities and opportunities that would
otherwise be unavailable. CAA will also set aside $50 per day, in year 1 for special needs
transportation to cover potential hardship and/or ESE situations.
Finally, transportation services provided by the school for field trips or other school events will
abide by the Florida Statutes for ensuring the safe transportation of students.
Section 18: Food Service
Describe the school’s plan for food services, including any plans for contracting services or plans
to participate in the National School Lunch Program. Explain how the school’s food service plan
will ensure healthy, well-rounded meals for students.
An organized meal service that meets local health, state and federal regulations will be offered at
the school site. Nutritious meals will be provided in accordance with the USDA Dietary
Guidelines of meal component and portion size requirements. All meals will be distributed to
students using a point of sale accountability procedure.
CAA has plans to contract with the School District of Palm Beach County to become a District
Sponsored Site for the Satellite Food Service Program. CAA facility will include a lunchroom
that meets state nutritional and sanitation standards, along with one self contained water fountain
within the lunchroom area. CAA agrees to have two satisfactory health inspections conducted on
a yearly basis, by the State Department of Health, County Department, as required, to maintain
Permit for Food Service. CAA's cafeteria will post in a visible location and on the charter school
Web site the charter school’s semiannual sanitation certificate and a copy of its most recent
sanitation inspection report as required by s1013.12(2)b, F.S.
CAA will provide free and reduced priced meals for eligible children -- children from households
with incomes of less than or equal to the income criteria may be eligible for either free or reduced
priced meals.
CAA will implement the following procedure for processing Free/Reduced Lunch Applications:
· Disseminate lunch applications to all students upon enrollment.
· Collect lunch applications and determine applications, according to Florida Income
Eligibility.
· Guidelines, published in the Federal Register by Food & Nutrition Service, USDA.
· Enter determinations for each child into TERMS.
· Provide students with notice of eligibility.
· Serve/Charge student lunches in accordance with determined eligibility.
CAA understands that the district will provide one individual to assist in the food services
program. In order to make this process successful CAA will ensure all internet connections are
provided within the cafeteria for easy set up of Food Services. CAA will also provide at staff or
volunteers to assist in serving the school's breakfast and lunch. In addition, CAA will include a
minimal costs .10 per lunch for delivery, just in case free or voluntary delivery Isn't available.
Section 19: School Safety and Security
Outline the plan for school safety and security for students, staff, the facility, and property.
Explain the types of security personnel, technology, equipment, and policies that the school will
employ. A full plan that also includes procedures for unanticipated emergency situations will be
required prior to school opening.
It is the intention of CAA to provide a school environment that is both safe and secure for its
students, staff, facility and property. To that end CAA will hire a fulltime Safety officer who will
work weekdays and be visible on campus for a minimum of Eight hours per day. During Nights
and weekends CAA will be fully protected by Fire and Burglar alarm systems with cameras.
All visitors will be required to sign in at the office and a system to check for sexual predator
history will be used to screen potential offenders. The Principal and Safety officer will be
notified immediately if such a person is scanned.
CAA will also cover drills and evacuation plans for the following areas:
· Fire
· Natural Disasters
· Chemical Spill
· Terrorism
· Bomb Scare
Additionally, A non-instructional staff member will be assigned as the Safety Coordinator and
will be responsible for school safety, transportation, facilities management and health related
issues. This position requires the management of numerous personnel and activities including
security, custodial, nursing (first aid), emergency procedures, safety drills and workshops, crisis
response plan, assessment of school safety and health inspections, building code inspections,
workers’ compensation claims, bus inspections, school crossing/safety patrol, OSHA
requirements, HIPPA regulations and other similar related issues.
Finally CAA’s principal will develop and implement a full Safety and security plan to include
procedures for unanticipated emergency situations by June of 2019.
Section 20: Budget
A. Operating Budget
A. Provide as Attachment X, an operating budget covering each year of the requested charter term
that contains revenue projections (using the Florida charter school revenue estimate worksheet as
Attachment W for at least the first year of operation), expenses, and anticipated fund balances.
The budget should be based on the projected student enrollment indicated in Section 2 of the
application. A template for the operating budget may be available from the sponsor upon request.
The five-year operating budget is included as Attachment X to this application. The CSU Budget
Template was used to generate this budget, and will be uploaded to Charter Tools.
B. Start Up Budget
A. Provide a start-up budget as Attachment Y that contains a balance sheet, revenue projections,
including source of revenues, expenses, and anticipated fund balance. The start-up budget must
cover any period prior to the beginning of FTE payments in which the school will expend funds
on activities necessary for the successful start-up of the school.
The start up budget is included as Attachment Y to this application. The start up costs are
primarily made up of hiring the School’s Principal to start around January, 2019 to begin the
recruitment of students and staff and provide assistance to the Governing Board in getting the
school up and running. In addition, we anticipate spending approximately $27,500 on various
marketing, direct mail, and recruitment efforts to ensure we meet our enrollment targets as
described in sections 2 and 14 of this application.
C. Evidence of Funding
A. If the budget is contingent upon sources of funding beyond those typically provided by
local, state, and federal governments (such as funding from foundations, donors, grants), provide
evidence of such funding (e.g. MOU, letters) as Attachment Z.
CAA anticipates earning more than $100,000 in funding to cover the start up costs. Please see
attachment Z which highlights the source of the majority of this funding as coming from local
sources. In addition, the school is extremely confident that it will be able to successfully conduct
fundraising annually nearing the $100,000 mark to continue to support operations of the
school. However, in order to budget as conservatively as possible, and because commitments
have not been obtained, we have not included these funds in the budget.
The school also intends to apply for the CSP grant once this application has been
approved. However, we have not included these funds in the budget as this is also not a
guaranteed source of funding. We intend that those funds would be used to allow us to ramp up
purchases of curriculum, furniture, and technology faster than we would otherwise be able to do
as outlined in the budget projections.
D. Narrative Description of Budget
A. Provide a detailed narrative description of the line-item revenue and expenditure
assumptions on which the operating and start-up budget are based. The budget narrative should
provide sufficient information to fully understand how budgetary figures were determined.
The budget was developed using the Charter Support Unit’s Budget Template Tool. This tool
allows us to make assumptions based on the enrollment and to change expected expenses based
on changes to enrollment.
Revenue
Below is a table of our estimated revenue sources followed by a description of the assumptions
we used to develop these revenue estimates.
Year 1 Year 2 Year 3 Year 4 Year 5
Base FEFP $4,426.87 $4,471.14 $4,515.85 $4,561.01 $4,606.62
Dist Differential 1.0426 1.0426 1.0426 1.0426 1.0426
Average Categoricals $2,943.06 $2,899.60 $2,915.43 $2,881.88 $2,932.41
Base Funding $1,244,965 $1,656,038 $2,060,238 $2,669,721 $2,789,743
ESE Guarantee $47,289 $64,884 $80,928 $106,356 $109,497
Other FEFP $623,928 $829,353 $1,039,423 $1,332,395 $1,398,006
Total FEFP $1,916,182 $2,550,275 $3,180,589 $4,108,472 $4,297,246
Average Per Student $7,370 $7,371 $7,431 $7,443 $7,539
· To budget conservatively, the budget assumed that only 97% of the school’s seat when
generating revenue assumptions.
· We have assumed a modest 1% annual increase in FEFP funding for each of the five years.
· While we fully anticipate that CAA will be eligible for Title 1 Funding given the
demographics of the area we intend to locate, we have not included Title I funding. If the school
does qualify for Title I funding, the funds will be used to provide additional intervention services
for our students.
Expenses
Most of the expenses in our budget are based on the number of enrolled students. Therefore,
while it is assumed that the enrollment projections are reasonable, if fluctuations are experienced,
the budget can be adjusted accordingly to match actual enrollment. The most significant portion
of our budget is devoted to salaries, benefits and expenses related to staff. The school is
dedicated to having the highest quality staff possible, and based on the experience of the other
schools operated by the organization is anticipating spending an average of $41,500 per year per
teacher as salaries. This is in addition to the $375 per month health insurance benefits plus an
additional 1.5% of employee salaries for a cafeteria type benefit package that employees can
choose from. The budget also includes additional funds for employer related costs such as FICA,
unemployment, and worker’s compensation.
Five Year Staffing Projections
Avg. 1st Yr. Salary Year 1 Year 2 Year 3 Year 4 Year 5
Principal $90,000 1 1 1 1 1
Assistant Principal $60,000 1 2 2
Elem. Classroom Teachers $41,500 14 15 16 17 18
Elem. Specialists $41,500 1.8 2.3 2.4 2.5 2.8
Middle School Teachers $41,500 0
3.5 6.9 12.4 12.4
Interventionists $41,500 0.5 1.5 2.5 2.5 3
Guidance Counselor $43,575 .5 1 1
ESE Teacher(s) $41,500 1.8 2.4 2.9 3.8 3.9
Gifted Teacher(s) $41,500 0.2 0.4 0.5 0.6 0.7
Secretary $12/hr 1 1 1 1 1
Data Prep Clerk $12/hr 0.75 1 1 1 1
Maintenance 1 $11/hr 1 1 1 2 2
Security $16/hr 1 1 1 1 1
Total Employees $973,318 23.05 30.1 37.7 47.8 49.8
While the entire budget template will be uploaded to Charter Tools, following is a brief
description the most significant budget items and how they were calculated. In order to provide
these descriptions, all budget lines which are over $5,000 during the first year of operation
(excluding employee costs identified above) are described below:
· Computer Software Rentals (5100-360) - $5,000 – CAA has set aside $5,000 for academic
software to be used to remediate and progress monitor students, as well as to allow for students to
use online tools for arts creation.
· Academic Supplies (5100-510) - $10,400 – This was calculated at $40 per student for each
year of operation.
· Textbooks (5100-520) - $68,908 – We have budgeted to purchase three textbooks per
student for year one, four textbooks per student during year two, and five textbooks per student
for years three through five. We have assumed an average textbook cost of $75. In the event the
school is awarded a CSP grant, we will accelerate the textbook purchases.
· Furniture, Fixtures-Capitalized (5100-641) - $11,220 – We have anticipated
approximately $3,000 per classroom for furniture, fixture and equipment, but have financed this
at 10% over five years.
· Computer Hardware (Non Capitalized) (5100-644) - $33,550 – The budget anticipates
purchasing one computer for every four students in years one and two, and one for every three
students the remaining years, and also anticipates buying one computer per staff person. The cost
is estimated based on Chromebook pricing at approximately $275 per unit. This is another item,
which will be accelerated in the event of being awarded a CSP grant. In addition, we anticipate
approximately $1,800 per classroom to setup interactive instructional technology.
· ESE Contracted Services (5200-310) - $12,578 – The budget anticipates hiring outside
specialists to meet the needs of some of our ESE students (i.e. Speech and Language Pathologist,
Occupational Therapy, etc.). The cost has been estimate at $65 per hour, and assuming that 25%
of our ESE student population will require these services for ½ hour per week.
· Professional Development Services (6400) - $9,200 – Throughout this application the need
for professional development was discussed. We have set aside a total of $15,540 for the first
year, and increasing to $25,827 during the fifth year. We anticipate about $9,000 in workshops
and trainings, $5,000 in travel to workshops, and additional funds for supplies and substitutes to
cover classes for professional opportunities.
· Technology Related Professional and Technical Services (6500-310) - $8,000 – The
budget sets aside resources to consult with an IT service provider to setup and support the
computer infrastructure at the school. The budget starts at $8,000 and jumps to $12,000 with
annual escalators.
· Administrative Professional and Technical Services (7100-310) - $6,000 – While we
hope that it will not be necessary to work regularly with an attorney, the budget sets aside $6,000
during the first two years and $7,000 thereafter.
· Insurance and Bond Premiums (7100-320) - $9,100 and Insurance and Bond Premiums
(7900-320) - $14,040 – Insurance has been calculated at a rate of $35 per student ($9,100) plus an
additional $0.60 per square foot of anticipated building space ($14,040), with 1% annual
escalators in those multipliers for future years.
· District Administrative Fee (7200-730) - $92,124 – The budget sets aside 5% of the FEFP
revenue each year for administrative fees to the district.
· Administrative Leases (7300-360) - $5,200 – The budget sets aside $20 per student for the
lease of administrative equipment such as copy machines.
· Administrative Furniture, Fixtures-Capitalized (7300-641) - $8,000 – The budget sets
aside $8,000 during the first year for administrative furniture and equipment (i.e. office furniture,
printers, etc.).
· Accounting Professional and Technical Services (7500-310) - $37,600 – As described in
section 21 the school intends to outsource our financial services to a back office provider at an
estimated rate of $110 per student, plus we’ve set aside $9,000 for the annual audit.
· Food (Delivery) (7600-570) - $6,012 – While we anticipate contracting with the district for
lunch services which will eventually break even with regards to revenue and lunch cost, we do
assume that the school will be charged for delivery of the lunches. We have estimated $0.10 per
meal for delivery.
· Lunch Service Furniture, Fixtures (7600-642) - $8,000 – The budget sets aside $8,000
during the initial year for furniture and equipment related to serving lunch to the students.
· Transportation Costs (7800-390) - $9,000 – The school plans to offer transportation
starting during year two of operation. We have estimated the cost as $240 per bus per day with a
2% annual escalator. We anticipated 1 bus year 1, adding one bus each year so that there are four
busses by year 5. We’ve also set aside an additional $50 per day starting in year one for
unexpected transportation expenses in case we must make arrangements for students for whom
transportation might be a barrier, or if a student’s IEP requires some sort of transportation
services. The following table represents the transportation estimates.
Year 1 Year 2 Year 3 Year 4 Year 5
Anticipated Busses 0 1 2 3 4
Bus Cost $44,064 $89,891 $137,533 $187,044
Unexpected Allowance $9,000 $9,000 $9,000 $9,000 $9,000
Students For Revenue 55 107 138 143
Revenue $21,996 $43,006 $55,744 $58,052
· Facilities Rentals (7900-360) - $217,600 – The budget anticipates a facilities lease based on
a per-student allocation.
Year 1 Year 2 Year 3 Year 4 Year 5
Per Student Amount $800 $950 $1,000 $1,030 $1,061
Lease Cost $217,600 $342,000 $444,000 $589,160 $625,931
Est. Square Footage 23,400 38,350
· Communications (7900-370) - $10,400 – The budget sets aside $40 per student for
communication needs (telephone and internet service).
· Facilities Purchased Services (7900-390) - $8,690 – The budget estimates costs for
facilities services such as fire alarm, pest control, etc. at $85 per classroom plus an additional
$7,500 to cover items like HVAC maintenance and annual inspections.
· Electricity (7900-430) - $25,740 – The square footage listed above was used to calculate the
cost for electricity at $1.10 per square foot with a 2% annual multiplier escalator.
· Facilities Supplies (7900-510) - $6,500 – The budget sets aside $25 per student for facilities
supplies cost such as cleaning and paper toiletry supplies.
· Unexpected / Reserve Fund - $57,485 – CAA has set aside funds as part of a reserve fund
to cover unexpected expenses. The reserve fund has been set at 3% of the FEFP for year one, and
5% for each year thereafter.
E. Contingency Approach
A. Discuss the school’s contingency approach and plan to meet financial needs if anticipated
revenues are not received or are lower than estimated. This may include budgets for 75% and
50% of revenue projections or a budget for whatever percentage the applicant considers the
minimum percentage at which they could operate the educational plan presented.
Covenant Arts Academy has several options should anticipated revenues are not received or
are lower than anticipated. Given that most of the costs that are in the budget are based on a
per-student basis, changing the enrollment will automatically adjust the rates for spending
proportionately for many of the budget assumptions. The Governing Board will regularly
review the budget versus actual reports to measure the progress the school is making on
meeting its financial goals, and if enrollment or revenues are less then expected will
immediately address the concern to adjust the budget as necessary.
In order to ensure the school would be able operate effectively should it not meet the targeted
enrollment numbers, it has conducted a stress test of the budget at 50 and 75 percent of the
anticipated enrollment. These budgets are available upon request, and the following chart
summarizes the changes which are necessary in either situation to ensure a balanced budget.
A. 75 Percent Budget Changes 50 Percent Budget Changes
All changes in the CSU Template based on per-
student calculations
Postpone transportation until year three and
change to just one bus for years three and four,
and two buses year five
Reduce reading interventionist to 0.25FTE year
1, 0.5 year two, and 1.0 in years three through
five.
Reduce math interventionist to 0.5FTE until
year five.
Double up on PE for some sections to reduce PE
All changes in the CSU Template based on per-
student calculations
Postpone transportation until year four and
change to just one bus for years four and five
Reduce reserve fund to 1% during year one and
2% each year thereafter.
Double up on some sections of PE to reduce the
PE teacher time to .1FTE under calculated.
Decrease planning time for teachers in middle
school to once every other day and increase
specialist classroom minutes to 1850 per week.
teacher to 0.8FTE during year one.
Reduce reserve fund to 1.5% during year one,
3% in years two and three, and 4% in years four
and five.
Cut administrative furniture and equipment in
half.
Reduce classroom furniture to $2,500 per
classroom.
Cut professional development travel in half.
Reduce interventionist time to 0.25FTE during
years one and two, combine the Math and
reading interventionist positions to one full time
person in years three through five.
Reduce teacher salaries to $40,000
Reduce benefits contribution to $350 per month
+ 1% of salary.
Reduce Principal salary to $75,000.
Reduce AP salary to $55,000, postpone hiring
until year four and have only one person in years
four and five.
Reduce guidance counselor year 4 to 0.5.
Reduce professional development to $6,000 year
one, and $15,000 year two with escalators going
from there.
Reduce lunchroom furniture/equipment by 50%.
Reduce to two textbooks in year one, three in
year two and five each year thereafter.
Eliminate extra administrative computers.
Eliminate classroom instructional technology
until year 3.
Reduce IT service provider by half.
Reduce per-classroom furniture to $2,000 per
classroom.
Reduce administrative furniture to 25%.
Eliminate ELL stipends year one and two.
Reduce security guard to school year only.
Reduce data prep clerk to .25FTE.
Increase ESE Teacher-to-student ratio to 1:30.
The 75 percent and 50 percent budgets are available upon request.
F. Year One Cash Flow Contingency
A. Explain in detail the year one cash flow contingency plan, in the event that revenue projections
are not met (or not met on time).
As indicated above, the Governing Board will very closely monitor enrollment numbers and
ensure that enrollment has been obtained before the Principal is authorized to hire additional staff,
allowing the school to control for staffing costs and ensure they are aligned to enrollment. If
enrollment targets are not met the Governing Board will quickly implement cost savings
measures such those highlighted in the contingency budgets described above. This will all be
done with the assistance of the Back Office Provider outlined in section 21 who will closely
monitor classflow numbers and make regular reports to the school’s Principal and Governing
Board. In the event it becomes necessary, the Governing Board will also reach out to financial
institutions to obtain a line of credit to offset cash flow issues that may arise.
G. Monthly Cash Flow
A. Provide monthly cash flow projections for the school’s start-up period (i.e. from the date
on which the application is approved to the beginning of the first fiscal year of operation) through
the first year of operation.
Cash flow projections are included with the operating budget as Attachment X.
Section 21: Financial Management and Oversight
A. Internal Controls
A. Describe who will manage the school’s finances and how the school will ensure strong internal
controls over financial management and compliance with all financial reporting requirements.
Ultimately, Covenant Arts Academy’s finances will be overseen by the CAA governing board.
Each year, the Board will adopt and maintain an operating budget in accordance with Florida
Statute 1003.33(9)(h). Because of this responsibility, the Board will include one or more
members with strong financial expertise. Moreover, all Board members will be trained in
evaluating the financial reports and will learn to recognize red flags that may indicate financial
irresponsibility.
Day to day, the Principal who, with the assistance of his/her administrative assistant and oversight
provided by the governing board, will be responsible for financial operations. When evaluating
and hiring the Principal, CAA will consider the fiscal management responsibilities of the role and
evaluate each candidate’s capacity and experience for successfully executing these
responsibilities.
Covenant Arts Academy has also budgeted to contract services from a finance
professional/accountant, who will assist the principal in book-keeping and managing the finances.
As shown in the budget, CAA realizes that the principal will likely need more support from this
bookkeeper in the first year of operation in order to establish all financial management systems
and practices, and has budgeted accordingly. This contracted bookkeeper will assist with
recording and reconciling the accounts, which supports our controls for separation of duties as
well as checks and balances.
The school will use strong internal controls to ensure funds are used and reported appropriately in
accordance with local, state, and federal law. These internal controls will include practices such
as:
· separation of duties (authorizing, receiving, recording, depositing, and reconciling);
· background checks/fingerprinting for all employees;
· monthly bank reconciliations performed by a different person than he/she that
collects/deposits/pays funds;
· requiring two authorized approvals on checks to prevent misuse of funds;
· principal approval for all expenditures;
· board approval for the operating budget, large expenses, and budget amendments;
· cash controls at the school level (such as case receipt logs and daily deposits);
· use of approved vendors;
· maintaining a fixed asset tagging system and schedule;
· purchase orders for capital expenditures;
· regular Board reviews of the financial and audit reports;
· a public website that posts the school’s annual budget and annual audit report;
· and an annual independent fiscal audit.
CAA’s full policies and procedures, as attached, can be found in our Covenant Arts Academy
Internal Accounting Control Policies General Environment, Accounting Records, and Financial
Policy and Reporting Manual.
B. Governing Board Monitoring
A. Explain the mechanisms the governing board will use to monitor the school’s financial
health and compliance.
The governing board of CAA, in accordance with Florida Statute 1002.33, will annually adopt
and maintain an operating budget, exercising oversight over both the school’s operations and
finance. The Board must also review and approve any amendments to the budget. The Principal
will present a written and verbal financial report to the Board at its regular business meetings.
Likewise, the board will conduct a regular review of the presented financial reports every 1-2
months, corresponding with the Board’s meeting schedule.
CAA’s governing board will retain the services of a Certified Public Accountant or auditor to
perform an annual audit to ensure the school is compliant with all local, state, and federal laws
and guidelines for financial controls. The governing board will review the auditor report as
referenced in part C of this section.
All Board members will take required trainings approved by the Florida Department of
Education. These trainings include instruction in governing in the state, avoiding conflicts of
interest, ethics, and financial responsibility. Additionally, CAA will provide ongoing support to
the Board members in understanding the financial reports and for identifying red flags that may
indicate financial irresponsibility.
C. Audit Procedures
A. Describe the school’s plans and procedures for conducting an annual audit of the
financial operations of the school.
In accordance with Florida Statute 218.39, Covenant Arts Academy will have an annual financial
audit of its accounts and records conducted. The Board of Directors or its designated audit
committee will oversee the audit of the school.
Covenant Arts Academy will obtain an annual financial audit that is performed by an independent
certified public accounting firm (F.S. 1002.33(9)(j)(1),). The board will use proper auditor
selection procedures as outlined in F.S. 218.391, with preference given to a firm with charter
school experience. This selection process will be repeated annually
· Table of contents
· Auditor’s report on the basic financial statements
· Auditor’s report on internal control and compliance
· Management letter as required by Section 218.39(4), F.S.
· Basic financial statements and required supplementary information required by GAAP
· Written statement of explanation or rebuttal required by Rule 10.857(2)
Upon receipt of the audit report from the auditor, the Principal and the governing board (and audit
committee if there is one) will receive a copy and review the audit. The governing board will
approve the audit report, including audit findings and recommendations.
If a deteriorating financial condition is identified (6A-1.0081, F.A.C.), an expedited review will
take place. All necessary parties will be notified in a timely manner in accordance with state law.
CAA and the Sponsor will develop a corrective action plan pursuant to Section 1002.345(1)(c),
F.S. If a state of financial emergency is declared, a financial recovery plan will be developed and
replace any existing corrective action plan. The board will oversee the implementation any
corrective action plan or financial recovery plan required to ensure compliance.
Within 45 days after receiving the audit report from the auditor and within 9 month of the end of
the fiscal year (or by a deadline set in agreement with the Sponsor), CAA will file an electronic
and paper copy of its audit report with the Sponsor, the Auditor General, and the Department of
Education as required by law.
CAA will adapt our audit process to comply with any changes to local, state, or federal law.
D. Maintenance of Accounting Records
A. Describe the method by which accounting records will be maintained.
Covenant Arts Academy’s Principal and Bookkeeper shall maintain CAA’s accounting records
and shall work with the Board to ensure appropriate management of those records. CAA will
maintain all financial records that make up its accounting system. CAA plans to use the
accounting standards and codes prescribed in the most recent issuance of Financial and Program
Cost Accounting and Reporting for Florida Schools, also known as the Redbook. CAA currently
plans to use Quick Books Pro or a similar software to manage its accounting records since such
software uses functions and code numbers that are aligned with the Redbook.
E. Ensuring Financial Transparency
A. Describe how the school will ensure financial transparency to the authorizer and the
public, including its plans for public adoption of its budget and public dissemination of its annual
audit and financial report.
Covenant Arts Academy will ensure financial transparency to the authorizer and the public
through:
· Governing in the sunshine;
· Monthly financial reports that includes a balance sheet, a revenue versus expenditures
spreadsheet, budget versus actual expenses, and changes in fund, which will be provided to the
Sponsor;
· An annual financial report and program cost information in state-required formats for
inclusion in district reports;
· Compliance with Florida Statute 1002.33, which requires the charter school to have a public
website that includes the school’s annual budget and annual independent fiscal audit. The
Principal will be responsible, with Board oversight, for guaranteeing that this information is
appropriately posted;
· Public posting of Board meeting schedules and minutes in accordance with the law, which
will include the public adoption of the budget, financial reports, and the Board’s review of the
annual audit report; and
· Submitting all other reports as required by the Sponsor, state, or federal departments
regarding financial responsibility.
F. Anticipated Outsourcing and Costs
A. Describe any key back-office services to be outsourced via contract, such as business
services, payroll, and auditing services. Include the anticipated costs of such services and criteria
for selecting such services.
Auditing Services: CAA plans to outsource our annual auditing services to Certified Public
Accountant or auditor in order to ensure compliance with Florida statutes. We will choose the
provider through proper auditor selection procedures as outlined in F.S. 218.391, giving
preference to a firm or individual who has charter school experience. There are at least two firms
in Palm Beach County with these credentials. The anticipated cost for auditing services is $8,000
- $9,000.
Bookkeeping: CAA will contract with a finance professional/accountant, who will assist the
principal in book-keeping and managing the finances. The criteria for selecting the Bookkeeper
include completed certification or training in bookkeeping as well as other qualifications listed in
Section 11: Management and Staffing. Preference may be given to candidates with experience
with the Redbook - Financial and Program Cost Accounting and Reporting for Florida Schools.
As shown in the budget, CAA realizes that the principal will likely need more support from this
Bookkeeper in the first year of operation in order to establish all financial management systems
and practices, and has budgeted accordingly. This contracted accountant will assist with recording
and reconciling the accounts, which supports our controls for separation of duties. The anticipated
cost for bookkeeping services will be $38,500 in the first year and $43,332 in subsequent years.
Payroll:
G. Financial Record Storage
A. Describe how the school will store financial records.
Covenant Arts Academy’s digital financial data will be maintained on a secured system/network.
Quick-books will be used as the backup of electronic media. Only the Principal, bookkeeper, and
authorized designees by the Board of Directors will have access to the data.
Covenant Arts Academy’s physical accounting records, journal entries, and appropriate back up
documentation will be maintained and secured in locked, fire-proof cabinets or in a fire-proofed
locked records storage vault. Only the Principal, bookkeeper, and authorized designees by the
Board of Directors will have access to the data.
H. Insurance Coverage
A. Describe the insurance coverage the school will obtain, including applicable health,
workers compensation, general liability, property insurance, and directors’ and officers’ liability
coverage.
The budget provides funding for health insurance options for employees as well as state required
workers’ compensation coverage. Comprehensive general liability insurance, fire, property and
casualty insurance, and vehicle liability insurance will be procured. Directors and employees in
leadership positions will be bonded and errors and omissions coverage will also be funded.
The insurance provider will be authorized by subsisting certificates of authority by the
Department of Financial Services or an eligible surplus lines insurer under Florida statutes. The
insurer will have a Best’s rating of “A” or better and a Financial Size category of “VI” or better,
according the Best’s Rating Guide.
CAA intends to insure that it meets all of the insurance requirements that will be negotiated in the
charter contract with PBC Schools and will assume the following will be included:
· Automobile Liability- A minimum $1,000,000 per occurrence, subject to an annual
aggregate of $3,000,000.
· Errors and Omissions- A minimum of $1,000,000 per claim/annual aggregate, and
maximum deductible of $25,000 per claim.
· Fidelity Bonds (or crime)- $1,000,000 for each person performing Principal or Financial
Specialist duties and $1,000,000 for each member of the Board of Directors and each person
authorized to make purchases or contract for services that exceed $5,000.
· Comprehensive General Liability, Bodily Injury, Property Damage, and Personal
Injury- A minimum $1,000,000 per occurrence and a $3,000,000 annual aggregate will be
maintained. Except with respect to property damage liability, coverage shall apply on a first-
dollar basis without application of any deductible or self-insured retention. Property damage
liability may be subject to a maximum deductible of $1,000 per occurrence.
· Workers’ Compensation and Employer Liability- CAA’s insurance will cover CAA (and
its subcontractors, to the extent that it is not otherwise insured) for those sources of liability
which would be covered by the latest edition of the standard Workers’ Compensation Policy, as
filed for use in Florida by the National Council on Compensation Insurance, without restrictive
endorsements. There shall be no maximum limit on the amount of coverage for liability imposed
by the Florida Workers’ Compensation Act or any other coverage customarily insured under part
1 of the standard Workers’ compensation Policy. The minimum amount of coverage for those
customarily insured under part 2 of the standard Workers’ Compensation Policy shall be
$500,000 for each accident; $500,000 for each disease; and $500,000 each employee.
· Fire, Property, and Casualty- CAA will obtain and maintain insurance for its building(s)
and contents.
Section 22: Start-Up Plan
A. Present a projected timetable for the school’s start-up, including but not limited to the
following key activities:
Applying for and securing appropriate legal status (e.g. status as a state corporation, federal
non-profit)
Identifying and securing facility
Recruiting and hiring staff (leaders, teachers, and other staff)
Staff training
Finalizing curriculum and other instructional materials
Governing board training
Policy adoption by Board (if necessary)
Recruiting students
Enrollment lottery, if necessary
Establishing financial procedures
Securing contracted services
Fundraising, if applicable
Finalizing transportation and food service plans
Procuring furniture, fixtures and equipment
Procuring instructional materials
The activities included should align with the start-up budget described earlier in the application.
If an activity will be paid for by a source of funding not included in the start-up budget, it should
be clearly indicated. (This timetable is a projection and is not meant to be binding on the school
or sponsor. A formal timeline may be negotiated in the charter agreement)
Covenant Arts Academy is committed to providing a challenging and supportive learning
environment that fosters high expectations in moral values, character development, leadership
skills, social growth, and intellectual development that help form a catalyst for the success of
every student. Each step listed below in the action plan has been specifically created to allow
CAA the opportunity to build partnerships within the school and community in each step of the
process. This process allows CAA to follow a roadmap of steps and strategies while staying
committed to our school mission. The timetable below describes the timing of the major steps in
the facility acquisition, permitting, and renovation process.
Activity School Responsible Party Date
Corporate Tasks
Begin Charter Application Founding Team Dec 2017
Begin site search Founding Team Dec 2017
Create School Budgets Founding Team Dec 2017
Submit Charter Application Founding Team Feb. 2018
Approval of Application by sponsor School District 2018
Negotiate/Sign Charter School Contract Founding Team, Board of Directors 2018
Applying for and securing appropriate
legal status (e.g. status as a state
corporation, federal non-profit)
Founding Team, Board of Directors January 2018
Begin collaboration with school district
regarding process and procedures Principal/Board of Directors February 2018
Facilities
Complete Lease Negotiations Founding Team/Board of Directors May 2018
Finalize school facility design Board of Directors 2018
Begin Plans and Permits Board of Directors January 2019
Begin Construction/Renovation Founding Team January 2019
Receive Certificate of Occupancy Board of Directors, Founding Team June 2019
Set up Administrative/Classroom Space Principal, Founding Team, Teachers June 2019
Staffing / Human Resources
Hire School Principal Board of Directors December 2018
Begin Teacher and Staff Recruiting Principal, Founding Team February 2019
Complete Teacher and Staff Recruiting Principal, Founding Team June 2019
Student Recruitment
Begin community outreach,
communication, and enrollment
Principal, Board of Directors, Founding
Team February 2019
Begin Open Enrollment Principal, Founding Team April 2019
Lottery if Necessary Principal and Board of Directors May 2019
Purchasing / FF&E
Order Equipment and Furniture Founding Team, Principal February 2019
Operations
Finalize School Calendar Board of Directors March 2019
Student/Parent Orientation Principal August 2019
CAA Opens Principal August 2019
Train staff and Board of Directors Principal; FDOE certified training July-August 2019
Process Examples:
Begin Charter Application
1. Founding Team began a review of the Charter School Application; (December 2018)
2. Founding Team reviewed revisions of the Charter School Application; (January 2018)
3. Review of Florida Statues 1002.33; (January 2018)
4. Submit application (February 1, 2018)
Hire School Principal –
1. Founding Team will create an account with www.Teachers-Teachers.com in preparation to
place an ad for a school principal; (October 2018)
2. The Board of Directors will begin the interview process; (November 2018)
3. Board of Directors will hire the school principal. (December 2018)
Apply for and secure appropriate legal status for CAA -
1. State Corporation January 2019
2. Federal non-profit January 2019
Begin Teacher and Staff Recruiting –
1. Principal will place an ad with www.Teachers-Teachers.com; (January 2019)
2. Principal will collect resumes received through Teachers-Teachers; (March 2019)
3. Founding Team will work with the Principal through the teacher interview process. (April
2019)
4. Have all teachers screened, drug tested, and hired. (July/August 2019)
CAA is prepared to handle all unanticipated events that may occur. All actions taken in response
to unanticipated events will be designed to support and strengthen CAA's commitment to
educational excellence and the success of its programs and students.
An example of preparing for unanticipated events: while a location has not been identified for the
school’s location and a Letter of Intent for procuring the property once the application is
approved, there are other sites that have been identified as back-up choices should procuring of,
or construction on the primary location experience difficulties or delays.
By enlisting the involvement of various individuals from different disciplines and expertise, the
list of activities is based on best practices and implementation procedures that have been tried and
tested for many years. The complexity and attention to detail is of sufficient depth to lead the
founding team to conclude that by following this plan and executing it will ensure effective
implementation.
